Element 1 There is a whole-school commitment to More Able, Gifted and Talented pupils, including a policy and action plan, leading to an ethos where high.

Slides:

Advertisements

Similar presentations

Quality Assurance of ICT in Education NAACE is the professional association for those who are concerned with advancing education through the appropriate.

Advertisements

The National Healthy School Standard Ruth Heatherley National Adviser, Schools and Young Peoples Health.

Planning for Learning and Teaching, Assessment and Moderation

Healthy Schools, Healthy Children?

Head of Learning: Job description

David Taylor Formerly Director of Inspection, Ofsted

Inclusion Quality Mark for Wales

BECTA ICT Self Review Framework Neil Clode November 15 th 2007.

Guidance – 2008 We encourage schools in identifying gifted and talented learners to focus on: learners aged 11 – 19 who meet the published eligibility.

Learning and Teaching Using ICT Conferences Summer 2004.

© NACE 2012 Aspiration Ability & Achievement Dyhead, Dawn a Chyrhaeddiad Leading and Managing for More Able and Talented Pupils.

A Refreshed Humber Gold Standard Jane Fisher Working on behalf of the Humber LEP

 A New School System A Guide for Parents and Carers.

SMSC and Inspection Spiritual Moral Social & Cultural.

BRIEFING NOTES TO THE EDUCATION PORTFOLIO COMMITTEE 15 OCTOBER 2002 WHOLE-SCHOOL EVALUATION POLICY.

Kesgrave High School SEN Information Report Mission Statement As a school we value all our pupils and work hard to ensure that SEN pupils have access to.

Being a Senco!. What is the core purpose of being a Senco?

Building Our Curriculum

The common inspection framework: education, skills and early years.

1. 2 Why is the Core important? To set high expectations –for all students –for educators To attend to the learning needs of students To break through.

Presentation to BESD IDP Leaders

REC Subject Review Phase 1: Expert Panel Report and Recommendations.

Institutional Quality Standards for Gifted and Talented (IQS) An Explanation.

Transforming lives through learning Profiling Education Scotland.

Executive Summary from the Green Paper March 2011.

STRATEGIC DIRECTION UPDATE JANUARY THE VISION AND MISSION THE VISION: ENRICHING LIVES AND CREATING SUCCESSFUL FUTURES. THE MISSION: EDUCATION EXCELLENCE.

Another New Framework Major Changes: No more satisfactory 2 strikes and you are out All criteria changed Very short notice No pre-inspection brief.

Transforming lives through learning Curriculum Expectations Sadie Cushley HMIE Feb 2014.

Important Information Have you got a username and password for the school SRF account? If your school has not registered before then you can do this if.

Personalised Learning Donna Wood Putting the learner at the heart of the education system.

Cambridgeshire’s SEN/D Guidance and Toolkit for Schools, Settings and Colleges of F.E.

Partnership in ISCs and examples of good practice Sue Preece HMI February 10 th 2010.

© NACE 2012 Aspiration Ability & Achievement Dyhead, Dawn a Chyrhaeddiad Tracking and monitoring Using data for tracking, monitoring and evaluating progress.

The Quality Standards for resource provisions For deaf children and young people in mainstream school.

Raising standards, improving lives The use of assessment to improve learning: the evidence 15 September Jacqueline White HMI National Adviser for Assessment.

Overview of provision How to provide for gifted and talented students within the whole-class setting January 2007.

BECTA ICT Self Review Framework Neil Clode October 23rd 2007.

George Smuga 21/22 October, 2008 Seo e Feuch e Professional Adviser, Curriculum Division, Scottish Government.

Buckstone Primary School School Improvement Plan Summary A copy of the full Standards and Quality Report and the full Improvement Plan are available on.

Bradford’s SEN Strategy May A Strategic Framework Vision and intent –What do we want Strategic Foci (Delivery Areas) –How will we get there Strategic.

The Key Attributes of a Successful School. 1.A belief that every child matters and can achieve at the highest level – a culture, ethos and vision that.

Jakeman Nursery School is committed to inclusion; We believe that all children are entitled to have their individual needs appropriately supported in order.

Transforming lives through learningDocument title Inspection Advice Note

Leading primary languages Thursday 14 October 2010 The Ofsted perspective (or Who’s in charge?) Derek Neil Derek Neil Education1.

The implications of poverty for educational effectiveness in all schools School Effectiveness & Socio-economic Disadvantage.

Intervention and Support Inclusion Questions. Early and Strategic  How does the school provide purposeful early intervention and support to lift the.

Birmingham Primary Strategy Team Renewing the Frameworks Training Session 4 Beginning the implementation process.

Building Reflective / Evaluative Capacity in Pupils Curricular Evening Thursday 12 th November 2015.

Leading Parent Partnership Award Why is Parent Partnerships so important at Newton Farm School?

Principals’ Meeting September Agenda CASS model of support including: –Induction/EPD –Boards of Governors ESAGS Count, Read, Succeed Target-setting.

National Healthy School Standard The National Healthy School Standard is the result of a number of important policy drivers: Excellence In Schools (1997)

Advancing teaching: inspiring able learners every day Meeting the Challenge 14 th November 2012.

European Social Fund Promoting improvement 15 th March 2016 Nigel Finch.

Promoting physical activity for children and young people Schools and colleges Implementing NICE guidance 2009 NICE public health guidance 17.

Building Our Curriculum Louise Turnbull Head Teacher Livingston Village Primary School All for the children, for all of the children!

Leading Parent Partnership Award

Priorities for the Success AT Strategic Action Plan: SUMMARY

More Able and Talented Learners –

Values and Beliefs.

Self-Evaluation Cycle for Governing Bodies

Student Voice Our contribution to our school community is centred on the following values.

Raising standards by reducing absence and improving punctuality

The view from the ‘regulator’

Vision Statement Creating a Christian Learning Community, Committed to Excellence for All.

NAACEmark : the ten criteria

UK policy on Gifted and Talented students

Council for Learning Outside the Classroom

Upper KS2 Target Setting

The National Professional Qualification (NPQ) An overview

Our Schools, Our Mission

Presentation transcript:

Element 1 There is a whole-school commitment to More Able, Gifted and Talented pupils, including a policy and action plan, leading to an ethos where high achievement is valued and success is celebrated

Element 2 There are identification strategies and criteria for More Able, Gifted and Talented pupils

Element 3 There are targets for improvement of the school’s provision, performance and the achievement of More Able, Gifted and Talented pupils based on robust self- evaluation

Element 4a The school ensures learner entitlement is delivered through a wide range of learning opportunities, teaching approaches and organisational strategies to meet the needs of More Able, Gifted and Talented pupils 4bThe Curriculum offers breadth, depth and flexibility to meet the needs of More Able, Gifted and Talented pupils 4c Provision addresses the pastoral care of More Able, Gifted and Talented pupils including learning needs and their access to independent information and guidance.

Element 5 There are regular reviews to identify and support underachieving and disadvantaged More Able, Gifted and Talented pupils

Element 6 There is a commitment to improve the skills of all staff in the school to achieve excellence in meeting the needs of More Able, Gifted and Talented pupils

Element 7 The school actively seeks to identify exceptionally Able, Gifted and Talented pupils and has programmes to support them (top 2% of pupils nationally)

Element 8 The school makes effective use of appropriate resources including ICT to meet the needs of More Able, Gifted and Talented pupils

Element 9a The school listens to and takes account of the views of More Able, Gifted and Talented pupils and encourages them to take responsibility for their own learning 9b The school listens to and takes account of the views of parents / carers of More Able, Gifted & Talented pupils keeping them informed and encouraging them to take responsibility for supporting their child’s learning outside school 9c The school works with partners and stakeholders including other education providers, business and community partners to enhance the provision for More Able, Gifted and Talented pupils

Element 10 There is a highly effective quality assurance framework for monitoring the action plan and assessing the effectiveness of the school’s policy for More Able, Gifted and Talented pupils