- 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
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.
- 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?