Birches Head High School believes in the ideals of a comprehensive education system.
The General Aims are:
- To promote inclusivity rather than exclusivity
- To ensure appropriate provision is available to Gifted and Talented students through a distinct teaching and learning programme, and through the provision of enrichment.
- To promote Professional Development for staff
- To have a whole school impact upon the self-esteem and attainment of all students by fostering an achievement culture where effort as well as ability is respected and rewarded in a wide variety of areas, not just academically.
Definitions
Those students who are Able, Gifted or Talented are considered to be academically gifted or very able. Gifted students are those who demonstrate potential in one or more areas.
- Talented students are those who show, or have potential for advanced ability in the arts, performing arts, sports or other creative areas.
- Gifted students are also those who show, or have potential, at a level significantly in advance of their peers, in one or two areas of the curriculum.
- Able students are those who have shown potential in one or more areas that have been nominated by teacher, parent or students. These students may not be recognised through Key Stage 2 results or MIDYIS.
Identification
Those students identified will be placed on the Able, Gifted and Talented Register by the Gifted and Talented Participation Co-ordinator. This will identify the 10% required by the DCFS, plus a further 10% for school purposes. It is also envisaged that each department will have their own identified group for provision purposes. This third level will incorporate the majority of the 20% but with a few differences.
In order to identify students for the Able Gifted and Talented Register a variety of methods need to be employed as it is not reliable or valid to utilise one single method. Students at Birches Head will be identified using a combination of three of the following methods:-
- Nomination
- Biographical
- Checklists
- Standardised Tests
- Student Profiles
The register can be updated at any point and will be “kept” by the G&T Participation coordinator. Staff will be provided with the register annually along with IEP’s and updated.
Educational Provision
Educational provision for Able Gifted and Talented students will take place within the framework of the National Curriculum, but also provides opportunities to study topics outside those frameworks. It is a combination of differentiation, enrichment, extension and acceleration that occurs both in the class and out of class.
In-Class Provision
Out of Class Activity
All provision and its evaluation will be held centrally on the Able Gifted and Talented
database.
Grouping Policy
Students will be set according to ability where appropriate, in two populations.
Subject Specific Responsibilities
Each department will
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Have a nominated Gifted and Talented liaison person
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Have an action plan, outlining Specific More Able and Talented provision
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Have devised a subject specific checklist to enable the early identification of Gifted Talented students
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Identify in SoWs and lesson plans differentiation, HOTS and appropriate TL strategies in order to scaffold the progression of Gifted students
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Consider the opportunity for early entry, cluster and other activities to enhance the progression of Gifted and Talented students
Roles and Responsibilities
The Able, Gifted and Talented Register and the distinct teaching and learning programme will be coordinated by the Able, Gifted and Talented Participation Coordinator
– J Gordon. HLM’s have a role in monitoring and evaluating the effectiveness of the curriculum provision provided by the departments for the AG&T students in their cohort. They also have responsibility for the achievement and overseeing the intervention of under achieving AG&T students in their cohort. The Assistant Head for Student Progress and Achievement will have responsibility for the coordinated approach.
Monitoring and Evaluation
The purpose of monitoring and evaluation is two-fold, (1) to ensure that students are receiving the most appropriate provision to enable progression and (2) to ensure that current practice is reflected in the policy.
Staff Development
In order to support the needs of the staff involved in providing Able, Gifted and Talented provision and in identifying those students who are Gifted and Talented, The school provides bespoke training. This initially focuses upon differentiation at the higher ability, accessing higher order thinking skills, appropriate provision and dealing with under-achieving Able students. Challenge in terms of provision is a continuing focus for staff development.
Review
The Able, Gifted and Talented policy will be reviewed annually. Progress and Development issues will be reported on a termly basis.
