1. Gifted and Talented dcs update Gifted and Talented The National Institutional Quality Standards 2006. Graham Cockill, Phil Creek and Gareth Morgans.

2. Institutional Quality Standards for Gifted and Talented March 1 st (E), 20 th (S) and 21 st (N) Programme: 1.30 – Arrival, Coffee/Tea 1.45 – Update on G&T and the DfES IQS (PC) 2.00 – Using the IQS (PC – Effective Provision in the classroom) 2.30 – The IQS and primary and secondary schools, the SEF and transition –Gareth Morgans and Graham Cockill (Annex B page 28 – 31) 3.15 – Activity and discussion (All) 3.30 – Depart Each school will receive a hard copy of the PowerPoint and The Institutional Quality Standards. The material to also available by email gill.harris@devon.gov.uk or phil.creek@devon.gov.uk

3. So why should we concern ourselves about the standards of the more able in our schools? Able pupils do well (enough) on their own anyway? We should concentrate our time and resources on the less able! As long as we get all pupils to reach an average standard this is good enough? Because we should make sure all pupils enjoy personalised learning experiences which are matched to their needs, challenge them, enable them to make rapid progress and to reach their potential – whatever their ability? Joseph Renzuli, a major US Academic, said in 2003 it is because: “A rising tide raises all ships”

4. What is Gifted and Talented? DfES EiC guidance, as supported by QCA (2005), has recognised that Gifted and Talented can be defined in three broad areas:  gifted – ability in one or more than one subject of the statutory school curriculum (other than art, music and PE)  talent (ability in art, music, PE, or in sport or creative art)  gifted and talented “all-rounders” - ability evident in a wide range of aspects and subjects)

5. Definition of Gifted and Talented Pupils. Many schools adopt the distinction between ‘gifted’ and ‘talented’ made by DfES for the purposes of the Excellence in Cities initiative, although this should not restrict a school/college’s approach to multiple abilities. DfES and Ofsted define gifted pupils as those with academic ability which ‘places them significantly above the average for their year group’. DfES guidelines suggest that schools identify 5 -10% of pupils as ‘gifted and talented’ in each year group. Talented pupils are defined as those whose abilities in art, music, dance or sport are ‘significantly above average’. However, some pupils will be capable of success across a wide range of abilities and school systems should not be a reason for limiting these pupils’ achievements. The record kept by schools of their gifted and talented pupils should help meet the requirements of the PLASC census, to be introduced in 2006 in secondary schools and 2007 in primary schools

6. What does gifted and talented mean? The words "gifted" and "talented" can be used in many different ways. The Department for Education and Skills (DfES 2005) uses the following very similar definitions: Gifted: the top 5-10% of pupils per school as measured by actual or potential achievement in English, Maths, Science, History, Geography, Modern Foreign Languages, RE, ICT or Design and Technology. Talented: the top 5-10% of pupils per school as measured by actual or potential achievement in the subjects of Art, Music or PE. However one element of this description should be emphasised: it is the top 5-10% of pupils per school, regardless of the overall ability profile of pupils.

7. So what is actual or potential achievement? Level 3+ at KS1 level 5+ KS2 level 7+ KS3 A or A* KS4 A at A2 A pupil who is identified by the school using whole school, classroom or subject specific identification procedures A student who has the ability to achieve (potential) but who is presently under-achieving

8. What is a Quality Standard for? 1. Means to raise individual pupil[1] and whole school/college achievement 2. Accessible tool for in-depth analysis of need once gifted and talented provision has been identified as a school priority 3. Snapshot to inform overall self-evaluation within the New Relationship with Schools agenda (‘the annual conversation’) 4. Professional agreement on practice which is crucial for development 5. Route for improving the quality of learning and teaching 6. Mechanism to drive forward innovative practice 7. Designated level of performance which is observable through practice 8. Mechanism for evaluating provision and measuring impact 9. Means of securing personalised education for gifted and talented pupils 10. Opportunity to highlight CPD needs and areas of strength 11. Means of organising and cataloguing all resources and support for gifted and talented provision including CPD. [1] The term ‘pupil’ is used consistently throughout the National Quality Standards to describe children and young people from ages 3 to 19.[1]

9. The Quality Standards should be seen not only as a self-evaluation tool but as a professional development experience. Discussion about practice and the making and moderation of judgements, through consideration of evidence, can be facilitated through discussions at various levels and small action groups within schools and networks between schools.

10. The National Institutional Quality Standards 2006 The National Quality Standards are a supportive tool to help schools analyse and improve their provision for gifted and talented pupils. They have three levels. These are: Entry - The Entry Level relates to a ‘satisfactory’ OFSTED rating. For some schools/colleges, achieving the Entry Level may require a re-think of their practice, challenging some basic assumptions about attitudes to learning and teaching, as well as the ethos of the school. For these schools/colleges there will be ‘pre-Entry’ issues to address such as identifying gifted and talented pupils as a school priority, awareness raising for classroom teachers and middle managers, setting up basic identification processes and data systems, and recognising the need for differentiated learning and teaching. Developing - This indicates that the school is effective in meeting pupils’ needs and has scope within its practice for reinforcement, development and further improvement. The Developing Level relates to a ‘good’ OFSTED rating. For schools/colleges in this category there will be ‘improvement issues’ to be picked up under the ‘next steps’ section of the standards. Evidence of impact on whole school/college practice, participation in the wider inclusion agenda, and addressing the needs of specific groups of gifted and talented pupils (additional educational needs, exceptional achievers, and under-achievers) are significant in this level.

11. Exemplary - relates to a ‘very good / excellent’ OFSTED rating. The requirements at this level are designed to inspire schools/colleges to innovate, and to make demands on schools/colleges with extensive experience and expertise. The Exemplary Level emphasises collaborative working (local, regional, national) with other schools and colleges. It requires evidence that gifted and talented pupils are making a contribution (‘putting something back’) to the wider school/college and local communities. Schools/colleges at this level should be able to provide evidence that their excellent practice has been sustained over a significant period of time (a minimum of two years is suggested). Schools/colleges should also indicate, within their School Improvement Plan, how they will ensure sustainability at this level and how they will ensure continuous improvement as national and regional best practice evolves

12. So what should schools know? 1.Who the gifted and talented pupils are? (This is to be reported in the PLASC return in 2006 for secondary and in 2007 for primary) 2. How able are they i.e. how high are standards? 3. If the standards are high enough – i.e. are the pupils reaching their full potential? 4. If standards compare favourably with other similar schools? 5. What provision is in place to raise pupil motivation and standards further?

13. National Institutional Quality Standards In November 2005 DfES launched the National Institutional Quality Standards. They are to be followed in Autumn 2006 by Classroom Standards. ( A draft is available now) They are a second level tool to sit below the SEF. The Institutional Standards are divided into 5 strands: A. Identification, standards, effective classroom provision B. Curriculum entitlement and choice C. Assessment, transfer and transition D. Leadership, resources, CPD, monitoring and evaluation E. Learning beyond the classroom and engaging with the community

14. How to Self - Evaluate Achievement: Academic& Personal Curriculum Teaching that promotes Learning Partnerships Care Guidance & Support School Context Leadership & Management

15. The five strands and 14 elements of the National Quality Standards matched against the 5 personalised education components and the SEF: Personalised Education Heading SEF Quality Standards Elements Effective Teaching and Learning Strategies Achievement and standards 1. Identification 2. Effective Provision in the Classroom 3. Standards Enabling Curriculum Entitlement and Choice Achievement and standards 4. Enabling Curriculum Entitlement and Choice Assessment for LearningQuality of Provision 5. Assessment for Learning 6. Transfer and Transition School OrganisationLeadership and management 7. Leadership 8. Policy 9. School/College Ethos and Pastoral Care 10. Staff Development 11. Resources 12. Monitoring and Evaluation Strong Partnership beyond the School Quality of Provision Views of learners etc 13. Engaging with the Community, Families and Beyond 14. Learning beyond the Classroom NIQS Framework User guide

16. There is no ‘right way’ to use the National Quality Standards, and no set order to using the document. Schools should approach the elements of the Quality Standards in a way and at the speed which suits its stage and pace of development. Schools should judge their overall performance using the "Chequerboard and Best Fit approaches” to gain an intuitive feel for where the school stands in terms of the level of practice (i.e. Entry, Developing or Exemplary) against each element of the standards. Thereafter the school should prioritise its own focus and rate of development. For example, a school/college may:

17. 1. Select a particular element (e.g. Effective Provision in the Classroom or Assessment for Learning) as a focus for self-improvement; 2. Combine self-evaluation in two (or more) related areas (e.g. Effective Provision plus Monitoring and Evaluation); 3.Carry out a broad-brush evaluation of all 14 elements (using the Chequerboard Approach, see 1.7) and then zoom in on elements that reveal themselves as problematic; 4. Perform a detailed analysis of all elements of provision.

18. Developing an institution-wide policy Developing an effective school or college policy for gifted and talented learners involves the senior management team, governors, staff, parents and young people working together to agree key policy decisions. This process should be led and managed by the person charged with gifted and talented coordination working closely with SMT. The aim should be for provision for the gifted and talented to be an integral part of teaching and learning. At an early stage, schools and colleges need to decide the form of the policy and how it will relate to other policies. Some choose to develop an institution-wide gifted and talented policy, while others incorporate discrete statements about gifted and talented learners within policies for particular subjects and aspects of the curriculum. Either way, a useful starting point is to audit the extent to which the school or college's values, aims and existing policies support its provision for gifted and talented learners. This may already be part of the institutional improvement cycle, as a precondition for developing the school or college plan.

19. An accurate record of the identified gifted and talented population is kept and updated. Opportunities exist to extend learning through new technologies Multiple criteria and sources of evidence are used to identify gifts and talents, including the use of a broad range data The school/college has established a range of methods to find out what works best in the classroom, and shares this within the school/college and with other schools and colleges The curriculum offers personalised learning for pupils which maximise individual potential, extend well beyond test/examination requirements and result in sustained impact on pupil attainment Pupils reflect on their own skill development and are involved in the design of their own targets and tasks Classroom practice regularly requires pupils to reflect on their own progress against targets, and engage in the direction of their own learning Transfer information concerning G&T pupils, including parental input, informs targets for pupils to ensure progress in learning. Particular attention is given to new admissions The policy includes input from the whole school/college community and is regularly refreshed in the light of innovative national and international practice The school/college sets high expectations, recognises achievement and celebrates the successes of all its pupils Strategies exist to counteract bullying and any adverse effects of social and curriculum pressures. Specific support for able underachievers and pupils from different cultures and social backgrounds is available and accessible There is ongoing audit of staff needs and an appropriate range of professional development in G&T education. Professional development is informed by research and collaboration within and beyond the school/college

20. Provision for gifted and talented pupils is supported by appropriate budgets and resources Parents/carers are actively engaged in extending provision. Support for gifted and talented provision is integrated with other children’s services (e.g. Sure Start, EAL, traveller, refugee, LAC Services) Local and national provision helps meet individual pupils’ learning needs e.g. NAGTY membership, accessing outreach, local enrichment programmes The school/college examines and challenges its own provision to inform development of further experimental and innovative practice in collaboration with other schools/colleges There are opportunities for pupils to learn beyond the school/college day and site (extended hours and out-of- school activities) The lead professional responsible for Gifted and Talented education has received appropriate professional development Staff have received professional development in meeting the needs of gifted and talented pupils The school/college fosters an environment which promotes positive behaviour for learning. Pupils are listened to and their views taken into account. Shared processes, using agreed criteria, are in place to ensure the productive transfer of information from one setting to another (i.e. from class to class, year to year and school/college to school/college)

21. Some activities: Please organise the cards into: 1.From least to most important for G&T provision in any school (equals are fine) 2. Those that apply least to most in your school 3.Into three groups: A. – A real strength in your school B. – An aspect which is under development at present C. – An aspect which is very underdeveloped

22. Please put the statements below into the order which would be typical of exemplary practice. We can let able pupils get on independently for much of the time We make sure able pupils are provided for in lesson planning We believe able pupils are less of a concern than SEN or “average” pupils The school subject policies take account of able and G&T pupils We believe in providing for the able because we believe by doing this we are more likely to raise standards for all pupils G&T pupils and parents are consulted on matters related to identification and provision The school monitors data to see how able pupils make progress in the school We share the work we do on G&T with other schools to share and develop practice We recognise that classroom practice is more important than other extra-curricular provision for G&T pupils

23. Websites for further G&T information and guidance Quality Standards – http://www2.teachernet.gov.uk/gat/website/staticpages/QualityStandards.aspx?MenuId=r5hWTOe yPzI= http://www2.teachernet.gov.uk/gat/website/staticpages/QualityStandards.aspx?MenuId=r5hWTOe yPzI DfES - http://www2.teachernet.gov.uk/gat/default.aspx - G&T Wise the most comprehensive informationhttp://www2.teachernet.gov.uk/gat/default.aspx dcs - http://www.devon.gov.uk/dcs/ - local advice and guidance including the dcs G&T Handbookhttp://www.devon.gov.uk/dcs/ QCA - http://www.nc.uk.net/gt/general/index.htm - general and subject specific informationhttp://www.nc.uk.net/gt/general/index.htm National Academy for Gifted and Talented Youth - http://www.nagty.ac.uk/ - for student and teacher activitieshttp://www.nagty.ac.uk/ South West Gate - http://www.southwestgate.org.uk/ - for local informationhttp://www.southwestgate.org.uk/ National Association for Gifted Children - http://www.nagcbritain.org.uk/ - advice and support for parents and pupilshttp://www.nagcbritain.org.uk/ National Association for Able Children in Education - http://www.nace.co.uk/ - support and advice for educational professionalshttp://www.nace.co.uk/