More Able / Gifted
and Talented Policy
Coordinator: Claire James
Updated: April 2015
Review Date: January 2016
Tollgate Primary School
Gifted and Talented Policy
At Tollgate we aim to work together to provide education of the highest
quality within a caring and stimulating environment. We wish to create a
positive learning environment where more able, gifted and talented pupils
thrive. We acknowledge the need to meet that challenge in a positive way
to promote high quality learning.
Definitions
A gifted pupil is one who is in the top 5-10% of the pupil population (DCSF
definition). A gifted pupil is one who ‘has the capacity for or
demonstrates high levels of performance in an academic area.’
A talented pupil is one who is in the top 5-10% of those with a domain
specific ability in a non-academic area:
• Physical talent
• Visual / performing abilities
• Mechanical ingenuity
• Outstanding leadership and social awareness
• Creativity
We acknowledge more able children are those pupils who demonstrate
significantly higher levels of ability than their peers (within the top 20%
of the pupil population) in one or more of the following areas:
o Physical talent
o Visual / performing abilities
o Mechanical ingenuity
o Outstanding leadership and social awareness
o Creativity
o Subject specific intelligence (e.g. speed of thinking, understanding
new concepts, problem solving)
o In academic subjects
Aims
For our MAGT pupils we aim to:
o Recognition of these pupils within planning.
o Identification of these children.
o Provide a broad, balanced and appropriate curriculum suitable for
the abilities, personal qualities and talents of all children.
o Encourage pupils to become independent learners.
o Provide specific learning materials to aid progress where necessary
o Show commitment to the personal, social, emotional and intellectual
development of each child
o To encourage each child to strive towards reaching their potential.
o To provide teaching which makes learning challenging and enjoyable.
o To provide higher order thinking and questioning skills and set
tasks with high cognitive demands to intellectually stimulate
children
o Ensure MAGT pupils are actively and enthusiastically involved and
working to negotiated targets
o Monitor progress and recognise achievement
o To employ a wide variety of methods of recognition of potential
o Appropriate assessment of their abilities and needs
o Staff training and awareness
o Parental support
o Identified children to set and meet goals (similar to IEP)
o Links with other agencies that may help the development of these
particular pupils
Organisation
Lessons are differentiated to cater for the needs of all the pupils.
Differentiation can be planned for in a variety of ways:
o Differentiation by outcome
The teacher would expect a higher level of response to an initial stimulus.
o Differentiation by input
Tasks for more able pupils are varied in terms of style and content and
learning experiences develop, enhance and extend their abilities. Specific
resources may be made available.
o Differentiation by pace
Able pupils will be given the facility to proceed at greater speed.
Important strategies used at Tollgate for supporting the MAGT pupils
include:
 The coherent management of pupil groupings (whether in mixed
ability groups or ability sets) and recognition that whilst there
may be a higher concentration of MAGT pupils in some groups
there will be pupils who have gifts and talents in all groups.
 The provision of opportunities for MAGT pupils to work with
pupils of similar ability. This may mean that it is appropriate for
pupils to work with older pupils occasionally.
 Mentoring and additional provision for pupils of exceptional
ability.
 The provision of enrichment/extension activities and tasks.
 Differentiation within subject areas.
 The development of independent learning by allowing pupils to
organise their own work, to carry out tasks unaided, evaluate
their work and become self-critical.
Grouping
During the school day children will work within a variety of group settings.
Mixed ability groups may be organised. Here the children may work
together on an open-ended task or the able child may be asked to lead or
scribe for the group.
A set group may be organised whereby children of the same ability work
on the same task. It is also acknowledged that the set is still regarded as
a group of individuals whose abilities and specific tasks to challenge and
extend the able pupil will be set.
Approach to identification and assessment
It is expected that a child will be identified as more able or gifted and
talented by their class teacher or in the case of extracurricular
activities, by parent or other adult. Evidence of particular skills may
need to be confirmed by a subject specialist or adviser outside the
school.
Evidence can include:
o A comparison of learning behaviour with the peer group;
o Language acquisition;
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Fine and gross motor skills;
Moderation of work by other members of staff;
Referenced testing;
SATs and teacher assessment;
Teachers who identify specific children in the more able or the gifted
and talented band should inform the MAGT coordinator so they can be
added to the register.
Responsibilities
Role of the coordinator
Responsibilities will include:
o Monitoring early identification – pupils from other schools, new
intake etc;
o That all staff involved with identified children know of their
particular needs and are encouraged to make provision for them;
o Updating colleagues on best practice or new initiatives as they
arise;
o The development of extension and enrichment material;
o The monitoring of progress made and reviews of individual children;
o The recruitment of help or expertise as required;
o Informing parents;
o Tracking more able and talented pupils
o Assist curriculum co-ordinators when writing subject policies to
take into account the needs of the able pupils.
o Monitor the work of the more able by observation of lessons and
via the book look.
o Raise staff awareness on a regular basis.
o Maintain a More able, gifted and talented pupil register, ensuring
accurate internal records are kept.
o Advise on the setting of targets for able children.
o Promote extracurricular activities, keeping parents/staff informed
of availability.
o Support teachers in the planning stage of provision.
o Ensure teachers and TAs plan and are allocated to support MAGT
pupils.
o Review planning documents to ensure extension/enrichment
activities are recorded.
o Engage outside specialists, advisers and consultants to support us
in our work.
o To liaise with local secondary schools and primary schools to
maximise the achievements of our able children.
The role of the class teacher:
o Alert the Inclusion Manager and MAGT co-ordinator to children
showing ability.
o Review the MAGT pupil register for their class.
o Provide differentiated activities within the classroom for the
MAGT pupils.
o Indicate extension and enrichment activities clearly in planning.
o Plan activities to challenge and extend the able pupils.
o Set achievable yet challenging pupil targets.
o Monitor and keep records of progress towards targets.
o Provide opportunities for MAGT pupils to work together.
o Organise the timetable to allow specific time for an adult to work
with the Able children (teacher/support staff).
o Liaise with other teachers regarding provision outside the year
group.
o Keep parents informed of their child’s progress.
Support staff will:
o Be aware of the MAGT pupils within the class.
o Support the teacher in providing activities for the MAGT children.
o Report to the teacher the achievements of the MAGT children.
o Work alongside the MAGT children according to the timetable set
out.
o Be aware of the need for differentiated tasks and questioning
needed to promote learning and extend their abilities.
An approach to provision at classroom level
The classroom should offer a carefully structured positive atmosphere in
which the contribution made by all pupils is recognised, differences
acknowledged and where enthusiasm for learning is fostered. Teachers
should seek to provide tasks that promote problem-solving skills
associated with clear thinking and a spirit of investigation should be
encouraged.
Teachers should also demonstrate good questioning techniques.
An inventory of good practice within our school:
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Full class teaching - in an atmosphere of mutual respect where
mistakes are accepted as a route to learning;
Setting – by social groups, ability groups or mixed aptitude groups;
Withdrawal – to create an atmosphere conducive to enquiry, to use
specific resources or materials;
Mentoring – for social or skill based needs;
Enrichment – Visiting experts, range of materials and resources, study
skills taught directly, investigation work, increased technical/
specialist language etc;
Extension – open-ended tasks and questions, deepening understanding
of concepts, additional activities around the basic themes;
Differentiation – matching tasks to ability;
Challenge – introducing elements of competition with older pupils or
wider arena than peer group. Also competition against self is
important – clear targeting;
Problem solving and investigation – to develop reasoning and thinking
skills.
Outside school
The most effective support the school can provide to parents of able and
talented children is via open communication of information about progress
and strategies adopted.
The school will need to make use of:
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The special skills of individual members of staff;
The use of visiting experts;
The schools library service;
Specialist clubs and societies;
National Associations;
The Internet;
Links with other schools;
Residential opportunities;
Local businesses;
Links with other schools.
Concluding Statement
MAGT pupils at Tollgate Primary School are recognised as an asset to our
school and we aim, through careful identification, planning, support,
challenge and monitoring, to provide a curriculum which meets their needs
both academically and socially.
Expected National Curriculum Levels for each year group
Year
Well
below
average
Below
average
Average
Above
average
Gifted
and
Talented
(Tollgate’s
Expected
Level)
1C
7 APS
Well
above
average
Tollgate
above
average
1B+
9 APS
Reception
WC
WB
WA
2C+
11 APS
Year 1
WA
1C
1B
2C
11 APS
2B+
15 APS
2A+
29 APS
Year 2
1B
1A/2C
2B
2A
17 APS
3B+
21 APS
3A+
23 APS
Year 3
2C
2B
3C
3B
21 APS
4C+
25 APS
4B+
27 APS
Year 4
2B
3C
3B
4C
25 APS
4B+
27 APS
4A+
29 APS
Year 5
2A/3C
3B
3A/4C
4A
29 APS
5C+
31 APS
5B+
33 APS
Year 6
3C/3B
3A/4C
4B
5B
33 APS
5A+
35 APS
6+