1. VISION
The Academy will transform educational outcomes by providing exciting, new and different opportunities for learning and applied learning. As a vibrant and successful centre of learning, with the highest standards of attendance and behaviour, it will bring about a substantial increase in the educational attainment, expectations and aspirations of students and the whole community.
2. VALUES
Student Focus
We seek to achieve a high quality learning experience for every student.
High Performance
We strive for consistently high levels of performance in all aspects of our work.
Respect, Openness and Honesty
We treat everyone with respect. We encourage openness and honesty and we recognise each others’ contributions and achievements.
3. CONTEXT
The White Paper ‘Your Child, Your School, and Our Future: Building a 21st Century School System’ made reference to parent and student guarantees:
• Parents will have written confirmation of the extra challenge and support their child will receive as a Gifted and Talented student and will be provided with a clear understanding of what they should do to help their child.
• Students will have confirmed for them the support they can expect in lessons and outside lessons.
These guarantees fit closely with our values of openness and recognising the contributions parents bring to the education of their children.
Definitions:
‘Gifted and Talented is the term applied to those young people who are achieving, or who have the potential to achieve, at a level significantly beyond the rest of their year group’ (Effective Provision for Gifted and Talented Students in Secondary Education, DCSF, 2007).
At Bedford Academy we define Gifted and Talented students as:
• ‘Gifted’ students are those who have abilities in one or more subjects in the statutory curriculum other than art and design, music and PE;
• ‘Talented’ students are those who have abilities in art and design, music, PE or performing arts such as dance and drama.
At Bedford Academy we choose to extend these definitions to include all those who show marked abilities outside the standard curriculum, for example, leadership qualities, high-level practical skills or a capacity for greater creative thought.
The term ‘gifted and talented’ is not to be understood as referring to the most able children in the national population. The term should be seen as relative and refers to the top 5% to 10% of any school, regardless of the ability profile of students at the school.
4. PRINCIPLES
Bedford Academy assumes that any student is capable of achieving academic success and success in other aspects of learning such as vocational skill, leadership, arts or sport. The same expectations of students exist regardless of background, gender or ethnic group. Bedford Academy has a focus on high achievement for all.
Bedford Academy believes that effective provision for gifted and talented students occurs when there is a high expectation of all students and an ethos that recognises and celebrates excellence in academic and wider aspects of Academy life. This includes drawing attention to those that have achieved highly and are creating a culture that values the process of striving for success.
Bedford Academy recognises that a robust approach to gifted and talented education is needed in order to develop personalised learning for our students.
At Bedford Academy we believe that all children are entitled to an education that will enable them to develop their full potential, be that intellectual, physical, aesthetic, creative, emotional, spiritual or social, finding appropriate challenge in our learning environment.
All students have individual needs, which put personalised learning at the heart of our teaching and learning, where we acknowledge that Every Child Matters.
Bedford Academy Gifted and Talented Pledge
We will:
• Identify students of high ability or talent. Such students will be monitored throughout their time at the Academy and will be provided with an educational experience that will challenge them and stimulate their development;
• Promote the fact that Gifted and Talented students have particular needs which must be met to realise their full potential;
• Encourage a broad balanced and appropriate curriculum for Gifted and Talented students;
• Encourage the use of a differentiated approach inside and outside the classroom and promote excellence in enrichment;
• Encourage commitment to the personal, social and intellectual development of the whole student;
• Review the attainment and progress of Gifted and Talented students and wherever possible set targets for individuals;
• Make education an enjoyable, exciting and worthwhile experience for Gifted and Talented learners;
• Encourage parents to take an active part in the children’s education and development and to share activities with them;
• That provision for the Gifted and Talented and more able students will not be made at the expense of other student groups but equally, these students do have as much right to good provision as any other student;
• Keep at the cutting edge of good practice in Gifted and Talented education and provide a range of strategies to meet the needs of these students.
5. OPERATION
Identifying Gifted and Talented Learners
Bedford Academy acknowledges that the gifted and talented are a diverse group and their range of attainment will be varied as few students are omnibus gifted, i.e. gifted in all areas. It is important to realise that not all gifted and talented learners are obvious achievers. Many actually underachieve – their potential masked by factors such as frustration, additional learning needs, low self-esteem or low parent/teacher expectations.
Suggested characteristics of gifted and talented learners include:
• Thinking quickly and accurately
• Working systematically
• Generating creative working solutions
• Working flexibly, processing unfamiliar information and applying knowledge, experience and insight to unfamiliar situations
• Communicate thoughts and ideas well
• Be determined, diligent and interested in uncovering patterns
• Achieve, or show potential, in a wide range of contexts
• Be particularly creative
• Show great sensitivity or empathy
• Demonstrate particular physical dexterity or skill
• Make sound judgements
• Be outstanding leaders or team members
• Be fascinated by, or passionate about, a particular aspect of the curriculum
• Demonstrate high levels of attainment across a range of subjects, within a particular subject, or aspects of work
In addition, gifted and talented students may develop particular characteristics as they progress through secondary education such as:
• A tendency to question rules and authority
• A well-developed sense of humour
• A growing self determination, stamina and powers of concentration.
However, gifted and talented students do not necessarily fit these expectations.
At Bedford Academy gifted and talented students are identified by making a judgement based on an analysis of various sources of information including:
• Test scores and other data (CAT, FFT predictors, reading ages, key Stage levels, GCSE equivalent results)
• Teacher nomination (based on classroom observation, work scrutiny, discussions with students, working at grades) or external agency or curriculum partner nomination
• Identification by feeder school
• Peer or self-nomination
• Parental nomination
This information is collated by the Lead Teacher: Gifted and Talented.
Provision for the Gifted and Talented
We aim to:
• Develop and maintain an ethos where it is ok to be successful
• Encourage all learners to be independent learners
• Recognise achievement
• Be aware of the effects of ethnicity, bi and multilingualism, gender and social circumstances on learning and high achievement
• Provide a wide range of enrichment activities
• Always provide work at an appropriate level
• Provide opportunities for all students to work with like minded peers
• Make use of current recommended models of provision to meet the needs of gifted and talented students
Types of Provision
1. Setting and Banding:
• The Academy operates setting in all core subjects and banding in a number of foundation subjects. This is to facilitate the differentiation of the programmes of study and to enable work to be targeted more closely to the ability of the students.
2. Acceleration Model:
• The Academy is organised to provide opportunities for ‘stage not age’ learning opportunities for students currently in their learning village for leadership and in the enrichment programme.
• As the Academy moves to 11-18, the boundaries between the key stages will blur enabling students to move ahead of the chronological key stage and access curricular and qualifications of their ability rather than age.
• The enrichment programme provides early entry for student in some exams subjects such as languages outside their options choices and provides a wealth of additional experiences in areas such as arts and sports.
3. Gifted Classes:
• From time to time the Academy may offer lessons, a support session of enrichment specifically for gifted and talented students, enabling them to spend time with students of similar ability levels and challenge each other’s thinking.
4. Extension & Enrichment ‘English Model’ in lesson provision:
• Teachers have high expectations
• Tasks are designed to take account of levels of existing knowledge, skills and understanding
• Differentiation is by task as well as outcome
• Lessons are structured to provide a variety of learning styles and enable active learning opportunities
• Lessons at the Academy are at least 2 hours long to provide opportunity to learn in depth
• Learning is carefully planned to maximise student engagement time and increase actual learning time
• There are planned extension opportunities or open-ended tasks
• There is access to higher tier assessments
5. Whole Academy Based Provision
• Student Council
• Academy clubs
• Combined Cadet Force
• 6th form ‘Leaders of Tomorrow’ programme
• Enrichment opportunities
• Opportunities for performance
6. Out of School Provision
• Summer Schools
• National schemes/ competitions
• University trips and visits
• Partnership curriculum
Roles and Responsibilities
‘Every teacher needs to know how to recognise and teach gifted and talented students and to be familiar with the techniques for creating high levels of intellectual challenge in their curriculum area. They also need to facilitate opportunities for students to excel in broader intellectual pursuits, sports and arts. This forms the basis of a vigorous gifted and talented programme which increases performance across the board, lifting aspirations of students, teachers and support staff and promoting an environment where working to the very best of one’s ability is celebrated’ (Effective Provision for Gifted and Talented Students in Secondary Education, DCSF, 2007).
At Bedford Academy all staff have a responsibility to promote and create an environment in which all students are encouraged to achieve the highest possible standards.
The role of Lead Teacher: Gifted and Talented includes but is not limited to:
• Maintain and update annually the G&T register, enter on the school census and record system. Inform students and parents of the provision in place for them.
• Work with colleagues to map and promote the learning experiences and opportunities for all students, both within the curriculum and in extra-curricular activities, looking all the time for extension and enrichment opportunities, e.g. competitions, partnership work, subject clubs, summer schools etc
• Make students on the G&T register, and others as appropriate, aware of local and national opportunities
• Foster an attitude within the school which seeks to include more students in the G&T programme
• Provide opportunities for parents to become involved in their child’s education
• Operate the mentor scheme for gifted and talented students
• Act as a champion for all gifted and talented aspects of learning and students, ensuring their aspirations are raised and maintained
• Act as the lead practitioner for gifted and talented teaching
Role of the Principal and Assistant Principal: Learning and Teaching:
Gifted and talented students are most likely to do well in schools where senior leaders are committed to a culture of high achievement for all students and where they provide good support for the gifted and talented coordinator. Principal and Assistant Principal: Learning and Teaching are responsible for ensuring that:
• The curriculum meets the needs of individual learners, including those who are gifted and talented.
• Sufficient resources, support, training and status are provided to the Lead Teacher Gifted and Talented.
• There is a whole Academy commitment to, and support for, gifted and talented learners.
• Academy policy provides a clear framework for subject policies.
• There is effective self-evaluation of gifted and talented provision using the National Quality Standards or other self-evaluation tools.
Role of Directors of Learning and Learning Village Leaders:
These leaders within the Learning Villages are well placed to ensure that good provision is made for gifted and talented students through their support and monitoring of teachers’ planning, schemes of work, enrichment and the performance of students. They are well placed to aid the identification process of gifted and talented learners. Each Learning Village is expected to have a gifted and talented policy relating to all subjects taught in their area.
Role of the Form Tutor/Subject Teacher:
The member of staff in the classroom is at the heart of the Academy’s provision for gifted and talented students. Staff need to cultivate effective learning environments by:
• Providing suitably challenging activities and questions to extend the core learning tasks.
• Encouraging students to take risks, to play with ideas and to regard all answers, whether right or wrong, as productive opportunities for learning.
• Consulting with gifted and talented students on their preferred learning styles and planning for these.
• Providing rigorous and constructive feedback to students on their work.
• Looking for opportunities to widen the scope of learning activities beyond the school and the classroom.
Role of the Student:
Students should be involved in articulating what helps them to be effective learners. They should be given opportunities to:
• Develop the language to discuss the process of their learning.
• Raise awareness of their preferred learning styles.
• Participate in setting targets for learning including how they will evaluate the outcomes.
This will enable students to develop strategies for working successfully within a range of contexts so that they will become more diverse and effective learners.
6. MONITORING, EALUATION AND REVIEW
Evaluation of the impact on the students’ progress will take various forms, including work or book scrutiny, class room observations, review of the students’ termly assessment reports, examination, coursework and module result analysis, attendance at enrichment and questionnaire.
The responsibility for ensuring that the Academy adheres to this policy and that this policy is periodically reviewed rests with: Principal of the Bedford Academy.