© NACE 2012 Aspiration Ability & Achievement Dyhead, Dawn a Chyrhaeddiad Leading and Managing for More Able and Talented Pupils

© NACE 2012

AspirationAbility &Achievement

Dyhead, Dawn a Chyrhaeddiad

Leading and Managing for More Able and Talented Pupils


© NACE 2012




Aims

Analyse key elements of good leadership and management for More Able and Talented (MAT)

Identify roles and responsibilities Review the school’s MAT policy Understand cycle of reviewing, planning, monitoring

and evaluating provision.

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What is meant by More Able and Talented?

In Wales we will use the term More Able and Talented to describe pupils who require opportunities for enrichment and extension that go beyond those provided for the general cohort of pupils.

In general terms approximately 20% of the school population may be More Able while the top 2% could be considered Exceptionally Able.

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PROVIDE

IDENTIFY IDENTIFY

PROVIDE

Potential into performance =

POTENTIAL OPPORTUNITIES SUPPORT MOTIVATION

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A part of, not apart from

A culture of high expectations, success and achievement for all

Raising achievement and school improvement plans Curriculum planning Policy documents Data sets and data analysis Self-evaluation Roles and responsibilities.

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Successful schools for all

Successful schools are single-minded in narrowing gaps. They: use data to identify gaps and to make them visible,

pinpoint pupils at risk of underperforming and challenge those whose progress needs to accelerate

accept no excuses take time to understand the needs of each pupil,

know what works best for vulnerable and disadvantaged pupils and apply it consistently and relentlessly

evaluate, celebrate and share success.

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Successful schools for all (continued)

recognise and unlock potential, including identification of MAT pupils at risk of underachieving

intervene early and effectively, track progress and change approaches where necessary

focus on the progressive development of skills, in particular, literacy and numeracy skills

search out the most effective ways of engaging parents and families and listen to pupils and engage them in sustained dialogue about learning.

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Underpinned by ...

A whole school commitment with stronginvolvement from the Headteacher and senior leaders who: communicate their vision provide the drive and commitment to motivate staff strive to make it happen and model what matters talk and listen to pupils, staff and parents.

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Roles and Responsibilities

Senior Leadership Team MAT Co-ordinator Subject Leaders Class teachers Learners Pastoral Heads Support staff Parents Governors

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Reviewing our policy (process is more important than paper)

Integrated into other teaching, learning and assessment policies

A distinct policy for MAT

Rationale for the policy Aims Definitions Identification Strategies Roles and responsibilities Provision: classroom and school Tracking and targeting Monitoring and evaluation (greater

emphasis on outcomes, data and

evidence).

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Review/plan/do: do/review/plan

PLAN

DEVELOP

REFLECT

METACOGNITION

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Your action plan

Agree action points arising from audit analysis Agree identified training needs

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Developing Capacity and Confidence

Further staff development can include: joint curriculum and lesson planning and resource

creation sharing good practice e.g. by peer observations,

coaching, team teaching etc. within and between schools, PLCs

work sampling and moderation of work discussion of what progression and high

achievement look like for MAT learners learner trails discussion with learner/s.

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Leading and Managing: Success Criteria

Agreed policy that underpins your work Roles and responsibilities understood Staff committed to developing good practice and an

ethos of high achievement and expectations.

Leading to: Development of an action plan, including appropriate

CPD.

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Background reading

Meeting the Challenge; Quality standards in Education for MAT (2008)

Curriculum of Opportunity; Potential into Performance (2003)

Estyn Supplementary Guidance (2009)

Estyn Supporting More Able and Talented Pupils in Primary Schools (July 2011)

Estyn Supporting More Able and Talented Pupils in Secondary Schools (June 2012)

The NACE Challenge Award Assessment process

LA materials

www.nace.co.uk/cymru.html

http://www.nace.co.uk/cymru.html

Documents

© NACE 2012 Aspiration Ability & Achievement Dyhead, Dawn a Chyrhaeddiad Leading and Managing for More Able and Talented Pupils