Aughton Christ Church C of E Voluntary Controlled Primary School

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20th May 18


Aughton Christ Church C.E. Primary School




It is the aim of Aughton Christ Church School to provide a curriculum that is appropriate to the needs, abilities of all the pupils. Teaching and learning is planned in such a way that each child is able to reach for the highest level of personal achievement. This policy has been written to ensure that the needs of those children who have been identified as gifted and talented are recognised and supported.


The term ‘gifted’ refers to a child who has a broad range of achievement at a very high level. Children who are gifted often have very developed learning skills.


The term ‘talented’ refers to a child who excels in one or more specific fields, such as sport or music, mechanical subjects, outstanding leadership and social awareness,  but who does not perform at a high level across all all areas of learning.


It is expected that between 5 and 10% of a cohort would be classed in the category of either gifted or talented.


Aughton Christ Church School respects the rights of all children, irrespective of differences in ability, to access a number of areas of learning, and to develop the knowledge, skills and understanding and attitudes that are necessary for their self-fulfilment and eventual development into active and responsible adults.




Aughton Christ Church School will endeavour to meet the needs of gifted and talented pupils by providing


Ø      Opportunities for the most able to achieve to their full potential by being offered a sufficiently challenging curriculum; by being encouraged to think and learn independently and creatively.


Ø      An environment in which all kinds of achievement are valued and celebrated and in which the more able can achieve without embarrassment or fear of being stereotype.


Ø      Liaison with parents of these pupils encourages harmonisation of home-school approaches and attitudes.


Ø      Support within school to enable these pupils to cope socially and emotionally with any problems associated with their high ability. This will promote the development of self-esteem and self-confidence.


Ø      Links with people and organisations outside the school to extend opportunities in specified areas.


Statutory Requirements


The National Curriculum provides a broad balanced curriculum for all pupils. To develop this to provide a more inclusive curriculum Aughton Christ Church School will endeavour:


  • To set suitable challenges


  • To respond to pupils diverse learning needs


  • To overcome potential barriers to learning and access for individuals – groups of pupils.



Rolls, Responsibilities – Accountability


The Gifted & Talented Coordinator will:


q       Set up a system for identifying high levels of ability.


q       Provide support for teachers on the use of appropriate practices


q       Consult with staff at all levels and ensure that all relevant information to communicate is there.


q       Encourage staff to participate in INSET


q       Communicate all relevant information to Governors through the appropriate channels.


q       Encourage good home-school relationships and liaison.


q       Identify and develop a range of resources for the implementation of the policy


q       Endeavour to promote the use of resources from the wider community.


Class Teacher will


v     Establish high expectations of all pupils.


v     Welcome new ideas, promote creative and imaginative responses, encourage questions and help pupils to find answers for themselves.


v     Praise excellence, just as much as any other pupil.


v     Help the more able child understand that failure to succeed can be a positive experience.


v     Encourage the more able child to relax and have fun at certain times.


Identification of Gifted & Talented Pupils


A variety of means will be used to identify areas or subjects which have very high ability.


These will include:


e.g.     parents

          previous schools

          specialist teachers and other professionals


          internal tests

          pupils written/oral work

          extra-curricular participation

          feedback from others adults in school

          pupils own response to the curriculum

          pupils self identification

          pupils test performance in


                    standardised tests

                    approach to S.A.T.s


  • Speed and agility of through with preference for verbal rather than written expression
  • Shows leadership qualities
  • Socially adept
  • Physical
  • Behavioural indicators


It should be remembered that gifted pupils can be:


  • Good all rounders. High achievers in 1 area of high ability have low motivation?
  • Good verbal ability but poor writing skills
  • Very able but with short attention span
  • Very able with poor personal skills?
  • Keen to disguise their ability


Everyone in school has a responsibility to recognise and value pupils abilities. We area ware that:


  • Unnecessary repetition of work is de-motivating, and de-motivated pupils will not always demonstrate full potential.
  • There is sometimes peer pressure to under-achieve
  • Gifted pupils are not always easier to reach than able pupils.


Provision for the Gifted & Talented


All staff will be involved in ensuring that extension and enrichment are built into all schemes of work. As our policy documents are reviewed we will ensure that the identification procedure will be included and provision is put in place.


We aim to:


  • Maintain an ethos where it is OK to be bright.
  • Encourage pupils to be independent learners
  • Recognise achievement
  • Be aware of the effect of ethnicity, gender and social circumstances on learning & high achievement.
  • Provide a wide range of extra curricular activities
  • Always provide work of an appropriate level
  • Provide support for all pupils to work with like minded peers


Type of Provision


Classroom Differentiation


  • Teachers have high expectations
  • Tasks are designed to take into account levels of existing knowledge, skills and understanding
  • There are planned extension activities to open-ended tasks
  • Whole class tests will be used when appropriate
  • Children will be given time to reflect, think deeply and form personal opinions on issues.


Monitoring, Evaluation & Review


  • A register of gifted and talented pupils
  • Children on the register will be monitored to track progress
  • Differentiation for gifted and talented pupils will be identified in short term plans
  • Scheme of work will be monitored to ensure suitable learning experiences are offered are offered.
  • All children on list will be monitored to check progress


Check List for Identification


A gifted pupil may show some or all of these characteristics:


  • Learns easily
  • Original, imaginative, creative
  • Persistent, resourceful, self-directed
  • Informed in unusual areas, often beyond their years
  • Artistic
  • Outstanding vocabulary, verbally fluent
  • Musical
  • Independent worker, shows or takes initiative
  • Good judgement, logical
  • Versatile, many interests
  • Shows unusual insights
  • Shows high level of sensitivity, empathy
  • Has excellent sense of humour
  • Exhibits unusually extrovert or introvert behaviour within a group
  • Usually high motivation and self-expression