Element 1 - a whole school strategy, including an action plan, to support
Able, Gifted and Talented Pupils
| Criteria
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Possible evidence |
Actions |
Comment |
| 1.1 The school seeks to create a climate/ ethos where the achievements of all are valued and success is celebrated |
Celebration assemblies, displays of pupils’ work, certificates, rewards, Award ceremonies, prizes that: acknowledge talents as well as abilities & activities outside the curriculum and are culturally and socially inclusive School Mission Statement |
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1.2 The commitment to support A, G&T pupils is an intrinsic part of the Teaching and Learning policy and is reflected in all other school policies |
Teaching and learning policy
Subject policies
Department handbooks
Other policies including assessment |
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| 1.3 A whole school policy for Able, Gifted & Talented pupils that has: |
AG&T policy |
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| - Aims and objectives linked to the school’s aims and objectives |
School’s Prospectus
SIP |
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| - Defines Able, Gifted & Talented pupils in the context of the school |
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| - Has appropriate strategies to identify A,G&T pupils |
Range see Element 2 |
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| - Outlines the provision that the school makes |
Includes pastoral care |
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| - States that supporting A,G&T pupils is the responsibility of all staff |
Staff meeting minutes where policy discussed |
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| - Includes the principles of equality of opportunity |
Policy for Inclusion and/or Equal Opportunities Policy |
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| 1.4 Has an action plan to support the implementation of the policy with monitoring and evaluation opportunities identified – links to EDP are identified |
Action Plan SIP |
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Element 2 - Identification strategies and criteria
| Criteria |
Possible evidence |
Actions |
Comment |
| 2.1 The school has a clear rationale for the identification of Able, Gifted and Talented pupils that is inclusive and: |
AG&T Policy |
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| - Encompasses all children who have abilities and talents well above those found normally within the school |
Policy for Inclusion |
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| - Recognises particular talents in the arts and sport as well as academic subjects |
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| - Recognises that provision is a key part of identification |
Breadth and balance – range of opportunities
Curriculum Policy Statement |
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| - Is based on a range of objective criteria |
Appropriate subject- specific criteria as well as generic |
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| - Seeks the views of all those involved with the pupil including parents, teachers, LSAs, the pupils themselves, other pupils and other professionals that the school may consult |
Pupil questionnaires and/or semi-structured interviews
Teacher, parent, peer nomination forms
Evidence of regular reviews with Teachers and AG&T co-ordinator
Pupil Learning Logs |
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| 2.2 The school has an appropriate range of strategies to identify able, gifted and talented pupils that: |
Assessment Policy
Range of assessment strategies |
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| - Involves all staff |
Uses expertise of subject leaders |
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| - Includes a wide range of assessment opportunities |
Analysis of qualitative and quantitative data including appropriate tests/Observations /judgements |
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Element 3 - A target for improvement of the school’s provision and the performance of Able, Gifted and Talented Pupils
Element 4 - A broad and balanced curriculum using a range of learning styles, teaching strategies and classroom organisation to meet the needs of Able, Gifted and Talented Pupils
Element 5 - Regular reviews to identify underachievement and support individual pupils
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