national quality standards in gifted and talented education · national quality standards in gifted...

National Quality Standards in Gifted and Talented Education User Guide

User Guide – October 2005

7 Mouchel 2005

1

F the

National Quality Standards in Gifted and Talented Education

Challenge | Motivation | Self-Improvement | Collaboration

QS



7 Mouchel 2005

2

Contents

1 Acknowledgements and Thanks ...................................................................... 4

2 Instructions for Use........................................................................................... 6

2.1 What is a Quality Standard for? ........................................................................... 6

2.2 Context ................................................................................................................ 7

2.3 Audience ............................................................................................................. 7

2.4 Definition of Gifted and Talented Pupils ............................................................. 10

2.5 The Personalised Education Framework ........................................................... 10

2.6 Quality Standards Elements .............................................................................. 12

2.7 The National Quality Standards and Every Child Matters................................... 13

2.8 Three Levels...................................................................................................... 13

2.9 A Chequerboard Approach ................................................................................ 15

2.10 ‘Best Fit’............................................................................................................. 16

2.11 Progression through the Levels ......................................................................... 17

2.12 Gifted and Talented Outcome Measures ........................................................... 17

2.13 Comparing Practice using the National Quality Standards................................. 18

Annex A - Quality Standards Self Evaluation Forms.............................................. 21

2.13.1 Worked Example 24

2.13.2 Blank Form 25

Annex B - Quality Standards and Ofsted Self Evaluation ...................................... 27



7 Mouchel 2005

3

Annex C - Evidencing the Quality Standards.......................................................... 32

Annex D - Using the Quality Standards................................................................... 38

2.13.3 Example 1: Quality Standards grid as an audit tool 39

2.13.4 Example 2: Quality Standards grid as an audit tool 46

2.13.5 Example 3: Using the outcomes of the Quality Standards self-evaluation in a Primary School Improvement Plan 2005-2006 55

2.13.6 Example 4: Using the Quality Standards to develop a Primary School Action Plan for gifted and provision 2005-06. 57

Annex E - Quality Standards Glossary.................................................................... 59

Annex F - Signposting to Other Evaluation Models ............................................... 62



7 Mouchel 2005

4

1 Acknowledgements and Thanks

In the development of the National Quality Standards for Gifted and Talented Education, our thanks and appreciation are extended to:

Name QS Group Role and founding organisation

Peter Allen Consultative Group Associate Director (leader of QSs Trial), NAGTY

Viv Allen Trial Facilitator Consultant, Specialist Schools Trust Dr. David Anderson Doers' Group Gateshead LEA Professor Richard Baily Consultative Group Canterbury Christ Church University Lin Bartlett Trial School Headteacher, John O'Gaunt

Community college Graham Black Trial School Headteacher, Tividale High School Ken Bore Doers' Group Project Director, Mouchel Parkman Anne Bridgland Consultative Group

and Trial Facilitator CfBt

Barbara Capstick Trial School Headteacher, Bedgrove Infant School Gary Clark Trial School Deputy Headteacher, Twynham

School Janet Clark Trial School G&T Coordinator, Tividale High

School Matt Dickenson Doers' Group Assistant Director, NAGTY Angela Duncan Trial school Headteacher, The Meadows School Bill Elms Trial School Headteacher, Oakwood Primary

School Sarah Fearon Trial School Assistant headteacher and G&T

Coordinator, Gosforth High School Terry Fish Trial School Headteacher, Twynham School Julie Fitzpatrick Consultative Group Chief Executive, National Association

for Able Children in Education Simon Forbes Trial School Deputy headteacher, Nailsea School

Jane Healy Doers' Group LG&T Director of Programmes Gair Hedley Trial Facilitator Newcastle Local Authority Jeanette Herbert Doers' Group Consultant, Specialist Schools Trust Vanessa Hull Trial School G&T coordinator, Woolwich

Polytechnic School for boys Norma Hyde Trial School G&T coordinator, The Meadows

School Valsa Koshy Consultative Group Brunel University M Lewis Consultative Group CfBt Peter Limm Consultative Group Ofsted Hilary Lowe Consultative Group Head of Consultancy and

Development Unit, Oxford Brookes University



7 Mouchel 2005

5

Name QS Group Role and founding organisation

Andrew Mackereth Consultative Group Sandwell LEA Nigel Middleton Consultative Group Villiers Park Sue Murdoch Trial School G&T coordinator, Bourne Primary

School Amanda Naisbett Consultative Group Redcar and Cleveland LEA David New Trial School Headteacher, Nailsea School Jem Nicholls Trial School Deputy headteacher, John O'Gaunt

Community college Kate Niederer Consultative Group Assistant Director, NAGTY Byron Parker Trial School Headteacher, Woolwich Polytechnic

School for boys Clive Peaple Trial School Headteacher, Cartmel Priory Cof E

School Elaine Ricks Trial School G&T coordinator, John O'Gaunt

Community college Hugh Robinson Trial school Headteacher, Gosforth High School

Ben Rule Trial School G&T coordinator, Twynham School

Claire Scanlan Doers' Group Project Manager, Mouchel Parkman

David Swales Trial School Headteacher, Bourne Primary School

Stephen Tommis Consultative Group NAGC Janet Walters Consultative Group Specialist Schools Trust Maureen Warrington Trial School Head of inclusion, Woolwich

Polytechnic School for boys Claire Williams Trial School G&T coordinator, Oakwood Primary

School Caroline Wreglesworth Trial School Deputy headteacher and AG&T

Coordinator, Bedgrove Infant School Quality Standards Workshop members

G&T Conference (2004)

Quality Standards Workshop members



7 Mouchel 2005

6

2 Instructions for Use

2.1 What is a Quality Standard for?

The National Quality Standards are a supportive tool to help schools analyse and

improve their provision for gifted and talented pupils. The National Quality Standards

have three levels (Entry, Developing and Exemplary) which together provide a:

• Means to raise individual pupil1 and whole school/college achievement

• Accessible tool for in-depth analysis of need once gifted and talented provision has

been identified as a school priority

• Snapshot to inform overall self-evaluation within the New Relationship with

Schools agenda (‘the annual conversation’)

• Professional agreement on practice which is crucial for development

• Route for improving the quality of learning and teaching

• Mechanism to drive forward innovative practice

• Designated level of performance which is observable through practice

• Mechanism for evaluating provision and measuring impact

• Means of securing personalised education for gifted and talented pupils

• Opportunity to highlight CPD needs and areas of strength

• Means of organising and cataloguing all resources and support for gifted and

talented provision including CPD.

1 The term ‘pupil’ is used consistently throughout the National Quality Standards to describe children and young people from ages 3 to 19.



7 Mouchel 2005

7

2.2 Context

Effective self-evaluation is at the heart of the DFES’ “New Relationship with Schools”

with the aim of releasing greater local initiative and energy to help schools raise

educational standards. Within this new relationship, school self-evaluation will drive the

school improvement cycle. The Quality Standards self-evaluation process sits within

this context and the principles, processes and procedures of whole school self-

evaluation in schools. In making effective use of the National Quality Standards to

determine the nature and effectiveness of provision, it will be important to have effective

and coherent systems of self-evaluation in place at all levels.

2.3 Audience

The National Quality Standards are designed to be accessible and relevant to all

schools and colleges, with varying experience and expertise in gifted and talented

education, and in all areas of the country.

It will be important in achieving real and sustainable outcomes in developing provision

for gifted and talented pupils, that there is a climate of joint ownership and responsibility

for this area of the school’s work. The National Quality Standards are underpinned by

the principle that self-evaluation is a co-operative task carried out by key members of

staff within a school including:

• Subject/phase/aspect co-ordinators to ask “What are we doing well in this

area/aspect of the school’s work and what do we need to do to improve our

practice?”

• Lead professionals responsible for Gifted and Talented education to ask and draw

together: “What are we doing well as a school and what do we need to do to improve

our practice?”

• Headteachers/Principals to ask: “Where are we as a school in meeting the needs of

our gifted and talented pupils?”



7 Mouchel 2005

8

The diagram below shows how the National Quality Standards can be used in different

ways:

Classroom pedagogical standards will be introduced from autumn 2006 to support self-

evaluation at subject and phase level

The Quality Standards may be used:

• By subject/phase/aspect co-ordinators as a third-level tool for self-evaluation, sitting

beneath the second (overall gifted and talented provision) and third level (whole-

school) self-evaluations;

• By lead professionals responsible for Gifted and Talented education as a second-

level tool for self-evaluation, sitting beneath and feeding into the whole-school

evaluation. The self-evaluation of gifted and talented practice will then contribute to

the whole-school/college evaluation, as a component of the ‘annual conversation’;

L eve l 3S u b ject/P hase A spec t

S e lf-eva lua tio n

L eve l 2O vera ll G ifted an d Ta len ted

S e lf-eva lua tion

L e ve l 1W hole S choo l

S e lf-eva lua tion



7 Mouchel 2005

9

• As an audit tool to identify gaps in provision within the evaluation and planning cycle

underpinning the New Relationships with Schools (see Section 2: Quality Standards

Self Evaluation Forms);

• As a mechanism for identifying the professional development needs of teachers and

headteachers within the performance management cycle.

• As a professional development experience for teachers to compare practice within

their school

Having carried out the self-evaluation, the lead professional responsible for Gifted and

Talented education can use the National Quality Standards to draw up an Action Plan

for improvement, working with colleagues at every level. The school’s targets for gifted

and talented will then be included in the School Improvement Plan.

There is no ‘right way’ to use the National Quality Standards, and no set order to using

the document. Schools should approach the elements of the Quality Standards in a way

and at the speed which suits its stage and pace of development. Schools should judge

their overall performance using the "Chequerboard and Best Fit approaches” (see 1.9

and 1.10) to gain an intuitive feel for where the school stands in terms of the level of

practice (i.e. Entry, Developing or Exemplary) against each element of the standards.

Thereafter the school should prioritise its own focus and rate of development. For

example, a school/college may:

• Select a particular element (e.g. Effective Provision in the Classroom or Assessment

for Learning) as a focus for self-improvement;

• Combine self-evaluation in two (or more) related areas (e.g. Effective Provision plus

Monitoring and Evaluation);

• Carry out a broad-brush evaluation of all 14 elements (using the Chequerboard

Approach, see 1.7) and then zoom in on elements that reveal themselves as

problematic;

• Perform a detailed analysis of all elements of provision.



7 Mouchel 2005

10

2.4 Definition of Gifted and Talented Pupils

Many schools adopt the distinction between ‘gifted’ and ‘talented’ made by DfES for the

purposes of the Excellence in Cities initiative, although this should not restrict a

school/college’s approach to multiple abilities. DfES and Ofsted define gifted pupils as

those with academic ability which ‘places them significantly above the average for their

year group’. Talented pupils are defined as those whose abilities in art, music, dance or

sport are ‘significantly above average’. DfES guidelines suggest that schools identify 5 -

10% of pupils as ‘gifted and talented’ in each year group. However, some pupils will be

capable of success across a wide range of abilities and school systems should not be a

reason for limiting these pupils’ achievements. The record kept by schools of their gifted

and talented pupils should help meet the requirements of the PLASC census, to be

introduced in 2006 in secondary schools and 2007 in primary schools (see Section 5,

Glossary, “DfES Requirements”).

2.5 The Personalised Education Framework

The National Quality Standards are organised around the five components of

Personalised Learning.

Personalised Learning is about tailoring education to individual need, interest and

aptitude so as to ensure that every pupil achieves and reaches the highest standards

possible.



7 Mouchel 2005

11

Professor David Hagreaves’, through a series of conversations with some 250 leaders in

specialist and affiliated schools has developed the concept of personalised learning.

Hargreaves’ conclusion from these conversations is that personalising teaching and

learning is realised through nine interconnected gateways:

• curriculum

• learning to learn

• workforce development

• assessment for learning

• school organisation and design

• new technologies

• student voice

• advice and guidance

• mentoring

The nine interconnected gateways to personalising teaching and learning also feature

explicitly in a quality standard element or implicitly to criteria within the national quality

standards. For further information on personalising learning see http://www.sst-

inet.net/publication/default.aspx

In the context of the National Quality Standards, personalised learning for pupils

means:

• Having their individual needs addressed, both in school and extending beyond the

classroom and into the family and community;

• Coordinated support to enable them to fulfil their potential, whatever their

background;

• A safe and secure environment in which to learn;

• A real say about what and how they learn (the ‘pupil voice’).



7 Mouchel 2005

12

For teachers personalised learning means:

• High expectations of every learner;

• Access to and use of data for each pupil to inform teaching and learning;

• Opportunities to develop a wide repertoire of teaching strategies, including ICT

• Access to a comprehensive CPD programme.

For parents and carers personalised learning means:

• Regular updates on their child’s progress and how they can help at home;

• Being more involved in planning and providing for their child’s future education;

• The opportunity to play an active role in school life.

2.6 Quality Standards Elements

The 14 elements of the National Quality Standards fit within the 5 personalised

education components:

Personalised Education Heading

Quality Standards Elements

A. Effective Teaching and Learning Strategies

1. Identification 2. Effective Provision in the Classroom 3. Standards

B. Enabling Curriculum Entitlement and Choice

4. Enabling Curriculum Entitlement and Choice

C. Assessment for Learning 5. Assessment for Learning 6. Transfer and Transition

D. School Organisation 7. Leadership 8. Policy 9. School/College Ethos and Pastoral Care 10. Staff Development 11. Resources 12. Monitoring and Evaluation

E. Strong Partnership beyond the School

13. Engaging with the Community, Families and Beyond

14. Learning beyond the Classroom



7 Mouchel 2005

13

2.7 The National Quality Standards and Every Child Matters

The Government’s Every Child Matters agenda sets out expectations on schools and

local authorities to deliver 5 outcomes for children:

1. Enjoy and Achieve;

2. Be Safe;

3. Be Healthy2;

4. Make a Positive Contribution;

5. Economic Well-being.

To meet the National Quality Standards schools need to pay equal attention to both the

well-being and attainment of their gifted and talented pupils.

Teachers of gifted and talented pupils have long emphasised the importance of

emotional and social as well as academic goals. The National Quality Standards

reinforce this message, stressing the significance of listening to the ‘pupil voice’ and

involving parents, carers and the local community.

Schools can deliver the Every Child Matters outcomes to gifted and talented pupils by

offering pastoral support, using learning mentors, and providing opportunities for pupils

to ‘make a positive contribution’ to the community (both within and outside the school).

2.8 Three Levels

The National Quality Standards have three levels of practice:

Level 1: Entry

This indicates a baseline standard of practice, with scope for continuous improvement.

2 Learning Mentors work with teaching and pastoral staff to identify, assess and work with pupils who need help to overcome barriers to learning. They typically work in one to one sessions with



7 Mouchel 2005

14

The Entry Level relates to a ‘satisfactory’ OFSTED rating. For some schools/colleges,

achieving the Entry Level may require a re-think of their practice, challenging some

basic assumptions about attitudes to learning and teaching, as well as the ethos of the

school. For these schools/colleges there will be ‘pre-Entry’ issues to address such as

identifying gifted and talented pupils as a school priority, awareness raising for

classroom teachers and middle managers, setting up basic identification processes and

data systems, and recognising the need for differentiated learning and teaching.

Level 2: Developing

This indicates that the school is effective in meeting pupils’ needs and has scope within

its practice for reinforcement, development and further improvement.

The Developing Level relates to a ‘good’ OFSTED rating. For schools/colleges in this

category there will be ‘improvement issues’ to be picked up under the ‘next steps’

section of the standards. Evidence of impact on whole school/college practice,

participation in the wider inclusion agenda, and addressing the needs of specific groups

of gifted and talented pupils (additional educational needs, exceptional achievers, and

under-achievers) are significant in this level.

Level 3: Exemplary

This indicates exceptional and sustained practice with the scope for dissemination

beyond the school/college and for continuous improvement as best practice evolves

nationally.

The Exemplary Level relates to a ‘very good / excellent’ OFSTED rating. The

requirements at this level are designed to inspire schools/colleges to innovate, and to

make demands on schools/colleges with extensive experience and expertise. The

Exemplary Level emphasises collaborative working (local, regional, national) with other

schools and colleges. It requires evidence that gifted and talented pupils are making a

contribution (‘putting something back’) to the wider school/college and local

communities. Schools/colleges at this level should be able to provide evidence that their

excellent practice has been sustained over a significant period of time (a minimum of

children and involve them in agreeing target areas of concern e.g. attendance, behaviour, attainment.



7 Mouchel 2005

15

two years is suggested). Schools/colleges should also indicate, within their School

Improvement Plan, how they will ensure sustainability at this level and how they will

ensure continuous improvement as national and regional best practice evolves.

2.9 A Chequerboard Approach

The National Quality Standards are a tool for schools/colleges to map and self-evaluate

their current practice and performance. During the self-evaluation process a

school/college may discover that its practice is not uniform across all elements and

headings. For example, a school/department may evaluate itself as ‘Developing’ under

‘Identification’, but ‘Entry’ under ‘Effective Classroom Provision’. Self-evaluation may

indicate that a school/college has a variety of practice at different levels, forming a

Chequerboard pattern. In all schools and colleges the Chequerboard Approach may be

reflected within whole-school/whole-college, individual classes, teacher teams, and

phase group, year group and department/faculty evaluations. A school/college may

discover that there are variations in levels of practice within individual classes, teacher

teams, phase groups, year groups and departments/faculties as well as within the

school/college as a whole.

The Chequerboard Approach (simplified example)

Element Entry Developing Exemplary

Identification X

Effective Classroom Provision X

(Talent a weakness)

Curriculum Entitlement and Choice

X

Leadership X

Resources X Monitoring and Evaluation

X

The summative judgement on this school’s practice will:

• Reflect a mix of levels;

• Contain a judgement about the school’s position within a definitive level overall;



7 Mouchel 2005

16

• Be set within the context of the LEA’s judgements about its schools, as part of its

target-setting and school self-evaluation processes.

This school’s self-evaluation statement within the ‘single conversation’ would therefore

read:

“Our practice in Identification is good (Developing) and we make effective provision

in the classroom for our academically gifted pupils, but we do not do so well for our

talented pupils (Entry). We offer considerable challenge to pupils within a well-

differentiated curriculum, although our range of organisational approaches could be

more extensive (Developing). Leadership is effective, with a well defined vision for

promoting gifted provision though this needs to be developed further in respect of

provision for talented pupils. (Developing) We use our resources creatively to

generate innovative practice (Exemplary). Our monitoring and evaluation

mechanisms are a genuine strength, with views of both pupils and parents listened

to and acted upon (Exemplary).

Whilst we do have some ‘Exemplary’ practice we believe that the areas where

improvement needs to take place (especially provision for talented pupils) are

sufficiently significant for us to place our school within the ‘Developing ‘rather than

‘Exemplary Level.’ We still have some way to go!”

2.10 ‘Best Fit’

The Chequerboard Approach means that to achieve the standard at each level a

school/college need not tick every box statement (level descriptor) as an outcome

measure. Using a ‘best fit’ approach, a school/college will evaluate its practice against

the various headings and come to a conclusion about which series of statements best

reflects its current practice.

For example, a school/college may not be able to endorse every statement under

‘Assessment for Learning (AFL): Developing Level’ but the evidence may indicate that

most of the school’s practice reflects this level. Conversely a school/college may

discover, through its self-evaluation, that some of its practice within AFL is indeed at

Developing Level, but that there are crucial aspects that are missing. This school/college

would describe itself as at the Entry Level within AFL, but would also have a very clear

idea of the ‘Next Steps’ required to move to the Developing Level.



7 Mouchel 2005

17

2.11 Progression through the Levels

Each criterion (level descriptor) within the National Quality Standards builds on the

previous level but does not necessarily replicate an earlier requirement at a higher level.

The intention is to avoid a ‘some/more/lot’ syndrome. The model is incremental in terms

of expectations for practice (i.e. each level is more demanding than the one beneath)

but is not inherently cumulative in terms of activities.

In some elements (e.g. ‘Standards’) activities are cumulative. In other elements, some

items appear only at some levels. For example within ‘Engaging with the Community,

Families and Beyond’ different types of activities are contained at different levels. The

Developing Level requires that there are ‘strategies to engage and support hard-to-

reach parents.’ The Exemplary Level does not repeat this activity in a more demanding

manner, but instead requires that ‘support for gifted and talented provision is integrated

with other children’s services (for example pupils who are travellers, refugees, looked

after or for whom English is not their first language)’. The level of challenge is greater,

but the activities are different.

While individual activities are not necessarily cumulative, the National Quality Standards

do involve incremental progression from one level to the next. To move to the next

higher level a school/college must already have fulfilled and continue to fulfil the

standard for the previous level. The descriptors for ‘Developing’ and ‘Exemplary’ Levels

therefore state the additional practice required.

2.12 Gifted and Talented Outcome Measures

The national Quality Standards are designed to provide clear outcome measures in

gifted and talented education. Using the Quality Standards schools and colleges should

be able to devise SMART3 targets which focus on improvements in pupils’ attainment

and achievement. The Quality Standards can be cross-referenced to the DfES Outcome

Measures Framework for use by Excellence in Cities partners and schools belonging to

Excellence Clusters. For further information see:

http://www.standards.dfes.gov.uk/giftedandtalented/guidanceandtraining/outcomemeasu

res/

3 SMART Targets – Specific, measurable, achievable, realistic and time bound



7 Mouchel 2005

18

Relationship between Gifted and Talented Outcome Measures and National Quality Standards

Outcome Measures The DfES national gifted and talented outcome measures refer to a ‘measure relating to the percentage of subject departments and/or schools that meet the National Quality Standards for gifted and talented education, and/or that achieve specified levels within those standards’.

National Quality Standards

The National Quality Standards for gifted and talented education include an expectation within the standards element at Entry Level for schools within Excellence in Cities or Excellence Clusters programme, to follow the DfES G&T Outcome Measures.

2.13 Comparing Practice using the National Quality Standards

Feedback from trial schools indicates that at this stage4, it is not helpful to provide

exhaustive exemplification of every element and criterion at every level. Instead, a

recommended approach is for schools to set up evaluation dialogues (either in pairs or

larger groups of schools). One way to do this is to pair up schools that have self-

evaluated at proximate levels on specific elements. For example a school at Exemplary

Level for Assessment for Learning could be paired with a school at Developing Level.

Comparing different schools’ practice helps overcome the risk of subjectivity in the self-

evaluation process (underselling versus over-optimism). The Gifted and Talented

Regional Networks and local authority coordinators will be able to provide support in this

process e.g. by acting as facilitator or moderator.

Comparing practice can take place within a school as well as between schools. The

Quality Standards should be seen not only as a self-evaluation tool but as a professional

development experience. Moderation of judgements, through consideration of evidence,

can be facilitated through small action groups within schools and networks between

schools.

4 On-line resource development for the National Quality Standards will contain exemplification of good practice as the standards become used by and embedded in schools. Examples of audit and action plans produced by schools involved in the trialling of the National Quality Standards can be found in Section 7 below.



7 Mouchel 2005

19

For example, groups of staff can explore to what extent ‘hard to reach parents’ are being

engaged (Element 13, Dev i). Comparing practice in this way (whether within or across

schools) is an ongoing, iterative process. Discussion around a Quality Standards

element can help achieve agreement about what evidence needs collecting and what

provision looks like.

The benefits of an evaluation dialogue for schools are:

• Overcoming the risk of subjectivity inherent in self-evaluation;

• Greater openness about strengths and weaknesses;

• Tangible improvements in outcomes for children;

• Improving quality through innovation;

• Learning from others and greater confidence in applying new approaches;

• Greater involvement and motivation of staff in bringing about change;

• Improving performance measurement.

Schools, local authorities and EiC partnerships are using the National Quality Standards

to:

• Identify where practice worth sharing exists;

• Prioritise where additional support is needed;

• Inform overall planning through understanding the ‘big picture’;

• Build a secure evidence base for the Ofsted SEF.

The National Quality Standards can help build a more dynamic action-group approach to

influencing learning and teaching in gifted and talented provision. One successful

method is to recruit an interested and committed cadre of teaching and non-teaching

staff (preferably sponsored by a member of the senior leadership team) to focus as a

study group on gifted and talented provision school-wide. This can help the lead

professional responsible for Gifted and Talented education and curriculum coordinators



7 Mouchel 2005

20

to secure a greater strategic influence within the school. The National Quality Standards

emphasise and facilitate a whole-school approach to gifted and talented provision.



7 Mouchel 2005

21

Annex A - Quality Standards Self Evaluation Forms

A Quality Standards Self-Evaluation Form has been designed to enable schools and

colleges to gauge their progress. The form offers schools/colleges a tool to:

• Map their level of practice within each of the Quality Standards elements;

• Come to a conclusion about the overall level of practice within the school/college

(while not ignoring that practice in some areas may be better than or not so good

as the overall level);

• Draw up targets to be included in the School Improvement Plan;

• Gather evidence to be incorporated into the Ofsted Self-evaluation Form.

Self-Evaluation process

Schools/colleges should follow a planned approach to self-evaluation (audit and

analysis):

Step 1 Break down the steps required to achieve the appropriate level

Step 2 Carry out an audit of school practice

Step 3 Collect evidence from individual classes, teaching teams, department,

year, key stage and phase

Step 4 Determine what is being done in the school/college under each Quality

Standard criterion? What is not being done? What is partly being done?

If there are areas of uncertainty, consider whether this is simply due to an

absence of information, or to some more serious weakness in the way

gifted and talented pupils are provided for in the school. Also consider:

“What do we need to do to collect the evidence we need?”



7 Mouchel 2005

22

The Quality Standards Self-Evaluation Form should be completed following this

analysis. There are two versions of the form provided:

i. A ‘worked example’ indicating how the form might be completed (NB: only

partially worked)

ii. A ‘blank example’ for use.

As you proceed with your school/college self-evaluation, this ‘Quick Step By Step Guide’

below may provide useful reference points:

1. Evaluate your school/college practice under each element and criterion;

2. Document the evidence for your evaluations (you may use ‘references to

evidence’ as shorthand);

3. Use the Quality Standards Self-Evaluation Form to map where each

aspect of your practice sits under each Level;

4. Decide the ‘next steps’ you need to move to the next Level under each

heading;

5. Agree with the Headteacher or key member(s) of staff on a ‘summative

judgement’ on gifted and talented practice overall in your school/college

i.e. “we are at the Entry Level overall, although some of our practice is at

the Developing Level”;

6. Agree the key developmental points to be highlighted during the ‘annual

conversation’;

7. Use the action planning template section of the Quality Standards Self-

Evaluation Form to identify actions needed and a process for their

implementation, monitoring and evaluation.

While the above is a suggested process, there is no hard-and-fast procedure that

schools and colleges must follow. Some may wish to focus on particular aspects of

practice at intervals, so as to build up a picture over time e.g. by focusing on key

aspects highlighted in the School Improvement Plan, or by the LEA, or in an Ofsted

report. Alternatively a school may choose to undertake an across-the-board evaluation



7 Mouchel 2005

23

which embraces all its practice in gifted and talented provision. The audit example in

section 3 highlights a more detailed self-evaluation process.

Whatever the process adopted, there must be three key outcomes:

1. A designated level of performance at the time of the self-evaluation;

2. Identification of ‘next steps’ and targets to improve practice in the future;

3. Identification of CPD needs: These should be consistent with the

Teachers’ Standards Framework developed by the Teacher Development

Agency. The classroom quality standards in gifted and talented

education, being introduced in autumn 2006, will have explicit links with

the TDA standards



7 Mouchel 2005

24

2.13.1 Worked Example

Self- Evaluation of progress: 2004-5

Entry Developing Exemplary

(En) (De) (Ex)

Generic Elements

Criteria ref / X Criteria

ref / X Criteria ref / X

A - Effective teaching and learning strategies i i i ii ii ii

1. Identification*

iii iii iii i i i ii ii ii

2. Effective provision in the classroom*

iii iii iii i i i 3. Standards* ii ii ii

B - Enabling curriculum entitlement and choice

4. Enabling curriculum entitlement and choice* i i X i C - Assessment for learning

i i i ii ii ii

5. Assessment for learning*

iii iii iii 6. Transfer and transition i i i

D - School organisation 7. Leadership* i i i 8. Policy* i i i

i i i 9. School/college ethos and pastoral care ii ii ii i i i 10. Staff development* ii ii ii

11. Resources i i i i i i 12. Monitoring and evaluation ii ii X ii

E - Strong partnership beyond the school i i i 13. Engaging with the community, families and

beyond* ii ii ii i i i 14. Learning beyond the classroom ii ii ii

Generic Elements Entry Developing Exemplary



7 Mouchel 2005

25

2.13.2 Blank Form

Self- Evaluation of progress: 2004-5

Entry Developing Exemplary

(En) (De) (Ex)

Generic Elements

Criteria ref / X Criteria ref / X Criteria ref / X

A - Effective teaching and learning strategies i i i ii ii ii

1. Identification*

iii iii iii i i i ii ii ii

2. Effective provision in the classroom*

iii iii iii i i i 3. Standards* ii ii ii

B - Enabling curriculum entitlement and choice

4. Enabling curriculum entitlement and choice* i i i

C - Assessment for learning

i i i ii ii ii

5. Assessment for learning*

iii iii iii 6. Transfer and transition i i i

D - School organisation 7. Leadership* i i i 8. Policy* i i i

i i i 9. School/college ethos and pastoral care ii ii ii i i i 10. Staff development* ii ii ii

11. Resources i i i i i i 12. Monitoring and evaluation ii ii ii

E - Strong partnership beyond the school i i i 13. Engaging with the community, families

and beyond* ii ii ii i i i 14. Learning beyond the classroom ii ii ii

Generic Elements Entry Developing Exemplary

Nat

iona

l Qua

lity

Stan

dard

s in

Gift

ed a

nd T

alen

ted

Educ

atio

n U

ser G

uide

Use

r Gui

de –

Oct

ober

200

5

7 M

ouch

el 2

005

26

Act

ion

Plan

ning

: Ta

rget

s to

be

incl

uded

in S

choo

l/Col

lege

Impr

ovem

ent P

lan

2005

-6

Elem

ent

Focu

s A

ctio

n re

quire

d B

y w

hom

B

y w

hen

Succ

ess

crite

ria



7 Mouchel 2005

27

Annex B - Quality Standards and Ofsted Self Evaluation

As a second-level tool for self-evaluation, sitting beneath and feeding into the whole-

school evaluation, it is important to illustrate the relationship between the National

Quality Standards and Ofsted’s Self Evaluation Form (SEF) which is the summative

document, intended to record the outcomes of schools’ ongoing processes of rigorous

self-evaluation.

The table below identifies each of the Quality Standards elements and illustrates which

of the Ofsted SEF areas of foci, criteria and evaluation aspects they relate to. The

evidence generated under each Quality Standards element could be used to provide

evidence for the relevant Ofsted SEF focus to illustrate the quality and standards of

gifted and talented provision as a feature of whole school provision and performance.

QS Element QS Criteria SEF Focus SEF Criteria

SEF Evaluation

Entry i - iii Characteristics a Focus: The main characteristics of G&T learners, including: - their attainment on entry and how you know this; - their social and economic backgrounds, indicating the level of prosperity or deprivation.

Identification

Entry i - iii, Developing i - iii, Exemplary i - iii

Leadership and Management

a Focus: How identification measures are used to: - assist the monitoring of performance of G&T pupils to help them meet challenging targets - ensure equality of opportunity is promoted and discrimination tackled so that all G&T learners achieve their potential (i.e. inclusion)

Effective provision in the classroom

Entry i - iii, Developing i - iii, Exemplary i - iii

Quality of Provision a Focus: How good is the quality of teaching and learning? - how well teaching meets the needs of the full range of G&T learners and course requirements - the suitability and rigour of assessment in planning learning and monitoring G&T learners’ progress - the diagnosis of, and provision for, individual G&T learning needs - the involvement of parents and carers in their children’s learning and development



7 Mouchel 2005

28


SEF Evaluation

Entry I, Developing I, Exemplary i

Achievement and standards

a Focus: What are G&T learners’ achievement and standards in their work? Taking account of: - any significant variations between subjects, courses and key stages; trends over time; comparisons with other schools; whether learners reach challenging targets - the standards of learners’ current work in relation to their learning goals - learners’ progress relative to their starting points and capabilities, with any significant variations between groups of learners

Standards

Entry I – iii, Developing I – ii, Exemplary I – ii


a Focus: How do standards in G&T performance evidence the overall effectiveness and efficiency of leadership and management? - how effectively performance is monitored and improved to meet challenging targets through quality assurance and self-assessment


Quality of Provision b Focus: How well do the curriculum and other activities meet the range of needs and interests of G&T learners?- the extent to which the curriculum or activities match G&T learners’ needs, aspirations and capabilities, building on prior attainment and experience - the extent to which G&T learners have opportunities to develop enterprise, financial skills and work in teams - the extent to which enrichment activities and, where appropriate, extended services contribute to learners’ enjoyment and achievement

Enabling curriculum entitlement and choice


Quality of Provision c Focus: How well are G&T learners guided and supported? - the care, including integrated day care, advice, guidance and other support provided to safeguard welfare, promote personal development and make good progress in their work - the quality and accessibility of advice, guidance and support for learners - the extent to which the school and any additional services contribute to the learners’ capacity to be healthy, including vulnerable groups, such as looked after children



7 Mouchel 2005

29


SEF Evaluation

Entry ii – iii, Developing ii – iii, Exemplary ii – iii

Views of learners etc

a, b Focus: How do you gather the views of G&T learners, parents/carers and other stakeholders? What do the views tell you about G&T learners’ standards, personal development and well-being, and the quality of your provision?

Assessment For Learning

Entry I – iii, Developing I – iii, Exemplary I – iii

Quality of Provision a Focus: How good is the quality of teaching and learning? - how well teaching meets the needs of the full range of G&T learners and course requirements - the suitability and rigour of assessment in planning learning and monitoring G&T learners’ progress - the diagnosis of, and provision for, individual G&T learning needs - the involvement of parents and carers in their children’s learning and development

Developing ii Views of learners etc

a Focus: How do you gather the views of G&T learners, parents/carers and other stakeholders?

Transfer and Transition



a Focus: How transition and transfer measures for G&T pupils are used to: - make effective links with other providers, services, employers and other organisations to promote the integration of care, education and any extended services to enhance learning

Leadership Entry I, Developing I, Exemplary i


a Focus: What is the overall effectiveness and efficiency of leadership and management? - how effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of integrated care and education for G&T learners - the extent to which governors (and, if appropriate, other supervisory boards) discharge their responsibilities with respect to G&T learners

Policy Exemplary i Views of learners etc

a Focus: How the Policy for G&T provision is reflective of the views of learners, parents/carers and other stakeholders?

School/College ethos and pastoral care

Developing I, Entry ii,


a, b Focus: How do you gather the views of G&T learners, parents/carers and other stakeholders? What do the views tell you about G&T learners’ standards, personal development and well-being, and the quality of your provision?



7 Mouchel 2005

30


SEF Evaluation

School/College ethos and pastoral care

Entry I – ii, Developing I – ii, Exemplary I – ii

Personal development and well being

a, b, c, d, e

To what extent do G&T learners - adopt healthy lifestyles; - feel safe and adopt safe practices; - enjoy their education; - make a positive contribution to the community; and - prepare for their future economic well-being?

Staff Development



a Focus: What is the overall effectiveness and efficiency of leadership and management? - the adequacy and suitability of staff, specialist equipment, learning resources and accommodation

Resources Entry I, Developing I, Exemplary i


a Focus: What is the overall effectiveness and efficiency of leadership and management? - how effectively and efficiently resources are deployed to achieve value for money



a Focus: What is the overall effectiveness and efficiency of leadership and management? - how effectively performance is monitored and improved to meet challenging targets

Monitoring and evaluation


Overall Effectiveness and Efficiency

a Focus: What is the overall effectiveness of G&T provision, including any extended services, and its main strengths and weaknesses?

Entry ii, Developing ii, Exemplary ii

Characteristics b Focus: Providing evidence for distinctive aims and special features of your school, for example: - any special units, additional community services or extended provision; - significant partnerships with other providers or agencies (such as shared arrangements for the curriculum, federal arrangements, or partnerships with employers).

Entry I, Developing I – ii, Exemplary I, ii


a,b,c Focus: How do you gather the views of G&T learners, parents/carers and other stakeholders? What do the views tell you about G&T learners’ standards, personal development and well-being, and the quality of your provision? How do you share with parents/carers and other stakeholders the collated findings about their views?

Engaging with the community, families and beyond

Entry ii, Developing ii, Exemplary ii


a,b Focus: What is the overall effectiveness of G&T provision, including any extended services, and its main strengths and weaknesses? How effective are links with other organisations to promote the well-being of G&T learners?



7 Mouchel 2005

31


SEF Evaluation

All Characteristics b Focus: Providing evidence for distinctive aims and special features of your school, for example: - any special units, additional community services or extended provision; - significant partnerships with other providers or agencies (such as shared arrangements for the curriculum, federal arrangements, or partnerships with employers).

Entry i - ii, Developing i - ii, Exemplary i - ii

Quality of Provision b Focus: How well do the curriculum and other activities meet the range of needs and interests of G&T learners?- the extent to which the curriculum or activities match G&T learners’ needs, aspirations and capabilities, building on prior attainment and experience - the extent to which G&T learners have opportunities to develop enterprise, financial skills and work in teams - the extent to which enrichment activities and, where appropriate, extended services contribute to learners’ enjoyment and achievement



a Focus: What is the overall effectiveness and efficiency of leadership and management? - how effectively links are made with other providers, services, employers and other organisations to promote the integration of care, education and any extended services to enhance learning

Learning Beyond the Classroom



d Focus: How effective are links with other organisations to promote the well-being of learners?



7 Mouchel 2005

32

Annex C - Evidencing the Quality Standards

During the trialling of the National Quality Standards, The John O’Gaunt Community

Technology College (A NACE Challenge Award School, awarded 2004), in Hungerford

considered the sources of evidence that would be necessary to demonstrate the schools

practice against the Quality Standards. They produced this list of possible sources

against each element of the standards.

Element Possible Evidence Sources

1. Identification Create flow diagram showing processes Description and examples of G&T registers “Under Review” monitoring registers Ofsted Report G&T Policy Equal Opportunity Policy Staff meeting agendas and minutes Department minutes SEN subject reps meeting minutes Primary/secondary Transfer notes Samples of Year 6 parental/student interview notes – parent

identification 2. Effective Provision in the Classroom

Ofsted Report Specialist School targets, provision and outcomes Lesson observation programme and samples of proformas School newsletter SEN subject reps meeting minutes G&T newsletter to parents Cross curricular projects Samples of differentiated subject materials extending G&T Teaching and learning working group Agendas and minutes

showcasing excellent practice Work sampling reports – SLT and Sample Departments G&T student personal cross curricular ‘best work’ portfolios Cross curricular special projects for G&T SAM learning monitoring records Proquest learning monitoring records Student Learning to Learn days – organisation and material provided

for G&T (Year 7, 8, 9, 10, 11) 3. Standards Ofsted Report

PANDA/AUTUMN PACKAGE/other value added evidence e.g. ALPS/ALIS etc

School target setting programme organisation, staff guidance notes Specialist School Targets and outcome measures Samples of Department Target Setting programmes and booklets Samples – Student Planners containing individual student targets and

progress CPD research projects e.g. G&T Co-ordinator completion of CAPPs

award Monitoring register – G&T student predictions and outcomes at KS3, 4

and 5



7 Mouchel 2005

33


4. Enabling Curriculum Entitlement and Choice

Ofsted Report Curriculum policy, plan and provision KS4/KS5 options programmes and pathways Accelerated learning programme KS3 and KS4 details and lists of

students Specialist school aims and provision Samples – Department curriculum acceleration e.g. Science – 3

sciences in dual award time, Maths – GCSE statistics in 1 year KS4 etc Cross curricular project organisation and activities G&T specific enrichment activities School aims Equal Opportunity Policies G&T Register – monitoring choice

5. Assessment for Learning

Ofsted Report Assessment Policy T&L Policy T&L Working Group agenda and minutes Staff meeting agenda and minutes Inset programme, activities and notes Target setting programme and guidance for staff Samples of G&T student targets Samples of G&T student work containing formative comments G&T student EEPs Subject specific target setting programme and samples of teacher and

student comments on target setting sheets Primary/Secondary Transfer documents Selected Department SOW and lesson plans Lesson observation notes Selected subject samples of G&T peer and self assessment work Involvement in LEA A for L projects

6. Transfer and Transition

Identification register. Monitoring register and annual update evidence. Academic monitoring progress checking sheet Example of G&T students’ targets Sample of a Primary Secondary Transfer Document Subject specific projects Science Year 5 and 6 G&T Forensic Science Challenge Year 7 top set student voice questionnaires G&T Transition Summer Schools (every year) SEN subject co-ordinators meeting notes Teaching staff planners and registers SLT interview notes Year 6 parent/student induction meeting –

identification by parent



7 Mouchel 2005

34


7. Leadership

Headteacher/SLT meeting minutes Ofsted Report Staff meeting notes Inset notes and materials G&T co-ordinator in place Regular parents evenings G&T parents evening notes/presentations School newsletters G&T newsletters Governors’ minutes Local newspaper articles TES Year 6 Induction evening tour G&T Induction evening tour G&T co-ordinator presentation notes School/Department/Personal improvement plans Staff Handbook

8. Policy

School Aims Specialist School Aims Teaching and Learning Policy G&T policies samples from subjects Science differentiation policy School G&T Policy Equal Opportunities Policy Ofsted Report Teaching and Learning Working Group minutes and agendas Department extension sessions Examples of Department extension material Department schemes of work Department minutes SLT work sampling Assessment policy Headteacher Year 6 Induction Evening notes Staff Handbook

9. School/College Ethos and Pastoral Care

School Aims Ofsted Report Specialist School mission statement Newsletter stories of success Presentation Evening programme Letters congratulating student on winning portfolio prizes School rewards system Target setting days: staff notes Targets from CATs/SATs etc: tutor guidance Predicted SATs/GCSE results using external data Mentoring scheme cycle and programme Sample EEPs Department target setting booklets PE good practice list End of term achievement assembly awards Identification and monitoring evidence School Improvement Plan Department Improvement Plans Personal Improvement Plans Staff Handbook



7 Mouchel 2005

35


10. Staff Development

Whole School Inset agendas Lists of courses attended by staff Assessment for learning notes, guidance, activities Learning Academy INSET – full staff, T&L Working Group,

Implementation Group, students Ofsted Report Formative assessment notes from Teaching and Learning Working

Group minutes Examples of good practice from departments Policy on assessment Performance Management Cycle data Lesson observations Staff coaching notes School/Department/Personal Improvement Plans Staff induction programme plan, notes, etc Staff Handbook

11. Resources

Ofsted Report Specialist Schools Action Plan and funding Department resource audits Library news Library Policy School prospectus Sam learning Proquest learning Teacher resource lists Summer school financed by LEA G&T co-ordinator job description Specific budget for G&T DFES/LEA initiatives e.g. Beacon Schools funding for enrichment

activities Specific networking project details – primary to secondary link schools Student portfolios of best work G&T newsletter Mentoring schemes G&T students’ parents’ evenings Funding for achievement assemblies prizes



7 Mouchel 2005

36


12. Monitoring and Evaluation

Ofsted Report Challenge Award Action Plan Specialist School – whole school and Department action plans Enrichment programme sign up form for staff Enrichment programmes Drop-in room flyer and register G&T activities reported in school newsletter Newspaper club letter to parents Golden Jubilee display involvement Beacon School activities: European Day, Arts and Science initiative -

registers Target setting days: staff notes Targets from CATs/SATs: tutor guidance Predicted SATs/GCSE results using external data Mentoring cycle and sample EEP Department target setting booklets Good practice lists G&T Co-ordinator research completed for CAPPs award Target setting day Department checklist for G&T provision LEA notes of visit School policy on lesson observation School calendar showing lesson observations and student work

sampling Department work monitoring Student portfolios Examples of student voice questionnaires Student voice enrichment questionnaires Minutes of Governors’ Meetings Governors participation in curriculum and enrichment projects

13. Engaging with the Community, Families and beyond

School Aims School prospectus School Newsletter Ofsted Report Flow diagram of identification Description of G&T registers “Under Review” Register G&T Policy Equal Opportunities Policy G&T Newsletters Article in G&T Newsletter Examples of letters sent to parents Letters from parents Minutes of meetings with parents Academic monitoring progress checking sheet Target setting days: staff notes of student/parent meetings Mentoring and sample EEP Department target setting booklet Example of G&T students’ targets Enrichment activities – examples Schools networking projects G&T students’ parents’ evenings Summer schools Transition activities Year 6 open evening talk (notes from G&T co-ordinator



7 Mouchel 2005

37


14. Learning beyond the Classroom

Ofsted Report Enrichment programme sign up form for staff Enrichment programmes Drop-in room flyer More able activities reported in school newsletter Helicopter flying Newspaper club letter to parents Golden Jubilee display Beacon School activities: European Day, Arts and Science initiative School newsletter articles Letter re Connecticut University NAGC membership Letters, photos and programme re Corpus Christie, Oxford G&T newsletter SAM learning Proquest learning National Academy confirmation Course details Maths Challenges Open Studios Arts project Summer School details and photos Business Community involvement in curricular and extra curricular

projects



7 Mouchel 2005

38

Annex D - Using the Quality Standards

The examples presented below have been provided by schools taking part in the trialling of the National Quality Standards.

Examples of the use of the Quality Standards grid as an audit tool have been supplied by:

• Twynham Secondary School in Christchurch (using the ‘Traffic light colour’ system in their application of the Quality Standards to denote where practice is established and needs to be established).

• Meadows Special School in Sandwell (using the National Quality Standards to produce an audit and ‘what next’ matrix).

Examples of using the Quality Standards to develop a specific action plan for gifted and talented provision and to include the outcomes of the Quality Standards self-evaluation in the school’s School Improvement Plan have been supplied by Bedgrove Infant School in Aylesbury.

Nat

iona

l Qua

lity

Stan

dard

s in

Gift

ed a

nd T

alen

ted

Educ

atio

n U

ser G

uide

Use

r Gui

de –

Oct

ober

200

5

7 M

ouch

el 2

005

39

2.13

.3 E

xam

ple

1: Q

ualit

y St

anda

rds

grid

as

an a

udit

tool

Gen

eric

El

emen

ts

Entr

y D

evel

opin

g Ex

empl

ary

A- E

ffect

ive

teac

hing

and

lear

ning

str

ateg

ies

i.

The

scho

ol/c

olle

ge h

as le

arni

ng c

ondi

tions

and

sy

stem

s to

iden

tify

gifte

d an

d ta

lent

ed p

upils

in

all y

ear g

roup

s an

d an

agr

eed

defin

ition

and

sh

ared

und

erst

andi

ng o

f the

mea

ning

of ‘

gifte

d an

d ta

lent

ed’ w

ithin

its

own,

loca

l and

nat

iona

l co

ntex

ts

i.

Indi

vidu

al p

upils

are

scr

eene

d an

nual

ly

agai

nst c

lear

crit

eria

at s

choo

l/col

lege

and

su

bjec

t lev

el

i.

Mul

tiple

crit

eria

and

sou

rces

of e

vide

nce

are

used

to id

entif

y gi

fts a

nd ta

lent

s,

incl

udin

g th

orou

gh u

se o

f a b

road

rang

e of

qu

antit

ativ

e an

d qu

alita

tive

data

ii.

An a

ccur

ate

reco

rd o

f the

iden

tifie

d gi

fted

and

tale

nted

pop

ulat

ion

is k

ept a

nd u

pdat

ed.

ii.

Th

e re

cord

is u

sed

to id

entif

y un

der-

achi

evem

ent a

nd e

xcep

tiona

l ac

hiev

emen

t (bo

th w

ithin

and

out

side

the

popu

latio

n) a

nd to

trac

k/re

view

pup

il pr

ogre

ss

ii.

Th

e re

cord

is s

uppo

rted

by a

co

mpr

ehen

sive

mon

itorin

g, p

rogr

ess

plan

ning

and

repo

rting

sys

tem

whi

ch a

ll st

aff r

egul

arly

sha

re a

nd c

ontri

bute

to

1.

Id

entif

icat

ion

iii.

The

iden

tifie

d gi

fted

and

tale

nted

pop

ulat

ion

broa

dly

refle

cts

the

scho

ol/c

olle

ge’s

soc

ial a

nd

econ

omic

com

posi

tion,

gen

der a

nd e

thni

city

iii.

Id

entif

icat

ion

syst

ems

addr

ess

issu

es o

f m

ultip

le e

xcep

tiona

lity

(pup

ils w

ith

spec

ific

gifts

/tale

nts

and

spec

ial

educ

atio

nal n

eeds

)

iii.

Id

entif

icat

ion

proc

esse

s ar

e re

gula

rly

revi

ewed

and

refre

shed

in th

e lig

ht o

f pup

il pe

rform

ance

and

val

ue-a

dded

dat

a. T

he

gifte

d an

d ta

lent

ed p

opul

atio

n is

fully

re

pres

enta

tive

of th

e sc

hool

/col

lege

po

pula

tion

Evid

ence

Th

e gi

fted

and

tale

nted

regi

ster

in th

e sc

hool

is w

ell

deve

lope

d, fo

llow

ing

the

prin

cipl

e of

tria

ngul

atio

n w

ith C

AT d

ata,

SAT

dat

a an

d su

bjec

t spe

cific

ch

eckl

ists

whi

ch h

ave

been

agr

eed

by d

epar

tmen

t te

ams.

Who

le s

taff

train

ing

has

deve

lope

d st

aff

awar

enes

s of

the

defin

ition

s of

wha

t mor

e ab

le,

gifte

d an

d ta

lent

ed m

ean.

Th

e re

gist

er is

revi

ewed

eac

h te

rm w

ith s

taff

usin

g su

bjec

t spe

cific

che

cklis

ts o

f ch

arac

teris

tics.

3

diffe

rent

type

s of

dat

a ar

e us

ed: C

AT d

ata,

SA

T da

ta a

nd th

e us

e of

sub

ject

spe

cific

ch

eckl

ists

.

Nex

t ste

ps

The

G&T

regi

ster

will

be e

nter

ed in

to th

e sc

hool

s C

mis

sys

tem

whi

ch w

ill en

able

te

ache

rs to

see

mor

e vi

sibl

y w

hich

stu

dent

s ha

ve d

ual e

xcep

tiona

lity

and

whi

ch o

nes

are

unde

rach

ievi

ng.

In

tegr

ate

the

iden

tific

atio

n pr

oces

s in

to th

e sc

hool

’s e

xist

ing

syst

ems

of te

rmly

revi

ew

grad

es a

nd a

cade

mic

tuto

ring

so th

at

whe

neve

r tea

cher

s ar

e as

ked

to c

omm

ent o

n th

e le

vels

of e

ffort

and

atta

inm

ent i

n re

ports

an

d re

view

gra

des,

they

are

als

o as

ked

to

upda

te G

&T in

form

atio

n.

Key:

Esta

blis

hed

prac

tice

D

evel

opin

g pr

actic

e

Emer

ging

pra

ctic

e

Asp

iring

pra

ctic

e

Nat

iona

l Qua

lity

Stan

dard

s in

Gift

ed a

nd T

alen

ted

Educ

atio

n U

ser G

uide

Use

r Gui

de –

Oct

ober

200

5

7 M

ouch

el 2

005

40

Gen

eric

El

emen

ts

Entr

y D

evel

opin

g Ex

empl

ary

A- E

ffect

ive

teac

hing

and

lear

ning

str

ateg

ies

i.

The

scho

ol/c

olle

ge

addr

esse

s th

e di

ffere

nt

need

s of

the

gifte

d an

d ta

lent

ed p

opul

atio

n by

pr

ovid

ing

a st

imul

atin

g le

arni

ng e

nviro

nmen

t an

d by

ext

endi

ng th

e te

achi

ng re

perto

ire

i.

Teac

hing

and

lear

ning

stra

tegi

es a

re

dive

rse

and

flexi

ble,

mee

ting

the

need

s of

di

stin

ct p

upil

grou

ps w

ithin

the

gifte

d an

d ta

lent

ed p

opul

atio

n (e

.g. a

ble

unde

rach

ieve

rs, e

xcep

tiona

lly a

ble)

i.

The

scho

ol/c

olle

ge h

as e

stab

lishe

d a

rang

e of

met

hods

to fi

nd o

ut w

hat w

orks

be

st in

the

clas

sroo

m, a

nd s

hare

s th

is

with

in th

e sc

hool

and

with

oth

er s

choo

ls

and

colle

ges

ii.

Teac

hing

and

lea

rnin

g is

diff

eren

tiate

d an

d is

de

liver

ed t

hrou

gh b

oth

indi

vidu

al a

nd g

roup

ac

tiviti

es

ii.

A

rang

e of

cha

lleng

ing

lear

ning

and

te

achi

ng s

trate

gies

is e

vide

nt in

less

on

plan

ning

and

del

iver

y. In

depe

nden

t le

arni

ng s

kills

are

dev

elop

ed.

ii.

Te

achi

ng a

nd le

arni

ng a

re s

uita

bly

chal

leng

ing

and

varie

d, in

corp

orat

ing

the

brea

dth,

dep

th a

nd p

ace

requ

ired

to

prog

ress

hig

h ac

hiev

emen

t. In

depe

nden

t le

arni

ng is

inte

gral

to in

-cla

ss p

rovi

sion

2.

Ef

fect

ive

prov

isio

n in

the

clas

sroo

m

iii.

Opp

ortu

nitie

s ex

ist

to e

xten

d le

arni

ng t

hrou

gh

new

tech

nolo

gies

iii.

The

use

of n

ew te

chno

logi

es a

cros

s th

e cu

rricu

lum

is fo

cuse

d on

per

sona

lised

le

arni

ng n

eeds

iii.

Th

e in

nova

tive

use

of n

ew te

chno

logi

es

rais

es th

e ac

hiev

emen

t and

mot

ivat

ion

of

gifte

d an

d ta

lent

ed p

upils

Evid

ence

D

iscu

ssio

n bo

ards

exi

st i

n so

me

subj

ects

whi

ch

enab

le o

n-lin

e di

scus

sion

bet

wee

n gi

fted

stud

ents

in

diff

eren

t cla

sses

. Tea

cher

s us

e a

broa

d ra

nge

of

stra

tegi

es to

dev

elop

G&T

lear

ning

e.g

. com

pact

ing

(ear

ly e

ntry

Mat

hs a

nd S

cien

ce),

exte

nsio

n ta

sks

(e.g

. R

E),

inde

pend

ent

lear

ning

(D

&T,

Art),

min

d m

appi

ng (s

cien

ce) a

nd c

halle

nge

card

s (H

isto

ry).

Th

e sc

hool

has

eng

aged

in m

any

diffe

rent

pr

ojec

ts o

f act

ion

rese

arch

bas

ed c

olle

ctiv

ely

on N

AGTY

and

Spe

cial

ist S

choo

ls T

rust

gra

nts

and

indi

vidu

ally

thro

ugh

NSS

L an

d Sw

ift

proj

ects

.

Nex

t ste

ps

Broa

den

the

use

of t

he a

bove

stra

tegi

es t

o al

l su

bjec

t are

as. D

evel

op s

trate

gies

for

use

with

abl

e un

der-

achi

ever

s by

eng

agin

g th

em i

n su

rvey

s of

ho

w th

ey li

ke to

lear

n.

Th

e sc

hool

cur

rent

ly h

as a

focu

s on

in

depe

nden

t lea

rnin

g as

a p

riorit

y in

its

actio

n pl

an. T

his

need

s to

be

trans

late

d in

to le

sson

st

rate

gies

thro

ugh

the

plan

ned

use

of IN

SET

time

late

r thi

s ye

ar.

i. Le

vels

of a

ttain

men

t and

ach

ieve

men

t for

gi

fted

and

tale

nted

pup

ils a

re c

ompa

rativ

ely

high

in re

latio

n to

the

rest

of t

he s

choo

l/col

lege

po

pula

tion

and

are

in li

ne w

ith th

ose

of s

imila

r pu

pils

in s

imila

r sch

ools

/col

lege

s

i.

Leve

ls o

f atta

inm

ent a

nd a

chie

vem

ent f

or

gifte

d an

d ta

lent

ed p

upils

are

bro

adly

co

nsis

tent

acr

oss

the

gifte

d an

d ta

lent

ed

popu

latio

n an

d ab

ove

thos

e of

sim

ilar

pupi

ls in

sim

ilar s

choo

ls/c

olle

ges

i.

Leve

ls o

f atta

inm

ent a

nd a

chie

vem

ent

for g

ifted

and

tale

nted

pup

ils in

dica

te

sust

aina

bilit

y ov

er ti

me

and

are

wel

l abo

ve

thos

e of

sim

ilar p

upils

in s

imila

r sc

hool

s/co

llege

s

ii.

Self-

eval

uatio

n in

dica

tes

that

gift

ed a

nd

tale

nted

pro

visi

on is

sat

isfa

ctor

y

ii.

Self-

eval

uatio

n in

dica

tes

that

gift

ed a

nd

tale

nted

pro

visi

on is

goo

d

ii.

Self-

eval

uatio

n in

dica

tes

that

gift

ed a

nd

tale

nted

pro

visi

on is

ver

y go

od o

r exc

elle

nt

3.

S

tand

ards

iii.

Scho

ols/

colle

ges

gifte

d an

d ta

lent

ed e

duca

tion

prog

ram

mes

are

exp

licitl

y lin

ked

to th

e ac

hiev

emen

t of S

MAR

T ou

tcom

es a

nd th

ese

high

light

impr

ovem

ents

in p

upils

’ atta

inm

ent

and

achi

evem

ent

Evid

ence

N

ext S

teps

Nat

iona

l Qua

lity

Stan

dard

s in

Gift

ed a

nd T

alen

ted

Educ

atio

n U

ser G

uide

Use

r Gui

de –

Oct

ober

200

5

7 M

ouch

el 2

005

41

G

ener

ic

Elem

ents

En

try

Dev

elop

ing

Exem

plar

y

B -

Enab

ling

curr

icul

um e

ntitl

emen

t and

cho

ice

4.

E

nabl

ing

curr

icul

um

entit

lem

ent a

nd

choi

ce

i. C

urric

ulum

org

anis

atio

n is

flex

ible

, with

op

portu

nitie

s fo

r enr

ichm

ent a

nd in

crea

sing

su

bjec

t cho

ice.

Pup

ils a

re p

rovi

ded

with

su

ppor

t and

gui

danc

e in

mak

ing

choi

ces

i.

Cur

ricul

um o

ffers

opp

ortu

nitie

s an

d gu

idan

ce to

pup

ils w

hich

ena

ble

them

to

wor

k be

yond

thei

r age

and

/or p

hase

, and

ac

ross

cur

ricul

um s

ubje

cts,

acc

ordi

ng to

th

eir a

ptitu

des

and

inte

rest

s

i.

Cur

ricul

um o

ffers

per

sona

lised

lear

ning

pa

thw

ays

for p

upils

whi

ch m

axim

ise

indi

vidu

al p

oten

tial,

reta

in fl

exib

ility

of

futu

re c

hoic

es, e

xten

d w

ell b

eyon

d te

st/e

xam

inat

ion

requ

irem

ents

and

resu

lt in

sus

tain

ed im

pact

on

pupi

l atta

inm

ent

Evid

ence

Th

e KS

4 cu

rricu

lum

now

offe

rs a

muc

h br

oade

r ra

nge

of s

ubje

cts

incl

udin

g m

any

whi

ch

tradi

tiona

lly a

re o

nly

offe

red

at 6

th fo

rm le

vel b

y sc

hool

s e.

g. S

ocio

logy

, Law

, and

Psy

chol

ogy

as

wel

l as

voca

tiona

l cou

rses

whi

ch g

ifted

stu

dent

s ca

n ch

oose

alo

ngsi

de th

eir a

cade

mic

cou

rses

. St

uden

ts a

re a

ble

to c

hoos

e ho

w m

any

GC

SEs

they

wis

h to

take

– u

p to

10.

5.

Ea

rly e

ntry

GC

SE M

aths

and

Sci

ence

. Acc

ess

to

A-le

vel t

exts

in H

uman

ities

for G

CSE

stu

dent

s.

Enric

hmen

t day

s su

ch a

s Ar

ts D

ays

enab

le

stud

ents

to w

ork

acro

ss th

e ag

e ra

nge,

as

do th

e w

ealth

of D

ram

a an

d PE

enr

ichm

ent

oppo

rtuni

ties.

S

ee e

arlie

r com

men

ts (o

n th

e le

ft).

Nex

t ste

ps

C- A

sses

smen

t for

lear

ning

i. Pr

oces

ses

of d

ata

anal

ysis

and

pup

il as

sess

men

t are

em

ploy

ed th

roug

hout

the

scho

ol/c

olle

ge to

pla

n le

arni

ng fo

r gift

ed a

nd

tale

nted

pup

ils

i.

Rou

tine

prog

ress

revi

ews,

usi

ng b

oth

qual

itativ

e an

d qu

antit

ativ

e da

ta, m

ake

effe

ctiv

e us

e of

prio

r, p

redi

ctiv

e an

d v

alue

-ad

ded

atta

inm

ent d

ata

to p

lan

prog

ress

ion

of p

upil

grou

ps

i.

Asse

ssm

ent d

ata

are

used

by

teac

hers

an

d ac

ross

the

scho

ol t

o en

sure

ch

alle

nge

and

sust

aine

d pr

ogre

ssio

n of

in

divi

dual

pup

ils

ii.

Dia

logu

e w

ith p

upils

pro

vide

s fo

cuse

d fe

edba

ck w

hich

is u

sed

to p

lan

futu

re le

arni

ng

ii.

Sy

stem

atic

ora

l and

writ

ten

feed

back

hel

ps

pupi

ls to

set

cha

lleng

ing

curri

cula

r tar

gets

ii.

Form

ativ

e as

sess

men

t and

indi

vidu

al

targ

et s

ettin

g co

mbi

ne to

max

imis

e an

d ce

lebr

ate

pupi

ls’ a

chie

vem

ents

5.

A

sses

smen

t for

le

arni

ng

iii.

Self

and

peer

ass

essm

ent,

base

d on

cle

ar

unde

rsta

ndin

g of

crit

eria

, ar

e us

ed to

in

crea

se p

upils

’ res

pons

ibilit

y fo

r lea

rnin

g

iii.

Pu

pils

refle

ct o

n th

eir o

wn

skill

deve

lopm

ent

and

are

invo

lved

in th

e de

sign

of t

heir

own

targ

ets

and

task

s

iii.

C

lass

room

pra

ctic

e re

gula

rly re

quire

s pu

pils

to re

flect

on

thei

r ow

n pr

ogre

ss

agai

nst t

arge

ts, a

nd e

ngag

e in

the

dire

ctio

n of

thei

r ow

n le

arni

ng

Evid

ence

Th

e G

&T re

gist

er e

nsur

es th

at te

ache

rs o

f stu

dent

s in

Y 7

-11

are

able

to s

ee w

hich

of t

heir

stud

ents

wer

e as

sess

ed a

s m

ore

able

, gift

ed o

r tal

ente

d in

thei

r sub

ject

th

e pr

evio

us y

ear.

The

sch

ool h

as a

n es

tabl

ishe

d sy

stem

of t

arge

t gra

des

and

leve

ls fo

r eve

ry s

tude

nt. T

hese

are

revi

ewed

eve

ry te

rm b

y al

l sub

ject

teac

hers

usi

ng

the

revi

ew g

rade

s sy

stem

and

by

tuto

rs o

n ac

adem

ic tu

torin

g da

y N

ext s

teps

Sh

are

syst

em o

f ide

ntifi

catio

n w

ith fe

eder

sch

ools

to im

prov

e tra

nsiti

on in

to Y

7 an

d 12

. Im

prov

e tu

tors

’ exp

ertis

e in

set

ting

targ

ets

on a

cade

mic

tuto

ring

day.

Nat

iona

l Qua

lity

Stan

dard

s in

Gift

ed a

nd T

alen

ted

Educ

atio

n U

ser G

uide

Use

r Gui

de –

Oct

ober

200

5

7 M

ouch

el 2

005

42

G

ener

ic

Elem

ents

En

try

Dev

elop

ing

Exem

plar

y

C- A

sses

smen

t for

lear

ning

6.

Tran

sfer

and

tra

nsiti

on

i. Sh

ared

pro

cess

es, u

sing

agr

eed

crite

ria,

are

in p

lace

to e

nsur

e th

e pr

oduc

tive

trans

fer o

f in

form

atio

n fro

m o

ne s

ettin

g to

ano

ther

(i.e

. fro

m c

lass

to c

lass

, yea

r to

year

and

sc

hool

/col

lege

to s

choo

l/col

lege

)

i.

Tran

sfer

info

rmat

ion

conc

erni

ng g

ifted

and

ta

lent

ed p

upils

, inc

ludi

ng p

aren

tal i

nput

, in

form

s ta

rget

s fo

r pup

ils to

ens

ure

prog

ress

in

lear

ning

. Par

ticul

ar a

ttent

ion

is g

iven

to

incl

udin

g ne

wco

mer

s (e

.g. E

AL, a

sylu

m

seek

ers)

in th

e gi

fted

and

tale

nted

coh

ort.

i.

Tran

sfer

dat

a co

ncer

ning

gift

ed a

nd

tale

nted

pup

ils a

re u

sed

to in

form

pla

nnin

g of

teac

hing

and

lear

ning

at s

ubje

ct/a

spec

t an

d in

divi

dual

pup

il le

vel,

and

to e

nsur

e pr

ogre

ssio

n ac

cord

ing

to a

bilit

y ra

ther

than

ag

e or

pha

se

Evid

ence

Th

e G

&T re

gist

er e

nsur

es th

at te

ache

rs o

f stu

dent

s in

Y 7

-11

are

able

to s

ee w

hich

of t

heir

stud

ents

wer

e as

sess

ed a

s m

ore

able

, gift

ed o

r tal

ente

d in

thei

r sub

ject

th

e pr

evio

us y

ear.

The

sch

ool h

as a

n es

tabl

ishe

d sy

stem

of t

arge

t gra

des

and

leve

ls fo

r eve

ry s

tude

nt. T

hese

are

revi

ewed

eve

ry te

rm b

y al

l sub

ject

teac

hers

usi

ng

the

revi

ew g

rade

s sy

stem

and

by

tuto

rs o

n ac

adem

ic tu

torin

g da

y.

Nex

t ste

ps

Shar

e sy

stem

of i

dent

ifica

tion

with

feed

er s

choo

ls to

impr

ove

trans

ition

into

Y7

and

12.

Impr

ove

tuto

rs’ e

xper

tise

in s

ettin

g ta

rget

s on

aca

dem

ic tu

torin

g da

y.

D -

Scho

ol o

rgan

isat

ion

7.

Lead

ersh

ip

i. A

nam

ed m

embe

r of t

he G

over

ning

Bod

y,

Seni

or M

anag

emen

t Tea

m a

nd L

ead

prof

essi

onal

resp

onsi

ble

for G

ifted

and

Ta

lent

ed e

duca

tion

have

cle

arly

dire

cted

re

spon

sibi

litie

s fo

r mot

ivat

ing

and

driv

ing

gifte

d an

d ta

lent

ed p

rovi

sion

. The

H

eadt

each

er a

ctiv

ely

cham

pion

s gi

fted

and

tale

nted

pro

visi

on.

i.

Res

pons

ibili

ty fo

r gift

ed a

nd ta

lent

ed

prov

isio

n is

dis

trib

uted

at a

ll le

vels

in th

e sc

hool

/col

lege

. The

re is

a w

ell-d

efin

ed v

isio

n (e

vide

nced

in d

evel

opm

ent p

lans

) for

pr

omot

ing

gifte

d an

d ta

lent

ed p

rovi

sion

. G

over

nors

pla

y a

sign

ifica

nt s

uppo

rtive

role

.

i.

Org

anis

atio

nal s

truct

ures

, com

mun

icat

ion

chan

nels

and

the

depl

oym

ent o

f sta

ff (e

.g.

wor

kfor

ce re

mod

ellin

g) a

re fl

exib

le a

nd

crea

tive

in s

uppo

rting

the

deliv

ery

of

pers

onal

ised

lear

ning

. Gov

erno

rs ta

ke a

le

ad in

cel

ebra

ting

achi

evem

ents

of g

ifted

an

d ta

lent

ed p

upils

.

Evid

ence

D

eput

y H

eadt

each

er is

nam

ed a

s LT

mem

ber f

or

G&T

issu

es. A

n AS

T is

the

G&T

co-

ordi

nato

r.

A

Gift

ed a

nd T

alen

ted

Wor

king

Par

ty,

repr

esen

tativ

e of

the

staf

f bod

y ha

s th

e re

spon

sibi

lity

for d

evel

opin

g a

G&T

act

ion

plan

an

d st

rate

gy.

U

se o

f TA

time

to s

uppo

rt G

&T s

tude

nts

is

curr

ently

und

erw

ay –

ther

e ar

e tw

o na

med

TAs

w

ho a

re b

eing

trai

ned

to d

o th

is.

Nex

t ste

ps

8.

P

olic

y i.

The

gifte

d an

d ta

lent

ed p

olic

y is

inte

gral

to

the

scho

ol/c

olle

ge’s

incl

usio

n ag

enda

and

ap

proa

ch to

per

sona

lised

lear

ning

, fee

ds in

to

and

from

the

sing

le s

choo

l/col

lege

im

prov

emen

t pla

n an

d is

con

sist

ent w

ith o

ther

po

licie

s

i.

The

polic

y di

rect

s an

d re

flect

s be

st p

ract

ice

in

the

scho

ol/c

olle

ge, i

s re

gula

rly re

view

ed a

nd

is c

lear

ly li

nked

to o

ther

pol

icy

docu

men

tatio

n

i.

The

polic

y in

clud

es in

put f

rom

the

who

le

scho

ol/c

olle

ge c

omm

unity

and

is re

gula

rly

refre

shed

in th

e lig

ht o

f inn

ovat

ive

natio

nal

and

inte

rnat

iona

l pra

ctic

e

Evid

ence

Th

e G

ifted

and

Tal

ente

d Po

licy

is c

urre

ntly

bei

ng re

view

ed, i

n th

e lig

ht o

f the

eva

luat

ion

of G

&T p

rovi

sion

(usi

ng th

ese

stan

dard

s). I

t will

be w

ritte

n w

hen

the

eval

uatio

n is

com

plet

e by

the

G&T

wor

king

Par

ty.

Nex

t ste

ps

Nat

iona

l Qua

lity

Stan

dard

s in

Gift

ed a

nd T

alen

ted

Educ

atio

n U

ser G

uide

Use

r Gui

de –

Oct

ober

200

5

7 M

ouch

el 2

005

43

Gen

eric

El

emen

ts

Entr

y D

evel

opin

g Ex

empl

ary

D -

Scho

ol o

rgan

isat

ion

i.

The

scho

ol/c

olle

ge s

ets

high

exp

ecta

tions

, re

cogn

ises

ach

ieve

men

t and

cel

ebra

tes

the

su

cces

ses

of a

ll its

pup

ils

i.

The

scho

ol/c

olle

ge fo

ster

s an

env

ironm

ent

whi

ch p

rom

otes

pos

itive

beh

avio

ur fo

r le

arni

ng. P

upils

are

list

ened

to a

nd th

eir

view

s ta

ken

into

acc

ount

.

i.

An e

thos

of a

mbi

tion

and

achi

evem

ent i

s ag

reed

and

sha

red

by th

e w

hole

sc

hool

/col

lege

com

mun

ity. S

ucce

ss a

cros

s a

wid

e ra

nge

of a

bilit

ies

is c

eleb

rate

d

9.

Sch

ool

/Col

lege

et

hos

and

past

oral

car

e ii.

Th

e sc

hool

/col

lege

iden

tifie

s an

d ad

dres

ses

the

parti

cula

r soc

ial a

nd e

mot

iona

l nee

ds o

f gi

fted

and

tale

nted

pup

ils, i

n co

nsul

tatio

n w

ith

pupi

ls, p

aren

ts a

nd c

arer

s

ii.

St

rate

gies

exi

st to

cou

nter

act b

ully

ing

and

any

adve

rse

effe

cts

of s

ocia

l and

cur

ricul

um

pres

sure

s. S

peci

fic s

uppo

rt fo

r abl

e un

dera

chie

vers

and

pup

ils fr

om d

iffer

ent

cultu

res

and

soci

al b

ackg

roun

ds is

ava

ilabl

e an

d ac

cess

ible

ii.

Th

e sc

hool

/col

lege

pla

ces

equa

l em

phas

is

on h

igh

achi

evem

ent a

nd e

mot

iona

l wel

l be

ing,

und

erpi

nned

by

prog

ram

mes

of

supp

ort p

erso

nalis

ed to

the

need

s of

gift

ed

and

tale

nted

pup

ils. T

here

are

op

portu

nitie

s fo

r pup

ils to

use

thei

r gift

s to

be

nefit

oth

er p

upils

and

the

wid

er

com

mun

ity

Evid

ence

Th

is y

ear t

he s

choo

l had

a tr

aini

ng d

ay o

n G

&T

issu

es a

nd a

s a

resu

lt of

the

mor

ning

ses

sion

, id

entif

ied

the

8 ke

y so

cial

and

per

sona

l pro

blem

s th

at g

ifted

stu

dent

s ar

e pa

rticu

larly

vul

nera

ble

to.

(We

refe

r to

thes

e as

the

8 de

mon

s)!!

Staf

f re

ceiv

ed tr

aini

ng in

how

to d

eal w

ith th

ese.

Th

e sc

hool

has

dev

elop

ed a

pee

r men

torin

g an

d le

arni

ng c

oach

es s

chem

e w

here

stu

dent

s in

yea

rs 9

and

10

sup

port

gifte

d st

uden

ts lo

wer

dow

n in

the

scho

ol in

yea

rs 7

and

8. T

his

is e

nabl

ing

pers

onal

ised

lear

ning

th

roug

h su

ppor

t whi

ch is

tailo

red

to th

e ne

eds

of g

ifted

stu

dent

s.

N

ext s

teps

i.

Staf

f hav

e re

ceiv

ed p

rofe

ssio

nal d

evel

opm

ent

in m

eetin

g th

e ne

eds

of g

ifted

and

tale

nted

pu

pils

i.

The

indu

ctio

n pr

ogra

mm

e fo

r new

sta

ff ad

dres

ses

gifte

d an

d ta

lent

ed is

sues

, bot

h at

w

hole

sch

ool/c

olle

ge a

nd s

peci

fic s

ubje

ct

leve

l

i.

Ther

e is

ong

oing

aud

it of

sta

ff ne

eds

and

an a

ppro

pria

te ra

nge

of p

rofe

ssio

nal

deve

lopm

ent i

n gi

fted

and

tale

nted

ed

ucat

ion.

Pro

fess

iona

l dev

elop

men

t is

info

rmed

by

rese

arch

and

col

labo

ratio

n w

ithin

and

bey

ond

the

scho

ol/c

olle

ge

10

.

Sta

ff de

velo

pmen

t

ii.

The

lead

pro

fess

iona

l res

pons

ible

for G

ifted

an

d Ta

lent

ed e

duca

tion

has

rece

ived

ap

prop

riate

pro

fess

iona

l dev

elop

men

t

ii.

Su

bjec

t/asp

ect a

nd p

hase

lead

ers

have

re

ceiv

ed s

peci

fic p

rofe

ssio

nal d

evel

opm

ent i

n m

eetin

g th

e ne

eds

of g

ifted

and

tale

nted

pu

pils

ii.

Pr

iorit

ies

for t

he d

evel

opm

ent o

f gift

ed a

nd

tale

nted

pro

visi

on a

re e

mbe

dded

in th

e C

PD e

ntitl

emen

t fra

mew

ork

for a

ll st

aff a

nd

are

mon

itore

d th

roug

h pe

rform

ance

m

anag

emen

t pro

cess

es

Evid

ence

Tr

aini

ng ti

me

has

been

allo

cate

d ve

ry g

ener

ousl

y to

G&T

. The

re h

ave

been

2 tw

ilight

trai

ning

se

ssio

ns a

nd a

who

le tr

aini

ng d

ay d

evot

ed to

m

eetin

g th

e ne

eds

of th

ese

stud

ents

.

Th

e in

duct

ion

prog

ram

me

cont

ains

dis

cret

e se

ssio

ns o

n th

e ne

eds

of g

ifted

and

Tal

ente

d st

uden

ts. T

here

is a

n in

duct

ion

pack

on

mee

ting

the

need

s of

gift

ed a

nd ta

lent

ed s

tude

nts

Nex

t ste

ps

Con

tinue

to p

rovi

de tr

aini

ng o

n an

ann

ual b

asis

.

An a

udit

of s

taff

CPD

nee

ds w

ill b

e un

derta

ken

and

this

will

info

rm th

e fo

cus

of fu

ture

trai

ning

w

ithin

the

scho

ol.

Nat

iona

l Qua

lity

Stan

dard

s in

Gift

ed a

nd T

alen

ted

Educ

atio

n U

ser G

uide

Use

r Gui

de –

Oct

ober

200

5

7 M

ouch

el 2

005

44

Gen

eric

El

emen

ts

Entr

y D

evel

opin

g Ex

empl

ary

D -

Scho

ol o

rgan

isat

ion

11

.

Res

ourc

es

i. Pr

ovis

ion

for g

ifted

and

tale

nted

pup

ils is

su

ppor

ted

by a

ppro

pria

te b

udge

ts a

nd

reso

urce

s

i.

Allo

cate

d re

sour

ces

incl

ude

scho

ol/c

olle

ge

base

d an

d na

tiona

lly a

vaila

ble

reso

urce

s,

and

thes

e ha

ve a

sig

nific

ant a

nd m

easu

rabl

e im

pact

on

pupi

l pro

gres

s, im

prov

emen

t and

po

sitiv

e at

titud

e to

lear

ning

i.

Res

ourc

es a

re u

sed

to s

timul

ate

inno

vativ

e an

d ex

perim

enta

l pra

ctic

e, w

hich

is s

hare

d th

roug

hout

the

scho

ol/c

olle

ge a

nd w

hich

ar

e re

gula

rly re

view

ed fo

r im

pact

and

bes

t va

lue

Evid

ence

At

pre

sent

G&T

fund

ing

com

es fr

om e

xter

nal s

ourc

es –

mon

ey to

sup

port

proj

ects

whi

ch th

e sc

hool

has

un

derta

ken

in p

artn

ersh

ip w

ith N

AGTY

, SST

and

the

LEA.

Thi

s m

oney

tota

ls £

X th

is y

ear.

Res

ourc

es h

ave

been

use

d to

dev

elop

pee

r m

ento

ring

and

lear

ning

coa

ches

for g

ifted

and

ta

lent

ed s

tude

nts.

Nex

t ste

ps

The

scho

ol n

eeds

to in

vest

reso

urce

s at

sub

ject

leve

l for

G&T

. C

ontin

ue to

wor

k in

par

tner

ship

with

NAG

TY

and

SST

to d

evel

op p

roje

cts

of n

atio

nal

impo

rtanc

e.

i. Su

bjec

t and

pha

se a

udits

hav

e be

en

com

plet

ed in

clud

ing

a fo

cus

on th

e qu

ality

of

teac

hing

and

lear

ning

. Who

le s

choo

l/col

lege

ta

rget

s ar

e se

t usi

ng p

rior a

ttain

men

t dat

a

i.

Perfo

rman

ce a

gain

st ta

rget

s (in

clud

ing

at

pupi

l lev

el) i

s re

gula

rly re

view

ed. T

arge

ts

incl

ude

qual

itativ

e pa

stor

al a

nd c

urric

ulum

ou

tcom

es (r

equi

ring

obse

rvat

ion

and

disc

ussi

on) a

s w

ell a

s nu

mer

ical

dat

a

i.

Perfo

rman

ce a

gain

st ta

rget

s is

rigo

rous

ly

eval

uate

d ag

ains

t cle

ar c

riter

ia. O

utco

mes

(b

oth

quan

titat

ive

and

qual

itativ

e) in

form

w

hole

sch

ool/c

olle

ge s

elf-e

valu

atio

n pr

oces

ses

12

. M

onito

ring

and

eval

uatio

n

ii.

Elem

ents

of p

rovi

sion

are

pla

nned

aga

inst

cl

ear o

bjec

tives

with

in e

ffect

ive

who

le-s

choo

l se

lf-ev

alua

tion

proc

esse

s

ii.

Al

l ele

men

ts o

f gift

ed a

nd ta

lent

ed p

rovi

sion

(in

clud

ing

non-

acad

emic

) are

pla

nned

to

clea

r obj

ectiv

es a

nd a

re s

ubje

cted

to d

etai

led

eval

uatio

n

ii.

Th

e sc

hool

/col

lege

exa

min

es a

nd

chal

leng

es it

s ow

n p

rovi

sion

to in

form

de

velo

pmen

t of f

urth

er e

xper

imen

tal a

nd

inno

vativ

e pr

actic

e, i

n co

llabo

ratio

n w

ith

othe

r sch

ools

/col

lege

s

Evid

ence

Pr

ojec

ts fo

r NAG

TY, S

ST a

nd th

e LE

A ha

ve a

ll be

en s

et w

ith o

utco

mes

, act

ion

plan

s an

d ha

ve b

een

open

to

exte

rnal

scr

utin

y.

Nex

t ste

ps

Wor

k w

ith d

epar

tmen

t tea

ms,

the

Cur

ricul

um L

eade

rshi

p te

am a

nd th

e Pa

stor

al te

am to

dev

elop

act

ion

plan

s D

evel

op s

choo

l-wid

e an

d de

partm

ent a

ctio

n pl

ans

Nat

iona

l Qua

lity

Stan

dard

s in

Gift

ed a

nd T

alen

ted

Educ

atio

n U

ser G

uide

Use

r Gui

de –

Oct

ober

200

5

7 M

ouch

el 2

005

45

Gen

eric

El

emen

ts

Entr

y D

evel

opin

g Ex

empl

ary

E - S

tron

g pa

rtne

rshi

ps b

eyon

d th

e sc

hool

i.

Pare

nts/

care

rs a

re a

war

e of

the

scho

ol’s

/col

lege

’s p

olic

y on

gift

ed a

nd

tale

nted

pro

visi

on, c

ontri

bute

to it

s id

entif

icat

ion

proc

esse

s an

d ar

e ke

pt

info

rmed

of d

evel

opm

ents

in g

ifted

and

ta

lent

ed p

rovi

sion

, inc

ludi

ng th

roug

h th

e Sc

hool

Pro

file

i.

Prog

ress

ion

of g

ifted

and

tale

nted

pup

ils is

en

hanc

ed b

y ho

me-

scho

ol/c

olle

ge

partn

ersh

ips.

The

re a

re s

trate

gies

to e

ngag

e an

d su

ppor

t har

d-to

-reac

h pa

rent

s/ca

rers

i.

Pare

nts/

care

rs a

re a

ctiv

ely

enga

ged

in

exte

ndin

g pr

ovis

ion.

Sup

port

for g

ifted

and

ta

lent

ed p

rovi

sion

is in

tegr

ated

with

oth

er

child

ren’

s se

rvic

es (E

AL,

trav

elle

rs,

refu

gees

, LA

C)

13

.

Eng

agin

g w

ith

the

com

mun

ity,

fa

milie

s an

d

beyo

nd

ii.

The

scho

ol/c

olle

ge s

hare

s go

od p

ract

ice

and

mak

es c

olla

bora

tive

prov

isio

n w

ith o

ther

sc

hool

s, c

olle

ges

and

the

wid

er c

omm

unity

ii.

A

cohe

rent

stra

tegy

for n

etw

orki

ng w

ith o

ther

sc

hool

s, c

olle

ges

and

loca

l com

mun

ity

orga

nisa

tions

ext

ends

and

enr

iche

s pr

ovis

ion

ii.

Th

ere

is s

trong

em

phas

is o

n co

llabo

rativ

e w

orki

ng w

ith o

ther

sch

ools

/col

lege

s to

sh

are

inno

vativ

e m

odel

s of

effe

ctiv

e cl

assr

oom

pra

ctic

e, a

nd to

impa

ct o

n qu

ality

of p

rovi

sion

loca

lly, r

egio

nally

and

na

tiona

lly

Evid

ence

Th

e id

entif

icat

ion

proc

ess

does

not

yet

incl

ude

pare

nts

and

staf

f at a

ll le

vels

. The

re a

re e

xten

sive

col

labo

rativ

e lin

ks w

ith o

ther

sch

ools

via

the

AST

netw

ork,

the

pres

enta

tion

of o

ur w

ork

at S

peci

alis

t Sch

ools

Tru

st a

nd L

EPP

even

ts e

tc.

Nex

t ste

ps

Invo

lvem

ent o

f par

ents

in h

elpi

ng g

ifted

and

tale

nted

stu

dent

s to

suc

ceed

nee

ds to

take

pla

ce w

ith th

e us

e of

par

ents

’ eve

ning

s an

d in

form

atio

n pa

cks.

i.

Ther

e ar

e op

portu

nitie

s fo

r pup

ils to

lear

n be

yond

the

scho

ol/c

olle

ge d

ay a

nd s

ite

(ext

ende

d ho

urs

and

out-o

f-sch

ool a

ctiv

ities

)

i.

A co

here

nt p

rogr

amm

e of

enr

ichm

ent a

nd

exte

nsio

n ac

tiviti

es (t

hrou

gh e

xten

ded

hour

s an

d ou

t of s

choo

l act

iviti

es) c

ompl

emen

ts

teac

hing

and

lear

ning

and

hel

ps id

entif

y pu

pils

’ lat

ent g

ifts

and

tale

nts

i.

Inno

vativ

e m

odel

s of

lear

ning

bey

ond

the

clas

sroo

m a

re d

evel

oped

in c

olla

bora

tion

with

loca

l and

nat

iona

l sch

ools

/col

lege

s to

fu

rther

enh

ance

teac

hing

and

lear

ning

14

.

Lear

ning

be

yond

the

clas

sroo

m

ii.

Pupi

ls p

artic

ipat

e in

ded

icat

ed g

ifted

and

ta

lent

ed a

ctiv

ities

(e.g

. sum

mer

sch

ools

) and

th

eir p

artic

ipat

ion

is re

cord

ed

ii.

Lo

cal a

nd n

atio

nal p

rovi

sion

hel

ps m

eet

indi

vidu

al p

upils

’ lea

rnin

g ne

eds

e.g.

NAG

TY

mem

bers

hip,

acc

essi

ng o

utre

ach,

loca

l en

richm

ent p

rogr

amm

es

ii.

C

oher

ent s

trate

gies

are

use

d to

dire

ct a

nd

deve

lop

indi

vidu

al e

xper

t per

form

ance

via

ex

tern

al a

genc

ies

e.g.

HE/

FE li

nks,

on-

line

supp

ort,

and

loca

l/reg

iona

l/nat

iona

l pr

ogra

mm

es

Evid

ence

Th

e fo

llow

ing

depa

rtmen

t are

as h

ave

all c

reat

ed

enric

hmen

t trip

s/ac

tiviti

es: R

E, H

isto

ry,

Geo

grap

hy, E

nglis

h, M

aths

, Sci

ence

, Art,

Dra

ma,

PE

and

D&T

. We

have

pro

vide

d su

mm

er s

choo

ls

(200

3 an

d 20

05) f

or g

ifted

stu

dent

s fro

m y

ear 6

in

to y

ear 7

.

W

e ne

ed to

get

stu

dent

s to

atte

nd th

e N

AGTY

su

mm

er s

choo

ls. A

t pre

sent

they

go

to T

wyn

ham

an

d LE

A sc

hool

s in

stea

d.

W

e ha

ve li

nks

to O

xfor

d an

d C

ambr

idge

U

nive

rsiti

es w

hich

ena

ble

stud

ents

to g

ain

insi

ght i

nto

the

univ

ersi

ties’

life

. We

use

coun

ty

wid

e Su

mm

ers

Scho

ols.

Nex

t ste

ps

Nat

iona

l Qua

lity

Stan

dard

s in

Gift

ed a

nd T

alen

ted

Educ

atio

n U

ser G

uide

Use

r Gui

de –

Oct

ober

200

5

7 M

ouch

el 2

005

46

2.13

.4 E

xam

ple

2: Q

ualit

y St

anda

rds

grid

as

an a

udit

tool

Gen

eric

El

emen

ts

Entr

y D

evel

opin

g Ex

empl

ary

A- E

ffect

ive

teac

hing

and

lear

ning

str

ateg

ies

i.

The

scho

ol/c

olle

ge h

as le

arni

ng c

ondi

tions

and

sy

stem

s to

iden

tify

gifte

d an

d ta

lent

ed p

upils

in

all y

ear g

roup

s an

d an

agr

eed

defin

ition

and

sh

ared

und

erst

andi

ng o

f the

mea

ning

of ‘

gifte

d an

d ta

lent

ed’ w

ithin

its

own,

loca

l and

nat

iona

l co

ntex

ts

xi.

Indi

vidu

al p

upils

are

scr

eene

d an

nual

ly

agai

nst c

lear

crit

eria

at s

choo

l/col

lege

and

su

bjec

t lev

el

x i.

Mul

tiple

crit

eria

and

sou

rces

of e

vide

nce

are

used

to id

entif

y gi

fts a

nd ta

lent

s,

incl

udin

g th

orou

gh u

se o

f a b

road

rang

e of

qu

antit

ativ

e an

d qu

alita

tive

data

x

ii.

An a

ccur

ate

reco

rd o

f the

iden

tifie

d gi

fted

and

tale

nted

pop

ulat

ion

is k

ept a

nd u

pdat

ed.

xii.

Th

e re

cord

is u

sed

to id

entif

y un

der-

achi

evem

ent a

nd e

xcep

tiona

l ac

hiev

emen

t (bo

th w

ithin

and

out

side

the

coho

rt) a

nd to

trac

k/re

view

pup

il pr

ogre

ss

x ii.

Th

e re

cord

is s

uppo

rted

by a

co

mpr

ehen

sive

mon

itorin

g, p

rogr

ess

plan

ning

and

repo

rting

sys

tem

whi

ch a

ll st

aff r

egul

arly

sha

re a

nd c

ontri

bute

to

x

1. I

dent

ifica

tion

iii.

The

iden

tifie

d gi

fted

and

tale

nted

pop

ulat

ion

broa

dly

refle

cts

the

scho

ol/c

olle

ge’s

soc

ial a

nd

econ

omic

com

posi

tion,

gen

der a

nd e

thni

city

xiii.

Id

entif

icat

ion

syst

ems

addr

ess

issu

es o

f m

ultip

le e

xcep

tiona

lity

(pup

ils w

ith

spec

ific

gifts

/tale

nts

and

spec

ial

educ

atio

nal n

eeds

)

x iii.

Id

entif

icat

ion

proc

esse

s ar

e re

gula

rly

revi

ewed

and

refre

shed

in th

e lig

ht o

f pup

il pe

rform

ance

and

val

ue-a

dded

dat

a. T

he

gifte

d an

d ta

lent

ed p

opul

atio

n is

fully

re

pres

enta

tive

of th

e sc

hool

/col

lege

po

pula

tion

x

Evid

ence

•

Rec

ords

of s

taff

nom

inat

ions

& b

asel

ine

info

rmat

ion

from

stu

dent

atta

inm

ent d

ata-

on

Annu

al b

asis

. •

GAT

Coh

ort i

nfor

mat

ion

& Li

st

• Et

hnic

ity li

stin

g is

ava

ilabl

e.

•

Annu

al re

view

of s

tude

nts-

Jul

y ea

ch y

ear.

•

GAT

coh

ort h

as b

een

reco

rded

for p

revi

ous

year

s an

d st

uden

ts tr

acke

d- p

rogr

ess

reco

rded

. •

All s

tude

nts

have

SEN

.

•

Mul

tiple

crit

eria

evi

denc

e in

GAT

id

entif

icat

ion

fold

er fr

om p

revi

ous

year

s.

• G

AT fo

lder

& G

over

nors

repo

rts d

etai

ls

• G

AT fo

lder

Coh

ort r

epre

sent

s sc

hool

po

pula

tion.

Nex

t ste

ps

Nat

iona

l Qua

lity

Stan

dard

s in

Gift

ed a

nd T

alen

ted

Educ

atio

n U

ser G

uide

Use

r Gui

de –

Oct

ober

200

5

7 M

ouch

el 2

005

47

Gen

eric

El

emen

ts

Entr

y D

evel

opin

g Ex

empl

ary

A- E

ffect

ive

teac

hing

and

lear

ning

str

ateg

ies

i.

The

scho

ol/c

olle

ge

addr

esse

s th

e di

ffere

nt

need

s of

the

gifte

d an

d ta

lent

ed p

opul

atio

n by

pr

ovid

ing

a st

imul

atin

g le

arni

ng e

nviro

nmen

t an

d by

ext

endi

ng th

e te

achi

ng re

perto

ire

xi.

Teac

hing

and

lear

ning

stra

tegi

es a

re

dive

rse

and

flexi

ble,

mee

ting

the

need

s of

di

stin

ct p

upil

grou

ps w

ithin

the

gifte

d an

d ta

lent

ed p

opul

atio

n (e

.g. a

ble

unde

rach

ieve

rs, e

xcep

tiona

lly a

ble)

x i.

The

scho

ol/c

olle

ge h

as e

stab

lishe

d a

rang

e of

met

hods

to fi

nd o

ut w

hat w

orks

be

st in

the

clas

sroo

m, a

nd s

hare

s th

is

with

in th

e sc

hool

and

with

oth

er s

choo

ls

and

colle

ges

ii.

Teac

hing

and

lea

rnin

g is

diff

eren

tiate

d an

d is

de

liver

ed t

hrou

gh b

oth

indi

vidu

al a

nd g

roup

ac

tiviti

es

xii.

A

rang

e of

cha

lleng

ing

lear

ning

and

te

achi

ng s

trate

gies

is e

vide

nt in

less

on

plan

ning

and

del

iver

y. In

depe

nden

t le

arni

ng s

kills

are

dev

elop

ed.

x ii.

Te

achi

ng a

nd le

arni

ng a

re s

uita

bly

chal

leng

ing

and

varie

d, in

corp

orat

ing

the

brea

dth,

dep

th a

nd p

ace

requ

ired

to

prog

ress

hig

h ac

hiev

emen

t. In

depe

nden

t le

arni

ng is

inte

gral

to in

-cla

ss p

rovi

sion

x

2.

Effe

ctiv

e pr

ovis

ion

in

the

clas

sroo

m

iii.

Opp

ortu

nitie

s ex

ist

to e

xten

d le

arni

ng t

hrou

gh

new

tech

nolo

gies

x

iii.

The

use

of n

ew te

chno

logi

es a

cros

s th

e cu

rricu

lum

is fo

cuse

d on

per

sona

lised

le

arni

ng n

eeds

x iii.

Th

e in

nova

tive

use

of n

ew te

chno

logi

es

rais

es th

e ac

hiev

emen

t and

mot

ivat

ion

of

gifte

d an

d ta

lent

ed p

upils

x

Evid

ence

•

Stim

ulat

ing

lear

ning

env

ironm

ent

– Se

e lis

t in

G

AT fo

lder

& G

over

nors

repo

rt.

• Sc

hem

es o

f W

ork-

Lon

g te

rm &

Med

ium

ter

m

plan

s &

Polic

ies

all s

how

diff

eren

tiatio

n-in

GAT

fil

e.

• Sc

hool

has

inv

este

d in

new

tec

hnol

ogie

s- I

CT

info

rmat

ion

avai

labl

e.

•

Teac

hing

& L

earn

ing

stra

tegi

es a

re e

vide

nt

in S

chem

es o

f Wor

k,

• Le

sson

pla

ns s

how

stra

tegi

es in

clud

ing

inde

pend

ent l

earn

ing.

- se

e G

AT s

ampl

es

in G

AT fi

le.

• Al

l tea

chin

g st

aff h

ave

had

train

ing

day

on

Pers

onal

ised

Lea

rnin

g. T

hera

peut

ic

Pack

ages

are

goo

d ex

ampl

es- 2

0 st

uden

t pa

ckag

es.

•

Inde

pend

ent L

earn

ing

is e

ncou

rage

d. -

Accr

edita

tion

sam

ples

sho

w th

is-

•

See

indi

vidu

al s

ubje

ct in

form

atio

n in

GAT

fil

e.

Nex

t ste

ps

Con

side

r Act

ion

Res

earc

h fo

r the

futu

re.

Nat

iona

l Qua

lity

Stan

dard

s in

Gift

ed a

nd T

alen

ted

Educ

atio

n U

ser G

uide

Use

r Gui

de –

Oct

ober

200

5

7 M

ouch

el 2

005

48

Gen

eric

El

emen

ts

Entr

y

Dev

elop

ing

Ex

empl

ary

A- E

ffect

ive

teac

hing

and

lear

ning

str

ateg

ies

i.

Leve

ls o

f atta

inm

ent a

nd a

chie

vem

ent f

or g

ifted

an

d ta

lent

ed p

upils

are

com

para

tivel

y hi

gh in

re

latio

n to

the

rest

of t

he s

choo

l/col

lege

po

pula

tion

and

are

in li

ne w

ith th

ose

of s

imila

r pu

pils

in s

imila

r sch

ools

/col

lege

s

xi.

Leve

ls o

f atta

inm

ent a

nd a

chie

vem

ent f

or

gifte

d an

d ta

lent

ed p

upils

are

bro

adly

co

nsis

tent

acr

oss

the

gifte

d an

d ta

lent

ed

popu

latio

n an

d ab

ove

thos

e of

sim

ilar

pupi

ls in

sim

ilar s

choo

ls/c

olle

ges

i.

Leve

ls o

f atta

inm

ent a

nd a

chie

vem

ent

for g

ifted

and

tale

nted

pup

ils in

dica

te

sust

aina

bilit

y ov

er ti

me

and

are

wel

l abo

ve

thos

e of

sim

ilar p

upils

in s

imila

r sc

hool

s/co

llege

s

ii.

Self-

eval

uatio

n in

dica

tes

that

gift

ed a

nd ta

lent

ed

prov

isio

n is

sat

isfa

ctor

y x

ii.

Self-

eval

uatio

n in

dica

tes

that

gift

ed a

nd

tale

nted

pro

visi

on is

goo

d x

ii.

Self-

eval

uatio

n in

dica

tes

that

gift

ed a

nd

tale

nted

pro

visi

on is

ver

y go

od o

r exc

elle

nt

3. S

tand

ards

iii.

Scho

ols/

colle

ges

gifte

d an

d ta

lent

ed e

duca

tion

prog

ram

mes

are

exp

licitl

y lin

ked

to th

e ac

hiev

emen

t of S

MAR

T ou

tcom

es a

nd th

ese

high

light

impr

ovem

ents

in p

upils

’ atta

inm

ent a

nd

achi

evem

ent

x

Evid

ence

•

The

scho

ol p

artic

ipat

ed in

the

‘Equ

als

Dur

ham

Pr

ojec

t‘

• Se

e ev

alua

tion

deta

ils &

Aud

it

• O

utco

me

mea

sure

s ar

e be

ing

used

but

Lev

els

stat

ed a

re n

ot a

ppro

pria

te –

not L

evel

7!

•

The

scho

ol p

artic

ipat

ed in

the

‘Equ

als

Dur

ham

Pro

ject

‘ •

See

eval

uatio

n de

tails

& A

udit

•

X- n

eed

to c

heck

•

See

eval

uatio

n de

tails

& A

udit

Nex

t ste

ps

Look

at o

utco

me

mea

sure

s w

ith K

S 3

& 4

Man

ager

s.

Look

at v

alue

add

ed.

C

heck

det

ails

of D

urha

m P

roje

ct fo

r lev

els.

B -

Enab

ling

curr

icul

um e

ntitl

emen

t and

cho

ice

4. E

nabl

ing

curr

icul

um

entit

lem

ent

and

choi

ce

i. C

urric

ulum

org

anis

atio

n is

flex

ible

, with

op

portu

nitie

s fo

r enr

ichm

ent a

nd in

crea

sing

su

bjec

t cho

ice.

Pup

ils a

re p

rovi

ded

with

sup

port

and

guid

ance

in m

akin

g ch

oice

s

i.

Cur

ricul

um o

ffers

opp

ortu

nitie

s an

d gu

idan

ce to

pup

ils w

hich

ena

ble

them

to

wor

k be

yond

thei

r age

and

/or p

hase

, and

ac

ross

cur

ricul

um s

ubje

cts,

acc

ordi

ng to

th

eir a

ptitu

des

and

inte

rest

s

i.

Cur

ricul

um o

ffers

per

sona

lised

lear

ning

pa

thw

ays

for p

upils

whi

ch m

axim

ise

indi

vidu

al p

oten

tial,

reta

in fl

exib

ility

of

futu

re c

hoic

es, e

xten

d w

ell b

eyon

d te

st/e

xam

inat

ion

requ

irem

ents

and

resu

lt in

sus

tain

ed im

pact

on

pupi

l atta

inm

ent

Evid

ence

•

Cur

ricul

um is

flex

ible

eno

ugh

to in

clud

e Th

eme

Day

s &

Enric

hmen

t Opp

ortu

nitie

s. S

ee

phot

ogra

phs,

dis

play

s &

Gov

erno

rs R

epor

t. O

ptio

ns h

ave

just

bee

n in

trodu

ced.

•

Cur

ricul

um o

ffers

opp

ortu

nitie

s as

sta

ted

with

indi

vidu

al p

lann

ing

acro

ss s

ubje

cts-

se

e G

at fi

le. G

uida

nce

on o

ptio

ns w

as

offe

red

at a

Par

ent/

Car

er e

veni

ng a

nd

book

let p

rovi

ded.

•

Ther

apeu

tic P

acka

ges

are

offe

red

to

stud

ents

to m

axim

ise

pote

ntia

l whi

ch h

as

sust

aine

d im

pact

- stu

dent

s ac

hiev

e w

ell.

(Evi

denc

e in

thei

r per

form

ance

& re

sults

.)

Nex

t ste

ps

Fol

low

thro

ugh

the

new

Opt

ions

.

Eva

luat

e O

ptio

ns B

ookl

et &

upd

ate

Nat

iona

l Qua

lity

Stan

dard

s in

Gift

ed a

nd T

alen

ted

Educ

atio

n U

ser G

uide

Use

r Gui

de –

Oct

ober

200

5

7 M

ouch

el 2

005

49

Gen

eric

El

emen

ts

Entr

y D

evel

opin

g Ex

empl

ary

C- A

sses

smen

t for

lear

ning

i. Pr

oces

ses

of d

ata

anal

ysis

and

pup

il as

sess

men

t are

em

ploy

ed th

roug

hout

the

scho

ol/c

olle

ge to

pla

n le

arni

ng fo

r gift

ed a

nd

tale

nted

pup

ils

x i.

Rou

tine

prog

ress

revi

ews,

usi

ng b

oth

qual

itativ

e an

d qu

antit

ativ

e da

ta, m

ake

effe

ctiv

e us

e of

prio

r, p

redi

ctiv

e an

d

valu

e-ad

ded

atta

inm

ent d

ata

to p

lan

prog

ress

ion

of p

upil

grou

ps

x i.

Asse

ssm

ent d

ata

are

used

by

teac

hers

an

d ac

ross

the

scho

ol t

o en

sure

ch

alle

nge

and

sust

aine

d pr

ogre

ssio

n of

in

divi

dual

pup

ils

x

ii.

Dia

logu

e w

ith p

upils

pro

vide

s fo

cuse

d fe

edba

ck

whi

ch is

use

d to

pla

n fu

ture

lear

ning

x

ii.

Syst

emat

ic o

ral a

nd w

ritte

n fe

edba

ck h

elps

pu

pils

to s

et c

halle

ngin

g cu

rricu

lar t

arge

ts

x ii.

Fo

rmat

ive

asse

ssm

ent a

nd in

divi

dual

ta

rget

set

ting

com

bine

to m

axim

ise

and

cele

brat

e pu

pils

’ ach

ieve

men

ts

x

5. A

sses

smen

t fo

r lea

rnin

g

iii.

Self

and

peer

ass

essm

ent,

base

d on

cle

ar

unde

rsta

ndin

g of

crit

eria

, ar

e us

ed to

incr

ease

pu

pils

’ res

pons

ibilit

y fo

r lea

rnin

g

x iii.

Pu

pils

refle

ct o

n th

eir o

wn

skill

deve

lopm

ent a

nd a

re in

volv

ed in

the

desi

gn o

f the

ir ow

n ta

rget

s an

d ta

sks

x iii.

C

lass

room

pra

ctic

e re

gula

rly re

quire

s pu

pils

to re

flect

on

thei

r ow

n pr

ogre

ss

agai

nst t

arge

ts, a

nd e

ngag

e in

the

dire

ctio

n of

thei

r ow

n le

arni

ng

x

Evid

ence

•

Targ

et S

ettin

g re

cord

s an

nual

ly

• Sa

mpl

e of

Gra

phs

used

for P

aren

ts/C

arer

s at

An

nual

Rev

iew

. •

Mar

king

Pol

icy

– Sa

mpl

es o

f Wor

k. A

nnot

atio

n sh

eets

sho

w fe

edba

ck.

• St

aff p

redi

ctio

ns o

ver t

he y

ears

sho

w

pred

ictiv

e pr

ogre

ss.

• Sa

mpl

es o

f mar

ked

stud

ents

wor

k sh

owin

g st

aff c

omm

ents

. •

Term

ly A

nnot

atio

n sh

eets

sho

w s

ome

stud

ents

invo

lvem

ent i

n ow

n ta

rget

& ta

sks.

Sa

mpl

e in

GAT

file

.

• M

eetin

gs w

ith H

eadt

each

er.

• G

raph

s sh

ow p

rogr

essi

on.

• C

eleb

ratio

n of

ach

ieve

men

t - s

ee A

nnua

l lis

t & P

rize

Giv

ing.

•

Mar

king

Pol

icy,

Les

son

Plan

s,

• Le

sson

Obs

erva

tion

by L

MT.

Nex

t ste

ps

Val

ue A

dded

6. T

rans

fer a

nd

trans

ition

i. S

hare

d pr

oces

ses,

usi

ng a

gree

d cr

iteria

, ar

e in

pla

ce to

ens

ure

the

prod

uctiv

e tra

nsfe

r of i

nfor

mat

ion

from

one

set

ting

to

anot

her (

i.e. f

rom

cla

ss to

cla

ss, y

ear t

o ye

ar a

nd s

choo

l/col

lege

to s

choo

l/col

lege

)

x i.

Tran

sfer

info

rmat

ion

conc

erni

ng g

ifted

an

d ta

lent

ed p

upils

, inc

ludi

ng p

aren

tal

inpu

t, in

form

s ta

rget

s fo

r pup

ils to

en

sure

pro

gres

s in

lear

ning

. Par

ticul

ar

atte

ntio

n is

giv

en to

incl

udin

g ne

wco

mer

s (e

.g. E

AL,

asy

lum

se

eker

s) in

the

gifte

d an

d ta

lent

ed

coho

rt.

x i.

Tran

sfer

dat

a co

ncer

ning

gift

ed a

nd

tale

nted

pup

ils a

re u

sed

to in

form

pl

anni

ng o

f tea

chin

g an

d le

arni

ng a

t su

bjec

t/asp

ect a

nd in

divi

dual

pup

il le

vel,

and

to e

nsur

e pr

ogre

ssio

n ac

cord

ing

to a

bilit

y ra

ther

than

age

or

phas

e

x

Evid

ence

•

Tran

sitio

n is

in p

lace

- fro

m c

lass

to c

lass

Y 9

–

Y 1

0 an

d Y

11 –

Y 1

2

• Y

6 tr

ansi

tion

take

s up

a w

hole

wee

k bu

t im

prov

emen

ts a

re p

lann

ed fo

r GA

T tra

nsfe

r of

info

rmat

ion

from

Y 6

to &

Y 7

•

Tran

sitio

n is

in p

lace

- fro

m c

lass

to

clas

s Y

9 –

Y 1

0 an

d Y

11

– Y

12

• Y

6 tr

ansi

tion

take

s up

a w

hole

wee

k bu

t im

prov

emen

ts a

re p

lann

ed fo

r G

AT

trans

fer o

f inf

orm

atio

n fro

m Y

6

to &

Y 7

•

All

info

rmat

ion

is p

asse

d on

to n

ext

year

s fo

rm tu

tor &

is a

vaila

ble

for a

ll su

bjec

t tea

cher

s.

Nex

t ste

ps

Tra

nsiti

on fr

om Y

6 to

& Y

7

M

ore

plan

ning

for T

rans

ition

nee

ded.

Nat

iona

l Qua

lity

Stan

dard

s in

Gift

ed a

nd T

alen

ted

Educ

atio

n U

ser G

uide

Use

r Gui

de –

Oct

ober

200

5

7 M

ouch

el 2

005

50

Gen

eric

El

emen

ts

Entr

y D

evel

opin

g Ex

empl

ary

D -

Scho

ol o

rgan

isat

ion

7.

Lea

ders

hip

i. A

nam

ed m

embe

r of t

he g

over

ning

bod

y,

Seni

or M

anag

emen

t Tea

m a

nd le

ad

prof

essi

onal

for g

ifted

and

tale

nted

edu

catio

n ha

ve c

lear

ly d

irect

ed re

spon

sibi

litie

s fo

r m

otiv

atin

g an

d dr

ivin

g gi

fted

and

tale

nted

pr

ovis

ion.

The

Hea

dtea

cher

act

ivel

y ch

ampi

ons

gifte

d an

d ta

lent

ed p

rovi

sion

.

xi.

Res

pons

ibili

ty fo

r gift

ed a

nd ta

lent

ed

prov

isio

n is

dis

trib

uted

at a

ll le

vels

in th

e sc

hool

/col

lege

. The

re is

a w

ell-d

efin

ed v

isio

n (e

vide

nced

in d

evel

opm

ent p

lans

) for

pr

omot

ing

gifte

d an

d ta

lent

ed p

rovi

sion

. G

over

nors

pla

y a

sign

ifica

nt s

uppo

rtive

role

.

i.

Org

anis

atio

nal s

truct

ures

, com

mun

icat

ion

chan

nels

and

the

depl

oym

ent o

f sta

ff (e

.g.

wor

kfor

ce re

mod

ellin

g) a

re fl

exib

le a

nd

crea

tive

in s

uppo

rting

the

deliv

ery

of

pers

onal

ised

lear

ning

. Gov

erno

rs ta

ke a

le

ad in

cel

ebra

ting

achi

evem

ents

of g

ifted

an

d ta

lent

ed p

upils

.

x

Evid

ence

•

Scho

ol S

taffi

ng S

truct

ure

Book

let.

•

Gov

erno

rs re

ports

to P

aren

ts /

Car

ers.

• Pe

rson

alis

ed L

earn

ing

train

ing

day.

•

Wor

kfor

ce re

mod

ellin

g w

orki

ng p

arty

G

ATC

O is

cha

ir.

• Th

erap

eutic

Pac

kage

s ha

ve o

wn

co-

Educ

ator

s.

Nex

t ste

ps

8. P

olic

y i.

The

gifte

d an

d ta

lent

ed p

olic

y is

inte

gral

to

the

scho

ol/c

olle

ge’s

incl

usio

n ag

enda

and

ap

proa

ch to

per

sona

lised

lear

ning

, fee

ds in

to

and

from

the

sing

le s

choo

l/col

lege

im

prov

emen

t pla

n an

d is

con

sist

ent w

ith o

ther

po

licie

s

xi.

The

polic

y di

rect

s an

d re

flect

s be

st p

ract

ice

in

the

scho

ol/c

olle

ge, i

s re

gula

rly re

view

ed a

nd is

cl

early

link

ed to

oth

er p

olic

y do

cum

enta

tion

xi.

The

polic

y in

clud

es in

put f

rom

the

who

le

scho

ol/c

olle

ge c

omm

unity

and

is re

gula

rly

refre

shed

in th

e lig

ht o

f inn

ovat

ive

natio

nal

and

inte

rnat

iona

l pra

ctic

e

Evid

ence

•

See

Polic

ies

& SI

P/SD

P.

•

See

Pol

icie

s &

Rev

iew

of P

olic

y.

• G

over

nors

’ rep

orts

.

Nex

t ste

ps

Upd

ate

Polic

ies

& R

evie

w/ R

efre

sh P

olic

y.

Nat

iona

l Qua

lity

Stan

dard

s in

Gift

ed a

nd T

alen

ted

Educ

atio

n U

ser G

uide

Use

r Gui

de –

Oct

ober

200

5

7 M

ouch

el 2

005

51

Gen

eric

El

emen

ts

Entr

y D

evel

opin

g Ex

empl

ary

D -

Scho

ol o

rgan

isat

ion

i.

The

scho

ol/c

olle

ge s

ets

high

exp

ecta

tions

, re

cogn

ises

ach

ieve

men

t and

cel

ebra

tes

the

su

cces

ses

of a

ll its

pup

ils

xi.

The

scho

ol/c

olle

ge fo

ster

s an

env

ironm

ent

whi

ch p

rom

otes

pos

itive

beh

avio

ur fo

r le

arni

ng, p

upils

are

list

ened

to a

nd th

eir

view

s ta

ken

into

acc

ount

.

xi.

An e

thos

of a

mbi

tion

and

achi

evem

ent i

s ag

reed

and

sha

red

by th

e w

hole

sc

hool

/col

lege

com

mun

ity. S

ucce

ss a

cros

s a

wid

e ra

nge

of a

bilit

ies

is c

eleb

rate

d

x 9.

Sch

ool

/Col

lege

et

hos

and

past

oral

ca

re

ii.

The

scho

ol/c

olle

ge id

entif

ies

and

addr

esse

s th

e pa

rticu

lar s

ocia

l and

em

otio

nal n

eeds

of

gifte

d an

d ta

lent

ed p

upils

, in

cons

ulta

tion

with

pu

pils

, par

ents

and

car

ers

xii.

St

rate

gies

exi

st to

cou

nter

act b

ully

ing

and

any

adve

rse

effe

cts

of s

ocia

l and

cur

ricul

um

pres

sure

s. S

peci

fic s

uppo

rt fo

r abl

e un

dera

chie

vers

and

pup

ils fr

om d

iffer

ent

cultu

res

and

soci

al b

ackg

roun

ds is

ava

ilabl

e an

d ac

cess

ible

xii.

Th

e sc

hool

/col

lege

pla

ces

equa

l em

phas

is

on h

igh

achi

evem

ent a

nd e

mot

iona

l wel

l be

ing,

und

erpi

nned

by

prog

ram

mes

of

supp

ort p

erso

nalis

ed to

the

need

s of

gift

ed

and

tale

nted

pup

ils. T

here

are

op

portu

nitie

s fo

r pup

ils to

use

thei

r gift

s to

be

nefit

oth

er p

upils

and

the

wid

er

com

mun

ity

x

Evid

ence

•

Scho

ol M

otto

- Aim

Hig

h &

Smile

. •

Scho

ol E

thos

& A

ims.

•

SMSC

Pol

icy-

SM

SC is

stro

ng

•

Rew

ards

sys

tem

- Pol

icy.

•

Posi

tive

enco

urag

emen

t- C

ertif

icat

es &

aw

ards

in A

ssem

bly

on w

eekl

y ba

sis.

•

Anti-

Bul

lyin

g Po

licy

& di

spla

ys. B

ehav

iour

M

anag

emen

t Pro

gram

s

•

Scho

ol e

thos

- goo

d ro

le m

odel

s Im

ps

Indi

vidu

al E

duca

tion

Plan

s –

term

ly

writ

ten

& sh

ared

with

all

staf

f, st

uden

ts &

Pa

rent

s/ C

arer

s.

Nex

t ste

ps

i. St

aff h

ave

rece

ived

pro

fess

iona

l dev

elop

men

t in

mee

ting

the

need

s of

gift

ed a

nd ta

lent

ed

pupi

ls

xi.

The

indu

ctio

n pr

ogra

mm

e fo

r new

sta

ff ad

dres

ses

gifte

d an

d ta

lent

ed is

sues

, bot

h at

w

hole

sch

ool/c

olle

ge a

nd s

peci

fic s

ubje

ct

leve

l

i.

Ther

e is

ong

oing

aud

it of

sta

ff ne

eds

and

an a

ppro

pria

te ra

nge

of p

rofe

ssio

nal

deve

lopm

ent i

n gi

fted

and

tale

nted

ed

ucat

ion.

Pro

fess

iona

l dev

elop

men

t is

info

rmed

by

rese

arch

and

col

labo

ratio

n w

ithin

and

bey

ond

the

scho

ol/c

olle

ge

10

. S

taff

de

velo

pmen

t

ii.

The

lead

pro

fess

iona

l res

pons

ible

for G

ifted

an

d Ta

lent

ed e

duca

tion

has

rece

ived

ap

prop

riate

pro

fess

iona

l dev

elop

men

t

xii.

Su

bjec

t/asp

ect a

nd p

hase

lead

ers

have

re

ceiv

ed s

peci

fic p

rofe

ssio

nal d

evel

opm

ent i

n m

eetin

g th

e ne

eds

of g

ifted

and

tale

nted

pu

pils

xii.

Pr

iorit

ies

for t

he d

evel

opm

ent o

f gift

ed a

nd

tale

nted

pro

visi

on a

re e

mbe

dded

in th

e C

PD e

ntitl

emen

t fra

mew

ork

for a

ll st

aff a

nd

are

mon

itore

d th

roug

h pe

rform

ance

m

anag

emen

t pro

cess

es

Evid

ence

•

Trai

ning

as

part

of o

rigin

al s

et u

p at

sta

rt of

G

AT.

• G

ATC

O h

as a

ttend

ed n

etw

ork

& LE

A tra

inin

g

•

To b

e ad

dres

sed.

•

Subj

ect c

o-or

dina

tors

hav

e re

cent

ly b

een

rece

ivin

g ad

ditio

nal s

uppo

rt on

1:1

bas

is.

Nex

t ste

ps

To b

e ad

dres

sed.

To

be a

ddre

ssed

in fu

ture

.

Nat

iona

l Qua

lity

Stan

dard

s in

Gift

ed a

nd T

alen

ted

Educ

atio

n U

ser G

uide

Use

r Gui

de –

Oct

ober

200

5

7 M

ouch

el 2

005

52

Gen

eric

El

emen

ts

Entr

y D

evel

opin

g Ex

empl

ary

D -

Scho

ol o

rgan

isat

ion

11

. R

esou

rces

i.

Prov

isio

n fo

r gift

ed a

nd ta

lent

ed p

upils

is

supp

orte

d by

app

ropr

iate

bud

gets

and

re

sour

ces

xi.

Allo

cate

d re

sour

ces

incl

ude

scho

ol/c

olle

ge

base

d an

d na

tiona

lly a

vaila

ble

reso

urce

s,

and

thes

e ha

ve a

sig

nific

ant a

nd m

easu

rabl

e im

pact

on

pupi

l pro

gres

s, im

prov

emen

t and

po

sitiv

e at

titud

e to

lear

ning

xi.

Res

ourc

es a

re u

sed

to s

timul

ate

inno

vativ

e an

d ex

perim

enta

l pra

ctic

e, w

hich

is s

hare

d th

roug

hout

the

scho

ol/c

olle

ge a

nd w

hich

ar

e re

gula

rly re

view

ed fo

r im

pact

and

bes

t va

lue

x

Evid

ence

•

Budg

et fr

om G

AT p

lus

a sm

all a

mou

nt fr

om

netw

ork

has

been

use

d to

pur

chas

e G

AT

reso

urce

s &

orga

nise

enh

ance

men

t op

portu

nitie

s- s

ee re

sour

ce li

st.

•

Allo

cate

d R

esou

rces

hav

e ha

d im

pact

- see

ev

alua

tion

shee

ts.

• In

nova

tive

is a

goo

d de

scrip

tion

as th

ere

are

not m

any

read

ily a

vaila

ble

reso

urce

s fo

r Sp

ecia

l Sch

ools

GAT

–see

list

of p

ract

ice

GAT

in G

over

nors

Rep

orts

.

Nex

t ste

ps

i. S

ubje

ct a

nd p

hase

aud

its h

ave

been

co

mpl

eted

incl

udin

g a

focu

s on

the

qual

ity o

f tea

chin

g an

d le

arni

ng. W

hole

sc

hool

/col

lege

targ

ets

are

set u

sing

prio

r at

tain

men

t dat

a

xi.

Per

form

ance

aga

inst

targ

ets

(incl

udin

g at

pup

il le

vel)

is re

gula

rly re

view

ed.

Targ

ets

incl

ude

qual

itativ

e pa

stor

al a

nd

curr

icul

um o

utco

mes

(req

uirin

g ob

serv

atio

n an

d di

scus

sion

) as

wel

l as

num

eric

al d

ata

xi.

Per

form

ance

aga

inst

targ

ets

is

rigor

ousl

y ev

alua

ted

agai

nst c

lear

cr

iteria

. Out

com

es (b

oth

quan

titat

ive

and

qual

itativ

e) in

form

who

le

scho

ol/c

olle

ge s

elf-e

valu

atio

n pr

oces

ses

12

. M

onito

ring

and

eval

uatio

n

ii.

Ele

men

ts o

f pro

visi

on a

re p

lann

ed

agai

nst c

lear

obj

ectiv

es w

ithin

effe

ctiv

e w

hole

-sch

ool s

elf-e

valu

atio

n pr

oces

ses

ii.

A

ll el

emen

ts o

f gift

ed a

nd ta

lent

ed

prov

isio

n (in

clud

ing

non-

acad

emic

) are

pl

anne

d to

cle

ar o

bjec

tives

and

are

su

bjec

ted

to d

etai

led

eval

uatio

n

ii.

Th

e sc

hool

/col

lege

exa

min

es a

nd

chal

leng

es it

s ow

n p

rovi

sion

to in

form

de

velo

pmen

t of f

urth

er e

xper

imen

tal

and

inno

vativ

e pr

actic

e, i

n co

llabo

ratio

n w

ith o

ther

sc

hool

s/co

llege

s

Evid

ence

G

AT F

ile s

how

s ev

iden

ce o

f aud

it.

S

tude

nt fi

les

N

ext s

teps

T

o be

add

ress

ed

T

o be

add

ress

ed

Nat

iona

l Qua

lity

Stan

dard

s in

Gift

ed a

nd T

alen

ted

Educ

atio

n U

ser G

uide

Use

r Gui

de –

Oct

ober

200

5

7 M

ouch

el 2

005

53

Gen

eric

El

emen

ts

Entr

y D

evel

opin

g Ex

empl

ary

E - S

tron

g pa

rtne

rshi

ps b

eyon

d th

e sc

hool

i.

Pare

nts/

care

rs a

re a

war

e of

the

scho

ol’s

/col

lege

’s p

olic

y on

gift

ed a

nd

tale

nted

pro

visi

on, c

ontri

bute

to it

s id

entif

icat

ion

proc

esse

s an

d ar

e ke

pt

info

rmed

of d

evel

opm

ents

in g

ifted

and

ta

lent

ed p

rovi

sion

, inc

ludi

ng th

roug

h th

e Sc

hool

Pro

file

?i.

Prog

ress

ion

of g

ifted

and

tale

nted

pup

ils is

en

hanc

ed b

y ho

me-

scho

ol/c

olle

ge

partn

ersh

ips.

The

re a

re s

trate

gies

to e

ngag

e an

d su

ppor

t har

d-to

-reac

h pa

rent

s/ca

rers

x i.

Pare

nts/

care

rs a

re a

ctiv

ely

enga

ged

in

exte

ndin

g pr

ovis

ion.

Sup

port

for g

ifted

and

ta

lent

ed p

rovi

sion

is in

tegr

ated

with

oth

er

child

ren’

s se

rvic

es (E

AL,

trav

elle

rs,

refu

gees

, LA

C)

x 13

.

Eng

agin

g w

ith

the

com

mun

ity,

fa

milie

s an

d

beyo

nd

ii.

The

scho

ol/c

olle

ge s

hare

s go

od p

ract

ice

and

mak

es c

olla

bora

tive

prov

isio

n w

ith o

ther

sc

hool

s, c

olle

ges

and

the

wid

er c

omm

unity

x ii.

A

cohe

rent

stra

tegy

for n

etw

orki

ng w

ith o

ther

sc

hool

s, c

olle

ges

and

loca

l com

mun

ity

orga

nisa

tions

ext

ends

and

enr

iche

s pr

ovis

ion

x ii.

Th

ere

is s

trong

em

phas

is o

n co

llabo

rativ

e w

orki

ng w

ith o

ther

sch

ools

/col

lege

s to

sh

are

inno

vativ

e m

odel

s of

effe

ctiv

e cl

assr

oom

pra

ctic

e, a

nd to

impa

ct o

n qu

ality

of p

rovi

sion

loca

lly, r

egio

nally

and

na

tiona

lly

x

Evid

ence

•

Not

invo

lved

with

iden

tific

atio

n (a

s ad

vice

fro

m G

AT tr

aini

ng w

as o

rigin

ally

not

to te

ll pa

rent

s.-s

ee L

EA p

aper

wor

k)

• Pa

rent

s/ c

arer

s ar

e no

tifie

d w

hen

thei

r chi

ld

pa

rtici

pate

s in

a G

AT a

ctiv

ity.

•

The

scho

ol s

hare

s go

od p

ract

ice

& m

akes

its

idea

s av

aila

ble

to o

ther

sch

ools

who

ofte

n vi

sit.

•

Pare

nts/

car

ers

are

cons

ulte

d/ in

form

ed a

bout

pr

ogre

ss w

hen

thei

r chi

ld is

incl

uded

in G

AT

activ

ity.

• Th

e sc

hool

has

a g

ood

turn

out

at p

aren

ts

even

ing

& al

so A

nnua

l Rev

iew

of t

he C

hild

’s

Stat

emen

t.

• G

ATC

O is

par

t of N

etw

ork

& pa

rtici

pate

s as

fu

lly a

s po

ssib

le in

sha

red

activ

ities

to

enha

nce

GAT

pro

visi

on.

•

Supp

ort i

s in

tegr

ated

with

oth

er c

hild

ren’

s se

rvic

es.

• LA

C a

re in

clud

ed o

n G

AT s

choo

l coh

ort.

• Tr

ansl

ator

s ar

e av

aila

ble

for p

aren

ts/

care

rs w

ith E

nglis

h as

an

addi

tiona

l la

ngua

ge.

• G

ATC

O w

orks

with

oth

er c

olle

ague

s in

a

colla

bora

tive

way

. •

Incl

uded

in L

IG c

olla

bora

tive-

loca

l are

a

Nex

t ste

ps

Con

side

r par

enta

l inv

olve

men

t in

iden

tific

atio

n pr

ogre

ss.

C

onsi

der i

mpr

ovin

g pa

rent

al in

volv

emen

t in

GAT

.

Con

side

r par

enta

l inv

olve

men

t in

exte

ndin

g pr

ovis

ion.

.

i. Th

ere

are

oppo

rtuni

ties

for p

upils

to le

arn

beyo

nd th

e sc

hool

/col

lege

day

and

site

(e

xten

ded

hour

s an

d ou

t-of-s

choo

l act

iviti

es)

x i.

A co

here

nt p

rogr

amm

e of

enr

ichm

ent a

nd

exte

nsio

n ac

tiviti

es (t

hrou

gh e

xten

ded

hour

s an

d ou

t of s

choo

l act

iviti

es) c

ompl

emen

ts

teac

hing

and

lear

ning

and

hel

ps id

entif

y pu

pils

’ lat

ent g

ifts

and

tale

nts

x i.

Inno

vativ

e m

odel

s of

lear

ning

bey

ond

the

clas

sroo

m a

re d

evel

oped

in c

olla

bora

tion

with

loca

l and

nat

iona

l sch

ools

/col

lege

s to

fu

rther

enh

ance

teac

hing

and

lear

ning

x 14

.

Lear

ning

be

yond

the

clas

sroo

m

ii.

Pupi

ls p

artic

ipat

e in

ded

icat

ed g

ifted

and

ta

lent

ed a

ctiv

ities

(e.g

. sum

mer

sch

ools

) and

th

eir p

artic

ipat

ion

is re

cord

ed

x ii.

Lo

cal a

nd n

atio

nal p

rovi

sion

hel

ps m

eet

indi

vidu

al p

upils

’ lea

rnin

g ne

eds

e.g.

NAG

TY

mem

bers

hip,

acc

essi

ng o

utre

ach,

loca

l en

richm

ent p

rogr

amm

es

X ?

ii.

Coh

eren

t stra

tegi

es a

re u

sed

to d

irect

and

de

velo

p in

divi

dual

exp

ert p

erfo

rman

ce v

ia

exte

rnal

age

ncie

s e.

g. H

E/FE

link

s, o

n-lin

e su

ppor

t, an

d lo

cal/r

egio

nal/n

atio

nal

prog

ram

mes

Nat

iona

l Qua

lity

Stan

dard

s in

Gift

ed a

nd T

alen

ted

Educ

atio

n U

ser G

uide

Use

r Gui

de –

Oct

ober

200

5

7 M

ouch

el 2

005

54

Evid

ence

•

List

of a

ctiv

ities

, dis

play

s &

phot

ogra

phs

stud

ent n

ewsl

ette

rs a

nd G

over

nors

' Rep

orts

G

AT S

umm

er s

choo

l fol

der a

nd v

ideo

and

st

uden

ts /

staf

f eva

luat

ion

form

s.

•

See

prog

ram

me

of G

AT a

ctiv

ities

sch

edul

e.

Loca

l pro

gram

mes

& in

-hou

se o

nly-

not

yet

N

AGTY

mem

bers

!

•

See

evid

ence

in G

AT fi

le &

Gov

erno

rs

repo

rts.

• M

uch

wor

k ha

s be

en d

one

with

FEC

st

uden

ts –

Yea

r 12-

14

Nex

t ste

ps

Con

tinue

to a

sk N

AGTY

for s

ome

activ

ity o

r sp

ecia

l eve

nt d

ay s

uita

ble

for S

EN s

tude

nts

W

ork

with

FEC

& L

ocal

col

lege

s re

gard

ing

furth

er e

duca

tion-

not

HE.

Nat

iona

l Qua

lity

Stan

dard

s in

Gift

ed a

nd T

alen

ted

Educ

atio

n U

ser G

uide

Use

r Gui

de –

Oct

ober

200

5

7 M

ouch

el 2

005

55

2.13

.5

Exam

ple

3: U

sing

the

outc

omes

of t

he Q

ualit

y St

anda

rds

self-

eval

uatio

n in

a P

rimar

y Sc

hool

Impr

ovem

ent P

lan

2005

-200

6

Dat

e Ta

rget

R

easo

ns

By

Who

m

Staf

f D

evel

opm

ent

Res

ourc

es

Mon

itorin

g an

d Ev

alua

tion

of

Targ

ets

Succ

ess

Crite

ria

Targ

et

√ R

evie

w

Dat

e

May

20

05

To c

ontin

ue to

inte

grat

e th

e us

e of

ICT

into

the

teac

hing

of

all s

ubje

cts

for t

he in

nova

tive

use

of n

ew te

chno

logi

es

To m

axim

ise

the

use

of th

e IC

T eq

uipm

ent i

n sc

hool

. To

kee

p up

with

new

in

itiat

ives

and

so

ftwar

e.

To ra

ise

lear

ning

an

d te

achi

ng

stan

dard

s.

Ht

+ rece

iver

sc

hool

Trai

ning

on

the

IWB,

dig

ital

cam

eras

, sc

anne

rs, v

ideo

s,

‘Pow

er P

oint

’ and

In

tern

et s

kills

. TA

s ar

e id

entif

ied

and

used

to

prom

ote

grea

ter

flexi

bilit

y w

ith IC

T

IWB

Cam

eras

. Sc

anne

rs.

Vide

os.

Inte

rnet

.

Trai

ning

ses

sion

s ar

e or

gani

sed,

ev

alua

ted

and

the

resu

lting

ski

lls

impl

emen

ted.

The

im

pact

on

lear

ning

an

d te

achi

ng is

as

sess

ed.

TAs

with

ICT

expe

rtise

, are

de

ploy

ed w

here

th

eir s

kills

are

bes

t ut

ilised

.

• G

reat

er u

se o

f a ra

nge

of

ICT

equi

pmen

t in

scho

ol

• Pl

ans

incl

ude

and

teac

hing

de

mon

stra

tes

inno

vativ

e an

d co

nfid

ent u

se o

f IC

T •

ICT

is u

sed

in s

choo

l pr

esen

tatio

ns e

.g. o

bjec

tives

an

d cu

rricu

lum

eve

ning

s •

Spec

ialis

t IC

T TA

s su

ppor

t cl

assr

oom

pra

ctic

e

En

d of

ea

ch te

rm

durin

g th

e 20

05/2

006

acad

emic

ye

ar.

July

20

05

To d

evel

op s

ubje

ct c

riter

ia o

r tri

gger

s to

ena

ble

teac

hers

to

iden

tify

a ch

ild a

s A,

G &

T

and

have

exe

mpl

ar e

vide

nce

and

cam

eos

of a

typi

cal c

hild

, to

sup

port

the

iden

tific

atio

n.

To a

udit

staf

f and

par

ents

to

find

out w

here

ther

e m

ay b

e su

bjec

t exp

ertis

e.

To d

evel

op th

e co

nfid

ence

of a

ll st

aff i

n th

e id

entif

icat

ion

of a

ch

ild a

nd th

e de

gree

of

thei

r abi

lity

– ab

le,

gifte

d or

tale

nted

, in

the

Foun

datio

n su

bjec

ts.

To h

ave

appr

opria

te

evid

ence

to s

uppo

rt id

entif

icat

ion.

DH

t (A

,G&T

co)

AST,

Su

bjec

t co

-or

dina

-to

rs.

Mee

tings

with

su

bjec

t sp

ecia

lists

/cou

nty

advi

sers

and

ev

entu

ally

sim

ilar

scho

ols

to

prod

uce

agre

ed

‘trig

gers

’ and

ex

empl

ar

evid

ence

. TA

s ha

ve a

cces

s to

spe

cial

ist

subj

ect t

rain

ing.

Subj

ect

spec

ialis

ts

and

book

s.

Each

sub

ject

ne

eds

to

inco

rpor

ate

A, G

&

T cr

iteria

in th

eir

polic

ies

so th

at a

ny

teac

her h

as a

re

fere

nce

docu

men

t to

help

id

entif

y an

abi

lity

and

to w

hat e

xten

t. In

vite

TAs

and

pa

rent

s to

join

w

orki

ng p

artie

s fo

r sp

ecifi

c su

bjec

ts.

• A

docu

men

t is

deve

lope

d w

ith tr

igge

rs in

all

the

Foun

datio

n su

bjec

ts.

• Th

ere

are

exem

plar

m

ater

ials

and

cam

eos

for a

n ab

le, g

ifted

and

a ta

lent

ed

child

- A

Teac

her’s

Gui

de:

“Wha

t It L

ooks

Lik

e” (W

ILL)

•

TA a

nd p

aren

ts s

uppo

rt th

e te

ache

r in

bloc

k w

eek

sess

ions

in Y

rs 1

,2.

Tw

o su

bjec

ts

per t

erm

. D

ec.2

005

Mar

ch

2006

. Ju

ly 2

006.

Sept

. 20

05

To fi

nd o

ut m

ore

abou

t ‘P

erso

nalis

ed L

earn

ing

Path

way

s’ (P

LPs)

and

bui

ld

thes

e in

to o

ur A

, G &

T

plan

ning

To m

ake

sure

that

th

e A,

G &

T

child

ren

have

the

best

opp

ortu

nitie

s.

The

child

ren

are

invo

lved

in th

eir o

wn

targ

et s

ettin

g.

Pers

onal

obj

ectiv

es

are

incl

uded

on

the

regi

ster

s.

All s

taff

Trai

ning

in

devi

sing

Pe

rson

alis

ed

Lear

ning

Pa

thw

ays

and

impl

emen

ting

them

.

Exem

plar

PL

Ps

Hav

e in

pla

ce

som

e PL

Ps a

nd

see

how

pra

ctic

al

they

are

to w

rite

and

use.

Do

PLPs

im

prov

e th

e le

arni

ng a

nd h

elp

the

teac

her i

n he

r pl

anni

ng fo

r the

A,

G &

T c

hild

?

• Pe

rson

alis

ed L

earn

ing

Path

way

s ar

e us

ed.

Janu

ary

2006

Nat

iona

l Qua

lity

Stan

dard

s in

Gift

ed a

nd T

alen

ted

Educ

atio

n U

ser G

uide

Use

r Gui

de –

Oct

ober

200

5

7 M

ouch

el 2

005

56

Dat

e Ta

rget

R

easo

ns

By

Who

m

Staf

f D

evel

opm

ent

Res

ourc

es

Mon

itorin

g an

d Ev

alua

tion

of

Targ

ets

Succ

ess

Crite

ria

Targ

et

√ R

evie

w

Dat

e

Sept

. 20

05

To d

evel

op s

kills

in id

entif

ying

un

dera

chie

vers

and

pup

ils

with

soc

ial o

r em

otio

nal

diffi

culti

es.

To c

onsi

der a

ppoi

ntin

g Le

arni

ng M

ento

rs to

sup

port

unde

rach

ieve

rs

To e

nsur

e th

at a

ll ch

ildre

n ar

e pr

ovid

ed fo

r and

that

un

dera

chie

vers

, ac

hiev

e an

d le

arni

ng m

ento

rs

supp

ort a

ny

prob

lem

s A,

G &

T

child

ren

may

face

. To

dev

elop

our

un

ders

tand

ing

of th

e ef

fect

s hi

gh a

bilit

y ca

n ha

ve o

n so

me

child

ren.

All s

taff

and

TAs

Trai

ning

on

unde

rach

ieve

rs

and

Philo

soph

y fo

r Chi

ldre

n (P

4c)

Trai

ning

da

ys.

The

child

ren

who

co

ncer

n th

e te

ache

r are

giv

en

TA s

uppo

rt an

d th

e ne

cess

ary

help

an

d re

sour

ces

to

mak

e pr

ogre

ss.

Look

at d

iffer

ent

appr

oach

es a

nd

idea

s to

mot

ivat

e un

dera

chie

vers

, so

cial

‘mis

fits’

• Th

e un

dera

chie

ver i

s id

entif

ied

•

The

unde

rach

ieve

r is

achi

evin

g •

The

teac

her h

as s

trate

gies

to

mot

ivat

e th

e un

dera

chie

ver

• Th

e so

cial

‘mis

fit’ i

s in

tegr

ated

.

M

arch

20

06

Sept

. 20

05

To n

etw

ork

with

sim

ilar

scho

ols

to b

egin

to d

evel

op

and

colle

ct c

ompa

rativ

e da

ta

to m

oder

ate

the

iden

tific

atio

n an

d pe

rform

ance

of A

, G &

T

pupi

ls.

All l

ocal

net

wor

k si

mila

r sch

ools

are

w

orki

ng w

ith th

eir A

, G

& T

chi

ldre

n in

the

sam

e w

ay a

nd

resu

lts a

re

com

para

ble.

Sc

hool

s ca

n or

gani

se e

vent

s an

d tra

inin

g to

geth

er to

sh

are

good

pra

ctic

e an

d im

prov

e pr

ovis

ion.

Ht

AST(

AGT)

, D

Ht(A

,G&T

co)

Trai

ning

on

asse

ssm

ent a

nd

data

han

dlin

g pa

ckag

es a

nd

proc

edur

es fo

r sc

hool

s.

Lo

ok a

t how

we

asse

ss a

nd th

e ch

ildre

n’s

abilit

y is

m

easu

red

on e

ntry

to

sch

ool.

Look

at

way

s w

e ca

n be

gin

to m

oder

ate

A, G

&

T pr

ovis

ion

with

in s

imila

r sc

hool

s.

• Sc

hool

s ar

e ne

twor

king

•

Scho

ols

are

com

para

ble

in

term

s of

thei

r A,

G, &

T

prov

isio

n.

Ju

ly 2

006

Nat

iona

l Qua

lity

Stan

dard

s in

Gift

ed a

nd T

alen

ted

Educ

atio

n U

ser G

uide

Use

r Gui

de –

Oct

ober

200

5

7 M

ouch

el 2

005

57

2.13

.6 E

xam

ple

4: U

sing

the

Qua

lity

Sta

ndar

ds to

dev

elop

a P

rimar

y S

choo

l Act

ion

Pla

n fo

r gift

ed a

nd p

rovi

sion

200

5-06

.

ELEM

ENT

Focu

s A

CTI

ON

REQ

UIR

ED

BY

WH

OM

B

Y W

HEN

SU

CC

ESS

CR

ITER

IA

De

ii N

eed

to d

evel

op s

ubje

ct/a

spec

t crit

eria

by

whi

ch to

scr

een

indi

vidu

als,

and

that

all

staf

f fe

el c

onfid

ent i

n us

ing.

DH

t (A,

G&T

co) a

nd s

ubje

ct

co-o

rdin

ator

s.

Janu

ary

2006

All s

ubje

ct/a

spec

t are

as h

ave

crite

ria a

gain

st w

hich

Gift

ed a

nd

Tale

nted

pup

ils a

re c

lear

ly

iden

tifie

d.

E ii

W

e ne

ed to

incl

ude

it in

our

Indu

ctio

n Pr

ogra

mm

es.

A co

py o

f the

DfE

S re

quire

men

ts.

DH

t

April

200

5

The

G &

T re

cord

s ar

e in

line

w

ith D

fES

requ

irem

ents

.

1. I

dent

ifica

tion.

Ex ii

i D

ata

is a

naly

sed

and

valu

e ad

ded

asse

ssed

–

need

to o

verc

ome

diffi

culty

of F

1 –

KS 1

D

Ht/A

ST(A

GT)

M

ay 2

006

The

track

ing

reco

rds

in O

ct./M

ay

show

val

ue a

dded

. 2.

Effe

ctiv

e Pr

ovis

ion

in

the

Clas

sroo

m.

De

i D

evel

op te

achi

ng s

trate

gies

that

hel

p th

e un

dera

chie

ver.

Nee

d tra

inin

g.

DH

t/AST

(AG

T)

Dec

. 200

5 U

nder

achi

ever

s ac

hiev

e.

3. S

tand

ards

. E

i N

eed

to d

ecid

e on

sui

tabl

e da

ta a

nd b

e ab

le to

co

mpa

re th

is w

ith th

at o

f sim

ilar s

choo

ls –

this

co

uld

be d

iffic

ult.

DH

t/AST

(AG

T) a

nd

guid

ance

from

AS

T/as

sess

men

t co-

ordi

nato

r.

Sept

embe

r 20

05

Dat

a is

read

ily a

vaila

ble

from

lik

e sc

hool

s fo

r com

paris

ons.

4. E

nabl

ing

the

curr

icul

um

entit

lem

ent a

nd c

hoic

e.

Ex i

Nee

d to

look

at e

xem

plar

per

sona

lised

lear

ning

pa

thw

ays,

intro

duce

this

con

cept

to th

e st

aff

and

incl

ude

it in

the

polic

y. I

mpl

emen

t the

use

of

the

sam

e w

ith a

ppro

pria

te tr

aini

ng.

DH

t/AST

(AG

T)/H

t Ju

ne 2

006

Pers

onal

ised

lear

ning

pat

hway

s ar

e pa

rt of

the

G7T

pro

visi

on

and

thei

r im

pact

bei

ng

eval

uate

d.

5.

Asse

ssm

ent f

or

Lear

ning

. AC

HIE

VED

.

6.

Tran

sfer

and

Tra

nsiti

on

De

i N

eed

to e

nsur

e th

e tra

nsiti

on is

sec

ure

betw

een

Infa

nt a

nd J

unio

r. En

sure

we

scre

en E

AL.

DH

t H

t R

ecei

ver s

choo

l

June

200

6 R

ecor

ds a

nd p

asse

d on

so

that

pr

ovis

ion

is c

onsi

sten

t. E

AL

child

ren

are

asse

ssed

. 7.

Le

ader

ship

. D

e i

We

need

to lo

ok a

t the

exp

ertis

e of

all

staf

f in

view

of e

very

sub

ject

/asp

ect o

f gift

s an

d ta

lent

s in

sch

ool a

nd u

se th

ese

effe

ctiv

ely

e.g.

TAs

with

IC

T sk

ills. A

udit.

DH

t/AST

(AG

T)

Sept

. 200

5 St

aff h

ave

resp

onsi

bilit

y fo

r the

im

plem

enta

tion

of p

erso

nalis

ed

lear

ning

.

8.

Polic

y Ex

i Th

e po

licy

need

s to

incl

ude

the

Nat

iona

l Qua

lity

Stan

dard

s ex

pect

atio

ns a

nd n

ew p

ract

ice.

D

Ht

Ja

nuar

y 20

06

Rev

ised

pol

icy

incl

udes

the

late

st n

atio

nal p

ract

ice

and

scho

ol re

spon

se.

Nat

iona

l Qua

lity

Stan

dard

s in

Gift

ed a

nd T

alen

ted

Educ

atio

n U

ser G

uide

Use

r Gui

de –

Oct

ober

200

5

7 M

ouch

el 2

005

58

ELEM

ENT

Focu

s A

CTI

ON

REQ

UIR

ED

BY

WH

OM

B

Y W

HEN

SU

CC

ESS

CR

ITER

IA

9.

Scho

ol E

thos

and

Pa

stor

al C

are.

AC

HIE

VED

Ex i

Staf

f aud

it is

car

ried

out t

o fin

d ou

t qu

alifi

catio

ns, i

nter

ests

etc

. so

need

s ar

e id

entif

ied

in te

rms

of th

eir c

onfid

ence

in d

ealin

g w

ith a

ny G

& T

issu

e an

d th

e ne

cess

ary

CPD

is

acce

ssed

.

DH

t/Ht

Dec

embe

r 20

05

Trai

ning

is o

rgan

ised

to

ensu

re G

& T

pro

visi

on is

em

bedd

ed.

10.

Sta

ff D

evel

opm

ent.

De

ii To

look

at s

ubje

ct/a

spec

t spe

cific

gift

s an

d ta

lent

s to

ass

ess

staf

f con

fiden

ce in

teac

hing

at

thes

e le

vels

.

Who

le s

taff

July

200

6 St

aff c

an a

ddre

ss th

e ne

eds

of th

e G

& T

pup

ils.

11.

Res

ourc

es.

De

i W

ays

to m

easu

re th

e im

pact

of s

peci

fic

reso

urce

s ne

eds

to b

e de

vise

d an

d us

ed. W

e ne

ed to

bui

ld u

p ba

nks

of re

adily

ava

ilabl

e re

sour

ces

and

ensu

re th

ey a

re u

sed.

To

do th

is

we

coul

d tri

al s

peci

fic re

sour

ces

at a

set

tim

e an

d to

pic.

The

sta

ff in

volv

ed th

en h

ave

to

com

plet

e an

eva

luat

ion

shee

t.

DH

t/ AS

T(AG

T)

As n

ew G

& T

re

sour

ces

are

intro

duce

d.

Dat

a pr

oves

that

re

sour

ces

are

impa

ctin

g on

G &

T a

ttain

men

t.

E i

Subj

ect a

udits

info

rm ta

rget

set

ting

usin

g pr

ior

atta

inm

ent d

ata.

D

Ht/

AST(

AGT)

/Ht/A

ST(a

sses

smen

t) Ju

ly 2

006

Targ

ets

are

set f

or G

& T

pu

pils

in a

ll su

bjec

t are

as.

12.

Mon

itorin

g an

d Ev

alua

tion.

E

ii Pr

ovis

ion

is p

lann

ed w

ith c

lear

obj

ectiv

es.

DH

t /AS

T(AG

T)

plus

sub

ject

co-

ordi

nato

rs

July

200

6 Ea

ch s

ubje

ct a

rea

has

clea

r obj

ectiv

es w

ith

plan

ned

eval

uatio

n tim

es,

(dep

ende

nt o

n th

e op

portu

nity

aris

ing

to

prov

ide

for a

G &

T p

upil)

. .



7 Mouchel 2005

59

Annex E - Quality Standards Glossary

Assessment data Pupil performance data including raw results and value-added data.

Accurate record The record kept of G&T pupils should help schools to complete the Pupil Level Annual School Census. Secondary schools will be expected to identify the G&T population in the January 2006 PLASC return and primary schools in the January 2007 PLASC return. The G&T Cohort and PLASC return should include: 1. All pupils on the school's G&T register if it has one 2. If there is no register the cohort should include

a. all pupils in the EiC G&T population (where there is one)

b. all identified NAGTY members (if there are any) 3. If schools do not have a register but do have a. or b. above, this group of pupils should be recorded in place of a register 4. If schools do not have a register and do not have a. or b. above, the cohort should be recorded as nil and a nil return for the purpose of PLASC.

Achievement Achievement includes pupils’ knowledge, skills and understanding gained through the subjects of the national curriculum and the attitudes, values and other aspects of personal development fostered by the school or college.

Attainment Standards achieved against objectively defined levels of performance.

Breadth A curriculum that covers more and diverse subjects, including vocational study, critical thinking, key skills, enrichment and citizenship activities, and additional study programmes.

Depth Learning opportunities which set pupils demanding challenges that develop their skills and abilities, requiring them to engage with a level of complexity and detail not found in breadth of study alone. There must be balance between breadth and depth.

Distributed responsibility Shared leadership across the organisation. For further information see http://www.reservoir.uk.com/dlw/textonly/introduction.htm or http://www.ncsl.org.uk/index.cfm?pageid=randd-activities-distributed-leadership

EAL English as an Additional Language, pupils for whom English is not their first language

Effective teaching and learning For further information see http://www.standards.dfes.gov.uk/personalisedlearning/five/teachinglearning/

Enabling curriculum entitlement and choice

For further information see http://www.standards.dfes.gov.uk/personalisedlearning/five/curriculum/

Exceptional achievement Pupils with extraordinary abilities, capable of expert performance, thinking and creativity

Identification The process for assessing and targeting gifted and talented pupils

Independent learning Working self-reliantly without close supervision LAC Looked after children (local authority responsibility of care)



7 Mouchel 2005

60

Multiple criteria Different ways of identifying gifted and talented pupils,

including qualitative as well as quantitative criteria Multiple exceptionality Gifted and talented pupils with additional educational needs or

a learning difficulty. These pupils can be missed if single assessment measures are used

Multiple Intelligences The theory of multiple intelligences has been popularised by Dr Howard Gardner; however this is only one of several multiple ability models and has not been specifically endorsed by DfES. Gardner suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:

• Linguistic intelligence ("word smart") • Logical-mathematical intelligence

("number/reasoning smart") • Spatial intelligence ("picture smart") • Bodily-Kinaesthetic intelligence ("body smart") • Musical intelligence ("music smart") • Interpersonal intelligence ("people smart") • Intrapersonal intelligence ("self smart") • Naturalist intelligence ("nature smart")

Dr. Gardner says schools focus most of their attention on linguistic and logical-mathematical intelligence, but should pay equal attention to artists, musicians, naturalists, dancers, therapists and designers. The theory of multiple intelligences fits well with personalised learning (i.e. each child is different in their abilities, interests and ways of learning). Teachers need to look out for different intelligences while recognising that a well-rounded and successful adult needs a combination of intelligences (i.e. the ICT specialist or physicist needs to communicate with their non-technical peers).

New Technologies The term technology is used to include a wide range of different technologies including computers, peripherals, presentation technology, imaging technology, networks, internet, mobile technology and software.

CD-ROMs, digital resources and the internet offer a wealth of material that can be matched to gifted and talented pupils' individual needs and enable them to develop a higher level of skill in thinking and handling information. The use of the word “new” provides the expectation that provision for gifted and talented pupils takes advantage of new technological developments to ensure that ICT provides the best flexible learning opportunities for gifted and talented pupils. For further information see http://www.ictadvice.org.uk/index.php?section=tl&catcode=as_inc_sup_03&rid=631&pagenum=1&NextStart=1

Ongoing audit of staff needs A way of identifying professional development needs



7 Mouchel 2005

61

Pace The rate of learning Personalised learning Personalised learning is about tailoring education to individual

need, interest and aptitude so that every pupil achieves and reaches the highest standards possible. It is about focusing on the individual within a group. Pupils are still taught in classes or groups.

Personalised learning pathways Routes of progression in learning (or a planned programme of learning agreed with the pupil) that are designed and tailored to meet individual pupils’ needs, abilities, aspirations and interests. Each pupil’s Personalised Learning Pathway (PLP) should • provide each pupil with an appropriate curriculum suited to

interest and aptitude • offer specialist support and personal challenge • contain clear progression routes for transfer and transition

Potential Capacity for learning Progress Gains made in learning relative to prior learning and ability School organisation For further information see

http://www.standards.dfes.gov.uk/personalisedlearning/five/organisingschool/

School/college’s social and economic composition

The context of the school and the features of its population.

Sources of evidence (identification)

Using provision to enable pupils to try activities is the best way of identifying latent gifts and talents. In addition other sources of evidence include, general checklists, subject checklists, test/examination results and parental/teacher/pupil/peer nominations,

Standardised format A common layout Standards Levels of attainment. Strong partnerships For further information see

http://www.standards.dfes.gov.uk/personalisedlearning/five/beyondclassroom/

Subject and phase audits A way of identifying what needs to be improved in particular subjects, phases and/or key stages



7 Mouchel 2005

62

Annex F - Signposting to Other Evaluation Models

The National Quality Standards are intended as a template for all schools and colleges

to use when improving gifted and talented education. Further resources are being

introduced to support this process, including an online package currently under

development.

Other resource packages or evaluation models have been developed over the years and

were produced for a narrower range of institutions. This section provides details of the

best-known materials, for example, the NACE Challenge Award Self-Evaluation

Framework, a priced package available nationally.

The National Quality Standards reflect national consensus on best practice, much of it

embodied within these other materials. Providers of these and of new materials are

invited to review and adjust them, where necessary, so that they fully reflect the National

Quality Standards.

Currently, the only materials that carry the official National Quality Standards brand are

those developed within the National Quality Standards Project. This brand may be

extended to other resources in due course, if and when it can be demonstrated that they

meet the Standards in all respects.

Schools and colleges may wish to take this into account when deciding what support

materials to use and how best to deploy them.

Model Provider Page The Challenge Award - Provision for Able, Gifted and Talented Pupils: A Self-Evaluation Framework for Schools, Colleges and Local Authorities

NACE: National Association for Able Children in Education

63

Gifted and Talented Monitoring and Self-Evaluation

Gateshead Council 64

School Self-Evaluation and Review - Very Able/Gifted & Talented (G&T) Pupils

East Sussex School Improvement Service

65

The Quality Standards Framework Mouchel Parkman in association with London Gifted and Talented

66

Self-Review and Peer-Review leading to Action Planning

Excellence in Cities (Gifted and Talented Strand) in Newcastle

67

Gifted and Talented Handbook Devon Curriculum Services 68 Excellence in Cities – Self and Peer Review DfES, EiC Programme 69



7 Mouchel 2005

63

Framework Title The Challenge Award Provision for Able, Gifted and Talented Pupils: A Self-Evaluation Framework for Schools and LEAs

Background Organisation description etc

NACE: National Association for Able Children in Education, developed this whole-school Framework with Buckinghamshire and West Berkshire LAs. The pilot in 17 schools gave strong evidence of resultant advancement of whole-school provision and led to national publication of the Framework in 2003. To recognise and celebrate quality whole-school provision, the Framework also has an accreditation and Award structure, based on external assessment.

Contact For information, case studies and the views of users: http.www.nace.co.uk For advice: [email protected] or Julie Fitzpatrick, CEO, 01865 861879. Information about The Challenge Award Framework can also be found at www.westberks.org in the designated Gifted and Talented area.

Target Audience The Framework is for whole-school use in primary and secondary schools, colleges, clusters, networks and Local Authorities, whatever their current stage of development.

Coverage Local, national, phase

This is a universally applicable framework being used by thousands of schools across whole LAs, regions and clusters in the UK, in independent schools and schools in Wales.

Purpose

The Framework gives a standard to audit, evaluate and plan for continuous whole-school inclusive provision and, with the Supporting Documents, illustrates how improvements can be achieved. It has 10 Elements which together describe quality provision. Each Element has criteria and suggested evidence, of what constitutes effective practice. It is used as follows: Schools that are at a starting point for developing whole school provision find that

the Framework provides a clear structure and direction for longer term planning; Schools that have been developing policy and practice use the Framework as a

whole school audit to action plan for the Award; Schools which have systematically developed quality provision and action planning

for Able, Gifted and Talented pupils can apply for the Challenge Award. Achievement of the Award provides external recognition of the quality of the school’s

provision and demonstrates a commitment to continuous improvement. The 10 Elements 1. A whole school strategy, including an action plan, to support Able, Gifted and

Talented (A, G & T) Pupils 2. Identification strategies and criteria 3. A target for improvement of the school’s provision and the performance of A, G &

T pupils 4. The flexible use of a range teaching and learning strategies and models of

classroom organisation to meet the needs of A, G &T Pupils 5. Regular reviews to identify underachievement and support individual pupils 6. A commitment to improve the skills of all staff in the school to meet the needs of A,

G &T pupils. 7. The school has programmes to support exceptionally A, G &T pupils (top 2%

nationally) 8. The school has a range of appropriate resources including ICT 9. Parental involvement 10. An effective procedure for monitoring the action plan and the effectiveness of the

school’s policy for A, G & T pupils. Unique Features

Schools and colleges are assessed externally to receive the Award and monitored annually. Schools retain the award through a re-application and assessment process every 4 years. Training: for LAs and Assessors. Advice from NACE, Annual National Challenge Award Conference. The Framework costs £55 to NACE members and £69.99 to non-members.

Support Materials Toolkits, checklists etc

Supporting Documents available to download, 3 documents termly including: ‘What is …Good Teaching, Good Work, Student Effectiveness’, matrices for lesson observation and work scrutiny to determine challenge; Constructing and Using a Register, Working with Parents, Action Research, The Framework explicitly mapped to Ofsted criteria, Personalised Learning, the National Strategies and Assessment for Learning.



7 Mouchel 2005

64

Framework Title Gifted and Talented Monitoring and Self-Evaluation


Gateshead Council produced a Monitoring and Self-Evaluation Framework through the work of the Excellence in Cities, Gifted and Talented Strand. The accompanying Handbook was compiled by the Strand Co-ordinator for Gifted and Talented pupils at Gateshead Council.

Contact David Anderson or Julia [email protected] Gateshead Learning and Culture, Dryden PDC, Evistones Road, Low Fell, Gateshead. NE9 5UR. 01914338623 or 8614 The Handbook for Gifted and Talented Pupils can be found at: www.gatesheadgrid.org/eic

Target Audience This is a self-review framework for schools belonging to the Gifted and Talented Strand of the Excellence in Cities strategy within Gateshead Council. The Handbook is a guide for school co-ordinators, senior management teams and curriculum leaders to develop provision for gifted and talented pupils.


Whilst this framework was designed with Gateshead secondary schools as the key audience, it has universal applicability to secondary schools in general. The framework is currently being used in Gateshead secondary schools in termly monitoring and review with the Lead Coordinator. One school within the Authority has developed a school level version of the framework that they use with subject departments. Gateshead has also developed a further version for use with Aimhigher Coordinators and the model has been used to compile a “Monitoring Toolkit” for all EiC Strands. The Handbook reflects effective practices from the Gateshead region, in response to requests for advice from Gateshead schools. However, the information has national applicability.

Purpose

The Framework is a self-review instrument for secondary schools which uses a three level model (Excellent (Level 2), Developing (Level 4) and Foundation/baseline (Level 6)) to gauge the quality of provision for gifted and talented pupils.

Unique Features

The framework has been in use for two years and has proved popular with coordinators. It is detailed yet efficient at generating areas for improvement which are collated on the last page and used to focus the development planning process. The Handbook is a practical guide to developing provision for gifted and talented pupils. It contains example teaching strategies and practical steps and hints.


The framework is focused on six areas of provision and or activity related to the provision for gifted and talented pupils: Systems for Management Management and Finance Teaching and Learning Extension and Enrichment Summer Schools Outcome Targets

Within each of the six main areas of provision, level criteria are identified against subheadings or ‘monitoring foci’ against which schools can position their own level and quality of practice and provide supporting comments and evidence. The framework provides the opportunity for schools to focus on areas for development which arise out of the self-evaluation process by providing an action plan template which focuses on issues, the actions required and the personnel to implement. The action plan template usefully provides scope for identifying and sharing good practice. An additional publication has been compiled to provide “Examples of post-16 lesson plans to demonstrate higher order thinking skills in different subject areas.”



7 Mouchel 2005

65

Framework Title School Self-Evaluation and Review Very Able/Gifted & Talented (G&T) Pupils


East Sussex School Improvement Service developed the School Self-Evaluation and Review Framework. This complements school and LEA “moderated school self review” processes.

Contact Ann Bridgland, Senior Adviser [email protected] [email protected] 01323 432245

Target Audience This is a self-evaluation and review process aimed at primary and secondary schools. It provides scope for monitoring and evaluating provision at different levels of development.


The Framework was designed so that it could be applied within the East Sussex area but it has universal applicability for primary and secondary schools and is also being used in other LEAs.

Purpose

The Framework is a self-evaluation tool for schools to gauge their level and quality of provision for gifted and talented pupils. Schools’ provision is evaluated against 13 areas and within 3 levels of practice (Best Fit” Judgements: Well developed – major strengths leading to embedded and sustainable practice; Partially developed – significant strengths with areas for development which are being planned for; Un-developed - embryonic practice. The 13 areas of practice and process are: Attainment in National Curriculum Progress achieved by gifted and talented pupils School maintains high standards Whole school approach High expectations set Varied teaching methods Assessment/feedback for planning/teaching Use of homework Extra curricular/out of hours opportunities Parents/carers Links with community Resources (financial, human, material) School Leadership and Management

Each area is broken down into a series of underpinning questions, the answers to which determine the level and quality of provision. Questions are supported by the identification of evidence sources (e.g. key stakeholders and documentation) to help schools determine the quality of provision. The reviewer should use the questions to establish an overall grade for each area of provision or aspect of the school’s work. The process can be undertaken over a period of time and a portfolio of “supporting evidence” built up. Taking the 13 areas as a whole, the framework provides a summary of what constitutes overall very good practice in provision for gifted and talented pupils and unsatisfactory practice.

Unique Features

The Framework, which is straightforward and not lengthy, poses questions in a non-prescriptive way and can be adapted to suit any school’s unique context.


The Framework provides a template for evaluation in terms of the assignment of a quality grade or level and scope for noting evidence sources and comments against each area. The framework is a means to evaluate practice. It also enables G&T coordinators to understand the overall parameters of their role in leading G&T practice and can also be used by subject leaders. It is not designed to provide tools or guidance within the document for developing and improving practice but enables the user to highlight training and consultancy needs.



7 Mouchel 2005

66

Framework Title The Quality Standards Framework


Mouchel Parkman in association with London Gifted and Talented and under contract to DfES produced this Framework. Mouchel Parkman, a professional support services company, was selected by the DfES to pilot gifted and talented thematic networks as part of GATE A of the London challenge. Thematic Quality Standards frameworks were produced as part of this work.

Contact

http://mouchel.gatea.digitalbrain.com/gatea/accounts/partners/mouchel/homepage/QP%20intro/

Target Audience There are 3 sections to the Framework with different target audiences: 5 Starter Questions: targeted at Senior Leadership Teams and G&T co-ordinators. 12 Self Evaluation Questions: targeted at G&T co-ordinators (school and LEA), and

by subject / theme specialists. Quality Standards Grids: targeted at subject and theme specialists, with expected

interest from G&T co-ordinators. These grids contain required practices from both schools and LEAs.


This is a nationally applicable Framework for all schools and LEAs. The Framework has a thematic focus rather than a focus on overall provision for gifted and talented pupils. The themes are: Afro-Caribbean achievement ICT across the curriculum Transition Working with parents Learning skills and styles Performing arts at key stage 3

Purpose

The 3 sections of the Framework serve different purposes: 5 Starter Questions: designed to trigger the self-evaluation process within a whole

school context. They are an entry point for self-evaluation. 12 Self Evaluation Questions: there are 12 questions for each of the 6 themes in

the Framework. These are designed to challenge practice and assumptions, and should be used with the Quality Standards Grids.

Quality Standard Grids: there is a grid for each of the 6 themes, divided into 4 topic areas (policy, designation of responsibility, operational implementation and evaluation mechanisms and process) and 3 quality levels (basic, good and exemplary practice). The Quality Standards in each of the 6 themes provides a description of what constitutes required practice, the steps needed to progress to the next level and tools to enable schools to progress through the levels

Unique Features

The Quality Framework identifies different levels and quality of practice using a thematic approach.


The Framework identifies required practice in terms of process and outcomes and provides guidance to schools and LEAs on moving from one level to another. The Framework is supported by a User’s Guide which illustrates the purpose and application of the Framework.



7 Mouchel 2005

67

Framework Title Self-Review and Peer-Review leading to Action Planning


The Excellence in Cities (Gifted and Talented Strand) in Newcastle developed this Framework.

Contact Julia [email protected] Target Audience The Framework is aimed at lead G&T co-ordinators (LEA), who complete the

framework with the relevant school G&T co-ordinators.


The Framework was designed so that it could be applied within the Newcastle EiC area but it has universal applicability for secondary schools.

Purpose

The Framework is a self-evaluation tool for schools to gauge their level of G&T provision. A school’s provision is evaluated against 10 areas of activity. Each activity is underpinned by illustrative supporting criteria. The 10 sections of the Framework are: Distinctive teaching and learning programme Monitoring pupil progress (underachievers) Monitoring gifted and talented cohort Out of hours learning programme Management and leadership provision Measures to improve attainment School outcomes Ofsted Criteria (JRS 17) Ofsted Framework (3H) Gifted and talented cohort targets

The first part of the Framework is a table to record achievements against each criterion or to record what development are being made towards achievement. There is also room to record specific actions and tasks that need to be carried out against each criterion. The Framework includes a summary sheet against which the LEA Co-ordinator assigns a grade (Red, Amber, Green) against each criterion and makes a judgement to assign a rating (on a 7 point scale) for each of the 10 sections. There is room to note the strengths, development areas and required actions under the score for each section.

Unique Features

There is a specific focus on target setting at Key Stage 3 and 4. The Framework includes areas of evaluation undertaken by Ofsted.


An action plan is incorporated in the first section of the Framework. There are no complementary tools or guidance for developing and improving practice.



7 Mouchel 2005

68

Framework Title Gifted and Talented Handbook


Devon Curriculum Services developed this Framework.

Contact

www.devon.gov.uk, under Gifted and Talented.

Target Audience The Framework is aimed at schools, teachers and teaching assistants in Devon who work with and are responsible for the learning of gifted and talented pupils.


Whilst this Framework was designed for schools in the Devon area it has universal applicability to primary and secondary schools in general and for all aspects of provision for gifted and talented pupils.

Purpose

The Framework provides guidance on different aspects of provision such as pupil identification, supporting and enriching the work of gifted and talented pupils and it outlines the systems required to develop school practice. It has been developed to cover a wide range of requirements at both primary and secondary level – but it is expected that schools will tailor the policy to suit their own individual needs. The Framework covers: 1. Example policy 2. General principles 3. Definitions 4. School-based strategies 5. Identification strategies and the school register 6. The role of the co-ordinator 7. Subject planning and provision 8. Gifted and talented pupils in the classroom 9. The needs of the gifted and talented pupil 10. Teaching assistants and gifted and talented pupils 11. Provision for gifted and talented pupils; an inspection perspective 12. Extension work, enrichment and out-of-school activities 13. The challenge presented by the young able child at home 14. The role of the LEA The Framework includes: 1) Specific actions / examples for provision in secondary schools 2) Specific actions / examples for provision in primary and middle schools

Unique Features

The Framework is unique in providing a handbook approach to developing provision for gifted and talented pupils. It provides a good insight and overviews of aspects of provision and activity. It has a good range of practical tools that can be applied at the classroom level.


Practical checklists and tools are interspersed throughout the Framework which are focused on developing provision for gifted and talented pupils. An Audit Form is contained within the Framework which is focused on evaluating a school’s overall provision. The Audit Form contains a series of factual activities against which the auditor indicates whether the activity is undertaken sometimes, all the time or not at all.



7 Mouchel 2005

69

Framework Title Excellence in Cities – Self and Peer Review


The DfES, EiC Programme Implementation Team developed this Framework in association with pilot experiences in EiCs strategies in Stockton and Newcastle; and Hartlepool, Gateshead and Sunderland.

Contact

http://www.standards.dfes.gov.uk/sie/eic/EiCOverview/Guidance/

Target Audience The Framework is aimed at schools belonging to EiC partnerships. EiC strand leaders (e.g. Gifted and Talented Strand) in partnership with LIG consultants and participant headteachers are required to undertake a self-assessment of the EiC’s effectiveness. There is an additional peer review process whereby EiC partnership representatives meet with a peer partner to assess the effectiveness of each delivery strand and the EiC’s effectiveness overall.


EiC partnerships throughout England are required to implement the review process. The Framework takes full account of Primary EiC where applicable.

Purpose

The Framework is a self and peer review instrument based on the LIG peer review process. Its intention is to help EiC partnerships to develop a clear view of its progress to date, but there is also an emphasis on the Framework as a tool to identify and spread good practice to both peer partners and more widely through publication on EiC websites or through the regional EiC networks. The process should make use of evidence that is naturally built up through the delivery of the programme, and paced so that evidence is accrued over time. The Framework is structured into 7 main sections or review criteria which reflect the work of the EiC partnership. The sections or criteria cover the major elements of partnership and strand activity. The Gifted and Talented Strand is one of the 7 sections or criteria. Each section is subdivided into subheadings against which the EiC partnership assesses its performance in terms of 3 grade or quality levels whereby Grade 6 represents the need for intensive support and Grade 3 represents the need for light touch support. The subheadings under the Gifted and Talented section reflect Section 3.6 of the Inspection of Local Education Authorities OFSTED/Audit Commission Inspection Guidance. They are: • Attainment • School outcomes • Partnership outcomes • Leadership and Management

Unique Features

The process focuses on the assessment of how the partnership and individual strands are operating. As such it is not a school level assessment, although information from existing school based monitoring and evaluation will provide relevant evidence for some criteria.


Each section of the Framework provides a Self Review Summary Sheet which facilitates the recording of evidence or references to evidence. There is a summary sheet to record self and peer review outcomes using a 1 – 7 grading scale. The Framework is an evaluation tool. There are no complementary tools or guidance for developing and improving practice.