Transcript Best Practice Forum

Best Practice Forum
June 2010
Agenda
• Update
– G&T in the Early Years
– Model policy and LA Guidance for MAG&T
– Additional materials
– Website
• Case studies
• Action Planning
G&T in the Early Years
1.
What does it mean to be gifted and talented in the
Early Years?
2. Gifted and talented children and creativity.
3. The importance of early language and
communication.
EYFS Themes:
4. A unique child.
5. Positive relationships.
6. Enabling Environments.
7. Learning and Development.
8. Moving into Key Stage 1
Key Messages
• Mindsets - Carol Dweck
• Beliefs you hold about yourself
• Inhibit or enhance our learning
• True of learners at any age.
Key Messages
• In the EY gifts and talents are more likely to be
revealed when practitioners and parents work in
close partnership.
• Children are developing more rapidly at this
stage than any other time, gifts and talents may
be transient at this stage.
• Some children in the early years have gifts and
talents masked by developmental and cultural
differences.
Key Messages
• Easy to confuse ‘advanced development’
such as a child who has mastered a skill
early with those who have a specific
aptitude or ability.
• Ongoing observation across a range of
contexts is the key approach to identifying
in the Early Years.
EY Practitioners should be mindful
to:
– Address barriers to development;
– Provide access to an environment that will
engage the children;
– Provide opportunities to extend their
learning.
The importance of:
• Recognition that all children have strengths to
build on;
• Recognition that the development of abilities
and talents may be uneven and evolving;
• Provision which offers children very broad
experiences rather than narrow pathways;
• The role of the practitioner as a facilitator of
children’s learning.
Abilities are most likely to be accurately
recognised through careful observations,
including learning journeys.
Carers should look for:
• Unexpected and surprising
responses
• Persistence and precision
in play
• The ability of a child to
reflect
• Children who interpret
clues and codes in the
world around them easily
e.g. signs/ written word
• Children who are curious
and motivated to find
information and learning
new skills.
• Practitioners should
bear in mind that
children with particular
abilities:
• May sometimes become
easily bored and
frustrated
• May not have welldeveloped emotional and
social skills
• May prefer the company
of adults to other children
G&T in the Early Years
TASK
• Consider the implications of this
document in relation to your own
knowledge of MAG&T and the Early
Years curriculum.
• What are your next steps?
• Who needs to see this?
LA Guidance on G&T
LA Guidance on G&T
• Updated guidance, outlining South
Gloucestershire's recommended
approach to provision for more able,
gifted and talented pupils.
• Model policies distributed to schools
match LA guidance.
Overview of guidance
1.
Introduction
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2.
The South Gloucestershire Approach
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3.
Definition of more able, gifted and talented
Identification
Register
Provision
Self-Evaluation and Action Planning
Roles and Responsibilities in MAG&T Provision
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4.
Vision
Key Priorities
Rationale
Learning and School Effectiveness Service
Governors
Headteacher/ Senior Leadership
G&T Coordinator/ Leading Teachers
Class teachers / subject leaders / support staff
SENCO/ Inclusion Leaders
Parents and carers
Children and young people
Appendices
Model Policies
• Sent to all schools attending best
practice.
• Two versions: one including More Able,
the other not.
• Matches the LA Guidance published.
• Now uploaded to the website in word
format so you can adapt to suit your
school.
Possible Provision map for identified
pupils
G&T Self Evaluation Toolkit
Possible contents:
• More able, gifted and talented: definitions and policy
• Self Evaluation: Principles – aims of self evaluation and how toolkit
can help
• Identification and the G&T register (process and analysis of make
up)
• Provision Mapping (approaches and map example)
• Individual Pupil Planning (proforma already designed with
explanation of use)
• Pupil Voice (pupil questionnaire and feedback form)
• Parent Voice (parent questionnaire and feedback form)
• Pupil performance (ways of gathering teacher feedback, work
sampling and data tracking)
• Institutional Quality Standards (include IQS and rationale for use)
• Classroom Quality Standards (include CQS and rationale for use)
• Contributing to the SEF (use booklet already created)
Working group
• Develop the tools that support
evaluation and provision mapping of
G&T through three supported meetings
over the academic year.
• If interested, let me know at coffee time!
Updated Website!
Website Headings
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LA Guidance Materials
Quality Standards
Best Practice Forum - Primary
Best Practice Forum - Secondary
OFSTED and National Strategy Materials
NACE Challenge Award
LEAP (Secondary)
Additional Information
Case Studies
• An opportunity to share case studies
and the impact on pupils.
Coffee
Evaluation and Action Planning
Use this time to:
• Review you action plan and evaluate
impact on pupils.
• Present evidence to support your views
to a critical friend.
• Agree priorities for the next academic
year and outline plan.
Priorities and developments next
year…
NACE Challenge Award
Institutional Quality Standards
Action Research
Classroom Quality Standards
Meetings next year…
• Wednesday 13th October 2010
• Tuesday 8th February 2011
• Wednesday 8th June 2011
• At Severnside Training Centre
• Evaluations! Course code: GT005