Gifted and Talented

Parents are often most anxious about sending their child to a state school if the child is gifted and talentedGifted and talented students are those considered to be the most academically able in the school. All schools should have a gifted and talented programme., or more able. There is a commonly held belief that state schoolsState schools are non-fee paying schools provided by the state. are not able adequately to stretch bright students, whereas independent schoolsAlso known as ‘private schoolsAlso known as ‘independent schools’,‘public schools’*. Private schools are fee paying, privately run schools. ’,‘public schoolsPublic schools are the most elite and prestigious independent* schools.’*. Independent schools are fee paying, privately run schools. are. This is certainly not always the case, and it worthwhile investigating provision for gifted and talentedGifted and talented students are those considered to be the most academically able in the school. All schools should have a gifted and talented programme. students.

• All comprehensiveComprehensives are state schools which admit a cross section of students from the communityCommunity schools are the standard type of maintained, state school. with a range of academic abilities. schoolsComprehensives are state schools which admit a cross section of students from the communityCommunity schools are the standard type of maintained, state school. with a range of academic abilities. that are right for your child should have a programme for gifted and talentedGifted and talented students are those considered to be the most academically able in the school. All schools should have a gifted and talented programme., or more able students.
• Schools with good programmes for able students run lots of extra initiatives to inspire and challenge; for example, university visits, extra-curricularExtra-curricular activities take place outside of lesson times, for example, at lunchtime or after school. clubs, and opportunities for extension work.
• Schools should have a clear idea of what a gifted and talentedGifted and talented students are those considered to be the most academically able in the school. All schools should have a gifted and talented programme. student should be able to achieve. They should be able to recognise academic excellence, and have a system understood by staff which enables more able students to be identified and supported.
• Schools should have a system which specifically monitors the progressSchools are measured nationally according to attainment and progress. Progress is how well pupils have done given their starting points. For example, pupils' progress from key stage 2 to key stage 4 is measured. of gifted and talentedGifted and talented students are those considered to be the most academically able in the school. All schools should have a gifted and talented programme. students.
• There should be a member of staff with responsibility for more able students.
• Schools that get the best out of their gifted and talentedGifted and talented students are those considered to be the most academically able in the school. All schools should have a gifted and talented programme. students should have grades A* featuring frequently in their GCSEGCSEs, (General Certificate of Secondary Education) are the key qualification students take at key stage 4* when they are 16.They replaced ‘O’ Levels. Most schools make English, Maths and Science GCSEs obligatory. GCSEs have grades from A*–U. In the eyes of schools, colleges and the government, a ‘C’ grade is in effect a pass, a ‘D’ grade or below is a fail. Many further education* courses demand that students achieve five GCSEs at grades A*–C. results and, if they have a 6th formThe 6th form is for key stage 5* students age 16 to 18 studying ‘A’ LevelsAt key stage 2* and key stage 3* students are awarded National Curriculum levels to measure academic progressSchools are measured nationally according to attainment and progress. Progress is how well pupils have done given their starting points. For example, pupils' progress from key stage 2 to key stage 4 is measured.. The levels go from level 1 to level 8. In Year 9*, level 5 is the average nationally.* or vocationalNormally found at key stages 4 and 5*, a vocational course has a strong work related focus.* qualifications, such as a BTECA BTEC is a vocational* qualification which is usually completed at Key Stage 4* or 5* and can be equivalent to GCSEs or 'A' levelsAt key stage 2* and key stage 3* students are awarded National Curriculum levels to measure academic progressSchools are measured nationally according to attainment and progress. Progress is how well pupils have done given their starting points. For example, pupils' progress from key stage 2 to key stage 4 is measured.. The levels go from level 1 to level 8. In Year 9*, level 5 is the average nationally..* or NVQs, - National VocationalNormally found at key stages 4 and 5*, a vocational course has a strong work related focus. Qualifications., grades A at ‘A’ Level.
• Schools should tailor a curriculum to the needs of gifted and talentedGifted and talented students are those considered to be the most academically able in the school. All schools should have a gifted and talented programme. students. For example, if a school sets or streams then top sets must be given an appropriately challenging curriculum. If a school has some mixed abilityMixed ability is a system of organising students into teaching groups, with a range of academic abilities in one classroom. subjects, then there must be an effective target settingSetting is a way of organising students into groups according to ability.Setting is particular to a subject area, so a student could be in the top set for Maths and the third set for English. system and appropriate extension work.
• A school with a good work ethos should celebrate high achieving students, and make them feel accepted by the whole student cohort. It is a cause for concern if a school has a culture where students feel embarrassed to be bright.
• If a school has lots of high achieving students, it does not necessarily mean it will be the best school for a highly able child. Sometimes, schools with a small cohort of gifted students are able to give them greater attention.
• Even if you do not consider your child to be more able, it is worth finding out about gifted and talentedGifted and talented students are those considered to be the most academically able in the school. All schools should have a gifted and talented programme. provision in schools which interest you. After all, it could be that your child turns out to be more able in later school life. Also, a school that celebrates the success of all  might be the one that is right for your child. It is also common that if more able students are challenged then the ethos of high standards rubs off on others too.

Further Information

Open Evening

In each subject area, ask to see examples of work by gifted and talentedGifted and talented students are those considered to be the most academically able in the school. All schools should have a gifted and talented programme. students. Ask to see the gifted and talentedGifted and talented students are those considered to be the most academically able in the school. All schools should have a gifted and talented programme. co-ordinator, or the member of staff who is responsible for more able students, and ask them about the programme on offer. Ask how the school identifies and monitors the progressSchools are measured nationally according to attainment and progress. Progress is how well pupils have done given their starting points. For example, pupils' progress from key stage 2 to key stage 4 is measured. of more able students.

Prospectus

A* grades should feature in the GCSEGCSEs, (General Certificate of Secondary Education) are the key qualification students take at key stage 4* when they are 16.They replaced ‘O’ Levels. Most schools make English, Maths and Science GCSEs obligatory. GCSEs have grades from A*–U. In the eyes of schools, colleges and the government, a ‘C’ grade is in effect a pass, a ‘D’ grade or below is a fail. Many further education* courses demand that students achieve five GCSEs at grades A*–C. exam results and A grades in the ‘A’ Level results.

Visit

Ask to meet a more able student and ask them about their experiences.

Summary