1. More Able and Talented Learners –
the development of
guidance for FEIs
in Wales
Ann Lancett

2. More Able and Talented Learners Guidance for FEIs in Wales
The Starting Point
The Review to Identify Provision of
More Able and Talented (MAT) Learners
in Wales
Undertaken on behalf of the Welsh Government; published in 2015

3. More Able and Talented Learners Guidance for FEIs in Wales
Areas for Review
Strategic Planning
2. Identification of MAT learners
3. Support and Challenge for MAT Learners
4. Tracking and Monitoring of MAT Learners

4. More Able and Talented Learners Guidance for FEIs in Wales
Conclusions
Strategic Planning
FEIs participating in the review displayed a strong commitment to providing appropriate support and challenge for their MAT learners.
MAT features in the strategic planning of a majority of FEIs, generally relating to raising standards and supporting learners to achieve their potential.
Where senior leaders have made MAT provision a priority, practice tends to be embedded.

5. More Able and Talented Learners Guidance for FEIs in Wales
2. Definition and Guidance
Most FEIs did not have an agreed cross-college MAT definition recognising an individual’s talents and abilities within the context of their learning programme.
Review evidence indicated that FEI guidance could be developed to:
set out the expected standards for developing quality MAT provision in FEIs;
reflect current policy priorities, teaching and learning approaches, examination arrangements and requirements for reporting learner progress;
provide a focus on the impact of provision on outcomes for MAT learners.

6. More Able and Talented Learners Guidance for FEIs in Wales
3. Identification of MAT Learners
Most FEIs considered MAT learners as those studying academic
A level subjects, whereas talented learners were more likely to be perceived as those taking vocational options or creative A level subjects.
Although MAT featured in the faculty planning of many FEIs, they do not have a consistent whole college approach to the identification of the full range of MAT learners.

7. More Able and Talented Learners Guidance for FEIs in Wales
‘We interpret MAT as those learners who are excelling in their chosen programme of study whether vocational, academic, artistic or creative. Excelling does not necessarily mean ‘high flying academically’ – it can be those who demonstrate a particular ability which could be further developed.’
FEI Director of Curriculum and Learning

8. More Able and Talented Learners Guidance for FEIs in Wales
3. Identification of MAT Learners – the conundrum
MAT learners in practical and creative vocational areas are not
(or cannot be) identified in the same way as those following A level courses.
GCSE profiles do not provide an indication of ability and talent, whether practical, creative, musical or sporting.
Vocational learners with course specific practical skills, talents and aptitudes are identified once they begin studying their chosen course.

9. More Able and Talented Learners Guidance for FEIs in Wales
3. Identification of MAT Learners – some considerations
Criteria for identifying MAT learners vary considerably across and within FEIs. Specifically the identification of the abilities and talents of vocational MAT learners.
Consider making the systematic identification of learners’ talents
a central component of their MAT provision.
MAT learners are often self-aware and recognise their own capabilities. Involve MAT learners (and their parents) in their identification and progression process.

10. More Able and Talented Learners Guidance for FEIs in Wales
4. Support and Challenge for MAT Learners
Following identification, most FEIs plan a combination of learning experiences to meet the needs of MAT learners.
Nearly all FEIs have a designated senior leader or coordinator who manages MAT provision.
A wide range of academic, personal and financial support is provided, with targeted support given to the most able when applying for leading universities.
The use of MAT role models to raise aspiration, and engagement with social media channels to inform learners, is underdeveloped across FEIs.

11. More Able and Talented Learners Guidance for FEIs in Wales
4. Support and Challenge - Teaching and Learning
FEIs reported concentrating on:
Developing provision to ensure learners receive appropriately challenging programmes based on their talents and abilities
Improving the quality of teaching to extend the breadth and depth of learning experiences.
Notably, the sharing of MAT-related information, such as enrichment opportunities, with learners and parents required further development.

12. More Able and Talented Learners Guidance for FEIs in Wales
‘All teachers work within the Stretch and Challenge strategy to ensure that teaching is differentiated and every learner is encouraged to meet their potential.’
Vice Principal for Curriculum and Quality

13. More Able and Talented Learners Guidance for FEIs in Wales
4. Support and Challenge – Partnerships
Partnerships with stakeholders organisations providing curricular and extra-curricular enrichment opportunities for MAT learners, are a central feature of provision in FEIs.
Seren Hub development has enabled more cross-setting partnership working.
However - do most FEIs still work independently to develop and deliver their MAT provision?

14. More Able and Talented Learners Guidance for FEIs in Wales
5. Tracking and Monitoring
FEIs individually have improved their use and analysis of data with electronic systems used effectively to collate information about and track the progress of all learners, including those identified as more able and talented.
Although FEIs primarily tracked the academic performance of MAT learners and focus less so on monitoring the development of talent.
National reporting and tracking of MAT Learners is an area of development.

15. More Able and Talented Learners Guidance for FEIs in Wales
6. Transition
Transition arrangements for MAT learners, within and between settings, is an aspect for further development.
Sectors and settings need to better share information on prior attainment and talents of individuals ensuring they sustain their progress and can continue to be supported to achieve their potential.
Greater opportunity, consistency in, and protocols for, effective information exchange about MAT learners should be developed.

16. More Able and Talented Learners Guidance for FEIs in Wales
7. Funding MAT Provision
FEIs mostly use core funding to develop their MAT provision, supplemented by grant funding to underpin extension and enrichment activities.
The development of a clear understanding on the appropriate uses of funding for MAT provision would assist in the monitoring of the support and challenge available to MAT learners.

17. More Able and Talented Learners Guidance for FEIs in Wales
Developing the Guidance
‘More consistent approaches are needed to provide FEIs with quality MAT advice and support, alongside a more coordinated approach to sharing practice across all sectors.’
Direct relation to and response to the review findings
Collaborative and inclusive approach
Working document
Supportive case studies
Health and progress checking

18. More Able and Talented Learners Guidance for FEIs in Wales

19. More Able and Talented Learners Guidance for FEIs in Wales
Elements of the Guidance
1. Developing a whole-institution strategy
• Roles and responsibilities
• Working in partnership
2. Identifying MAT learners
• Developing a systematic approach
• What does a MAT learner look like?
• Identification strategies
• A different conception of ‘ability’

20. More Able and Talented Learners Guidance for FEIs in Wales
Elements of the Guidance
3. Tracking, monitoring and evaluation
• Suggested planning, monitoring and evaluation cycle
• Developing performance indicators
• Evaluating impact
4. Curriculum design
• Curriculum review
• Enrichment activities
• Using learning technologies

21. More Able and Talented Learners Guidance for FEIs in Wales
Elements of the Guidance
5. Teaching and learning strategies
• The MAT practitioner
• Assessment for learning
• Differentiated learning
• Developing ‘real world’ skills
6. Supporting learners to fulfil their potential
• Challenges for MAT learners
• Ensuring equality
• Building resilience

22. More Able and Talented Learners Guidance for FEIs in Wales
Standard
Evaluation of current
performance
Status
Actions required
Timescale
for review
Lead
responsibility
Resources
required
(finance/people
/ partners) 1.
A whole -
institution approach
1.1
The institution has an
overarching strategy for
MAT including defined
aims and objectives with
appropriate targets, not
just a series of separate
initiatives
1.2
MAT provision is led at
the highest level within
the institution,
incorporated into its
strategic plans, and
regularly discussed at
senior leadership team
and Board levels
1.3
There is an integrated
approach which
encompasses learners
with exceptional abilities
in academic, vocational
or other areas (such as
artistic, sporting or
entrepreneurial
activities), and which
values all of these areas
equally

23. More Able and Talented Learners Guidance for FEIs in Wales
Working with the Healthcheck
Recently piloted by:
Pembrokeshire College
Bridgend College
With feedback gathered on:
Main weaknesses and strengths
Process for completion
Best practice identified
CPD needs
Suggested amendments
Hints and tips for the completion process
Workshop - Voices, Views and Experiences

24. More Able and Talented Learners Guidance for FEIs in Wales
Working with your MAT Learners
‘MAT learners are often self-aware and recognise their own capabilities. Involve MAT learners (and their parents) in their identification and progression process.’
Welcome to
Alex Grindulis
Martyna Wezyk
Bethan James

25. More Able and Talented Learners Guidance for FEIs in Wales
Thank You