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- Have an agreed process for identifying gifted and talented pupils
This should be developed taking into account national guidance (see school improvement pages on this website) and local guidance where it is available. It should be backed by the senior leadership team and named Governor and place emphasis on ensuring that the process is fair and transparent and does not discriminate against particular groups.
- Ensure that all staff understand this and use it
All staff should understand what is expected of them and know who to turn to for support. The senior leadership team should ensure that teachers are actively identifying their gifted and talented pupils, with a particular focus on ensuring that able underachievers are not being missed.
- Keep an accurate record of gifted and talented pupils
Many schools have found that keeping a register is one way of keeping an accurate record of their gifted and talented pupils which is helpful for monitoring purposes. Are those on the register really achieving their potential? An accurate record of gifted and talented pupils will also be helpful to schools in completing their School Census returns.
- Review the gifted and talented cohort regularly
Identification should be an ongoing, continuous process. Sometimes pupils will move in and out of the school's gifted and talented cohort. Schools need to ensure that they can manage any such eventuality.
- Self-evaluate and update the school's process as necessary
Schools should use the National Quality Standards in Gifted and Talented Education to assess how they are performing on identification. Schools should be aiming to continuously improve their process for identifying their gifted and talented cohort. Stretching and challenging opportunities in every classroom are essential to effective identification practice. |
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