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Narrowing the Gaps: overview

An area designed for senior leaders and teachers in primary and secondary schools and settings. It offers a dynamic range of resources and approaches to help close gaps by overcoming barriers to unlock the potential of pupils entitled to free school meals.

A strategy for narrowing the gaps

Details of the four areas of activity known to be important in schools that are successful in narrowing gaps.

Gifted and Talented education – pupil and parent guarantees: High level information for parents, pupils, schools and local authorities

This leaflet provides information for pupils, parents, schools and local authorities about the 21st Century School pupil and parent guarantees that are proposed specifically for Gifted and Talented learners and their parents. Ref: 00125-2010PDF-EN-01 Publication date: March 2010

Quality standards and criteria for local authority self-evaluation

Document outlining the method of reporting on the impact of the National Strategies work and the progress of local authorities. Ref: 00615-2008BKT-EN Publication date: September 2008

SEN/LDD Progression Guidance Project 2008–09

Introduction to the research project running from April 2008 to July 2009.

Local authority quality standards (LAQS) for Gifted and Talented education: A self-evaluation and improvement resource

A flyer to promote the use of the Local Authority Quality Standards (LAQS) with LA colleagues and schools. Ref: 00790-2009 Publication date: September 2009

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

This Excellence for All guidance explores the characteristics of successful G+T learners and considers how those characteristics can be developed in under-achieving or potential G+T pupils, particularly those from a disadvantaged background. Ref: 01019-2009PDF-EN-02 Publication date: December 2009

Social and Emotional Aspects of Learning (SEAL): Improving behaviour, improving learning (CD-ROM)

This curriculum resource will help primary schools develop children’s social, emotional and behavioural skills. It includes assemblies ideas and follow-up ideas for work in class.

Ref: 1579-2005CD Publication date: May 2005

Excellence and Enjoyment: Learning and teaching for bilingual children in the primary years – CPD flyers and poster pack

This pack contains flyers and posters designed to help make learning enjoyable for young bilingual students in their primary years. Ref: 00143-2007PCK-EN Publication date: March 2007

Ensuring the attainment of white working class boys in writing

Publications based on a project undertaken by five secondary schools seeking to develop white working class boys' writing. These comprise a booklet that outlines the findings of the work in each school, additional case studies and an electronic continuous professional development (CPD) unit. The CPD unit enables users to review the approaches taken to data analysis, the identification of the target group and action planning and outlines the work undertaken by each school to improve the writing of identified pupils and the key findings of each project. Ref: 1397-2005 Publication date: March 2005

Classroom Quality Standards (CQS): An introduction

An introduction to a tool to support teachers and other classroom practitioners to reflect on their own practice and to plan further development and action research. This page also describes the Institutional Quality Standards (IQS) and the Local Authority Quality Standards (LAQS), which together with the CQS make up a suite of National Quality Standards for Gifted and Talented (G+T) Education.

Purpose of the CQS

A background to why the Classroom Quality Standards (CQS) have been developed and what they aim to achieve.
Leading teachers and Quality Standards

How the Classroom Quality Standards (CQS) can support the role of leading teachers in Gifted and Talented education.
Generic CQS three-layer model

A description of layer 1, layer 2, and layer 3 of the Classroom Quality Standards (CQS) and how teachers can use them to gain a quick overview of their current practice in providing challenge for all pupils, evaluate the quality of current provision and level of challenge for gifted and talented pupils, and identify ways of improving classroom provision.
Relationship between CQS and IQS

With the increasing depth in the layers of the Classroom Quality Stanadards (CQS), the focus shifts from whole-school provision – which is covered by the Institutional Quality Standards (IQS) – to classroom level and evaluating and improving the quality of day-to-day learning and teaching for gifted and talented pupils. This then becomes part of the ongoing cycle of improvement at classroom and whole-school level.
Structure of the CQS: Layer 1

Layer 1 of the Classroom Quality Standards (CQS) identifies seven key features designed to specify the optimum conditions necessary to promote effective teaching and learning with gifted and talented pupils. Each feature is broken down into two to four 'prompts' – key sub-areas for consideration.
Task: Assessing provision in your classroom

Completing the assessment columns on the right of Classroom Quality Standards in Gifted and Talented Education Layer 1 (Ref: 00556-2008DWO-EN-01) allows teachers to make a subjective assessment of the extent to which they are providing a good level of challenge to all of their pupils, including the gifted and talented.
Structure of the CQS: Layer 2

Layer 2 of the Classroom Quality Standards (CQS) amplifies each prompt (which are key sub-areas for consideration, that assist the process of self-evaluation), giving more detail. Initially a prompt is explored from a generic, non-subject perspective and is considered in terms of three levels (or stages) of practice – Entry, Developing and Exemplary.
Evidence and next steps

Layer 2 of the Classroom Quality Standards (CQS) offers scope for teachers to record their own descriptors in which they identify aspects of effective teaching and learning that add to the statements within the Entry, Developing and Exemplary levels. It provides teachers with an opportunity to refine thier initial self-evaluation, so beginning to identify areas for improvement.
Structure of the CQS: Layer 3

For English, mathematics, science, ICT and PE, Layer 3 of the Classroom Quality Standards (CQS) provides sections on exemplification, advice, resources and video for each feature and prompt.

Inclusion strategic leads

Narrowing the Gaps: overview

A strategy for narrowing the gaps

Gifted and Talented education – pupil and parent guarantees: High level information for parents, pupils, schools and local authorities

Quality standards and criteria for local authority self-evaluation

SEN/LDD Progression Guidance Project 2008–09

Local authority quality standards (LAQS) for Gifted and Talented education: A self-evaluation and improvement resource

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

Social and Emotional Aspects of Learning (SEAL): Improving behaviour, improving learning (CD-ROM)

Excellence and Enjoyment: Learning and teaching for bilingual children in the primary years – CPD flyers and poster pack

Ensuring the attainment of white working class boys in writing

Classroom Quality Standards (CQS): An introduction

Purpose of the CQS

Leading teachers and Quality Standards

Generic CQS three-layer model

Relationship between CQS and IQS

Structure of the CQS: Layer 1

Task: Assessing provision in your classroom

Structure of the CQS: Layer 2

Evidence and next steps

Structure of the CQS: Layer 3

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