1. National Work Programme for Gifted and Talented Education Phase 2
Combined slides/notes from Tim Dracup Head of DfES GTEU & Ken Bore Lead Consultant Mouchel Parkman

2. Phase 1: Brief Highlights
Excellence in Cities, Excellence Clusters, Aim Higher
National summer schools programme
National Academy for Gifted and Talented Youth
London Gifted and Talented
PE, School Sports, Club Links

3. What do you mean?
Children and young people with one or more abilities developed to a level significantly ahead of their year group in their school (or with the potential to develop those abilities)
These multiple abilities can be defined in various ways – the best known is Gardner’s Multiple Intelligences, covering e.g. visual-spatial, musical, verbal, interpersonal etc. etc.
We superimpose our own crude distinction between Gifted (crudely ‘academic ability’) and Talented (crudely talent in sports and creative arts)

4. Who do you mean?
Approximately 10% of the population aged 4-19 in every year group in every school and college nationally
With the full range of multiple abilities, foregrounding those within our definitions of gifted and talented
Including two specific subsets:
The top 5% by ability nationally, eligible for membership of NAGTY
Underachievers, who attainment/performance is held back, often because of social disadvantage

5. Phase 2: Key Influences Personalisation
New Relationship with Schools (NRWS)
Labour Election Commitments
Personalisation - Milliband 2004 onwards……
New Relationship with Schools (NRWS)
Labour Election Commitments – 2005

6. Personalised education is…
…about tailoring education to ensure that every pupil reaches the highest standards possible. It is also about personalising the school experience to enable pupils to focus on their learning and involve the community
PERSONALISED LEARNING: BUILDING A NEW RELATIONSHIP WITH SCHOOLS – MILIBAND
08 January A new relationship with schools to help deliver personalised learning tailored to the talents and needs of every pupil was outlined today by School Standards Minister David Miliband.
Speaking at the North of England Education Conference in Belfast today, Mr Miliband said that a strengthened accountability framework, a simplified school improvement process and improved information and data management would form the bedrock of a new relationship between the Department for Education and Skills, local education authorities and schools. Mr Miliband also proposed replacing the school governors’ annual report with a new School Profile which would combine standardised comparative performance data with the school’s own view of its priorities and performance to give parents a broader and deeper understanding of school performance from the classroom to the playing field.
Mr Miliband said:
“Personalised learning is not new - many of our best schools and teachers are already pioneering this approach - but we are determined to make it universal. To make personalised learning the defining feature of our education system, a new relationship is required between the Department, local education authorities and schools that brings a sharper focus our work at a national level and strips out clutter and duplication through a stronger alignment of all activity in order to release local initiative and energy.
“There are three key aspects to a new relationship with schools. An accountability framework, which puts a premium on ensuring effective and ongoing self-evaluation in every school combined with more focussed external inspection, linked closely to the improvement cycle of the school. A simplified school improvement process, where every school uses robust self evaluation to drive improvement, informed by a single annual conversation with a school improvement partner to debate and advise on targets, priorities and support. And improved information and data management between schools, government bodies and parents with information ‘collected once, used many times.’
“School performance data in raw and value-added terms is here to stay. Parents have a right to this information, we cannot return to a world where Ministers, officials and teachers know the performance of schools, but the public do not. Parents also have a right to a broad picture of what the school is doing. A School Profile light on bureaucracy, easy to access and powerful in impact, would contain performance table data combined with the school’s own view of its priorities and performance. It will place new and challenging information in the public domain for the first time.
“The new relationship is a substantial agenda, but a positive and practical one. For schools it offers more clarity, simplicity and support. For local education authorities it offers positive and relevant roles, responsibilities and relationships. For parents it offers up-to-date information about how different schools are fulfilling their missions. And above all for pupils it offers the prospect that more and more institutions will be able to deliver the vision of personalised learning that offers so much for their futures.”
The proposals for the new relationship with schools which would be developed in close consultation with the education sector before being trialled in a select number of local education authorities include:
Intelligent Accountability: · an inspection regime with a lighter touch and a sharper edge, organised in a way that offers the prospect of more regular assessment of how well a school is really functioning, with consultation proposals anticipated from Ofsted shortly; · an annual School Profile to complement performance table data, with a short accessible document setting out data on students' attainment and progress, set against benchmarks for schools in similar contexts; the most recent assessment by Ofsted, set against the school's own self-assessment; details of what the school offers in terms of the broader curriculum; how the head and governors see the priorities for future improvement; and what the school offers the rest of the system. Simplified School Improvement Process: · a single conversation between schools and a dedicated school improvement partner to identify and gain support for development priorities and support needs;
· a single school improvement plan, drawn up and self-evaluated by schools, informed by a more focused number of Departmental outcomes;
Information and Data Management: · the chance for schools themselves to take control of the information flow, with an online ordering system for all documents and information from the Department;
· new protocols to ensure that central and local government bodies do not divert schools with duplicate requests for information, ensuring that data is “collected once, used many times.”
The full text of Mr Miliband’s speech is available on the Department for Education and Skills website at

7. Dimensions of personalised education
Personalised learning
Assessment for learning
Effective teaching and learning
Curriculum entitlement and choice
Plus
Listening and talking with pupils
Parental engagement
The whole child
School environment and ethos

8. NRWS Schools drive their own improvement
School self-evaluation informs single school improvement plan
Schools review development priorities and support needs with a school improvement partner (SIP)
Inspection as progress check
A single school improvement grant
Communication with parents through school profile (Parents will be able to access Profiles online from January 2006.)
The New Relationship with Schools (NRwS) is breaking new ground in working to help schools raise standards, with clearer priorities, less bureaucracy for schools, and more information for parents. It will support schools implement the Every Child Matters agenda, which emphasises the provision of joined-up local services that are child— and family-centred.
Joining the NRwS update mailing list gives you the chance to follow the progress of the trials and find out all the latest news and views on NRwS, as well as how you can help this exciting new initiative shape our schools. 
What will the new relationship do?
Introduce a School Improvement Partner (SIP) into every school
Reduce unnecessary bureaucracy
Build the capacity of schools to drive their own improvement
Establish a more intelligent, coherent, evidence-based accountability framework
Make better use of data
Secure better alignment between schools' priorities and the priorities of local and central Government
The NRwS will facilitate schools' involvement with local children's trusts and help schools adapt to the multi-agency working and joint-commissioning structures being put in place under the Every Child Matters: Change for Children programme. So the NRwS supports the five Every Child Matters outcomes for all children:
Being healthy
Staying safe
Enjoying and achieving
Making a positive contribution
Achieving economic well-being
How will this new relationship work? The following practical changes are under way:
Budgets: greater certainty and predictability for schools in their future funding through the introduction of multi-year school budgets with fewer distinct funding streams.
Inspections: new inspection arrangements are now in place for shorter, sharper and more frequent inspections that give schools a clearer idea of whether they are pursuing the right priorities for raising pupil attainment and ensuring pupil well-being. School leadership teams reacted positively to the 180 trial inspections, which were seen as more participative. For more details, see the NRwS June update.
Communicating with parents: better information for parents through a School Profile which will replace the governors' annual report. The regulations for the school Prospectus are also being simplified, so that there is much more flexibility over what is included, and schools will have more freedom to respond to requests from parents for particular pieces of information.
SIPs: challenge and support for school heads from nationally accredited SIPs, many of whom will be experienced, or recently serving, heads. SIPs will help school leaders to evaluate their school's performance, identify priorities for improvement and plan effective change. The role of SIPs is to build schools' capacity to improve. The first SIPs at secondary level will begin work in 27 local authorities in September A primary pilot will begin in 6 local authorities from the same date, and primary SIPs will be working in local authorities from September See the June update for details.
A single school plan: the DfES is committed to reducing the bureaucracy surrounding school planning systems. A short, electronic, consolidated form (the single school plan annex) for schools to apply for wider roles will be tested during , after which schools should be able to produce one plan, which can then be used, together with the annex and other existing documentation (for example, the summary of their self-evaluation) as evidence for initiatives in which they participate.
Self-evaluation: there will be more weight on self-evaluation, which will form the basis for planning, inspection and the SIP's work with the school.
More accurate data: the latest electronic data and information systems make interpretation of pupils' progress fairer and reflect the context of the school. These systems will also help schools make contact more easily with other practitioners to support individual children with additional needs.
Access to information: fast, easy access to communications for schools, giving them greater choice.
Coordination with local agencies: the Common Assessment Framework being introduced under the Every Child Matters: Change for Children programme will help schools to identify their role in meeting pupils' needs and to target referral to other specialist services when needed. Schools will be able to work with local children's trusts to find places for hard-to-place pupils.
What schools and local authorities need to do now
On 9 March 2005, the DfES and Ofsted published A New Relationship with Schools: Next steps. This document sets out the changes that are planned and what their implications will be for authorities, schools, governors, parents and pupils. It also outlines the timetable for change and the actions that schools and local authorities should start to take now.
All schools Schools will want to be sure that their approach to self-evaluation is fit for purpose: the DfES and Ofsted have jointly published high-level guidance for schools, A New Relationship with Schools: Improving performance through school self-evaluation and development planning. 
Schools which have not been inspected for the last four years might also expect an inspection at very short notice at any time from September All such schools may therefore wish to give immediate priority to reviewing their approach to self-evaluation and the use of the new self-evaluation form (SEF) to update their conclusions. More than 8,000 schools have started working on self-evaluation forms. Ofsted has written to all schools that have not had an inspection during the last five or six years, advising them of the importance of completing an online SEF as soon as possible. Governors Every school will be required to produce an annual School Profile, starting in the academic year 2005/06. Schools will be able to start preparing their Profiles from autumn 2005 and parents will be able to access Profiles online from January 2006. Profiles will be accessed by schools and governing bodies through TeacherNet and GovernorNet. Parents will be able to read Profiles on the DfES Parentscentre website.

9. Some Labour Election Themes
“We want to see more challenge for high achievers at every level”
“Labour will also introduce… tailored [small group] tuition for gifted and talented primary school children”
“[Extended school] options might include…stretch for those who would benefit from extra learning”

10. Core principles Combines excellence and social inclusion
Translates ability into attainment
Embedded throughout educational process
Targets relative population in every school/college -
Expects G&T populations to be representative
Recognises multiple abilities

11. Desired outcomes Significant measurable improvements in:
Learner attainment/performance, aspirations, motivation and self-esteem, especially for underachievers from disadvantaged backgrounds;
The capacity of schools/colleges to identify, educate and support G&T pupils aged 4-19 by personalising their services

12. 8 Interlocking projects
Early years and primary
Secondary and 14-19
Supporting ‘customers’ (pupils and parents)
Supporting educators (teachers and others)
Supporting institutions (schools and colleges)
Developing programme infrastructure
Strategy, policy development and global dimension
Communications

13. Programme infrastructure
Core partnership
GTEU
NAGTY
National
Other national partners
LGT
Regional
Regional networks
National Level
GTEU = Teaching and Learning Division, School Standards Group, Schools Directorate, DfES
11.5FTE staff responsible for:
Setting the strategic direction of policy on G&T education
Determining the parameters of and priorities for the programme – and the infrastructure supporting it
Securing delivery through partners
Providing advice and support to Ministers
NAGTY = Part of Warwick University, contracted to DfES
Operates increasingly as broker and capacity-builder through:
student academy, supporting the top 5% by ability nationally;
professional academy, supporting professional development and innovation
centre of expertise, supporting research, academic study and policy-making
Itself developing a range of core partners
Regional Level
London Gifted and Talented is part of London Challenge
Contributes to national programme aims and supports 33 boroughs in specifying and achieving their outcomes
New regional networks in all other regions (and a cross-cutting rural network)
These will work together with NAGTY ‘regional gateways’ to
Provide learning opportunities and CPD
Support ‘hard-to-reach’ LEAs
Build regional and inter-regional markets
Improve sharing of good practice
Local Level
Currently concentrated in (mainly urban) disadvantaged areas
Operating through EiC, EiC primary roll-out, Excellence Clusters, Aim Higher
Reaching over 30% of secondaries and 10% of primaries
Local
EiC partnerships and clusters
(education improvement partnerships)

14. Expectations of schools in local tier
Trained school co-ordinators
Teaching and learning programme
Complementary study support programme
Whole school improvement plan geared to achieving SMART outcomes
SMART outcomes defined within an ‘outcome measures framework’

15. What progress: OFSTED evidence
Consistently high quality provision remains the exception
Progress/provision good or better in 50-60% primaries and secondary schools inspected (and satisfactory or better in around 90%);
70% of LEAs give at least satisfactory support
And broadly positive trends over time
Might be summarised as ‘good progress; further improvement necessary’

16. Measuring progress in future?
From 2006, by tracking the progress of pupils identified as G&T through Pupil Level Annual School Census (PLASC)
From Autumn 2005, through achievement by schools/colleges of the quality standard
Through key performance indicators agreed for NAGTY, LGT, regional networks
Through school data on pupil achievement
Secondary schools are required to submit an electronic return, including a named pupil record.  This is known as the Pupil Level Annual School Census (PLASC).  From January 2006, School Census will replace PLASC for all maintained Secondary Schools. School Census 2006 comprises the data collected in PLASC 2005, two new items (Member of SEN Unit, special class or resourced provision indicator, and Provision of extended services), plus data that will allow the following surveys to be dropped:
Gifted and Talented Cohort Identification
Termly Exclusions
Identification of the sample of the Youth Cohort Study
Absence Surveys (termly and annual)
Contextual and Absence checking exercise
Most elements of the September Pupil Count
The Annual Schools' Census (ASC) collects information from every school in England under Section 29 of the Education Act 1996 and Section 42 of the Schools Standards and Framework Act.  The provision by schools of individual pupil records is a statutory requirement under Section 537A of the Education act 1996.
The pupil level data underpins important benchmarking data in the National Pupil Database (NPD) and publications such as the Autumn Package and PANDAs.  LEAs, other government departments, external agencies and educational researchers all use this information.  Any published data will of course meet the requirements of the Data Protection Act, we will not publish data that could identify an individual.
The pupil level data is used nationally for the national Assessement Agency's (NAA's) DC2 Pupil Test Registration process, ending the requirement for schools to provide separate pupil level information for DC2 purposes.
The date for the census is Thursday 19 January 2006.  Maintained schools must check with their LEA regarding their deadline for submission of their return.  It should allow sufficient time time for the LEA to discuss any queries on the data with the school before submitting to the DfES.  The deadline for all LEA Maintained, CTCs, Academies, Non Maintained Special schools and Service's Children Education returns to reach the DfES is Wednesday 15 February 2006. 

17. PLASC Initially secondary
Schools should include all pupils on their G&T register if they have one.
This should include all identified NAGTY members, if school has any.
If a school does not have a register but does have NAGTY pupils identified then these should be recorded in place of a register.

18. Quality standards Two succinct standards:
School/college (October 2005)
Classroom (Summer 2006)
Three levels:
Entry (all might reasonably achieve = Ofsted ‘satisfactory’)
Improving/Developing (building toward excellence = Ofsted ‘good’)
Excellent/Exemplary (= Ofsted ‘excellent’)
Self evaluation tool sitting under SEF
Embeds personalised education principles and captures consensus on effective practice
Drafts on DfES G&T website
First draft institutional standards (Aug – Oct 2004)
Consultation with national stakeholders (Oct – Dec 2004)
Trialling in schools (Feb – July 2005)
Refine institutional model during and following trialling (April – July 2005)
Draft classroom pedagogic standards (September – December 2005)
Trial classroom standards (January – July 2006)

19. What will success look like?
Full integration within the primary, secondary and strategies, as parts of coherent 4-19 provision
All schools/colleges effectively combining in-school and study support provision including extended hours
All schools/colleges successfully identifying a representative G&T population
Significant measurable improvements in pupil outcomes and the percentage of schools/colleges achieving each quality standard level
All authorities/EIPs achieving at least satisfactory standards and one third achieving excellence
An efficient and effective infrastructure providing support where needed
England leading global improvement in G&T education

20. Some questions to ask right now
Do we have an up-to-date register of G&T pupils?
How well do we differentiate our classroom teaching for G&T pupils?
Do we listen to the G&T ‘pupil voice’ and successfully engage parents?
Do we have the right grouping/setting arrangements?
Do we offer sufficient flexibility to progress by ability?
How effective is inter-school collaboration for G&T?
Are we using external providers optimally – study support providers, FHE, London G&T, NAGTY?

21. Useful websites DfES gifted and talented education
National Academy for Gifted and Talented Youth
London Gifted and Talented
National co-ordinator training
National curriculum guidance
Sports
Arts
World class arena