Our school aim is for children to be fulfilled in their junior stage of development by providing a curriculum rich in relevant experiences and activities. We have high expectations, and strive to ensure children achieve their potential through providing a range of experiences designed to stretch and challenge their learning and support progress. All children should be engaged and making good progress. For some children, those who are particularly ‘able’, the challenge and expectation becomes greater. The curriculum at Guillemont provides a range of opportunities for more able pupils and this is embedded within subjects across the curriculum.
Using a range of data and teacher recommendations, we have compiled several lists of ‘Gifted and Talented’ and ‘Able’ children, covering a range of subjects. This is primarily used by teachers when planning/differentiating and also for monitoring purposes. We feel it is not always productive for children to know this information. These lists are also used to provide information for some enrichment activities.
Children are able to engage in ‘rich’ learning activities, designed to raise the challenge for more able pupils, while still remaining accessible and challenging to every child. This encourages able pupils to think more openly, take more responsibility for their own learning, and to make their own corrections. With a focus on stretching the more able, the expectation for all children rises, providing a stimulating learning environment. We believe that effective classroom provision for able children is effective provision for all pupils. At Guillemont, children are encouraged to develop as learners and also take an active role in assessment. They are encouraged to consider their own targets and evaluate their own progress. They are provided a range of authentic experiences, allowing them to develop as subject thinkers and engage in challenging contexts.
From time to time there are other opportunities for able children, such as specially designed ‘enrichment’ days, clubs and activities. These are sometimes offered to all children or in some cases to a select group, chosen depending on suitability. As we continually develop and review the provision for able children, there will be further opportunities for our more able students in the future, including peer learning and peer support roles where appropriate. The views of children (and also parents) are valuable when developing aspects of the curriculum.
Mrs Waldron (SENCo) over-sees the school’s provision for Talented and Academically More Able Children