2.

5 Writing a policy for more

able students

The key is recognition at all levels in each school that an

effective gifted and talented policy will require significant
changes in the organisation, curriculum and perhaps culture
of the school. As a general rule, if the gifted and talented policy
is not having this degree of impact, it is probably not working.
Professor Michael Barber

This section focuses on a recognition that one size doesnt fit all for a policy for more able
Templates in
students, but that there are some themes common to all schools that youll need to this chapter
consider. l Example action
plan p66
l Departmental
checklist p67
Learning points: l School policy for
more able
3 What a policy is and why you need one. students p68

3 How the policy informs practice and what it should contain.

3 Roles and responsibilities: the gifted and talented governor link; the gifted and talented
coordinator; the senior management team; teachers and teaching assistants; parents and
carers; the local authority.
3 Department polices and their relation to DCSF guidance.

If teaching more able students uses the same techniques for all, why bother with a policy
for more able students?

Frequently asked questions

What is a policy and why do I need one?
l Your policy is an all-in-one management action plan and mission statement. It expresses
what the schools aims are for more able students and describes how those aims will be
met. The policy also needs to be rigorous about the way in which equal opportunities
policies will be integrated into your gifted and talented policy.

l The policy challenges the myth that more able children will do well in any scenario and
that they do not need extra help.The policy champions such students and their needs.

l You need a policy to clarify for governors, staff, students and parents what higher ability
is and how your school will meet the challenge of these students.The policy is a roadmap,
telling you where you are now and where you want to go used effectively it can
document your schools progress.

61
 2.5 Writing a policy for more able students &
gifted talented coordinators handbook

How does the policy inform practice?

+ See also Writing a policy is not the starting point, but a midway point in the process. Before starting
section 2.1 Auditing
and self-evalutaion on your policy you need to discuss with all staff the reasons for having one and agree on
and 2.2 Having a
vision for your its aims and objectives this can form part of your auditing and self-evaluation [+ 2.1] and
more able your vision-building exercise [+ 2.2].
students

Why should naughty students be rewarded with extension/enrichment?

Extension and enrichment activities are part of your whole-school plan to provide appropriate
educational opportunities for more able students. More able students who display poor
behaviour in classes could be bored because of the overall slow pace, or they may already
know (or think they know) what the class is about. Providing an opportunity to engage with
learning in a different format could help not only with their behaviour,but their self-esteem,too.

+ See also Ideally, enrichment opportunities should be made available to all students. The level of
section 3.18 challenge will make them broadly self-selecting for students without any loss of face or
Subject-specific
considerations cool factor. [+ 3.18]

What your schools gifted and talented policy should contain

l Key documents that will lead to the development of an action plan a coherent overall
strategy to embed provision for more able students into your school.

l Your schools beliefs, values and learning ethos.

l A specific statement about how this ethos can be achieved practically:

m what staff need to do
m what students need to do (behaviour contract, for example).

l How your school defines high ability (and what terms you are going to use).

l Methods for identifying high ability, latent potential and underachievement.

l What systems will be put in place to organise the policy (gifted and talented coordinator;
budget; resources; recoding; link coordinators in each department; CPD and training needs
for staff; networking with partners and cluster schools; communicating information to
governors, staff, students and parents; key stage 2-3 transition and the use of information
from primary feeder schools; audit of current activities including responsibilities).

l How the register of more able students will be compiled and used.

l How students work and their achievement of the schools aims and objectives will be
+ See also our monitored and evaluated.
example policy on
page 68 l How often you will review your policy.

Your cohort
Remember to check for a balance of gender, ethnicity and subject specialisms that reflects
your overall school population. This check will alert you to any areas of the school
population who are not represented in the cohort and, potentially, could be overlooked or
+ See Student underachieving, for a variety of reasons.
self-identification
questionnaire
template on page Consider asking students to complete an all about me questionnaire that lists their likes,
157
dislikes, learning preferences and out-of-school aptitudes and activities. [+ p157 for example]

62
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gifted talented coordinators handbook 2.5 Writing a policy for more able students

The roles of various interested parties [+ 2.12 and 2.13]

+ See also 2.12
Training yourself
The role of the gifted and talented governor link and others and
2.13 Involving
parents and carers
They set the strategy within which policy is shaped and ensure
that it is monitored and evaluated. Schools can help them to do
this by providing data on the progress of gifted and talented
students and involving them fully in policy-making and review.
DCSF

There are no statutory requirements for governors to act in the area of educating more able
students, but schools that have nominated such a post show that having a governor with
responsibility for the more able student programme has helped them to deliver this more
effectively.

A governor link:
l Raises the profile of the programme amongst students, parents, colleagues and other
schools in your area.
l Raises the status of the gifted and talented coordinator by according them the same
rights, privileges and responsibilities as, say, your SENCO or other senior member of staff.
l Can ensure that funds from the school budget are allocated to the programme (where
schools are not in either of the Excellence in Cities programmes).

The role of teachers and teaching assistants

As appropriate, your colleagues provide differentiated activities and a range of support and + See also section
resources for more able students. This may include extension activities that are more 2.11 Working with
other people in
demanding of their abilities or enrichment activities that provide new and different ways your school
of working. [+ 2.11]

The role of parents and carers

Parents and carers should be encouraged to be involved in their childs learning through
+ See also
open evenings, visits to the school and homework. You may wish to consider that both section 2.13
Involving parents
parents and students sign a homework and behaviour agreement so that everyone knows and carers
what is required of them.[+ 2.13]

The role of the local authority

The local authorities main tasks are: to provide guidance to

schools in meeting students needs; to identify which schools
need particular help, and to ensure that this is provided
effectively; and, where appropriate, to support initiatives across
local authorities. In addition, the local authority should ensure
that individual students with particular talents receive the
support they need in order to make progress.
LEA framework (2004) Support to schools for gifted and talented students

Ideally, your local authority or G&T region or cluster [+ section 5] should be your first + See also
section 5 Further
port of call when looking at examples of good practice, policy documents and, in information and
particular, training. resources

63
 2.5 Writing a policy for more able students gifted& talented coordinators handbook

Department polices and their relation to DCSF guidance

Department/subject heads need to identify what constitutes high ability in their subject
+ See [+ p65]. It will be useful for you to discuss with your colleagues what written, verbal and
Departmental
checklist template other non-written indicators are helpful. As a team, departments need to discuss, What
on page 67
does high ability look like? Useful ideas can be found at www.ncaction.org.uk.

National Curriculum levels of attainment also give a broad idea of this but the best method
+ See also is to collect examples of excellence from students work and develop departmental
section 5 Further
information and portfolios [+ section 5].This is particularly useful for NQTs and less experienced staff.
resources

The first layer of the new Classroom Quality Standards in Gifted & Talented Education were
published in draft form in 2007. Following trials in schools they are expected to be rolled
out nationally. They span seven key areas:
l conditions for learning
l development of learning
l knowledge of subjects and themes
l understanding learners needs
+ For more
details see l planning
www2.teachernet.
gov.uk/ l engagement with learners and learning
QualityStandards
l links beyond the classroom. [+ see website]

These can help subject departments to focus on their provision for more able students by
concentrating on classroom practice.

Case study: A school policy for more able students

At Brooke Weston City Technology College (11-18) in Northamptonshire, the gifted
and talented coordinator, Naomi Ferguson-Hennah developed a two-step
identification system that relies firstly on available data (SATs, non-verbal reasoning
NFER Maths and English results) followed by departmental identification via the non-
written indicator referral sheets previously developed. The information is held
centrally so all tutors are aware which of their tutees have been identified as more
able and the subject in which theyve been identified as such.
The tutor has a key role in the monitoring and tracking systems, as they see from the
students report if theyre not working to their target level. This then opens a forum
for discussion. Its the tutor who has a term-by-term picture of a students progress.
If a student continues to work under target they will be referred to the gifted and
talented coordinator who, in conjunction with the tutor and other teachers, develops
specific targets to encourage an improved performance.
The primary purpose of the school policy is to provide a framework of support that
will allow the schools high ability students to flourish into high achievers. The school
believes that the key to success lies in good advanced level provision in every lesson.
Its this provision that will inspire students to succeed.
The whole system relies heavily on the colleges excellent term-by-term report
system. This provides an open avenue of communication and evaluation between the
teachers, tutors, parents and students that is updated every eight weeks.
The policy for more able students, like all policies, will be subject to review and
development as time goes by. Already the school has developed materials such as All
+ See Student About Me [+ p157] to provide the opportunity for peer- and self-nomination. Having the
self-identification tutor at the heart of the system provides a more personal approach to monitoring and
questionnaire
template on page enables parents to become involved in the process of nomination. The identification
157 process may change if the school introduces a different test system such as the X

64
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gifted talented coordinators handbook 2.5 Writing a policy for more able students

Case study: A school policy for more able students continued

acclaimed CAT test, and indeed materials are constantly being updated and renewed.
The school sees its more able student policy and process as a starting point.

Recommendations
o When discussing your policy for more able students with colleagues it will be useful to
make the following points:
m effective education systems should meet the needs of all students, including
the most able
m more able students require specific educational measures
m it cannot be assumed that more able students will thrive without access to
opportunities or support this is particularly true for students from disadvantaged
backgrounds. Giftedness is expertise in its development phase (Deborah Eyre)
ability is developed through students having access to appropriate opportunities
and support.
o Policies should be clear, easy to use and practical be prepared to review your policy
regularly.
o Be mindful of the role of key people in making your policy for more able students work
all staff have an important role to play.
o Use your policy as the grounding for a comprehensive development plan that will set
out how your school will enhance its provision for more able students.

Meeting the educational needs of the gifted and talented is

about building on good general school provision, not about
providing something entirely different. Therefore any assessment
of effective provision for G&T students will include a review of the
schools general educational offer as well as of those elements
specifically designed to meet the needs of the gifted and talented.
Deborah Eyre

Further reading and information

Books Comments
Clark, C and Callow, R (2002) Educating the Gifted Suggests ways in which teachers can extend their
and Talented: Resource Issues and Processes for range of skills and develop thinking and practice.
Teachers. London: David Fulton. [95-110]
Hymer, B and Michel, D (2003) Gifted and Starting with a belief in an inclusive approach to
Talented Learners: Creating a Policy for the education of more able students, the authors
Inclusion. London: David Fulton. [p85-99] provide a framework for schools.
Teare, B (2002) Effective Provision for Able Teare combines theory with classroom practice and
and Talented Children. Stafford: Network examines identification of able children, strategies
Educational Press. [p19-23] for combating underachievement, pastoral issues,
school policy, monitoring and enrichment.

Web-based material Comments

www.standards.dcsf.gov.uk/giftedandtalented The information on this website changes regularly
and is organised by the Gifted and Talented
Education Unit of the DCSF.

65
 2.5 Writing a policy for more able students
Template: Example action plan
Example action plan
Stage
Audit current provision
Write your whole-school policy
Identify cohort of more able
students
Draw on a range of sources of
support for students: external and
internal, intellectual, emotional
and behavioural
Review the progress of each
individual student
Plan and provide enrichment,
masterclasses, extra-curricular
activities
66
gifted&
Entry
l Appoint a senior member of
staff as leading teacher for G&T
l What is provided?
l How is it provided?
l How is it monitored?
l How is it budgeted?
l Ensure governors, colleagues,
students and parents are
informed about the process
l Nominate a link coordinator in
each subject department
l Train staff to recognise more
able students
l Develop criteria for identifying
high ability subject teams
l Include details of students in
school census
l Audit resources provided
l Identify what additional
resources are needed
l Meet other schools/share ideas
l Train and appoint learning
mentors (by department or
pastoral model) both within
and outside the school
environment
l Identify opportunities and plan
budget
l Support staff in providing extra-
curricular activities
l Develop local, national and
international networking
opportunities
talented coordinators handbook
Management role
l Review, guide and agree criteria
and practice with subject heads
l Suggest models for further data
gathering: observation, parental
involvement etc
l Ensure the policy is embedded
within the whole-school ethos
l Ensure the policy has SMART
targets (Specific, Measurable,
Achievable, Realistic, Timed)
l Check that the budget is realistic
for what you want to achieve
l Organise or give training
l Provide up-to-date local authority
and government guidelines
l Agree nominations
l Develop transparent student
register
l Plan, budget, prioritise and
provide new resources
l Utilise local networking ie cluster
opportunities
l Discuss goals set with learning
mentors
l Monitor and evaluate success
l Review whole-school policy
l Review cohort
l Guide and support staff in
providing activities
l Plan long-term programme (with
local or cluster schools)
l Liaise with local authority to
provide opportunities
l Review plan, monitor and
evaluate it
 &
gifted talented coordinators handbook 2.5 Writing a policy for more able students

Template: Departmental checklist

Departmental checklist
Action Yes / No / Partly / Staff Action

G&T link person appointed

Criteria for high ability work in each age group
identified
Policy statement written, agreed by HoD and G&T
coordinator, circulated to staff
INSET training for staff in place, including behaviour
management
Cohort identified
Cohort analysed for inclusion: needs analysis
(questionnaire learning preferences)
Schemes of work reviewed
Portfolio of outstanding work for each curriculum area
Resources audited
Staff resources audited: out-of-hours study support
Motivation and reward system in place
Enrichment, extension, acceleration reviewed
Links to external organisations
Monitoring and evaluation
Communication strategy
Policy review procedure

67
 2.5 Writing a policy for more able students &
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Example: School policy for more able students

Beliefs and values
At ___________________ School we believe that all children are entitled to an
education that will enable them to develop their full potential, be that
intellectual, physical, aesthetic, creative, emotional, spiritual or social, finding
appropriate challenge in our learning environment.
All students have individual needs, which puts personalised learning at the
heart of our teaching and learning.
___________________ School is committed to providing a sufficiently
challenging curriculum for all its students. In addition, we will provide Specific statement of intent
opportunities to identify and in turn nurture those who are more able and
their abilities.
All students have an entitlement to the following:
l Staff commitment and training to develop students full potential at all What schools can do to
achieve this
times.
l Lessons that stimulate, engage, challenge, inform, excite and encourage
through partnership and dialogue with teachers and other students and active
participation in the lesson.
l Courses that lead to examinations and accreditation.
l Skilled, well prepared and informed teachers who have a perspective and
understanding of whole-school needs, problems and policies, especially those
concerning issues related to those students identified as more able.
l An entitlement beyond subject teaching, including preparation for adult life What schools can do to
and preparation for the world of work. This should include extra-curricular achieve this
activity, personal and social education, careers guidance and counselling,
visits to local industry, work experience and community service.

Definition
This makes sure all staff,
In defining what is meant by the term more able, we have adopted the students and parents are
following definitions: using and understanding the
l Those who show an exceptional ability. This might be in a curriculum area same terminology
such as mathematics, music, art or sport or be a less easily acknowledged
talent such as leadership, creative imagination or social maturity.
l Those students who possess a general academic learning ability that is
significantly greater than that of most of their peers.
The above list is, of course, not exhaustive and students may display
exceptional abilities in a wide number of areas.

Identification
Look at the variety of methods
No one method of identification can be entirely accurate since specific subject for identification but no
criteria will develop. Therefore, we endeavour to obtain as much information specific mention of IQ tests,
about individual students as possible. The methods employed are as follows: SATs or examination results.
Its also suggesting that
l information from any previous schools individual subject departments
l internal and external assessment and testing make their own portfolios of
l specific criteria developed by subjects or their professional associations examples of work from more
able students
l teacher/parent/peer/self-nomination.

Evaluation Although it doesnt tell schools

As with all our school policies, the transfer to consistent practice across the how to do their evaluations, it
school is of paramount importance and thus we must evaluate our progress. does highlight their
The responsibility for evaluation will fall to the G&T coordinator, who will importance. Note the status
given to the G&T coordinators
report directly to the senior management team. Results of evaluation will be direct reporting to SMT. But
discussed annually at senior team meetings and shared with the G&T group in shouldnt the G&T coordinator
school and also the curriculum committee of the governing body. be part of the SMT?

68
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gifted talented coordinators handbook 2.5 Writing a policy for more able students

Arrangements for coordinating provision Although it doesnt tell schools

l The appointment of a named individual to coordinate and champion the how to do their evaluations, it
does highlight their
schools response to meeting the needs of more able students. importance. Note the status
l The identification of a key link person in each faculty/curriculum area to given to the G&T coordinators
liaise with the G&T coordinator and to establish mechanisms for coordinating direct reporting to SMT. But
shouldnt the G&T coordinator
and monitoring progress of more able students. be part of the SMT?
l All schemes of work are planned by heads of departments to include specific
enrichment material and ideas on a module-by-module basis.
l An awareness amongst all staff of their role in the identification of more This ensures the G&T
able students, based on subject-specific criteria and the need to make the coordinator isnt solely
responsible for G&T in schools
curriculum sufficiently challenging.
l The establishment of a register of more able students established by the
G&T coordinator and published to all curriculum areas.
l Continuing professional development for staff that addresses the
implications of more able students for senior management, within individual CPD very important
subject areas and develops teaching and learning styles that take account of
differentiation, enrichment and extension.
l The effective assessment of students potential and performance.
l The regular monitoring and reporting, to the G&T coordinator, of individual
student performance.
l An audit of enrichment and extension opportunities provided by the wider
What are we already doing?
extra curricular programmes, led by the G&T coordinator.
l The encouragement of students to enter local and national events, including
residential courses and competitions.
l The provision of discreet pastoral care (where required) on an individual
basis.
l The provision of mentoring, where appropriate.
l Opportunities for more able students to work together. Working with ability peers
l Recognition, celebration and rewarding of achievement of all students. key for more able students
l Close liaison by the school with external support agencies and the home.
l Mechanisms to identify and address underachievement.

Responsibilities
Curriculum coordinators
What does ability look like in
l to prepare subject-specific criteria with departmental heads each subject?
l to inform departmental staff of these criteria
l to keep a record of criteria and pass on to the G&T coordinator.

Heads of department
l to identify students who meet the criteria Again, ensuring provision for
more able students is the
l to pass these names onto the curriculum coordinator and to the G&T
responsibility of all staff
coordinator
l to provide schemes of work that contain enrichment/extension material for
identified students
l to ensure that teachers have registers that recognise who has been
identified as more able
l to ensure that the enrichment/extension material is being used by subject
teachers.

Deputy head (teaching and learning)

Role of senior staff in
l to monitor the schemes of work. provision for more able
l to work with the G&T coordinator to oversee the process and activity students
l to include items concerning provision for more able students on meeting
agendas.

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 2.5 Writing a policy for more able students &
gifted talented coordinators handbook

G&T coordinator/leading teacher

l to prepare, from prior attainment data, a register of the top 5-10% of each Government guidelines but
the top 10% in each school
cohort year not compared to national
l to gather names of identified students from all areas figures
l to categorise this information in a way agreed with the senior management
team and to communicate back to curriculum coordinators and heads of
department
l to prepare courses of action for students who are identified as able in many
areas (by agreement with senior management)
l to monitor the provision for more able students
l to evaluate the progress made by students and provision generally on an
annual basis Shouldnt arranging training
l to consider the list of identified students on an annual basis. for self and staff be on this
list?

Used with permission by Louisa Sliwa, Essex County Council, and annotated by Jane West. First published in Gifted
& Talented Update 16: 8-9.

70
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