Gifted and Talented pupils
Trinity School's G&T policy is based upon the school's mission statement: ‘The rigorous pursuit of excellence balanced by compassionate concern for individuals'. It is therefore part of Trinity's broader commitment to ensure that all pupils reach their full potential.
The policy recognises the fact that gifted pupils have particular educational needs which must be addressed if they are to reach their full potential.
B. Definitions & Inclusion
Trinity School adopts the following definitions of gifted & talented:
- ‘Giftedness' refers to high potential. That is those pupils having abilities or aptitudes beyond the large majority of their peer group and who consequently need a level of challenge beyond that appropriate for the large majority.
- ‘Talent' refers to high performance. That is those pupils whose abilities or aptitudes have been realised and are who currently performing at the highest level relative to their peers.
These definitions privilege the role of the school in catalysing development from giftedness to talent.
At Trinity, in accordance with current government guidelines, the percentage of pupils falling into the category of ‘gifted' is approximately 10% - although this figure will vary from subject to subject and year to year.'
Since the potential for giftedness is irrespective of ethnicity, culture or other special educational needs the definitions adopted above are to be seen as inclusive rather than exclusive. Consequently at Trinity it is expected that the cohort of pupils defined as Gifted will be representative of the whole school population.
C. Identification & Provision
The identification of & provision for gifted pupils at Trinity is subject-specific.
Identification is based upon clear evidence, and all teachers, under the direction of their Heads of Department, are involved in the process. Heads of Departments coordinate identification and regularly review those students who are considered gifted within their subject areas. The Gifted and Talented Coordinator collates and ensures that such information is shared between all relevant parties including Heads of Departments, Heads of Sections and Tutors.
Provision for gifted pupils at Trinity comprises three strands: curriculum organisation; in-class provision; and out-of-class provision:
1. The curriculum at Trinity aims to be broad & flexible enough as to allow all pupils including gifted pupils the opportunity to pursue their interests and develop their gifts.
2. In-class provision for gifted pupils is seen as central to Trinity's G&T policy. Departments employ a range of teaching and learning strategies to challenge and stretch gifted pupils, including where appropriate: Differentiation, flexible groupings, Peer teaching, withdrawal from the classroom.
3. The out-of-class programme at Trinity is viewed as a vital element in the education of all pupils, including gifted pupils. The full list of Trinity's out-of-class programme is included in the appendix of the staff handbook and is updated on an annual basis by the Gifted & Talented Coordinator.
D. Monitoring & Supporting Gifted Pupils
All teachers are involved in monitoring, recording & supporting the performance of pupils - including gifted pupils - in their subject area.
It is the tutor's responsibility to regularly monitor the overall performance and extra-curricula involvement of gifted pupils within their tutor groups; to promote the best possible performance of gifted pupils by helping them to set targets; to celebrate the achievement of gifted pupils that do well.
The Gifted and Talented Coordinator supports the work of tutors wherever possible.
E. Staff Development
The Gifted and Talented Coordinator in consultation with the Director of Studies identifies and assists in arranging suitable training for all staff on matters relating to the education of gifted pupils.
F. Monitoring and Evaluating the G&T policy
The Gifted and Talented policy at Trinity is monitored and evaluated on an annual basis by the Director of Studies in consultation with the Gifted and Talented Coordinator to inform planning and action that will lead to even more effective provision.
The Director of Studies in consultation with the Gifted and Talented Coordinator will include consideration of issues concerning gifted and talented pupils at Heads of Department Meetings, Staff meetings and SMT meetings.
Updated: April 2008