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More Able, Gifted and Talented Policy 1. Rationale “Achievement for All” is the school’s mission statement; integral to this mission is the aim of meeting the needs and maximising the potential and aspirations of MAG&T pupils at the school by providing appropriate challenge and preparing them for the Sixth Form and Higher Education.

2. Definitions The DfE defines MAG&T pupils as: “Children and young people with one or more abilities developed to a level significantly ahead of their year group (or potential to develop these abilities)”. NB…this encompasses learners who represent the top 5-10% nationally but also refers to relative ability in comparison to peers within the context of the school. Within the context of Glenthorne High School the following definitions apply:  

More Able Pupils are those pupils whose attainment is within the top 5-10% of our ability range. Gifted Pupils are those whose ability indicates that they are achieving or have the potential to achieve a level significantly in advance of their peer group in English, Maths, Science, Humanities, Modern Foreign Languages, Media, Technology, Business Studies and ICT based on criteria established by the subject area. Talented Pupils are those who have enhanced creative, musical, sporting or artistic abilities in Art & Design, Music, Dance, Drama and P.E. based on criteria established by the subject area.

3. Identification Identification is not an exact science; there is no effective single test of giftedness and talent nor is there an infallible methodology. We use a ‘best-fit’ approach, drawing on as wide a range of methods and sources of evidence as possible. Our process is designed to ensure that identification: 

Is based on a mix of data from tests and assessments – including cognitive ability tests and other evidence, including teacher/staff recommendations based on examples of work and contributions in lessons and beyond the classroom.

Is a continuous process rather than a ‘one-off’.

Is integrated with provision, with in-built opportunities to identify ability through structured learning opportunities.

MAG&T Policy 2009


3.1 Role of Assistant Head Teacher - Identification The Assistant Head Teacher i/c Teaching and Learning is responsible for leading coordinating, developing, monitoring and evaluating all aspects of MAG&T provision. In liaison with Subject Leaders, HOY, AHOY, tutors and TAs where appropriate, the Assistant Head Teacher completes an bi-annual review in order to identify pupils for inclusion on the whole school MAG&T register with a focus on: 

Exceptionally able pupils

Pupils who meet published criteria for the top 5-10% nationally

Pupils who are gifted and talented relative to peers in their own year group at school.*

A range of abilities including talent in the arts and sport.

Ability rather than achievement, so that underachievers are among those identified.

*Since relative ability changes over time, learners may move on and off the register as appropriate, e.g. at key transition points such as moving up from primary to secondary and moving year group or key stage. The whole school register is published in September of each year, updated during the autumn term and reviewed again before the end of the summer term.

3.2 Role of Subject Leader – Identification Subject Leaders use specific criteria for the identification of Gifted and Talented pupils in their subject areas based on national guidance from DfE as well as from the following websites to ensure consistency of identification across Year Groups: www.londongt.org www.nace.co.uk www.newsecondarycurriculum.org. www.nationalstrategies.standards.dcsf.gov.uk Subject Leaders also identify the top 5-10% of students in terms of attainment in each year group as More Able.

3.3 Role of Head of Year - Identification Heads of Year, in collaboration with the Assistant Headteacher i/c MAG&T select pupils for inclusion in the Core Group of MAG&T students in each year, following analysis of a range of evidence including:     

CATS data and KS2 scores Primary Schools’ MAG&T registers where available The results of national tests and assessments Identification by three or more subject areas as More Able or Gifted Pastoral Records

Core Groups comprise MAG&T students who, for a variety of reasons, may benefit from additional mentoring or support in order to fulfil their potential. These reasons might include:

MAG&T Policy 2009


  

High levels of attainment/achievement in comparison to their peers nationally or within the context of the school Identified underachievement Socio-economic disadvantage

The Assistant Head Teacher i/c Teaching and Learning ensures that the whole-school More Able, Gifted and Talented register and Core Group Lists are kept up-to-date, recorded on SIMS and distributed to all teaching staff.

3.4 Role of Parents/Carers – Identification Parents/Carers are invited to contact the Assistant Headteacher i/c MAG&T at any point during the academic year to discuss issues or queries regarding their child’s talents, gifts and abilities. Parents/Carers are also invited to nominate their child for inclusion on the MAG&T register at any point during the year. Nominations will be assessed by the Assistant Head Teacher i/c Teaching and Learning in collaboration with HOY, SLs and Subject teachers. Decisions made following nominations will be based on “hard” and “soft” evidence.

4. Provision Addressing the needs of MAG&T pupils is the responsibility of all staff.

4.1 Whole-School Provision: Responsibility of Assistant Head Teacher i/c Teaching and Learning. The school curriculum is differentiated to ensure appropriate challenge in order to meet the needs of MAG&T pupils e.g.      

There is a comprehensive programme of acceleration, including courses leading to GCSEs at the end of Year 10 and modules of “AS” levels and bridging courses in Year 11. Maths KS3 assessments taken in Year 8; Maths GCSE taken in Year 10; AS Module taken in Year 11. Drama GCSE taken in Year 10, followed in Y11 by bridging course as preparation for A Level or GCSE Dance in a year. Expressive Arts taken in Year 10, GCSE Dance or Drama in Year 11. OCR Nationals in ICT begin in Year 9 leading to an accelerated GCSE. Religious Education – Full course in Year 11.

There is also an enrichment programme in all subjects, providing greater curriculum breadth e.g. 

The lead Maths MAG&T teacher identifies gifted pupils in Maths and delivers monthly sessions in advance of the Maths Challenge to develop higher level knowledge and skills.

The school’s extra-curricular programme offers educational visits as well as enrichment and enhancement opportunities for MAG&T pupils e.g.  

A whole school Challenge Week in the summer term to extend and challenge the learning of all pupils, including the MAG&T. A comprehensive programme of activities for 21 selected Performing Arts pupils in each year group (see Selected Pupil Policy) and further opportunities for talented pupils in Music, Dance and Drama through instrumental lessons, Dance

MAG&T Policy 2009


Week, school productions and concerts and our Saturday School, Arts One. There are a range of Performing Arts Holiday Schools for pupils based at the school. Pupils are also signposted to provision outside school. An extensive extra-curricular programme for PE covering a whole range of sports and including opportunities to trial for teams and squads and to compete at district, county and national level.

4.2 Provision by Year Teams: Responsibility of the relevant Assistant Head of Year Assistant Heads of Year in collaboration with other members of staff develop a programme for the Core Group of pupils to ensure that their academic, social and personal needs are met and that they achieve their potential through:    

Regular mentoring meetings to monitor progress as well as set and review personalised SMART targets. Team-building activities which develop skills, motivate, challenge and provide opportunities to promote intellectual development, focussing on the development of thinking skills and independent learning. Sign-posting to the range of enrichment opportunities available inside and outside school. Student voice opportunities to express their views about the school’s provision.

4.3 Provision by Subject Areas Responsibility of Subject Leaders Subject Leaders ensure that:

  

 

Appropriate grouping structures are agreed with the Deputy Head so that challenge and effective differentiation can be achieved. Their subject area provides at least one extra-curricular activity per term, open to all pupils, but also targeted at enriching and extending the learning of MAG&T pupils. Educational visits for all pupils are differentiated to extend the learning of MAG&T pupils and involve either preparatory work, follow-up work, or both. No trips should be offered for just MAG&T pupils, except those agreed for the Core Groups in each year. Appropriate extension activities are planned and delivered to challenge MAG&T pupils within the classroom. An annual review of subject-specific resources is carried out, including those held in the LRC, in order to ensure that they provide appropriate challenge for MAG&T pupils.

5. Communication with Parents 5.1 All pupils identified as MAG&T

The Assistant Head teacher i/c Teaching and Learning will:  

Inform parents in the first instance of their child’s identification and the provision offered to support their child’s achievement as outlined in the policy. Inform parents where a decision is made to remove their child from the register, following analysis of data/evidence at key transition points as outlined in the policy.

MAG&T Policy 2009


Subject Leaders and teachers will be responsible for continuing to inform parents through the school’s academic and reporting procedures, advising parents of:   

Specific curriculum provision and opportunities such as enrichment, out of school activities, acceleration, groupings. Progress, attainment and achievement. Targets.

The school website will be regularly updated with reports and details of trips and events.

5.2 Pupils selected for the Core Group The Assistant Head teacher i/c Teaching and Learning will:   

Inform parents in the first instance of their child’s identification and the provision offered to support their child’s progress as outlined in the policy. Give details of the specific programme(s) devised for the Core Groups. Offer guidance on how to support their child at home.

Assistant Heads of Year will: 

Give regular feedback on Core Group activities, involving parents as appropriate.

6. Monitoring and Evaluation 6.1 Whole-School Provision: The Assistant Head teacher i/c Teaching and Learning, in collaboration with Subject Leaders and Heads of Year, will: 

Implement strategies to ensure that targets for More Able, Gifted and Talented pupils are achieved, as outlined in the annual MAG&T Action Plan as well as whole school and departmental SIPs.  Monitor the progress of MAG&T pupils to identify underachievement, lack of engagement, EAL or dual exceptionality issues through analysis of school tracking sheets, end of year and key stage results, GCSE, AS, A2 results and subject identifications. Implement appropriate intervention strategies in collaboration with the AHOY and parents.  Observe lessons to evaluate the quality of provision and extension activities offered to pupils in the classroom.  Monitor the effectiveness of provision for identified pupils on the MAG&T register, through the analysis of their attainment and progress, using a variety of assessment data and tools including in-house exams analyses, subject Self Evaluation Forms, FFT and Raise-on-Line.  Analyse feedback from the school’s MER systems to establish the impact of Teaching and Learning methodologies for MAG&T pupils.  Evaluate the effectiveness of extra-curricular, enrichment, and accelerated provision.  Organise and lead INSET for staff to ensure that school objectives regarding MAG&T can be met through the development of teaching methods and strategies. Provide time for departments to work on differentiating work for MAG&T.  Liaise with the LA MAG&T Co-ordinator, where possible, to ensure that the latest ideas and strategies are being introduced at the school.  Lead, monitor and evaluate the work of colleagues involved in the MAG&T Action Group. Line Managers will:

MAG&T Policy 2009


Monitor PM targets of Subject Leaders and teaching staff that relate to the development of MAG&T provision e.g.:  

Subject Leaders will be expected to enrich subject provision through measurable curriculum and extra-curricular provision, projects and activities, some of which may be in collaboration with other schools. Teaching staff will be expected to develop strategies, schemes of work, lesson plans and activities that extend the learning of the MAG&T.

Core Groups: Heads of Year will monitor the effectiveness of provision for the Core Groups through the analysis of:  Value-added and assessment data.  Pupil progress using school data (termly).  Observations and MER systems. Heads of Year will report on the effectiveness of provision for the Core Groups through the relevant section of their SEF. Subject Areas: Subject Leaders will monitor the effectiveness of provision for pupils identified as More Able, Gifted or Talented in their subject areas through ongoing analysis of:  Curriculum provision and groupings.  Teaching and learning styles and Schemes of Work.  Subject assessment and target-setting procedures.  Value-added and assessment data. Subject Leaders will report on the effectiveness of provision in their subject areas for the following groups of MAG&T pupils through the relevant section of their SEF: 1. Core Group 2. More Able in their subject area 3. “Gifted” or “Talented” in their subject area Subject Teachers will ensure that:   

Planning and delivery is challenging for MAG&T pupils. Pupils’ progress is regularly reviewed and challenging targets set. Pupils’ progress is discussed with parents/carers as appropriate.

Review   

The MAG&T Action plan will be monitored once every half term by the MAG&T link governor and the Assistant Head Teacher i/c Teaching and Learning. The MAG&T policy will reviewed every September. An annual review of the MAG&T Action Plan and the impact and effectiveness of the school’s provision for MAG&T pupils will take place through the school’s review systems to ensure that practice is relevant, continually improved and is successful in achieving whole school, cohort and individual targets for MAG&T. The findings of this review will be reported to Governors’ Curriculum Committee in the Summer term of each year.

MAG&T Policy 2009


Additional Guidance Identification and Provision for Exceptionally Able Pupils 1.

Identification:

HMI defines Exceptionally Able pupils as: “Those who are capable of working several years ahead of their contemporaries as shown by their exceptional performance in one or more National Curriculum subject” At Glenthorne, owing to our context in a grammar school system, our number of EA pupils tends to be low however we currently have EA pupils in Maths, English, MFL, Sports and the Performing Arts. EA pupils should be identified on the whole school MAG&T register as “Gifted”, “Talented” or “More Able” in their area/s of strength.

2.

Provision:

The needs of most EA pupils will be addressed well through the quality of our outstanding curriculum and enrichment opportunities as well as the effective monitoring and mentoring systems that we have already put in place for our MAG&T pupils. However it is important for staff to recognise that EA pupils may also have specific needs that require additional support:

a) Access to a learning mentor 

If an EA pupil meets the criteria for inclusion in the MAG&T core group he or she will be mentored by the relevant Assistant Head of Year using the MAG&T IEP to set, monitor and review challenging targets. If an EA pupil is identified in only one subject area e.g. Music/Dance, it is the responsibility of the Subject Leader to ensure that he/she receives appropriate mentoring and target-setting through the subject teacher/s.

b) Acceleration Most EA pupils will be identified for an appropriate accelerated course alongside other MAG&T pupils in line with our existing personalised pathways. Where no accelerated course is accommodated in the curriculum for their specialists area/s, Subject Leaders should consider early entry combined with access to learning at the next stage wherever possible e.g. through the use of AS/A2/Open University Modules to extend and challenge EA pupils.

c) Enrichment Like all MAG&T students, EA pupils will need specific enrichment opportunities in order to help them excel e.g. opportunities to perform in local/national music ensembles; to compete in sports at district, county, national level; to enter local and national competitions in their field/s of expertise; to attend master classes and work with professionals inside and outside school; take part in trips and events to broaden and deepen their learning and access extended learning material through e-learning opportunities.

MAG&T Policy 2009


d) Effective Teaching and Learning strategies As outlined in our Teaching and Learning policy and promoted through school INSET, teachers should plan to provide stretch and challenge for all pupils, including the MAG&T and EA through effective differentiation and top-down planning. Strategies that have been recognised by National Strategies as particularly effective when planning for EA pupils are already part of our practice at Glenthorne. These strategies include:         

setting high-challenge independent research tasks giving pupils website addresses which provide additional study materials and guidance on how to use them providing more challenging coursework assignments giving differentiated success criteria setting creative open-ended tasks incorporating AS level units into GCSE allocating role of coach in games lessons where appropriate using Assessment for Learning strategies higher-order questioning.

e) IAG EA pupils may need tailored IAG relating to future pathways and careers in order to progress to the next phase in their learning and, wherever possible, Assistant Heads of Year and Subject Teams should use their links to outside organisations to support this process if necessary. This happens at Glenthorne through events such as our Performing Arts Careers evening and year 10 & 12 aspirations week. During the options and UCAS processes, specialist advice for pupils should be provided in order to support applications to Dance, Drama & Music schools, Sports Academies and Universities. The Assistant Head of 6th form should seek specialist advice regarding Oxbridge applications from appropriate colleagues in partner schools if necessary.

3.

Social and Emotional Aspects of Learning

It is important for all staff to be aware that pupils with EA do not all share the same characteristics and each will have reached varying stages of social and emotional development, some very self-confident and ready communicators, others more reserved and reluctant to display their abilities. Subject teachers should be alert for pupils whose exceptional abilities may be hidden by underachievement for example pupils with A grade targets who achieve As with little effort. It is also important to remember that when we are looking for opportunities to extend learning and provide for the needs of the EA pupil, we should not isolate the pupil excessively from their peers but should try to achieve a balance. If EA pupils are always used to “teach” their peers as a method of differentiation, is their own learning developing as well or as deeply as it should? This quote summarises the challenge for teachers when planning for EA pupils:

‘I would like to be able to work independently at my level on an open-ended task, though not all the time. Learning is a social activity and I really appreciate working with others. I don’t want to be isolated. Sometimes, though, I have to repeat things I already know – that’s so frustrating’.

MAG&T Policy 2009


MAG&T Policy 2009

MAG&T Policy  

Policy for G&T

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