At the Bridges Federation, we believe in the development of the whole child, and that every individual should have the opportunity to achieve their full potential. We believe that the more able or talented child needs just as much support, guidance and encouragement as the less able child. We have high expectations for all our pupils and all achievement is valued and celebrated. We have high aspirations for all our pupils regardless of whether they are identified as more able or talented. 

Our school vision is: ‘We learn and succeed together’

We aim to provide a broad and balanced curriculum, which is both challenging and enriching.  The particular needs of more able and talented pupils will be met through intellectual, creative or physical stimulation, and enriched and extended curriculum opportunities, in order to develop a higher level of thinking skills. This will often be achieved through differentiation, but may additionally require separate work to be set.

Definition 

A ‘more able’ child is the one who shows a high level of ability or potential in one or more academic subjects. A ‘talented’ child is one who shows a high level of ability or potential in one or more skills whether artistic, sporting, interpersonal or vocational. 

It should be remembered that children might display ability in any one of the following:

  • Leadership skills.
  • Creativity.
  • Outstanding cognitive ability.
  • Physical talent.
  • Artistic talent.
  • Mechanical ingenuity.

(Ogilive, 1973)

They might have one or several of the following:

  • Musical intelligence.
  • Logical-mathematic intelligence.
  • Spatial intelligence.
  • Linguistic intelligence.
  • Bodily-kinaesthetic intelligence.
  • Interpersonal intelligence.

(Gardner, 1983)

Identification 

We will identify a more able and talented cohort of each class based on the skills, abilities and passions they present through the provision we offer.  Identification is the responsibility of each member of staff and should be done through discussions with the more able and talented leaders in consultation with parents and carers. 

We aim to ensure that our more able and talented cohort reflects the make-up of the school in terms of ethnicity, gender and free school meals. The more able and talented leaders will analyse the register regularly and make recommendations based on the make-up of the register. 

All staff are informed through induction and annually of the process for nominating children for the more able and talented register. Children can be added to the register throughout the year. Regular staff training helps to support this process. 

Parents will be informed through newsletters and meetings of how they can nominate their child for the register. They will also be asked questions during enrolment and Pupil Review Meetings about their child’s abilities and experiences.

We also seek pupil’s views about their own abilities as well as the abilities of their peers, through questionnaires and interviews. This enables them to have a voice in identification. 

Pupils will be identified using a wide range of methods, which include: 

The provision of challenging work.

Analysis of information from the previous school.

Use of standardised tests.

Reference to SATS and other test results.

Parental nomination.

Information from specialist teachers (e.g. sport/ music)

Observations

Performance in extra-curricular activities (e.g. Clubs)

Subject specific criteria

We will make every effort to ensure that pupils with high potential, but who may not be reaching that potential (i.e. more able and talented under-achievers) are identified, and not simply those who are already achieving highly.

Children in Rainbow Class (Resource Base for Autism at Snowsfields and Robert Browning) will also be identified as being more able or talented where appropriate. They will be identified either through the initial 6 week assessment on joining the school, or through the ongoing observation process.

Provision  

Classroom Provision 

We support our more able and talented pupils in different ways: through a differentiated curriculum (Wave 1), different work, for example group work (Wave 2) and individualised work/ personalised work (Wave 3). 

Children may be grouped in different ways to enable their needs to be met, for example working in ability groups to challenge each other, or working in mixed ability groups to take on the role of ‘expert’. 

Children will be given the opportunity to explore topics and concepts at greater depth.

Where children are identified as exceptionally able additional 1-1 teaching can be put in place, from either the teacher or a skilled teaching assistant. 

Questioning forms an important part of our teaching and staff use a range of differentiated questions to help to develop higher order thinking for all pupils. When setting tasks teachers take into account different approaches, for example, broadening or deepening the learning rather than just accelerating it. 

We recognise the importance of establishing the extent of each pupil’s prior knowledge and understanding. This will be achieved through a variety of methods, including questioning, formal testing, and concept mapping, thus avoiding unnecessary repetition of work, which is both boring and demotivating. 

Children are encouraged to take an active part in learning by contributing to target setting and by taking part in self-assessment and green pen marking. (See Teaching and Learning Policy)

Following our Curriculum Review in April 2020 (and subsequent updates), we have adapted the way we teach and have designed our curriculum to encourage creative, critical and reflective thinking and produce excited, enthusiastic, enquiry-driven, active learners. The mastery approach forms the basis of our teaching approach and children are regularly challenged and expected to reason, explain, and hypothesise.

 We have also included pupils and parents views into our curriculum. (See Curriculum Framework) This approach ensures that our MAT pupils have a voice in their learning, and are able to personalise their learning. 

Each term we have speciality weeks and days which enhance our curriculum. These include: International Week, World Book Day, Sports Day and Safer Internet Day. These events help children to explore different areas in more depth. They help children to make links between different subjects. They also provide leadership opportunities for children as they may be involved in setting up and leading activities for other children in the school. 

Children have the opportunity to apply for leadership roles in school (STEM, Creative Arts, Sports). They complete application forms and are interviewed by the subject leaders. Once appointed they have the opportunity to take responsibility for different events in school- such as Sports Day. Children are also elected to School Council as voted for by their peers. These children also take a lead on different events in school such as fundraising.  

Children are given regular opportunities to carry out their own self-directed learning through research into different topics. Every term, children complete homework projects where they can present their work in a way that they choose. Showing their own strengths. 

Provision outside the classroom 

A wide range of enrichment opportunities is offered, in the form of after school clubs. These include clubs that are appropriate for gifted and talented pupils, although they are open to all. We monitor the uptake of clubs by our MAT cohort. We are then able to identify any children who are not accessing this provision. These children can be targeted for clubs the following term and any potential barriers can be addressed.

We make use of the school garden at Snowsfields, and local green spaces at Tower Bridge and Robert Browning, and children take part in regular activities through ‘garden school’. We also arrange a variety of trips and outings, including residential visits for both Year 5 and 6. In addition, we make children aware of the enrichment opportunities arranged centrally by the borough and other organisations, and encourage them to attend as many as possible.

Underachieving and Disadvantaged More Able and Talented Pupils 

Through pupil progress meetings and data analysis children will be identified who may not be making progress, particularly in relation to prior attainment. In these cases additional support may be provided through target groups, learning mentor support and 1-1 tuition. This will be discussed with class teachers through pupil progress meetings. Meetings may take place with parents and carers to support the child further. 

We regularly compare the performance of different groups within the school, such as pupil premium, mobile pupils and children from different ethnic backgrounds. This enables us to spot patterns and provide additional support.  

In the past, for example, we have used 1-1 tuition to support more able pupils who have transferred to the school in Y5 or Y6. This has helped them to catch up and make better than expected progress. 

Identifying Exceptionally Able Pupils 

The term ’exceptionally able’ is used to describe pupils who require opportunities for enrichment and extension that go beyond those provided for the general cohort of pupils.

Exceptionally able pupils are likely to show some of the following characteristics: 

  • have acute powers of observation; 
  • learn to read early (often prior to attending school); 
  • read rapidly and widely; 
  • have a well-developed vocabulary; 
  • possess intellectual curiosity; 
  • absorb information rapidly (often described as sponge-like); 
  • have a very good memory; 
  • display an ability to concentrate deeply for long periods; 
  • have very good powers of reasoning and problem solving; 
  • have intense interests;
  • possess exceptional imaginative powers;
  • have a great interest in ‘big questions’, such as the nature of the universe and environmental issues;
  • pupils may be very sensitive, easily upset and demonstrate a strong sense of fairness.
As classroom provision may not be sufficiently challenging, pupils may describe experiencing boredom and frustration in school. 

Provision for pupils who have been identified as Exceptionally Able (EA), a personalised plan (EEP) will be written and updated termly. It may require teaching and learning opportunities outside of the classroom provision. The More Able Leader and class teacher (with other relevant members of staff) will plan targets and review these with the child (where appropriate) and the parents.

Children in the Resource Base / Children Identified with SEND 

Provision will be adapted to suit the needs of the child. It could include individual IEP work and independent opportunities to pursue the talent of gift. Where possible, enrichment activities will be provided through integration and after school provision. 

Transition 

Transition is carefully managed from class to class and from setting to setting, to help ensure that it is a smooth process for all pupils. We recognise that this can be a tricky process for some children and it can cause dips in children’s performance and attainment. By managing it carefully we aim to ensure that this does not happen. Records of children’s achievements along with information about their strengths will be passed on to the new teacher. Where possible children will meet their new teacher before starting in their new class. (See Transition Policy)

Raising Aspirations 

We engage in a number of partnerships with local educational establishments and businesses. These help us to extend our own provision and also to raise aspirations for our pupils. They get to see role models of those who are in further or higher education. They also get to meet people from different careers. They take part in visits to local universities and workplaces. 

If you think that your child may have a special gift or talent, please talk to their class teacher.