Working with the Challenge Framework focuses school leaders and teachers on assessing whether teaching and learning is providing sufficient cognitive challenge, and invites searching questions about school culture, expectations and how teachers can develop the skills and knowledge to enable learners to excel. The Challenge Framework provides a clear description of what can be done – not as a quick fix, but as part of a school review and action-planning process to bring about long-term, sustainable school improvement.

• Who are the more able learners in your school and how well are they achieving?
• Are they sufficiently challenged? How do you know?
• How consistent is the quality of challenge across your school?
• Do all teachers know what challenge looks like and how to plan for it?
• Do learners know what challenge feels like and how to respond to it?
• How can you improve the level of challenge and work together to raise the bar so all learners have high ambitions and achieve excellence?
• How can you create a school culture where it is “cool to be clever”?

Many schools choose to work with the NACE Challenge Framework because they seek answers to these questions. They are often aware that challenge is provided inconsistently across the school and that this is the perception among learners, particularly the more able. Very often, schools also want to raise aspirations for the whole school community.

The Challenge Framework provides a clear description of what can be done – not as a quick fix, but as part of a school review and action-planning process to bring about long-term, sustainable school improvement. It is accompanied by supporting resources and practical tools available via the NACE website, as well as opportunities for bespoke consultancy, CPD, coaching and mentoring to help schools identify and implement next steps. Bespoke development programmes are also available for groups of schools working together to improve more able provision.

For schools in the early stages of developing provision for more able learners, the NACE Challenge Framework provides a clear and comprehensive structure through which to identify strengths and priorities for improvement, supporting practical action-planning and ongoing school review.

For schools with a well-established focus on policy and practice for more able learners, the Framework can be used to audit existing provision, highlighting strengths and identifying opportunities for continued improvement and whole-school development. Schools at this stage may wish to apply for formal accreditation through the NACE Challenge Award.

For clusters, alliances and trusts, the Challenge Framework provides a shared central focus and structure, while allowing each school to work at its own pace. Use of the Framework can provide a robust measure of trust- and school-level strengths and development points in relation to more able policy and provision, feeding into wider school improvement.

The Challenge Framework is based on six interconnected elements, all of which are key in ensuring high-quality provision for more able learners:

1. Leadership and governance

A commitment to more able learners from senior leadership, all leaders, governors and teachers, supported by a policy, targets and action plan, leading to an ethos where high achievement is valued and success is celebrated.

2. Identification and transition

A whole-school and systematic approach to the identification of more able and exceptionally able learners, based on shared and principled criteria, which is regularly reviewed.

3. Curriculum, teaching and support

3a. Teaching, learning and assessment, enrichment resources and wider learning opportunities provide challenge for all, particularly more able learners.

3b. The curriculum offers breadth, depth and flexibility alongside organisational strategies and systems to meet the needs of more and exceptionally able learners.

3c. Provision includes social and emotional support for more able learners and includes access to appropriate information, advice and guidance.

4. Professional development

Commitment to, and action for, improving the skills of all staff in the school to achieve excellence in meeting the needs of more able learners.

5. Communication and partnership

5a. The school listens to and takes account of the views of more able learners within a wider context of active learner involvement.

5b. The school listens to and takes account of the views of parents and carers of more able learners, keeping them informed and encouraging them to take responsibility for supporting their child’s learning outside school.

5c. The school works with partners and stakeholders, including other education providers, business and community partners, to enhance provision for more able learners.

6. Monitoring and evaluation

A highly effective quality assurance framework for monitoring action plans and assessing the effectiveness and impact of the school’s policy for more and exceptionally able learners.

NACE has launched an online version of the Challenge Framework allowing schools to safely upload their evidence of planning and impact. NACE’s supporting resources and practical tools are aligned to the various elements to support schools on their Challenge journeys. Existing schools can choose whether to continue with the original version (MS Word-based) or move across to the online version. Place your order here.