Institutional Quality Standards for Gifted and Talented (IQS) An Explanation

Gifted & Talented in the education system now  G&T recognised as a designated group  Schools required to specify the range of their provision for G&T  Schools required to track and monitor the effectiveness of their provision to ensure individuals make the most of their talents (impact)  Provision must include access to appropriate opportunities in school and beyond it Quality Standards

New G&T elements for the future Personalisation (White Paper 2006)  Extra stretch for the gifted and talented - every pupil being able to extend their learning and develop their interests and aptitudes through extra support and tuition beyond the school day.  Excellent, tailored whole-class teaching with all the resources available ­ from extra support staff to improved ICT ­ being used to ensure that every pupil gets the education they need. Quality Standards

IQS: What is their purpose? To help schools improve their provision for the gifted and talented in line with:  School improvement through self-evaluation (New Relationship with Schools)  The new Ofsted framework  The Personalised Learning agenda  The “Every Child Matters” agenda Quality Standards

What will the IQS do?  Provide a snapshot to inform overall self- evaluation  Enable in-depth analysis of current levels of provision  Provide a framework to support school improvement for gifted and talented pupils  Help to structure improvements in learning and teaching quality  Highlight school strengths and CPD needs  Provide a language to describe provision Quality Standards

“Where are we now in G & T?” “Where or what do we need to do to improve?”

The IQS have five parts each with subsections Quality Standards National Quality Standards In Gifted and Talented Education A. Effective teaching and learning strategies B. Enabling curriculum entitlement and choice C. Assessment for learning D. School / College organisation E. Strong partnership beyond the school

Levels? Each subsection is divided into three levels  Entry reflects a satisfactory OfSTED rating  Developing reflects a good OfSTED rating  Exemplary reflects a very good OfSTED rating  Statements are graded at each level to demonstrate a greater level of complexity Quality Standards

Arriving at a level Schools are encouraged to use a ‘traffic light’ system to judge levels  Green signifies satisfies criteria  Amber signifies that there are some areas for development or that evidence is inconclusive  Red signifies that criteria are not met. The placement of a tick, cross or question mark by the statement is an alternative. Quality Standards

Assessing the Evidence ElementPossible Evidence Source 6.Transfer and Transition ( Personalised Learning Heading “Assessment for Learning”) Identification register. Monitoring register and annual update evidence. Academic monitoring progress checking sheet. Examples of G&T students’ targets. Sample of a Infant Primary Secondary Transfer Document. Theme/Subject specific projects. Science Year 5 and 6 G&T Forensic Science Challenge. Receiving year student voice questionnaires. G&T Transition Summer Schools. SEN and G&Tco subject co-ordinators meeting notes. Teaching staff planners and registers. Interview notes parent/student induction meeting – identification by parent. Quality Standards

Assessing the Evidence ‘The best fit’ Chequerboard approach – Identify areas and steps for improvement Quality Standards

The Process Using the IQS Whole school- departmental / snap-shot or in depth ? Who are the key figures in this process and why? Feeding through to the annual conversation and action planning ? How do we achieve the appropriate level of accuracy in our audit? Measuring progress over time? Quality Standards

The National Quality Standards 1.Map the level of practice in each Quality Standard element 2. Draw up targets for improvement for the School Improvement plan 3. Gather evidence for the annual conversation and the SEF Quality Standards

The IQS works best when….  Space is made available (time and resources) in a school’s development programme  Active support is given by key players, notably leadership team  All staff are involved in the process  There is an effective link between G&T leadership and school decision making processes  Whole school monitoring is used to underpin the process  There is a clear commitment to prioritising improvement  Where the school already has a whole-school approach to G&T education Quality Standards

Factors to consider  Discussion; sharing of interpretation of standards; moderation of judgements/evidence  Sharing of practice; pairing schools; developing action groups within schools  Light touch involvement of consultants - to explain the Quality Standards; to facilitate lines of enquiry  Establishing a website reference base; good practice bank; help- line Quality Standards