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

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

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)

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:

1. The top 5% by ability nationally, eligible for membership of NAGTY

2. Underachievers, who attainment/performance is held back, often because of social disadvantage

Phase 2: Key Influences

• Personalisation

• New Relationship with Schools (NRWS)

• Labour Election Commitments

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

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

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.)

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”

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

Desired outcomes

Significant measurable improvements in:

1. Learner attainment/performance, aspirations, motivation and self-esteem, especially for underachievers from disadvantaged backgrounds;

2. The capacity of schools/colleges to identify, educate and support G&T pupils aged 4-19 by personalising their services

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

Programme infrastructure

GTEU NAGTY

LGT

Core partnership

Other national partners

Regional networks

EiC partnerships and clusters (education improvement partnerships)

National

Regional

Local

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’

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’

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

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.

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

What will success look like?

• Full integration within the primary, secondary and 14-19 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

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?

Useful websites

DfES gifted and talented educationwww.standards.dfes.gov.uk/giftedandtalented/ National Academy for Gifted and Talented Youthwww.nagty.ac.uk/ London Gifted and Talentedwww.londongt.org/ National co-ordinator training www.brookes.ac.uk/schools/education/rescon/cpdgifted/home.html National curriculum guidancewww.nc.uk.net/gt/Sportswww.youthsporttrust.org/talentladder/ www.talentmatters.orgArtswww.creativegeneration.co.uk/ World class arenawww.worldclassarena.org