1. Provision for Able, Gifted and Talented at The Corsham School
Welcome!
Provision for
Able, Gifted and Talented at
The Corsham School

2. Definition
Gifted is generally taken to refer to students who are particularly able in academic studies (around top 5-6%).
Talented refers to students who are exceptional in Art, Music, Drama or Sport.
Able refers to the top 20% of a year group.
Gifted refers to students in the top 5-6% , who achieve or have the potential to achieve at a level significantly in advance for their year group, in one or more subjects in the curriculum. Criteria for membership of NAGTY suggested a score of 129+ on one of the CATS batteries. We refer to these students as exceptionally able on the register.
Talented refers to students who are exceptional in Art, Music, Drama or Sport.
More able refers to the top 20% of a year group – typically with a CAT mean approaching 120.

3. Identification How does the register work? Core / General register
Subject specific registers
based on C.A.T. scores
generally remains unchanged
based on performance / potential in subject areas
Reviewed three times per year – to check appropriate setting/motivation / challenge

4. Identification Core register - Statistical data
CAT score of above 129 in one area
CAT mean of above 120
4 CAT batteries – verbal, non-verbal, quantitative and now spatial
Gifted refers to students in the top 5-6% , who achieve or have the potential to achieve at a level significantly in advance for their year group, in one or more subjects in the curriculum. Criteria for membership of NAGTY suggest a score of 129+ on one of the CATS batteries. We will refer to these students as exceptionally able on the register.
Talented refers to students who are exceptional in Art, Music, Drama or Sport.
More able refers to the top 20% of a year group – typically with a CAT mean approaching 120.

5. Identification Subject specific registers
internal and external assessment and testing
subject specific criteria or checklists
information from any previous schools
teacher/parent/peer/self nomination

6. Why identify gifted and talented students?
AGT is not about labelling but enabling
awareness of the needs of all learners
identification demonstrates the school’s recognition of the potential of the individual for success.
importance of AGT learners within talent pool of the school
value of achievements of all different kinds
AGT provision aims to develop positive behaviours for learning like thinking, questioning, confidence and independence

7. Provision Differentiation within lessons Withdrawal groups
School clubs, groups and activities (e.g. sports clubs, making room, philosophy for children ‘asking crazy questions’, extended project…)
External opportunities (Braeside, Kilve Court)

8. Provision
Raising aspirations (careers advice, academic mentoring, university visits, Oxbridge, E.P.Q.)
Peer mentoring
Group identity
Listening ear (discussions with AGT coordinator)
Advice and support for parents

10. GCSE Headlines 2015 25% of cohort identified as AGT
Above target on all measurements
A*-A target of 45.3%, result 52%
AGT pp students 20% target A*-A, 23% achieved

11. Student outcomes (academic results and destinations)

12. A Level Results 2015 A-E pass rate was a perfect 100%
Proportion of A*A grades reached over 29% of all entries (26% national) with 9% scoring the elusive A*(8% national).
Grade A*- B pass rate reached 60% which was a full 7% above national

13. A Level Headlines
Some of the achievements were particularly noteworthy: 3 students getting into Oxbridge.
10 students got A-A * grades in all subjects.

15. Within curriculum
“We recommend that provision for the highly able should be integral to schools and not a bolt-on” Sutton Trust 2012
Differentiation (lesson and home learning)

16. What students say Enjoy challenge
Only find lesson / HLP / HW challenging ‘sometimes’
However they claim to ‘try hard’ ‘most of the time’
When they don’t try hard it’s because it’s not interesting (not because other students make fun of them)
Lots of ideas about how challenge could increase
Over 65% recalled an enjoyable challenge
When they achieve highly they: are pleased, tell people at home, get praise at home,
When they achieve highly they don’t: get praise from teachers, tell their friends,
Most challenging skill is presenting!

17. Future plans Any Questions? Student survey findings
Parental involvement
Any Questions?
Speak with CTLs about need for reasoned decision on data used
Clarification to middle leaders - ‘selling the why’
New seating plan software
Y12 mentors in lessons to stretch and encourage
Extra curricular tweaks (widening participation)
EPQ style project with presentation
Science fair
New website
AGT focus evening calendared