- 1 School Improvement Partners (SIPs) e-newsletter: Summer 2009
- 2 Primary: Improving writing using Pupil Writing Targets to support guided writing
- 3 Primary: Developing stronger management systems through the effective use of the Improving Schools processes
- 4 Primary: Securing children's progress in mathematics
- 5 Primary: Leading Literacy Schools: High praise through evaluation
- 6 Primary: Support for SIPs in the EYFS
- 7 Secondary: Core Plus English and schools beyond the National Challenge constituency
- 8 Secondary: Gaining Ground
- 9 Secondary: 'Golden handcuffs' package for schools – new schools become eligible
- 10 Secondary: Masters in Teaching and Learning (MTL) programme available in National Challenge schools across England
- 11 Secondary: Science supports 5 A*-C target
- 12 Cross-phase: Sharing practice to improve learning
- 13 Cross-phase: Progression guidance for children and young people identified with SEN/LDD
- 14 Cross-phase: Gifted and Talented: guidance on addressing underachievement - planning a whole-school approach
- 15 Cross-phase: Behaviour, Attendance and SEAL Programme
- 16 Cross-phase: Consistent whole-school approaches to school attendance
- 17 Cross-phase: Apprenticeships for the school and children's workforce
- 18 Cross-phase: Using data for improvement
Cross-phase: Gifted and Talented: guidance on addressing underachievement - planning a whole-school approach
Essential briefing
Underachievement is not found exclusively among pupils who are failing to meet national expectations. National data sources show that:
- there is significant underachievement among our more able pupils;
- marked gaps exist between the progress, achievement and attainment of some of the most vulnerable and disadvantaged groups; for example, pupils who are eligible for free school meals and their peers.
Schools can only address the issue of underachievement through a strategic, whole-school approach to planning provision, ensuring that pupils have access to a Quality First Teaching environment, along with specific and effective interventions, in order to foster and to discover ability.
The final booklet in a series comprising five titles, Gifted and talented: Guidance on addressing underachievement – planning a whole school approach (DCSF ref: 00378-2009BKT-EN) has been written primarily for headteachers and senior leaders in schools and settings, leading teachers and co-ordinators for gifted and talented education as well as inclusion managers. The information and guidance builds on previous publications by:
- offering a definition of underachievement in the context of gifted and talented education
- suggesting a model for planning whole-school provision within the context of personalisation which is based on the three waves model of intervention starting from Quality First Teaching for all pupils
- providing examples of some effective strategies for recognising and addressing underachievement from current practice in schools
- signposting further relevant materials and resources.
The Institutional Quality Standards (IQS) and the Classroom Quality Standards (CQS) provide the starting points for the key messages and approaches outlined in this guidance.
Powerful questions
- Has the school recently used the IQS to audit gifted and talented provision?
- What priorities, in relation to those groups most at risk of underachievement, has the school chosen to focus upon in the school improvement plan?
- Does the school ethos support a culture of achievement? How is this consistently evidenced?
- Is there a shared understanding among all staff of the importance of balancing the social and emotional needs of pupils against their academic progress?
- Has the school discussed what having 'high expectations' of pupils means and how this is evidenced in the classroom?
- Does the school encourage pupils to develop a 'growth mindset' in the discussions with them?
- What opportunities are provided to share with pupils and parents what being identified as 'gifted and talented' means?
- How does the school provide support for all pupils to access gifted and talented provision?
