Clare Crowther, Leading Teacher for the More Able, Gifted and Talented, Greenbank High School

Based on an NPQSL project write-up

Over a three-year period, our school undertook a focused improvement project aimed at raising the achievement of More Able, Gifted and Talented (MAGT) pupils, particularly at Key Stage 4. While overall outcomes were strong, internal data identified variation in pupil progress, with a small group of high prior attainers not achieving expected progress scores. This project sought to address that inconsistency through a combination of targeted intervention, staff development and whole-school strategies.

As part of our wider commitment to improving provision for more able learners, the school joined NACE in 2014 and has since successfully achieved the NACE Challenge Award in 2015, 2018 and 2023. We are currently working towards Ambassador status. Using the NACE Challenge Framework, I have led the evaluation of our whole-school provision for more able learners, ensuring that high standards of challenge are embedded consistently across all departments. This framework has been instrumental in identifying strengths as well as areas for development, allowing us to maintain a culture of high expectations while continuously refining our practice. One key area identified through this process was the need to more effectively target underachieving more able pupils, which became a central focus of this project.

The project was rooted in a clear understanding of the problem. Analysis of attainment and progress data revealed that, despite high starting points, some MAGT pupils were underperforming relative to expectations. Research highlights that high prior attainment does not automatically translate into high outcomes, with factors such as motivation, teaching challenge and socio-economic background playing a significant role (DfE, 2014; Strand, 2014). Additionally, Ofsted (2015) reported that many schools fail to sufficiently challenge their most able pupils, leading to underachievement.

In response, a multi-layered strategy was implemented. First, a structured intervention and mentoring programme was introduced for underachieving Year 11 pupils. These students were identified through regular data tracking and paired with trained peer mentors or received direct staff mentoring. This approach was informed by research emphasising the importance of personalised support and strong relationships in improving student outcomes (EEF, 2018).

Second, subject-specific intervention was introduced in identified areas of weakness. Departments were engaged through collaborative planning, ensuring that interventions were responsive to both data and teacher insight. This aligns with evidence that effective school improvement requires cross-departmental collaboration and shared ownership (Fullan, 2007).

A key aspect of the project was improving classroom practice. Eight whole-school strategies were introduced to enhance challenge for MAGT pupils, including high expectations, targeted questioning, and promoting independence. These strategies were embedded through staff training, lesson observations and ongoing feedback. The approach reflected research suggesting that high-quality teaching has the greatest impact on pupil outcomes (Coe et al., 2014).

Professional development played a significant role in the project’s success. Staff were supported to reflect on their practice and adapt their teaching to better meet the needs of high-attaining pupils. The use of collaborative training sessions and learning walks helped to build a shared understanding of effective practice across the school.

The impact of the project was significant. Over the three-year period, attainment and progress measures for MAGT pupils improved, with a notable reduction in the number of students achieving negative progress scores. Targeted subject interventions also led to improved outcomes in previously underperforming areas. Importantly, there was a shift in whole-school culture, with greater emphasis placed on challenge and high expectations for all learners.

In conclusion, this project demonstrates that improving outcomes for more able pupils requires a strategic, whole-school approach. By combining data-driven intervention, effective teaching strategies and strong leadership, it is possible to reduce variation in pupil outcomes and ensure that all students fulfil their potential.

References

• Coe, R. et al. (2014). What Makes Great Teaching? Sutton Trust.
• DfE (2014). The attainment gap at age 16.
• EEF (2018). Teaching and Learning Toolkit.
• Fullan, M. (2007). The New Meaning of Educational Change.
• Ofsted (2015). The most able students: An update on progress since June 2013.
• Strand, S. (2014). Ethnicity, deprivation and educational achievement.