buckinghamshire county council g&t updates june 2010 tessa ford / cathy tracy...

Buckinghamshire County Council

G&T Updates

June 2010

Tessa Ford / Cathy Tracy

[email protected]

[email protected]


Ofsted Survey – Dec 2009Gifted and Talented pupils in schools

Read the Key Findings

Do these find echo in your school?


Ofsted recommendations (1):

• Schools should:• focus on matching teaching to the individual needs of all

pupils, including gifted and talented pupils• elicit views from and listen more carefully to what pupils

say about their learning, and act on the findings• engage parents and carers more constructively by

helping them to understand better the provision made for their gifted and talented children and how best they might support them


Ofsted recommendations (2):

• use current funding to improve provision, especially through partnerships, collaborations and clusters of schools

• give lead teachers and coordinators sufficient status and responsibility to enable them to influence practice at a strategic level and explore fully the opportunities to improve provision

• ensure that processes for auditing and evaluating the impact of provision, including enriched curriculum activities, are sufficiently rigorous to inform planning and the improvement of teaching and learning.


What can help?

• focus on matching teaching to the individual needs of all pupils, including gifted and talented pupils

• APP• Guided group work (targeted teaching to a focus group)• Pupil interviews – what do they like/ need?• elicit views from and listen more carefully to what

pupils say about their learning, and act on the findings


• engage parents and carers more constructively by helping them to understand better the provision made for their gifted and talented children and how best they might support them

• Letters home• Meetings including parent / carer evenings• Offer resources


• use current funding to improve provision, especially through partnerships, collaborations and clusters of schools


• give lead teachers and coordinators sufficient status and responsibility to enable them to influence practice at a strategic level and explore fully the opportunities to improve provision


• ensure that processes for auditing and evaluating the impact of provision, including enriched curriculum activities, are sufficiently rigorous to inform planning and the improvement of teaching and learning.

• IQS, CQS• Tracking progress of G&T pupils• Pupil interviews


G&T Policy

• Bucksgfl/gt

• G&T Update (Optimus) subscription– Username – Password – Website www.gifted-talented-update.com

– Bucks schools can email Cathy or Tessa for free username and password


Bucks G&T Updates Feb 2010

• YGT has gone – all resources moving to National Strategies website




• The National Register – Gone… but schools will have to report in some way

• Pupil and Parent Guarantees – Gone …. but….• Identification and IQS





• Pupil and Parent Guarantees – Gone …. • Identification and IQS• CQS


Making good use of CQS

• Three Layers- How are you using them?- How are teachers/subjects using them?- Element 6

• CQS and New Ofsted framework





• Pupil and Parent Guarantees – Gone …. • Identification and IQS• CQS• Targeted Support Arrangements


Targeted Support Arrangements

• £250 per FSM G&T pupil in year 9• Needs analysis toolkit http://londongt.org/

- takes 15 – 20 mins to complete - suggests top ten current strengths and areas pupils

may wish to work on, with practical support





• Pupil and Parent Guarantees – Gone …. • Identification and IQS• CQS• Targeted Support Arrangements• Gifted and Talented Black pupils’ achievement

(http://www.nationalstrategies.standards.dcsf.gov.uk/node/194811)


Gifted and Talented Black pupils’ achievement

• Booklets sent out to all schools in Feb/March• Aim to support leading teachers to improve school-wide

provision for G&T Black pupils, through exploring ways to identify, support and challenge these pupils to raise their achievement and make good progress

• Four strands of development activity:- What is distinctive about G&T provision for Black pupils- Self-evaluation- Representation; identification and patterns of achievement- Inclusive curriculum and classroom practice


Slides from Strand 1:The (slightly dated) view from Number 10

Poverty of aspiration is as damaging as poverty of opportunity and it is time to replace a culture of low expectations for too many with a culture of high standards for all...we should work on the principle of social justice for all, that no child should be left out or lose out, that as we raise standards we also narrow the social gap of attainment in education and that every child should be given the best chance to progress as far and as fast as they can.

Gordon Brown (2007)


The national programme for G&T education

Within the national programme for gifted and talented education is a wider strategy to ensure that disadvantaged gifted and talented learners are identified and receive the challenge and support they need to overcome the obstacles they face and so reach the same level of achievement as their more advantaged peers…[this means combining] direct support for learners with action to improve the quality of personalised teaching and learning in all schools.

Tim Dracup (2007)


Race equality and achievement

We need to create an educational system that sees race equality as an essential requirement of effective gifted and talented education provision; where all educators hold high expectations towards their bilingual and culturally diverse students; where schools celebrate the diversity which is their strength; where there is a requirement to be completely committed to breaking down the barriers that prevent individuals from realising their potential; where high levels of challenge are the right of all students.

The REAL Project (2008)


2020 Vision – achievement gaps

Gaps persist in part simply because they are difficult to rectify: the factors that contribute to them are complex and interrelated. These include individual attitudes, beliefs and expectations of pupils, parents and teachers. Closely linked to these are deep-seated social challenges, such as institutional racism, urban regeneration, economic development and migration. However the gaps also persist because, for too many pupils, school does not engage them or equip them with the skills they need.

2020 Vision (DfES, 2006)


Personalisation:

– understanding meaningful differencePersonalising learning means, in practical terms, focusing in a more structured way on each child’s learning in order to enhance progress, achievement and participation. All children and young people have the right to receive support and challenge, tailored to their needs, interests and abilities.

2020 Vision (DfES, 2006)


Excellence for All

• Downloadable from http://www.nationalstrategies.standards.dcsf.gov.uk/node/255788

• Mainly secondary based but easily adaptable• Whole-school approach, for SLT and classroom enquiry

into practice (including clear templates)• Good section on Quality First Teaching – Enriching

classroom experiences• Appendix 6 – Developing high-level challenge, some

dos and don’ts (summary document)


Finding and exploring young children’s fascinationsStrengthening the quality of gifted and talented provision in the early years

• Downloadable from http://www.nationalstrategies.standards.dcsf.gov.uk/node/348649?uc=force_deep

• Link between IQS and EYFS Themes and Commitments


• Eight Sections including:

1. What does it mean to be G&T in the early years

2. G&T children and creativity

3. The importance of early language and communication

4. A Unique Child

5. Positive Relationships

6. Enabling Environments

7. Learning and Development

8. Next Steps – Moving into KS1


“Mindsets”

‘ If Billy Elliot is about one thing, it is that we are capable of making lives for ourselves which are full of joy and self-expression; while we might not all become ballet dancers, we are capable of finding moments of real profundity and creativity whatever our circumstances. But more than that, we have a duty to ourselves and each other to create a society where this possibility in al of us is nurtured and can flourish’

Lee Hall, Billy Elliot the Musical,

book and lyrics


Growth vs Fixed (Dweck, 2006)

• Getting it right vs having a go

• Creating a ‘passion for learning’ so that learners.......– Actively seek out new challenges– Welcome opportunities for intellectual development– Embrace problems and develop creative solutions– Welcome opportunities for collaborative learning


Engaging Parents

• Case Study


Enabling Contexts

• Practical ways to model the skills that children will need to adopt if they are to become successful lifelong learners (page 15)– Taking risks– Rising to new challenges– Being willing to share and make mistakes– Being imaginative– Being innovative– Immersion


Resources

• Talk and Thought CardsStimulating pictures with challenging, deep questions

http://www.risingstars-uk.com/content.php?pID=search


Dates for your Diary

• Repeat of Lead Teacher G&T Induction Training –

Weds Nov 3rd 2010

• Whole-day Update training – Thurs February 10th

(with Lyn Bull, National Strategy Adviser for G&T, ex NAGTY)

buckinghamshire county council g&t updates june 2010 tessa ford / cathy tracy...

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