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Brockenhurst C of E Primary School

We Enjoy and Excel in the Presence of God

More Able and Talented

Brockenhurst C of E Primary School is committed to providing a sufficiently challenging curriculum for all of its pupils. However, we also feel that it is important to identify and in turn nurture those who are More Able and Talented.

Identification of More Able and Talented Pupils

Correct identification and monitoring of pupils' progress is an integral part of the More Able and Talented programme at our school. There is a wide range of identification strategies available to assist schools.

It is important to note that no single process should be used in isolation. The identification process needs to be ongoing. In the case of children with exceptional skills and talents, the class teacher should liaise closely with the Inclusion Manager as assessments may need to be tailored to meet the specific needs of the child.

Identification is usually made by:

  • Teacher identification
  • Reports from previous schools
  • Test results/teacher assessments
  • Pupil's work
  • Checklists of characteristics - generic and subject-specific
  • Parental information
  • Peer/self-nomination
  • Information provided by external agencies (e.g. sports organisations, music tutors, etc)
  • Assessment methods
  • Teacher observation
  • Benchmark tests/assessments - end of key stage tests, optional SATS,
  • Subject tests or assessments
  • Response to increased challenge
  • Provision of opportunity
  • Response from external agency

Once identified as being More Able and Talented, children are placed on the Able and Talented register. The register is updated and monitored throughout the year by the Inclusion Manager in partnership with class teachers.

The Able and Talented register covers a range of skills; from academic areas such as writing and maths to more creative areas such as sport and performance. All skills are equally celebrated at our school and we understand that every child has their own set of unique talents.

Children who are identified as being Able and Talented will be given the opportunity to take part in a range of activities designed to inspire and encourage them to develop their own areas of expertise.

Provision within School

Where a child is More Able and Talented in one or more areas, they will be supported with high expectations and planning within the classroom.

Teachers should seek to use a variety of techniques and strategies to provide for the 'More Able and Talented' child. Outside agencies or secondary schools may be contacted to provide these pupils with more opportunity to pursue work at their own level.

Planning for the 'More Able and Talented' child:

  • Identifying provision for 'More Able and Talented' pupils in subject policies and plans
  • Identifying clear stages of development in schemes of work
  • Planning a differentiated curriculum with a balance of whole class, group and individual teaching
  • Restructuring class organisation or pupil grouping, e.g. setting
  • Setting differentiated homework
  • Differentiation through pace, task, dialogue, support, outcome, resource, content and/or responsibility
  • Planning a variety of extension and enrichment activities

Challenging the 'More Able and Talented' child:

  • Problem solving and investigation to develop reasoning and thinking skills
  • Use and model open-ended questions and tasks
  • Introduce elements of competition within and outside peer group
  • Competition against self through target setting
  • Opportunities for creative and productive thinking

Extending and enriching the curriculum:

  • Visiting experts and range of materials and resources
  • Visits/workshops from poets, writers, artists, musicians etc.
  • Use of subject specialists
  • Use of additional support, LSAs, other adults, for one to one or group work to extend child in a specific area (social or academic)
  • Links with outside agencies (music tuition, sports coaches, etc.)
  • Clubs at lunchtime or after school, covering academic as well as other activities
  • Participation in special competitions
  • Enrichment sessions during the school year
  • Activities with other schools
  • Consideration of the enrichment activities provided by outside associations and organisations