More Able Gifted & Talented (MAGT)

Supporting More Able, Gifted and Talented Pupils at St Matthew Academy

Statement of Principles

All teachers are responsible for providing a demanding and challenging curriculum that develops the knowledge, skills and confidence of pupils. Every teacher has the capacity to build self-esteem, confidence and achievement and are expected to develop the learning characteristics of the academy so that pupils are resilient, persistent, determined, can work collaboratively and can deal with the most challenging tasks.

Identification

In the primary phase, More Able pupils (HPA) can be identified through nomination by staff, parents or peers, transition information and from teacher assessment and observations of pupils’ ability. Pupils may also be identified as having developed the learning characteristics of the academy such as resilience and determination to succeed or have exceptional talent in a number of subjects.

In the secondary phase, More Able (HPA) pupils are identified using attainment data from KS2, those who have the highest academic potential across a range of subjects that are significantly ahead of their year group. The size of the cohort in each year group has been determined by the academy to include no more that 15% of pupils in any year group. Provision for more able pupils will be as inclusive as possible and seek to provide for the needs of this group of students through appropriate differentiation and extension opportunities through the mainstream curriculum. It will be the responsibility of each subject to provide appropriate challenge for high-attaining pupils. We aim to equip these pupils with the skills, knowledge and competencies to study rigorous and demanding courses in further and higher education at top universities overcoming barriers to social mobility. The journey to fulfilling this potential starts on entry to St Matthew Academy.

Gifted & Talented (G&T) pupils are those who have shown a high level of potential in an individual subject area; it is possible to be on the G&T list but not part of the HPA cohort. Pupils should be talented in that particular subject area and be encouraged to work hard to nurture and develop this talent. These pupils are identified by subject areas as having exceptional talents or abilities such as in art, drama, music, sport or perform at a high level in lessons. The lists are collated centrally, are available to all staff and are reviewed annually.

Provision for HPA pupils

All subject teachers are expected to:

· Know the HPA pupils in their classes and have the highest expectations of them with regard to attitude to learning, behaviour, effort and engagement with learning

· Provide a range of complex and open-ended tasks which allow exploration of topics tasks and use resources which demand higher order cognitive and intellectual skills that challenge pupils

· Incorporate flexible learning strategies in lessons to meet the needs of HPA pupils and provide them with opportunities to develop and broaden their learning including opportunities for independent study

· Monitor the progress of individual pupils following assessments, implement interventions ensuring these are included as part of subject MINT analysis

· Ensure HPA pupils receive guidance to further develop their learning opportunities for example with reading lists, extra-curricular activities and challenging homework

In addition, subject areas should:

· Provide extra-curricular clubs and activities; these should be publicised and available to HPA pupils and registers taken to allow for attendance and use of these clubs to be audited throughout the year by Heads of Department/Directors of Learning

· Offer pupils opportunities to pursue areas of academic interest through a range of structured off-site visits appropriate to a specific area of study

· Offer structured intervention programmes where and when appropriate

· Provide opportunities to participate in programmes such as Debate Mate, BBC Young Reporter, Brilliant Club, KPMG and university visits and interventions in subjects such as Maths and Science

· Invite guest speakers to give presentations or ‘master classes’ on specific areas of study

· Promote participation in competitions related to specific areas of study

· Create partnerships with other schools/academic institutions which could offer further learning opportunities for HPA pupils at St Matthew Academy

· Work with the careers service to guide pupils in linking a specific interest or skill with career opportunities

· Provide opportunities for pupils to visit and meet with pupils at Colleges of Further Education and universities about their experiences

· Use support staff and services such as the library to challenge HPA pupils in small groups

· Create ‘Challenge Areas’ in subject areas where the HPA pupils have access to a range of materials and resources to support their progress

Provision for Gifted and Talented Pupils in subject areas – ‘Subject Stars’

· Pupils who demonstrate a particular aptitude or passion for learning are identified by departments according to specific criteria, such as having an ability or aptitude for their subject beyond expected levels; identification will be by class teachers and subject leads

· In addition, pupils who are awarded ‘Subject Stars’ are clearly identified to teachers and each department will have a display identifying them and celebrating work they have produced

· Pupils may be Subject Stars in more than one subject

· Information about Subject Stars is shared with Subject Leaders and with the Data Officer for publication in appropriate documents

· The register of Gifted and Talented pupils can be adapted and changed in consultation with Subject Leaders

· Pupils should be provided with opportunities to develop their talents and skills through clubs, enrichment activities, access to ICT facilities during and after school, providing challenge in lessons and developing links without outside agencies such as theatres, music or the Arts or develop leadership and coaching skills

The AAHT responsible for MAGT pupils shall:

· Maintain a comprehensive list of MAGT and HPA pupils that is shared across the academy

· Monitor and track the progress of HPA pupils after each set of ranking exams and where necessary put appropriate interventions in place

· Liaise with Subject Leaders to monitor the implementation of the HPA and Gifted and Talented Policy

· Carry out HPA pupil ‘book-looks’ with Heads of Department and/or Directors of Learning to ensure provision for HPA pupils is evident and tracked as part of the Teaching and Learning Policy, to quality check for differentiation and challenge in lessons and the use of high level questioning

· Liaise with the careers service to ensure that HPA pupils are preparing for their futures; when and where appropriate, work with the teacher leading Careers, to raise awareness, motivation and expectations of HPA pupils concerning their future roles in society, e.g. university visits or appropriately challenging work experience placements

· Mentor and meet regularly with HPA pupils in all year groups and ensure they are rewarded and incentivised for their efforts and exceptional talents

· Liaise regularly with parents and encourage their support in facilitating learning experiences beyond the classroom

· Provide opportunities and encouragement to become involved in whole school activities

· To research, develop, trial and share good practice for teaching able and talented pupils

· Provide opportunities to promote HPA initiatives through INSET and staff briefings when appropriate