More Able and Talented Pupils
We believe that all children attending Kingsclere CE Primary School are entitled to a broad and balanced curriculum that is relevant to their needs. To ensure this happens, we need to provide challenging, stimulating and enriching opportunities for more able and talented pupils – regardless of their cultural, socio-economic backgrounds or disabilities.
Definition and Identification
More able pupils are defined as those children with one or more abilities developed to a level significantly ahead of their year group (or with the potential to develop those abilities). This refers to the upper end of the ability range in most classes.
In comparison with their peers, when engaged in their area of expertise, more able pupils will tend to:
- show a passion for particular subjects and seek to pursue them;
- master the rules of a domain easily and transfer their insights to new problems;
- analyse their own behaviour and hence use a greater range of learning strategies than others (self regulation);
- make connections between past and present learning;
- work at a level beyond that expected for their years;
- show intellectual maturity and enjoy engaging in depth with subject material;
- actively and enthusiastically engage in debate and discussion on a particular subject;
Our identification strategy (using observations, ongoing assessments and pupil tracking) will ensure that pupils are identified who have the potential to achieve. Those with English as an additional language and pupils with disabilities and or special educational needs will be given equal access to identification.
Re-evaluation takes place each term, following completion of termly assessment by class teachers. Therefore, it is not a foregone conclusion that an identified pupil will remain on the schools More Able register for the duration of their time in school.
Teaching of More Able Pupils Within the Curriculum:
Much of the provision for the more able pupils will be in the context of their day to day classroom experience, which will:
- be child-centred, valuing and utilising pupils’ own interests and learning styles;
- establish what pupils can already do or have already done so that we are not wasting time with repetition or duplication of learning;
- more able pupils receive regular guided sessions with teachers and/ or teaching assistants to cater specifically for their needs;
- encourage children to use a variety of ideas, stimuli and resources;
- foster a climate of questioning, problem solving, debate and risk taking in the children’s learning;
- be flexible in the uses of pupil groupings – ability, mixed ability, partners, individuals;
- On occasion, more able pupils can act as a pupil expert to demonstrate and share their expertise with peers;
- provide a challenging learning environment, allowing pupils to questions and access higher order thinking skills;
- promote and celebrate creativity and original thinking;
- encourage target setting that involves pupils in their own learning and progress.
Beyond the Curriculum:
- Opportunities for more able pupils to be withdrawn for specific activities to work with other pupils of similar ability;
- Involvement of more able pupils in extra-curricular or enrichment activities that extend the boundaries of the curriculum.
- Examples of these are: more able maths clubs, more able reading circles, storytelling competitions and competitive PE competitions.
- Partnerships with local secondary schools to enrich and extend our more able pupils knowledge and understanding. For example, Year 6 English and Maths enrichment sessions at The Clere School and Kennet School, Year 5 Gifted and Talented PE scheme at Park House.
On transition to another class in school or to another school, we will ensure that information in identification, assessment and individual attainment and achievement will be recorded and shared (through SIMS). This will ensure continuity and progression in curriculum provision. Where pupils are transferring to another school, a liaison meeting will take place with their designated teacher from the receiving school.
Partnerships with Pupils and Parents
We wish to involve pupils and parents in all the procedures outlined in this policy. Parents are welcome to come into school at any time to discuss with teachers the development of pupils’ gifts and talents. Pupils who are identified as being more able will be informed through usual target setting and class based assessment procedures. They will be given challenging learning experiences and set targets that will support them in realising their potential. Parents will be informed about their child’s gifts and talents at parent evenings. Parents or pupils may nominate the pupil as part of the identification and assessment process. Parents will be kept fully informed of ways in which they can support their child to develop their gifts and talents.