Paddock JIN School

Paddock JIN School Gifted and Talented Policy

1 Introduction

(To be read in conjunction with the following school policies: English as an Additional Language; Inclusion; Racial Equality; Special Educational Needs & Disability, Curriculum subject policies.)

1.1 Paddock JIN School is an inclusive school that recognises and values the individuality of all of our children. We are committed to making appropriate provision of teaching and resources for all pupils and for raising the achievement of all pupils including those who have been identified as being gifted or talented, or who are at risk from underachievement. Paddock school aims to identify individual pupil’s needs, recognise the skills they bring to school and ensure equality of access to the curriculum. We offer a broad and balanced curriculum and have high expectations for all children. The achievements, attitudes and well-being of all our children matter. This policy helps to ensure that this school promotes the individuality of all our children, irrespective of ethnicity, attainment, age, disability, gender or background.

2 Aims and objectives

2.1 Our school aims to be an inclusive school. We actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils, or groups of pupils. This means that equality of opportunity must be a reality for our children including those identified as ‘gifted and talented’. All children are entitled to a broad and balanced curriculum relevant to their needs and should have the opportunity to develop and realize their true potential. Gifted and Talented children need the same support and encouragement as the less able.

■ To develop the skills and talents of each child in the school.

■ To identify the gifted and talented child as early as possible and formulate a register for all children.

■ To monitor the development of the whole child intellectually, emotionally as well as in his/her specific area of ability.

■ To provide an appropriate education which will involve activities which are richer, broader and go beyond the normal curriculum.

■ To support breadth of knowledge and its application across a range of subjects.

■ To guide able children towards extra-curricular clubs.

■ To provide appropriate resources.

■ To review progress. ■ To consult other agencies where appropriate.

2.2 The National Curriculum is our starting point for planning a curriculum that meets the specific needs of individuals and groups of children. We meet these needs through an ever evolving and highly creative, adaptive and pupil focused/driven curriculum: ■ setting suitable and challenging learning opportunities; ■ responding to children’s diverse learning needs; ■ overcoming potential barriers to learning and assessment for individuals and groups of pupils; ■ providing other curricular opportunities outside the National Curriculum to meet the needs of individuals or groups of G&T/able underachiever children. (These include; out of school visits & in school visitors; liaison with the local High School; school council & PHSCE links with St John’s School; movement activities; Sports clubs and school/local sports teams, homework, choir, dance, and other pupil-driven interest clubs; topic related, local and national competitions and events)

2.3 We achieve educational inclusion by continually reviewing what we do, through asking ourselves these key questions: do all our G&T and able under- underachiever children achieve their best? are there differences in the achievement of this group of children? what are we doing for those children who we know are not achieving their best? are our actions effective?

3 Identification of pupils (see appendix A)

■ Gifted: the top 5 – 10% of pupils per school as measured by actual or potential achievement in English, Maths, Science, History, Geography, MFL, RE, ICT, or Design Technology.

■ Talented: the top 5 – 10% of pupils per school as measured by actual or potential achievement in Art, Music, PE or the performing Arts

■ Paddock School checklists (appendix A)

■ Gifted and Talented register explained (appendix B)

■ Gifted and talented children will be placed on a Register, specifying their area(s) of ability. These will be reviewed annually by the Class Teacher and the Gifted and Talented Coordinator.

3.1 We aim to give all our children the opportunity to succeed and reach the highest level of personal achievement. We analyse the attainment of our pupils to ensure that all pupils are achieving as best they can. We also make ongoing assessments of each child’s progress. Teachers use this information when planning their lessons. It enables them to take into account the abilities of all their children. For some G&T children we use the end of year expectations to ‘mastery’ and extend the breadth of work, offering opportunities in a range of differing experiences, especially within the area or areas for which the child shows particular aptitude. This enables our children to make progress in their lessons. Progress will be monitored termly by the Class Teacher, Key Stage Coordinator in conjunction with the Assessment Coordinator. Monitoring on the school platform (Integris) and though the pupil progress meetings

4 Summary

4.1 In our school the teaching and learning, achievements, attitudes and well-being of every child are important. We follow the necessary regulations to ensure that we take the experiences and needs of all our children into account when planning for learning.

Signed:

Date: November 2015 Next review: 2017

Appendix A

Paddock JIN School Gifted and Talented Pupils Criteria ● Teachers perceptions & observations ● Thinking (non-verbal & reasoning methods) ● Persistence in an activity ● Leadership ● Facility with language ● Social Interaction ● Parent Perceptions & observations ● EYFS Profile Scores ● Targets – subject specific ● Standardised Tests (e.g. those related to end of year expectations, Vernon- spelling) ● Information from Previous Schools ● Information from external agencies e.g. Sports Partnerships, school or external clubs ● Vulnerable groups e.g. consider able under achievers, BCAP children, behaviour, SEN, gender, ethnicity ● Extra-Curricular Activities ● Curriculum enrichment activities/groups

Be aware of cultural difference - don’t only judge using oral/ British cultural norms.

To be agreed/ updated by staff – November 2015

Appendix B Paddock JIN School Gifted and Talented Register Explained What does it mean?

Gifted: the top 5 – 10% of pupils per school as measured by actual or potential achievement in English, Maths, Science, History, Geography, MFL, RE, ICT, or Design Technology.

Talented: the top 5 – 10% of pupils per school as measured by actual or potential achievement in Art, Music, PE or the performing Arts.

* top 5 – 10% of pupils per school regardless of the overall ability profile of pupils.

Able children may:

■ Withdraw into a world of their own.

■ Exhibit poor social skills.

■ Show poor motivation in a normal classroom situation.

■ Disguise their ability to avoid problems in their peer group,

■ Have poor co-ordination skills.

■ Have poorly presented work.

■ Speak/behave inappropriately – which may appear cheeky or rude to adults.