Leading improvement: guidance for headteachers and senior leaders

Gifted and talented: Leadership and school improvement

Secondary school leaders, Gifted and Talented leading teachers, subject teachers and governors can use these materials to create a challenging and supportive learning environment for gifted and talented pupils. The information includes Excellence for All (EfA) which applies Gifted and Talented good practice to improve provision for all.

• Excellence for All: A Gifted and Talented approach to whole-school improvement

  Secondary school leaders, Gifted and Talented (G+T) leading teachers, subject teachers and governors can use these tools, frameworks and resources to help develop G+T education as part of a whole-school approach to school improvement. This information is part of ‘Gifted and talented: Leadership and school improvement’.

  • About Excellence for All

  • Key concepts

  • Leadership and implementation

  • Enriching classroom experiences: Developing QFT

  • Planning effective interventions for the G+T target group

  • Continuing professional development: Support

• Excellence for All in practice

  A series of mini case studies that describe G&T practice in schools that improved provision for all, some achieving developing or exemplary standards according to the appropriate G&T Quality Standards and Ofsted criteria. This page provides an introduction to these mini case studies.

  • Use of pupil voice to develop evidence of Quality First teaching in school

  • Empowering G+T pupils as leaders of learning

  • Embedding critical thinking skills in the curriculum through teacher learning communities

  • Developing research skills – a project for pupils and teachers

  • Using G+T CQS to improve provision for all in Key Stage 3 science

• Academic study support

  Academic study support materials are a collection of useful strategies and tools for supporting potential G+T pupils who may have underachieved in the past, or may be in danger of underachieving. The focus is on skills needed by Key Stage 4 pupils but can be easily adapted for the needs of younger pupils.

  • Using a discussion framework to develop learning awareness in gifted and talented pupils

  • Focusing on the question set – an approach to improving pupils’ question analysis skills

• Addressing underachievement: Planning a whole-school approach

  This introduction to a whole-school approach to Gifted and Talented (G+T) education outlines the main principles of the programme and the need for a Quality First teaching environment which encourages specific and effective interventions for all G+T pupils. This is part of the Gifted and Talented (G+T) information for leadership and school improvement.

  • Using these materials

  • Gifted and talented pupils: Narrowing the gaps

  • Recognising underachievement

  • Ethos and organisation

  • The three-waves model of intervention

  • Personalising programmes: Provision mapping

  • Transfer and transition

• Supporting leading teachers for gifted and talented education

  The aim of these professional development materials is to encourage schools to take a more strategic approach to identifying their gifted and talented pupils, to improve gifted and talented education in schools and settings and so improve the attainment, aspirations, motivation and self-esteem of gifted and talented pupils, especially those who are underachieving.

  • The school improvement cycle

  • Purpose of the professional development materials

  • How to use these materials

  • Session overviews

• Progression skills modules

  Get an overview of the purpose of progression skills modules.

  • About the progression skills modules

  • How do schools use these resources?