Able Child Policy

Tower Hill Primary School

Able Child Policy

 

Rationale:

At Tower Hill we recognise that all children have the right to an education appropriate to their abilities and needs.  We are committed to meeting the needs of all pupils, and we understand that some pupils show above average ability in one or more areas.  We aim to educate pupils in a challenging and supportive environment, where they recognise and value their own abilities and the abilities of others.  We aim to assist every child in developing their abilities and reaching their full potential in every area of their lives.

Definitions:

Able children are a group of as many as 30% of children, who demonstrate high levels of attainment in their general intellectual ability, specific academic ability, creative thinking, technical thinking or interpersonal skills.  This group includes the sub-groups of more-able, most-able and exceptionally –able children.

More-able children are a group of possibly 10% of children who demonstrate very high levels of attainment.

Most-able children are the highest attainers, possibly 5% of children.

Exceptionally-able children are a minority of children, possibly 0.5%, who are capable of exceptional achievement in one or more curriculum areas, and will often be several years ahead of what is expected of their age group.

Talented children are a group of children, possibly 30%, who excel at sports, games or the visual and performing arts.

Provision:

We will challenge pupils by providing stimulating tasks that are suitable to each child’s ability.  They will be differentiated either by the task itself or by its outcome, to give all children the opportunity to access the curriculum at an appropriate level.

Children will be able to work with others of a similar ability, through class setting in upper Key Stage 2 and through ability groups within classes at all levels.

In all lessons, able children will be provided with extension and enrichment opportunities through the use of discussion, questioning and problem-solving.

Throughout the academic year able children will be invited to take part in workshops with other schools as part of the Rushmoreable Cluster Group.  These sessions provide able children the opportunity to work with other pupils of a similar ability and allows them to access different areas of the curriculum at a level above the expectations for their stage in learning.

Children will be encouraged to develop specific talents through opportunities to take part in extra-curricular clubs and activities. If provision does not exist within the school we will endeavour to introduce the children to clubs within the community which can offer specialist knowledge, e.g. football training, gymnastic clubs.

We aim to recognise and commend children’s achievements through use of teacher praise, house points, and WOW Awards.  We realise that children’s talents may be personal or social, as well as intellectual, and use golden pebbles, golden time and STEP badges to acknowledge achievements in these areas.

Identification and Monitoring:

Able children will be identified using:

  •          Discussions with parents upon entering the school;
  •          Teacher observations;
  •          Key Performance Indicators in Maths and Literacy;
  •          Results of standardised tests e.g. Foundation Stage Profile and Baseline Entry, SATs;
  •          Results of school’s own tests e.g. termly Maths and Literacy assessments.

All children will be tracked through the school to ensure that they continue to work to the best of their ability and maintain their levels of achievement.  Monitoring will be carried out by:

  •          The use of tracking documents and yearly target setting;
  •          Keeping records of work for each pupil;
  •          Class teachers’ assessments and records;
  •          Annual reviewing of Able Child Register by ABCO and class teachers;
  •          The use of value-added data where applicable.

We will keep parents informed of their children’s abilities, achievements and progress, and discuss their needs with them.

Roles and Responsibilities:

1.     The school has a designated Able Child Co-ordinator. They are responsible for:

  •  Supporting the staff in their identification for able children;
  • Offering resources and training to support work in this area;
  • Co-ordinating groups and outside agencies working in support of able-children;
  • Collating and maintaining the register of able children, and tracking the progress of these pupils;
  • Liaising with other primary schools and secondary schools regarding transfer and best practice, and with the named governor for able children.
  • Contributing to the school development plan, to ensure planned whole staff training and development, and reviewing policy and practice.

2.     The school has a designated governor for able children. They are responsible for;

  • Contributing to school initiatives and working parties in this area;
  • Monitoring policy and practice, and reporting to the Governing Body.

3.     Curriculum Managers are responsible for ensuring that policies, schemes of work and resources include provision for high ability pupils, specifically high level extension activities and material for more able children.

4.     The Class Teacher is responsible for:

  • Providing a suitably differentiated curriculum to allow all children to experience challenge across a range of subjects;
  • Identifying children who are especially talented in one or more areas and informing the Able Child Co-ordinator;
  • Liaising with parents at the point of identification and reporting on special progress/provision made;
  • Involving children in self-assessment procedures which will allow them to take increased responsibility for their learning age and aptitude.

Read with

Teaching for Learning Policy

Curriculum Policy

SEND Policy

Assessment Policy