1. UK policy on Gifted and Talented students
EUREKA project
UK policy on Gifted and Talented students
This publication has been produced with the support of the Erasmus+ Programme of the European Union. The contents of this publication are the sole responsibility of Titan Partnership and can in no way be taken to reflect the views of the NA and the Commission.

2. UK and Definitions of Gifted and Talented
From 1999 until 2008 there were statutory requirements placed on schools in England and Wales with regard to the provision they should make for more able, gifted and talented pupils. After this time schools were free to make their own arrangements for these pupils, coinciding with increasing fragmentation of the education system in England and Wales.
As a result there is a wide variety of approaches and terminologies in use across UK schools to describe more able, gifted and talented pupils. No single definition is used.
Generally:
‘Gifted’ is defined as being exceptionally able in academic subjects, such as English, Maths, Science, History or Geography.
‘Talented’ is defined as being exceptionally skilled in practical subjects such as Music, PE and Drama.
“The cohort of highly able children equates roughly to the top 2% of children as measured by standardized tests” – UK House of Commons, 1999.

3. Provision for Gifted & Talented in UK
The OFSTED Common Inspection Framework states that inspectors will evaluate the extent to which “teachers, practitioners and other staff have consistently high expectations of what each child or learner can achieve, including the most able and the most disadvantaged”.
Case Study -Stanville Primary School: A fundamental principle of identifying children who are gifted, talented and able is to ensure a rich provision of opportunity for all children to develop skills and talents in both academic and non-academic subjects.
Cornerstones curriculum –inclusive, child-centred and engaging; learning is enhanced through an enquiry-led model and frequent enrichment opportunities.
Regular and ongoing celebrations of achievement – writing, wrestling, brass band
Learning Detectives – holiday activities, celebrated in school
School Council – encourages skill in public speaking and debates, and as ambassadors.
Passport to Success - individual records of success during Key Stage 2.

4. Provision for Gifted & Talented in UK
Case Study - John Spence Community High School
The English department:
plans together and produces high quality stimulus and challenging activities for lessons.
adapts the materials by pitching their lessons at the most able and offering scaffolding for different abilities. This includes regular review of model answers for the most able so that they know exactly what to aim for
invites all families of Year 7 and 8 students to visit each term. Parents of the most able see the work of other most able students and learn about the standards expected of class work and homework. They are given booklists to encourage wider reading and discussion.
from:
OFSTED The Most Able: An update on progress since June Issued in March 2015

5. Provision for Gifted & Talented - National Association for Able Children in Education (NACE)
Providing for High Ability
NACE believes that the most important factor in turning ability into achievement is the opportunities a school provides within and beyond the classroom to motivate and engage as well as deepen and extend more able pupils’ learning. Strategies to deepen and extend learning will include: Tasks and questioning which involve analysis, synthesis and evaluation
Tasks which require problem solving, enquiry, critical thinking and research skills
‘Rich’ tasks and ‘mastery’ approaches
Tasks and assessment which encourage metacognition and talking about the learning process
Tasks and classroom management which encourage the use and development of independence and choice
Encouragement of transfer of knowledge and transfer across disciplines
More advanced and conceptually difficult content
Consideration of ‘big ideas’, the identification of trends and patterns and analogising
The use of higher order technical and disciplinary discourse

6. CPD and training for trainee teachers
Teachers’ Standard 1 “set high expectations which inspire, motivate and challenge pupils. Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
Standard 5 “have a clear understanding of the needs of all pupils …… including those of high ability”.
Framework for Core Content for Initial Teacher Training July 2016 (based on Carter Review 2015) – guidance only, echoes the need for thorough grounding.
Each ITT establishment across UK delivers this area differently:
Case Study – Titan ITT
Half day session on appropriate challenge for more able students, led by a local Headteacher (Trustee of NACE)
Follow up work in school - teaching experience
Can then opt to do an assessment in this area or to track a pupil in order to complete a learning blog (also assessed as part of ITT course)

7. A different perspective
A different perspective? “Ensuring that the brightest pupils fulfil their potential goes straight to the heart of social mobility, of basic fairness and economic efficiency” - Smithers and Robinson “Educating the Most Able” 2012