Allerton Grange School Gifted and Talented Policy
Allerton Grange is fully committed to equality of opportunity for all students. We believe that every student, whatever their ability, has the right to be challenged and encouraged to develop to his or her full potential. We understand the phrase 'gifted and talented' to refer to the top 10% to 15% of our pupils as measured through both actual and potential achievement.
Identification
At Allerton Grange the identification process works at two levels: subject specific and whole school. Each curriculum area is responsible for creating its own subject specific gifted and talented register. Each head of a curriculum area and G&T champion is responsible for identifying and logging G&T students on SIMS.
Curriculum areas may use a variety of strategies in identifying gifted and talented students, including:
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Subject assessment data
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Continuous assessment (including homework)
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Subject specific checklists
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Observation of classroom performance
From these lists a whole school gifted and talented register will then be created. This register will be reviewed throughout the year.
These students will be identified in the following ways:
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Students on one or more subject specific gifted and talented register
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Whole school assessment data
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Pastoral nominations
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Parent nominations
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Discussions with the EAL/DAHIT team and other colleagues around school
Provision for Gifted and Talented students
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Provision for gifted and talented students is provided both in curriculum areas and whole school.
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Curriculum areas are responsible for:
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Ensuring that 'bright sparks' activities are present in every scheme of learning
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Developing 'bright sparks' areas on the VLE
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Completing half termly reviews with their gifted and talented students
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Using the G&T champions to provide regular feedback on successes failures and good practice in this area.
Whole school the Gifted and Talented coordinator is responsible for:
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Creating a whole school vision for gifted and talented provision
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Ensuring the gifted and talented program becomes more inclusive and representative of the cohort
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Providing assertive mentoring to gifted and talented students failing to reach their potential
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Developing parent-teacher links
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Creating whole school enrichment opportunities
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Acceleration of the curriculum
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Working in conjunction with Lorna McDermott to ensure underachieving Gifted and Talented students at KS4 achieve their potential.
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Providing training and support to all curriculum areas to improve school wide practice
Monitoring of Progress
The gifted and talented cohort is monitored in the following ways:
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Individual progress in terms of assessment data is tracked and compared with other students.
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The value added of the gifted and talented cohort is compared with the value added of other groups within the school.
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Each gifted and talented pupil has a learning review meeting to discuss targets once per half term.
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SEN champions and curriculum leaders monitor and feedback on the progress of gifted and talented students, ensuring that students are making progress in the development of their social and interpersonal skills, as well as the development of their academic abilities.
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Classroom provision for gifted and talented is monitored by the coordinator for gifted and talented students as part of the ongoing cycle of lesson observations and work sampling.
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Yearly student and parent voice is completed to reflect and evaluate on school wide gifted and talented provision.
Characteristics of G&T student
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To have exceptional potential
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To be an outstanding reader
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To be articulate or verbally fluent for their age
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To have quick verbal responses
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Have a wide general knowledge
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Be interested in topics that might be associated with older students
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Be able to communicate effectively with adults often better than their peer group
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To show unusual and/or original responses to problem solving
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To have an ability to work things out on their own quickly
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To have strong opinions and views
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To have a lively and original imagination and sense of humour
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To focus on their own interests rather than what is taught
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To find it difficult to build relationships with their peer group
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Be easily bored by a routine task
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Show a strong sense of leadership
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Not necessarily appear to be well behaved
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Not necessarily achieve the highest level on a test.
Gifted & Talented action plan. View here
Added 14th Nov 2011


