Transcript OFSTED Report on EiCs November 2005

Gifted and Talented
dcs update
Gifted and Talented The National Institutional Quality Standards 2006.
Graham Cockill, Phil Creek and Gareth Morgans.
Institutional Quality Standards
for Gifted and Talented
March 1st (E), 20th (S) and 21st (N)
Programme:
1.30 – Arrival, Coffee/Tea
1.45 – Update on G&T and the DfES IQS (PC)
2.00 – Using the IQS (PC – Effective Provision in the classroom)
2.30 – The IQS and primary and secondary schools, the SEF and
transition –Gareth Morgans and Graham Cockill
(Annex B page 28 – 31)
3.15 – Activity and discussion (All)
3.30 – Depart
Each school will receive a hard copy of the PowerPoint
and The Institutional Quality Standards.
The material to also available by email
[email protected] or [email protected]
So why should we concern ourselves about the
standards of the more able in our schools?
Able pupils do well (enough) on their own anyway?
We should concentrate our time and resources on the less able!
As long as we get all pupils to reach an average standard this is good
enough?
Because we should make sure all pupils enjoy personalised learning
experiences which are matched to their needs, challenge them, enable
them to make rapid progress and to reach their potential – whatever their
ability?
Joseph Renzuli, a major US Academic, said in 2003 it is because:
“A rising tide raises all ships”
What is Gifted and Talented?
DfES EiC guidance, as supported by QCA
(2005), has recognised that Gifted and Talented
can be defined in three broad areas:
 gifted – ability in one or more than one subject of the
statutory school curriculum (other than art, music and
PE)
 talent (ability in art, music, PE, or in sport or creative art)
 gifted and talented “all-rounders” - ability evident in a
wide range of aspects and subjects)
Definition of Gifted and Talented Pupils.
Many schools adopt the distinction between ‘gifted’ and ‘talented’ made
by DfES for the purposes of the Excellence in Cities initiative, although
this should not restrict a school/college’s approach to multiple abilities.
DfES and Ofsted define gifted pupils as those with academic ability
which ‘places them significantly above the average for their year
group’. DfES guidelines suggest that schools identify 5 -10% of pupils
as ‘gifted and talented’ in each year group. Talented pupils are
defined as those whose abilities in art, music, dance or sport are
‘significantly above average’. However, some pupils will be capable
of success across a wide range of abilities and school systems should
not be a reason for limiting these pupils’ achievements. The record kept
by schools of their gifted and talented pupils should help meet the
requirements of the PLASC census, to be introduced in 2006 in
secondary schools and 2007 in primary schools
What does gifted and talented mean?
The words "gifted" and "talented" can be used in many different ways.
The Department for Education and Skills (DfES 2005) uses the
following very similar definitions:
Gifted: the top 5-10% of pupils per school as measured by actual or
potential achievement in English, Maths, Science, History, Geography,
Modern Foreign Languages, RE, ICT or Design and Technology.
Talented: the top 5-10% of pupils per school as measured by actual or
potential achievement in the subjects of Art, Music or PE.
However one element of this description should be emphasised: it is
the top 5-10% of pupils per school, regardless of the overall ability
profile of pupils.
So what is actual or potential achievement?
•
•
•
•
•
•
Level 3+ at KS1
level 5+ KS2
level 7+ KS3
A or A* KS4
A at A2
A pupil who is identified by the school using
whole school, classroom or subject specific
identification procedures
• A student who has the ability to achieve
(potential) but who is presently under-achieving
What is a Quality Standard for?
1. Means to raise individual pupil[1] and whole school/college achievement
2. Accessible tool for in-depth analysis of need once gifted and talented
provision has been identified as a school priority
3. Snapshot to inform overall self-evaluation within the New Relationship with
Schools agenda (‘the annual conversation’)
4. Professional agreement on practice which is crucial for development
5. Route for improving the quality of learning and teaching
6. Mechanism to drive forward innovative practice
7. Designated level of performance which is observable through practice
8. Mechanism for evaluating provision and measuring impact
9. Means of securing personalised education for gifted and talented pupils
10. Opportunity to highlight CPD needs and areas of strength
11. Means of organising and cataloguing all resources and support for gifted
and talented provision including CPD.
[1] The term ‘pupil’ is used consistently throughout the National Quality
Standards to describe children and young people from ages 3 to 19.
The Quality Standards should be seen not
only as a self-evaluation tool but as a
professional development experience.
Discussion about practice and the making
and moderation of judgements, through
consideration of evidence, can be facilitated
through discussions at various levels and
small action groups within schools and
networks between schools.
The National Institutional Quality Standards 2006
The National Quality Standards are a supportive tool to help schools analyse and
improve their provision for gifted and talented pupils. They have three levels.
These are:
Entry - The Entry Level relates to a ‘satisfactory’ OFSTED rating. For some
schools/colleges, achieving the Entry Level may require a re-think of their practice,
challenging some basic assumptions about attitudes to learning and teaching, as well as
the ethos of the school. For these schools/colleges there will be ‘pre-Entry’ issues to
address such as identifying gifted and talented pupils as a school priority, awareness
raising for classroom teachers and middle managers, setting up basic identification
processes and data systems, and recognising the need for differentiated learning
and teaching.
Developing - This indicates that the school is effective in meeting pupils’ needs and has
scope within its practice for reinforcement, development and further improvement. The
Developing Level relates to a ‘good’ OFSTED rating. For schools/colleges in this
category there will be ‘improvement issues’ to be picked up under the ‘next steps’
section of the standards. Evidence of impact on whole school/college practice,
participation in the wider inclusion agenda, and addressing the needs of specific groups
of gifted and talented pupils (additional educational needs, exceptional achievers,
and under-achievers) are significant in this level.
Exemplary - relates to a ‘very good / excellent’ OFSTED rating. The
requirements at this level are designed to inspire schools/colleges to innovate,
and to make demands on schools/colleges with extensive experience and
expertise. The Exemplary Level emphasises collaborative working (local,
regional, national) with other schools and colleges. It requires evidence
that gifted and talented pupils are making a contribution (‘putting something
back’) to the wider school/college and local communities. Schools/colleges at
this level should be able to provide evidence that their excellent practice has
been sustained over a significant period of time (a minimum of two years is
suggested). Schools/colleges should also indicate, within their School
Improvement Plan, how they will ensure sustainability at this level and how they
will ensure continuous improvement as national and regional best practice
evolves
So what should schools know?
1.
Who the gifted and talented pupils are?
(This is to be reported in the PLASC return in 2006 for secondary and in 2007 for primary)
2.
How able are they i.e. how high are standards?
3.
If the standards are high enough –
i.e. are the pupils reaching their full potential?
4.
If standards compare favourably with other similar schools?
5.
What provision is in place to raise pupil motivation and
standards further?
National Institutional Quality Standards
In November 2005 DfES launched the National Institutional Quality
Standards.
They are to be followed in Autumn 2006 by Classroom Standards.
( A draft is available now)
They are a second level tool to sit below the SEF.
The Institutional Standards are divided into 5 strands:
A. Identification, standards, effective classroom provision
B. Curriculum entitlement and choice
C. Assessment, transfer and transition
D. Leadership, resources, CPD, monitoring and evaluation
E. Learning beyond the classroom and engaging with the
community
Leadership & Management
How to Self - Evaluate
School Context
Curriculum
Teaching
that
promotes
Learning
Care
Guidance &
Support
Achievement:
Academic&
Personal
Partnerships
The five strands and 14 elements of the National Quality Standards matched
against the 5 personalised education components and the SEF:
Personalised Education
Heading
SEF
Quality Standards Elements
Effective Teaching and
Learning Strategies
Achievement and
standards
1. Identification
2. Effective Provision in the Classroom
3. Standards
Achievement and
4. Enabling Curriculum Entitlement and Choice
Enabling Curriculum
Entitlement and Choice
standards
Assessment for Learning
Quality of
Provision
School Organisation
Leadership and
management
Strong Partnership beyond
the School
NIQS Framework
Quality of
Provision
Views of learners
5. Assessment for Learning
6. Transfer and Transition
7. Leadership
8. Policy
9. School/College Ethos and Pastoral Care
10. Staff Development
11. Resources
12. Monitoring and Evaluation
13. Engaging with the Community, Families and
Beyond
14. Learning beyond the Classroom
User guide
etc
There is no ‘right way’ to use the National Quality
Standards, and no set order to using the
document. Schools should approach the elements
of the Quality Standards in a way and at the speed
which suits its stage and pace of development.
Schools should judge their overall performance
using the "Chequerboard and Best Fit approaches”
to gain an intuitive feel for where the school stands
in terms of the level of practice (i.e. Entry,
Developing or Exemplary) against each element of
the standards. Thereafter the school should
prioritise its own focus and rate of development.
For example, a school/college may:
1. Select a particular element (e.g. Effective Provision
in the Classroom or Assessment for Learning) as a
focus for self-improvement;
2. Combine self-evaluation in two (or more) related
areas (e.g. Effective Provision plus Monitoring and
Evaluation);
3.Carry out a broad-brush evaluation of all 14
elements (using the Chequerboard Approach, see
1.7) and then zoom in on elements that reveal
themselves as problematic;
4. Perform a detailed analysis of all elements of
provision.
Developing an institution-wide policy
Developing an effective school or college policy for gifted and talented
learners involves the senior management team, governors, staff,
parents and young people working together to agree key policy
decisions. This process should be led and managed by the person
charged with gifted and talented coordination working closely with SMT.
The aim should be for provision for the gifted and talented to be an
integral part of teaching and learning. At an early stage, schools and
colleges need to decide the form of the policy and how it will relate to
other policies. Some choose to develop an institution-wide gifted and
talented policy, while others incorporate discrete statements about
gifted and talented learners within policies for particular subjects and
aspects of the curriculum.
Either way, a useful starting point is to audit the extent to which the
school or college's values, aims and existing policies support its
provision for gifted and talented learners. This may already be part of
the institutional improvement cycle, as a precondition for developing the
school or college plan.
An accurate
record of the
identified gifted
and talented
population is
kept and
updated.
Opportunities
exist to extend
learning through
new
technologies
Multiple criteria
and sources of
evidence are
used to identify
gifts and talents,
including the
use of a broad
range data
The
school/college
has established
a range of
methods to find
out what works
best in the
classroom, and
shares this
within the
school/college
and with other
schools and
colleges
The curriculum
offers
personalised
learning for
pupils which
maximise
individual
potential, extend
well beyond
test/examination
requirements
and result in
sustained impact
on pupil
attainment
Pupils reflect on
their own skill
development and
are involved in
the design of
their own targets
and tasks
Classroom
practice
regularly
requires pupils
to reflect on their
own progress
against targets,
and engage in
the direction of
their own
learning
Transfer
information
concerning G&T
pupils, including
parental input,
informs targets
for pupils to
ensure progress
in learning.
Particular
attention is given
to new
admissions
The policy
includes input
from the whole
school/college
community and
is regularly
refreshed in the
light of
innovative
national and
international
practice
The
school/college
sets high
expectations,
recognises
achievement and
celebrates the
successes of all
its pupils
Strategies exist
to counteract
bullying and any
adverse effects
of social and
curriculum
pressures.
Specific support
for able
underachievers
and pupils from
different cultures
and social
backgrounds is
available and
accessible
There is ongoing
audit of staff
needs and an
appropriate
range of
professional
development in
G&T education.
Professional
development is
informed by
research and
collaboration
within and
beyond the
school/college
Provision for gifted and
talented pupils is supported
by appropriate budgets and
resources
Parents/carers are actively
engaged in extending
provision. Support for gifted
and talented provision is
integrated with other
children’s services (e.g. Sure
Start, EAL, traveller, refugee,
LAC Services)
Local and national provision
helps meet individual pupils’
learning needs e.g. NAGTY
membership, accessing
outreach, local enrichment
programmes
The school/college examines
and challenges its own
provision to inform
development of further
experimental and innovative
practice in collaboration with
other schools/colleges
There are opportunities for
pupils to learn beyond the
school/college day and site
(extended hours and out-ofschool activities)
The lead professional
responsible for Gifted and
Talented education has
received appropriate
professional development
Staff have received
professional development in
meeting the needs of gifted
and talented pupils
The school/college fosters an
environment which promotes
positive behaviour for
learning. Pupils are listened to
and their views taken into
account.
Shared processes, using
agreed criteria, are in place to
ensure the productive transfer
of information from one
setting to another (i.e. from
class to class, year to year
and school/college to
school/college)
Some activities:
Please organise the cards into:
1.
From least to most important for G&T provision in any school
(equals are fine)
2.
Those that apply least to most in your school
3.
Into three groups:
A. – A real strength in your school
B. – An aspect which is under development at present
C. – An aspect which is very underdeveloped
Please put the statements below into the order
which would be typical of exemplary practice.
•
We can let able pupils get on independently for much of the time
•
We make sure able pupils are provided for in lesson planning
•
We believe able pupils are less of a concern than SEN or “average” pupils
•
The school subject policies take account of able and G&T pupils
•
We believe in providing for the able because we believe by doing this we are more likely to raise
standards for all pupils
•
G&T pupils and parents are consulted on matters related to identification and provision
•
The school monitors data to see how able pupils make progress in the school
•
We share the work we do on G&T with other schools to share and develop practice
•
We recognise that classroom practice is more important than other extra-curricular provision for
G&T pupils
Websites for further G&T information and guidance
Quality Standards –
http://www2.teachernet.gov.uk/gat/website/staticpages/QualityStandards.aspx?MenuId=r5hWTOe
yPzI=
DfES - http://www2.teachernet.gov.uk/gat/default.aspx - G&T Wise the most comprehensive
information
dcs - http://www.devon.gov.uk/dcs/ - local advice and guidance including the dcs G&T Handbook
QCA - http://www.nc.uk.net/gt/general/index.htm - general and subject specific information
National Academy for Gifted and Talented Youth - http://www.nagty.ac.uk/ - for student and
teacher activities
South West Gate - http://www.southwestgate.org.uk/ - for local information
National Association for Gifted Children - http://www.nagcbritain.org.uk/ - advice and support for
parents and pupils
National Association for Able Children in Education - http://www.nace.co.uk/ - support and advice
for educational professionals