Inclusive Practice Gifted & Talented Rachel Lockwood & Denise Crosland

Objectives To consider national self evaluation tools for gifted and talented provision To make links between challenge, strategies and practice To consider further opportunities for independence and challenge in learning for more able pupils

OFSTED Higher attaining pupils are not routinely challenged enough to make better than good progress because planning does not consistently include activities which give them the opportunity to tackle challenging problems and develop their skills as independent learners. The school is aware that pupils have too few opportunities to develop their writing skills in a coordinated and stimulating way across different subjects, especially in Key Stage 2. As a result, pupils’ writing skills, particularly the higher attainers, are weaker than in other core areas.

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Quality Standards audit at St Peter’s School Independent learning Personalised learning Raise achievement & motivation Work according to aptitude and interest

Classroom Quality Standards Learners enabled and challenged Take charge of learning, self regulating Learners stimulated Progress assessed and monitored Range of teaching and learning strategies Evidence of extension, enrichment & progression

Professor Deborah Eyre

How can we give pupils the opportunity to: Enquire Explore Engage Extend Be excited Express opinions Think Discuss Choose

TASC Thinking Actively in a Social Context What is it? How can it be used? What strategies can we encourage pupils to use in each area?

Website Links TASC wheel More TASC Resources

Year 2 TASC example Children’s quotes It helped me think about things I’d done before like this. We took a bike to bits and then made it again!

Year 2 TASC example Children’s quotes I liked when we talked about designs and my group wanted to use my idea of having a part where we could lay the people down.

Year 2 TASC example Children’s quotes It was good because we could see what we would do next.

OFSTED Higher attaining pupils are not routinely challenged enough to make better than good progress because planning does not consistently include activities which give them the opportunity to tackle challenging problems and develop their skills as independent learners. The school is aware that pupils have too few opportunities to develop their writing skills in a coordinated and stimulating way across different subjects, especially in Key Stage 2. As a result, pupils’ writing skills, particularly the higher attainers, are weaker than in other core areas.