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Bishop Challoner
Catholic Collegiate School
POLICY : GIFTED & TALENTED
Aims
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To encourage high expectation and the pursuit of excellence among both
students and staff.
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To provide students with the opportunities to raise their achievement.
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To provide an appropriately differentiated curriculum that enables more able
students to achieve their best.
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To provide curriculum enrichment activities that enable more able students to
develop beyond normal expectations.
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To develop unique talents.
Definition
There are many definitions of \u2018gifted\u2019 and \u2018talented\u2019. This guidance builds on the
work of Excellence in Cities (EiC), which identifies:
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\u2018Gifted\u2019 students as those who have abilities in one or more subjects in the statutory school curriculum other than art & design, music, dance, drama and PE.

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\u2018Talented\u2019 students as those who have abilities in art & design, music and PE;
and/or in sports and in performing arts such as dance and drama.
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Students who are \u2018all-rounders\u2019 are both gifted and talented. This policy document uses the phrase \u2018gifted and talented\u2019 (G&T) to describe students with gifts, students with talents and students who are all-rounders.

EiC targets G&T work at the top 5-10% of students in any school, regardless of the
profile of the students at the school.
Funding

Funding for the G&T initiative comes from the DfES, via EiC. Funding is intended to be used to further the initiative within the school for the benefit of G&T students. Running costs include:

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Salary point(s) and time in the G&T Co-ordinator\u2019s timetable
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Secretarial time
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Communication, including telephone, stationery and postage
The remainder of the annual budget is spent on a range of activities and initiatives to
further the education of G&T students. Examples of activities and initiatives include:
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Teaching and learning resources e.g. higher level textbooks, ICT
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Out of hours clubs
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Additional classes for the more able
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Examination revision classes
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Trips
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Workshops
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Visiting speakers

The school also uses money from the delegated budget to support the specialist musical instrument lesson programme and sport/team events; to provide resources for these activities.

Rationale
G&T students are those who achieve, or have the ability to achieve at a level
significantly in advance of the average for their year group. They are to be:
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Identified
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Targeted
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Supported
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Challenged.
The school strives to achieve the above, recognising the needs of G&T students to be
an equal opportunities issue.
Roles and Responsibilities
Leadership
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Provide adequate resources to ensure high quality education for G&T students
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Monitor and evaluate the development of the policy across the curriculum and
year groups
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Provide opportunities for staff development to raise awareness and develop
skills in identifying G&T students, developing teaching and learning strategies
and providing resources for G&T students

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Report to governors on the progress of the initiative
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Provide G&T Co-ordinator with time and resources to fulfil the role
effectively
G&T Co-ordinator
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Create/update the whole-school G&T register annually
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Collect and disseminate data on the student cohort as necessary
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Develop an annual teaching and learning programme
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Promote and help organise appropriate curriculum enrichment activities so
that G&T students are able to benefit fully from the activities on offer
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Represent the school at borough and cluster meetings
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Support departments and individual subject teachers to deliver an appropriate
curriculum for the identified students
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Liaise with Year Leaders, Heads of Faulty and Subject Leaders as necessary
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Monitor and evaluate the effectiveness of the G&T initiative within the school
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Support and mentor students on the G&T register
Head of Faculty/Subject Leaders
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Develop a faculty/departmental policy within the framework of the whole-
school policy
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Create/update faculty/departmental G&T registers annually
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Ensure that schemes of work and lesson plans show differentiation for varying
levels of ability and promote a variety of teaching and learning strategies
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Establish a set of criteria for identifying G&T students and ensure that it is
adhered to by members of the faculty/department
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Monitor the achievement/attainment of the identified students in conjunction
with Year Leaders and subject teachers
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Encourage students to participate in relevant cluster/other activities
Year Leaders
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Develop a pastoral policy within the framework of the whole-school policy
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Monitor the achievement/attainment of the identified students in conjunction
with Head of Faculty, Subject Leaders and subject teachers
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Liaise with parents/guardians in conjunction with subject teachers over
concerns about under-achievement of G&T students
Identification
The school follows Ogilvie\u2019s definition of \u2018giftedness\u2019 (1973), which suggests six
areas of ability to be recognised:
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Physical talent
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Mechanical ingenuity
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Visual and performing abilities
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Outstanding leadership and social awareness
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Creativity
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High intelligence.

Identification of G&T students is an annual process that informs planning and curriculum delivery. The process seeks to identify both high achievers and students who have the potential to achieve but who are not regularly demonstrating high achievement.

A variety of data is used, including:
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