Excellence for All in practice

Introduction

The underlying principle of Excellence for All is to extend Gifted & Talented (G&T) practice and provision to whole-school improvement, so that all pupils and staff can benefit. This is consistent with the Institutional Quality Standards (IQS) for G&T Exemplary level, indicated when G&T has a clear impact on the wider school community and beyond. Many outstanding schools already achieve this as a matter of course, but schools in challenging circumstances also engage with G&T strategies to raise expectations and aspirations for the whole school community.

A growing body of practice is being collated to support schools that wish to take a similar approach. The cameos which follow are from very different schools which share several features in common:

  • Senior leaders prioritise G&T, and support staff taking the lead in whole-school G&T improvement
  • Change and innovation is context-specific and arises out of a staff or pupil audit of needs
  • New practice is piloted with a small key group of students or staff in the first instance
  • Adults and pupils learn together and from each other
  • The findings, resources and impact data are shared across the school
  • Whole-school implementation will follow

These are all features of Exemplary practice in the IQS.

School-level cameos of practice

The following cameos are linked to the appropriate IQS and Classroom Quality Standards (CQS) to demonstrate how schools can use G&T practice and provision to support self-evaluation:

  • Use of pupil voice to develop evidence of Quality First Teaching in school
  • Empowering G&T pupils as leaders of learning to improve provision for all
  • 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