Gifted and talented provision
Find timings, objectives, resources and four activities to support Quality Standard (d), which relates to challenging pupils to succeed.
You will need the following resources. Download the relevant files or gather the information from your own records.
- Institutional Quality Standards for Gifted and Talented education handout
- Characteristics of gifted and talented pupils (PDF-19 KB) Attachments handout
- Classroom Quality Standards for G&T education handout
- Activity 1 (10 mins)
Ask the group to define the difference between gifted and talented.
Share and compare the following two statements.
- 'Gifted' describes pupils with the ability to excel academically in one or more subjects such as English, drama or technology.
- 'Talented' describes pupils with the ability to excel in practical skills such as sport, leadership or artistic performance. These learners may well follow a vocational training pathway to accreditation and employment.
You can refer to the following information.
Gifted and talented (G&T) learners are defined as: 'Children and young people with one or more abilities developed to a level significantly ahead of their year group (or with the potential to develop those abilities).'
Recommended practice for G&T
Schools can identify G&T pupils by focusing on:
- any pupils aged 11-19 who meet the national eligibility criteria for the top 5 per cent
- learners aged 4-19 who are gifted and talented relative to their peers in their own year group and school/college.
It is important that every school has G&T learners and keeps a register of those learners. Since relative ability changes over time, learners can move on and off the register, though this may happen less frequently as they become older. Ability is evenly distributed throughout the population, so it is important that a school's G&T population broadly represents the whole learner population in terms of gender, ethnicity and socioeconomic background.
- Activity 2 (10 mins)
Ask the group to share how their school identifies G&T pupils. Give a few minutes for feedback and then show the list below.
Some pupils are 'More at risk' of not being identified as G&T. These include those:
- from low socioeconomic groups
- from black and minority ethnic (BME) groups with a record of underperformance
- who need help with English as an additional language (EAL)
- in small rural schools where they may be perceived as the 'only one'
- with special educational needs (SEN).
Are such groups considered for G&T in detail in your school?
- Activity 3 (20 mins)
Give out copies of the Institutional Quality Standards (IQS) for G&T education.
In small groups, quickly work through the Quality Standards and decide how successful the school is at addressing and supporting the needs of G&T pupils. Consider the following questions.
- Are there any steps in which the school is at a particularly lower stage of development?
- What actions can you take to address this discrepancy in development?
Ask the group to identify what they consider to be the key characteristics or profile of G&T learners.
Share the Characteristics of gifted and talented pupils handout and ask participants the following questions.
- Would your staff recognise these characteristics?
- How would they adjust their planning and teaching to take account of the needs of G&T pupils beyond extra work?
- Activity 4 (5 mins)
Classroom Quality Standards (CQS)
Consider the CQS handout and how these could be used with staff to improve provision in the classroom for these pupils.
- Plenary (5 mins)
How can you as a leadership team take the school forward with G&T provision?
Consider the following.
- Pupil identification including at-risk groups.
- Staff training in the CQS.
- Monitoring and evaluation of G&T provision.