Gors Community School – Ysgol Gymunedol y Gors
‘Imagine the world
Dychmygwch y Byd’
In our school we aim to provide a curriculum that is appropriate to the needs and abilities of all our children. We plan our teaching and learning in such a way that we enable each child to reach for the highest level of personal achievement. This policy helps to ensure that we recognise and support the needs of those children in our school who have been identified as ‘more able’ and ‘talented’.
More Able- Refers to a child who has a broad range of achievement at a very high level. These children often have very well-developed learning skills.
Talented- Refers to a child who excels in one or more specific fields, such as sport or music, but who does not perform at a high level across all areas of learning
We respect the right of all children in our school, irrespective of differences in ability, to access a number of areas of learning, and to develop the knowledge, skills, understanding and attitudes that are necessary for their self-fulfilment and eventual development into active and responsible adults.
The aims of our school make specific reference to teaching and learning that takes into account the needs of all children. They also identify the commitment to giving all our children every opportunity to achieve the highest of standards. This policy guides the way in which this happens for our more able and very able children.
Through this policy we aim to:
- ensure that we recognise and support the needs of our children;
- enable children to develop to their full potential;
- offer children opportunities to generate their own learning;
- ensure that we challenge & extend the children through the work that we set;
- encourage children to think and work independently.
- Celebrate the individual talents of all children, across all areas of the curriculum and through extra curricular activities.
Identification of more able and talented
We use a range of strategies to identify more able and talented: The identification process is ongoing and begins when the child joins our school.
Strategies that are used across all areas of the school are:
- Discussions with parents and carers.
- Identification through teacher assessment.
- Scrutiny of National Test against national and school data.
- Observation of a particular flair or talent for a subject and demonstration that they are working at a level beyond that of their peers.
Teaching and learning style
Teachers in our school plan carefully to meet the learning needs of all our children. We give all children the opportunity to show what they know, understand and can do. However, when teaching children who have been identified as more able or talented, additional steps are taken, to ensure that they are reaching their full potential. These are:
- A common activity that allows the children to respond at their own level;
- An enrichment activity that broadens a child’s learning in a particular skill or knowledge area;
- An individual activity within a common theme that reflects a greater depth of understanding and higher level of attainment;
- The opportunity for children to progress through their work at their own rate of learning.
Children meet a variety of organisational strategies as they move through the school. Each strategy supports all children in their learning, but gives due regard to the more able and talented.
We offer a range of extra-curricular activities for our children. These activities offer more able and very able children the opportunity to further extend their learning in a range of activities. Opportunities include a range of sporting and musical clubs and an after school mathematics club. In addition, where children demonstrate a talent in a particular area, specialist teachers or experts, both from within the school’s existing staff or from external agencies, support these children to further develop these talents and ensure that they realise their potential.
Learning is also enriched through regular homework activities linked to the work being undertaken in classes. This offers teachers a further opportunity to allow the children to work at their own level.
All children identified as MAT, will have a MAT one page profile, which will be completed by their class teacher, in conjunction with the child and their parents. It will serve as a way of highlighting the child’s area of strength and setting objectives to enhance their skills. These will be reviewed at a time deemed suitable by the class teacher and will be done in conjunction with the child. The document is viewed as a progressive document that is aimed at progressing skills, so does not require SMART targets that are constantly reviewed, as with our IEPs. This system is a relatively new aspect of MAT and its effectiveness will be reviewed by SMT.
Regularly reviewing the teaching arrangements for more able and talented children;
Liaising with parents, governors and LEA officers on issues related to more able and talented children.
Ensuring that the more able and talented register is up to date;
Supporting staff in the identification of more able and talented children;
Providing advice and support to staff on teaching and learning strategies for more
able and very able children;
Monitoring teachers’ planning to ensure that suitable tasks and activities are being undertaken by more able and very able children across all curriculum areas;
Monitoring the progress of more able and talented children through termly discussions with teachers;
This policy will be reviewed biannually.
Reviewed: January 2017 (Nicholas Wilson)