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 responsibility to develop the learning characteristics of the academy so that pupils are resilient, persistent and can work collaboratively. Teachers should develop a pupil’s ability and confidence to overcome challenge and achieve the highest possible outcomes.
In the primary phase, more able pupils (HPA) can be identified through nomination by staff, from transition information and or teacher assessment and observations of a pupil’s 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 and 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.
Gifted & Talented (G&T) pupils are those who have shown high levels of potential in individual subjects; it is possible for a pupil to be included on the G&T list but not part of the HPA cohort. Pupils identified as being gifted will have exceptional abilities in subjects such as Maths, English, Science, Humanities and Languages. Those pupils identified as being talented will have exceptional abilities in subjects such as performing arts, sports or technology and will be supported to achieve their potential.
Pupils who demonstrate a particular aptitude or passion for learning are identified by departments according to their specific criteria, such as having an ability or aptitude for their subject beyond expected levels; identification is by class teachers and subject leads.
Lists of pupils for each of the above categories will be collated centrally, made available to all staff and will be reviewed annually. Pupils may be Subject Stars in more than one subject.
Provision for HPA pupils
Provision for more able pupils will be inclusive and seek to provide for their needs through appropriate differentiation and extension opportunities as part of the mainstream curriculum. It is the responsibility of each subject to provide appropriate challenge for more able 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.
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 more able 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 Yong Reporter and other suitable 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
- 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’
- In addition, pupils who are identified as ‘Subject Stars’ will be known to teachers, each department will have a display of photos examples of work they have produced
- Information about Subject Stars is shared with Subject Leaders and with the MAGT lead 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 member of the Senior Leadership Team responsible for MAGT pupils shall:
- Maintain a comprehensive list of MAGT and HPA pupils and share this information across the academy
- 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
- Offer the opportunity for pupils to take part in the Brilliant Club programme
- Monitor and track the progress of HPA pupils after 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 through learning walks, book look and pupil feedback
- 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 of support and challenge in lessons including use of high level questioning
- Liaise with careers service to ensure that HPA pupils are preparing for their futures; working with the teacher leading on Careers Advice raise awareness, motivation and expectations of HPA pupils concerning their future, including making links with sixth forms, arranging university visits or appropriately challenging work experience placements
- Facilitate in conjunction with subject areas, trips which enrich the experiences of pupils
- 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 to ensure their support in facilitating learning experiences beyond the classroom such as cultural enrichment trips and engagement with literacy
- Provide opportunities and encouragement to become involved in whole school activities
- 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; provide CPD for staff on matters relating to the teaching of HPA pupils in consultation with the Deputy Head in charge of Teaching and Learning
- Report on the provision for HPA/MAGT pupils to SLT on a termly basis following on from learning walks, lesson drop ins, pupil feedback and other evidence as appropriate such as data analysis