Gifted and Talented Pupils
The Gifted and Talented programme is aimed at supporting, stimulating and challenging able, gifted and talented pupils to an appropriate level. It is a continuous process throughout the pupil’s time in the school. Our programme enriches our gifted and talented pupils’ curriculum and gives them opportunities to achieve their very best.- We define an able pupil as one who achieves, or has the ability to achieve, a level significantly in advance of his or her peer group. This may be in all areas of the curriculum or a limited range.
- A gifted pupil is one who is in the top 5-10% of the pupil population who has the capacity for, or who already demonstrates, high levels of performance in one or more academic areas.
- A talented pupil is one who is in the top 5-10% of the pupil population with a specific ability in Music, Art, PE, any sport or other creative art.
Gifted and talented pupils are identified by using both quantitative and qualitative data, including prior attainment and rate of progress. Identification may take the form of available test data and results of in-class assessment, individual staff nominations, value-added data (MIDYIS, YELLIS and ALIS) and reference to prior achievement. Pupils who are identified will have a one-to-one meeting with the Assistant Principal (Learning) and be placed on the school's Able, Gifted and Talented register.
The school is registered with NACE (National Association for Able Children in Education), the YG&T (Young, Gifted and Talented) organisation, and liaises with the Yorkshire and Humberside Excellence Hub which is based at the University of York. There is also regular liaison with other schools within UCST/ULT and the local area.
The progress of able, gifted or talented pupils is continually monitored during the year. The Gifted and Talented coordinator is constantly working with the Assistant Principal (Learning) and Subject Leaders to ensure that these pupils are challenged and supported on a regular basis. Individual departments write subject-specific policies which outline how they meet the needs of these pupils. Each department has a designated ‘able, gifted and talented’ representative who meets with the coordinator on a regular basis. There are frequent analyses of assessments within departments throughout the year and progress against target grades on the school tracker system is checked three times a year in order to ensure that these pupils are achieving their full potential.
All staff challenge their pupils by incorporating a range of higher-level thinking skills in their day-to-day teaching. However, in addition, pupils have benefited from:
- Year 10 and 11 National Gifted and Talented Day
- acceleration programmes to GCSE in certain subjects e.g. Statistics, Mathematics, Art, Latin, Astronomy
- opportunities for able soloists to perform in public events such as school concerts and services;
- opportunities to work with pupils in the Preparatory School
- UK Mathematics Challenge
- Half term and Easter Art workshops
- participation in master classes given by professional musicians
- participation in school mentoring programmes
- ‘Going Global’ Modern Foreign Languages Day at the University of Hull
- participation in EBLO Food Technology Challenge
- auditions with the National Youth Theatre
- exchange visits to other schools
Frequently Asked Questions
The G&T programme is about setting higher standards for G&T pupils and then monitoring them to make sure the pupils are achieving their full potential. Is there anything else in the curriculum to stimulate clever children?
Staff are encouraged to teach stimulating lessons on a day-to-day basis. Targeting typical activities at higher level thinking skills can raise the achievement of all pupils, even those not highlighted as being G&T. By using the interactive technology at our disposal we can get pupils more actively involved in their lessons (interactive whiteboards, Activ Expression, video conferencing). Numerous departments also offer exciting opportunities to get involved in project work or other initiatives – eg Young Enterprise, Maths Challenge. There are also numerous enrichment opportunities offered such as the annual G&T Day in London, and various events at Hull University or even summer schools (details from G&T Coordinator or specific departments). The school’s lunchtime activities programme also gives pupils an opportunity to develop skills outside of the constraints of the classroom – i.e. to engage in unusual or creative activities in which they have an interest, curiosity or strong ability.
I have a clever child but he tends to coast along in lessons. What can you do to prevent this?
This will be picked up by the school tracker. If he is not achieving his potential this will be discussed within the appropriate department and remedial action taken. Regular mentor meetings (i.e. between the pupil and a member of staff, probably the Form Tutor) will also pick this up. All departments have access to the G&T database, and so it is likely that unsatisfactory standards of work will be addressed even before the tracker raises the issue.
My child gets bored in class which is why she’s disruptive. What can you do to stop this happening?
We need to determine if the child is bored because she cannot cope with the work, or if it is because the work is too easy. If it is due to either of these reasons then your child’s ‘special needs’ need to be discussed. This can be done with the SENCO in the case of your child finding the work difficult, or G&T Coordinator if the work is too easy. In the case of the latter, the G&T Coordinator would check if the child has been identified as being G&T, and then check across all departmental areas to see if there is a pattern of behaviour. He would then discuss the matter with the appropriate Subject Leader in order to ensure that he/she is being given sufficient opportunity to be stretched etc. Follow-up meetings with the child would be held to check if their issue of boredom has been resolved.
My child finishes her work very quickly before anyone else, which is why she daydreams and is accused of not-paying attention. What can you do?
She needs to be given extension work or an opportunity to approach the work in a different way. It is not a case of giving the child ‘more’ but rather opportunities to enquire, evaluate and synthesise material at a sophisticated, deeper level. Staff will endeavour to give every pupil the opportunity to perform at their very best, i.e. part of our aim to personalise learning as far as possible in order to achieve the best in every pupil. All staff have access to the school’s G&T database and should be familiar with these pupils, hence reducing the likelihood of this situation arising in the first place.
My son’s teachers are happy with his progress, but I know he can do better. What can the school do?
We are constantly striving to meet and exceed the predicted grades on the school tracking system. If parents/guardians feel that their child is underperforming, then they should speak to either the G&T Coordinator or the Director of Learning in order to determine if the child is, indeed, working to full capacity or if he is underachieving. Remedial action will be taken immediately if the latter is identified. There is a strong ethos in the school which celebrates success and achievement, and all pupils are encouraged to feel part of our learning community.
