1. Support for Gifted and Talented Education Developments in 2007

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3. Background 2005 White Paper, Higher standards, Better schools for all, sets provision for G&T in the context of personalisation The quality of provision and approaches needed to challenge the most able will be of benefit to all pupils Provision should counteract disadvantage and prevent underachievement

4. The National Strategies’ Gifted and Talented Programme Improving opportunities and outcomes for G&T pupils by improving and ‘personalising’ mainstream provision Emphasis on ‘quality first’ teaching rather than extra-curricular enrichment activities

5. LAs will work with schools and key national and regional partners to… Ensure all schools have access to a trained leading teacher for G&T education Establish the key role of the G&T leading teachers in driving improvement across the system Strengthen self-evaluation and improve provision at LA, whole-school and classroom level

6. And to … Improve learning and provision for G&T pupils in all key stages and across all subjects Support schools in identifying and re- engaging underachieving able pupils from vulnerable and under-represented groups

7. Why these activities? Achievement at the higher levels at the end of each key stage indicates that many pupils do not fulfil their early promise and there is under-achievement, particularly among pupils from vulnerable and lower socio-economic groups.

8. And because … A tailored education means addressing the needs of the most gifted and talented, just as much as those who are struggling White Paper, 2005, para 4.21 Establishing a secure basis for improving mainstream provision for gifted and talented pupils is a key task for many schools HMCI Annual Report, 2005

9. The challenge The real challenge is to set higher expectations for progress for all, because sustained progress will mean more pupil and parent engagement throughout the learning journey. Making good progress, DfES 2007

10. The impact raised attainment at the higher levels in all key stages improved conversion rates at the higher levels between key stages increased attainment at the higher levels for recognised underachieving groups teachers better informed about the learning needs of able pupils, can address those needs more effectively, and know where to access help and support

11. Leading teachers Leading teachers will have a key role in developing: -whole-school self-evaluation and improvement planning for G&T provision and outcomes -effective classroom practice Leading teacher should have a direct communication route to the leadership team in their school or schools

12. The vision Every school has access to a professional, equipped and ready to lead on all issues concerning G&T learners All teachers make good provision for G&T pupils on a daily basis: personalising learning leads to challenge for all pupils

13. An overview The training is not intended to train teachers in G&T but to train teachers to lead on G&T education One leading teacher per secondary school One leading teacher to work across a cluster or network of primary schools

14. The secondary model Is flexible Will draw on expertise already available in the school – trained G&T co-ordinators, ASTs, etc Could be a shared role – two teachers working closely together Leading teacher supports the mainstreaming of G&T provision through a whole-school improvement plan linked to IQS

15. The primary model Is flexible – may work across existing networks; size variable to suit local needs Will be most effective where there is an identified G&T link in the SLT of each school Leading teacher supports the mainstreaming of G&T provision through a whole-school improvement plan linked to IQS LAs may offer training for one teacher from every primary school

16. Role of the leading teacher act as an advocate for the needs of G&T pupils ensure that G&T pupils receive appropriate recognition, support and challenge exemplify effective practice for G&T pupils in their own professional practice, and provide or facilitate coaching/peer mentor support for colleagues initiate strategies that support the professional development of colleagues to improve schools’ capacity to personalise learning for G&T pupils work with school leaders to identify underachievement, evaluate provision and plan for whole school improvement

17. Therefore the leading teacher will work with: School leadership teams Subject leaders and coordinators Individual teachers Teaching assistants G&T students Governors

18. So what’s in this for schools…? Improved provision and outcomes for G&T pupils, including those at risk of underachieving Support for teachers/schools to address the concerns they have about not meeting the needs of G&T pupils An opportunity to access training developed by the National Strategies in partnership with NAGTY, Oxford Brookes University and NACE

19. …and SIPs will be looking at data and focusing on underachievement Ofsted will challenge schools to show that they are meeting the needs of G&T pupils

20. Time frame for leading teacher training Spring/early summer 2007 Schools identify/nominate a teacher to undertake the training for leading teachers for G&T education From September 2007 LAs offer local training

21. Training the leading teacher There are three intertwining aspects to the role: the strategic vision to improve the day- to-day education of G&T pupils and the skills to make the vision a reality a secure background knowledge of the issues pertaining to G&T pupils the pedagogic know-how For such a wide-ranging role the training cannot be a one-off event

22. Training the leading teacher The training offered will comprise Face-to-face training sessions delivered locally and e-modules available on the National Strategies web-site

23. The two parts of the training will: work together to provide the background knowledge and the leadership and pedagogic skills that are required by a leading teacher for G&T education

24. In summary Face to face sessions will: Give an overview of the expectations of the role Begin to develop the knowledge and skills that leading teachers require Demand liaison with other teachers and the leadership team in school Require action planning that fits with school improvement plans and is linked to IQS Offer teachers time to discuss and possibly develop networks with one another

25. In summary The e-modules will: Provide the background knowledge essential to the role Encourage experimentation, reflection and collaboration in order to develop deep knowledge in leading teachers Provide flexible training that can be used by teachers other than the leading teacher Be available as and when the leading teacher sees the need for knowledge and/or skills. Be developed further and kept up to date