National Work Programme for Gifted and Talented Education Phase 2

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National Work Programme for Gifted and Talented
EducationPhase 2
Combined slides/notes from Tim Dracup Head of
DfES GTEU Ken Bore Lead Consultant Mouchel
Parkman
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Phase 1 Brief Highlights

• Excellence in Cities, Excellence Clusters, Aim
  Higher
• National summer schools programme
• National Academy for Gifted and Talented Youth
• London Gifted and Talented
• PE, School Sports, Club Links

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What do you mean?

• Children and young people with one or more
  abilities developed to a level significantly
  ahead of their year group in their school (or
  with the potential to develop those abilities)
• These multiple abilities can be defined in
  various ways the best known is Gardners
  Multiple Intelligences, covering e.g.
  visual-spatial, musical, verbal, interpersonal
  etc. etc.
• We superimpose our own crude distinction between
  Gifted (crudely academic ability) and Talented
  (crudely talent in sports and creative arts)

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Who do you mean?

• Approximately 10 of the population aged 4-19 in
  every year group in every school and college
  nationally
• With the full range of multiple abilities,
  foregrounding those within our definitions of
  gifted and talented
• Including two specific subsets
• The top 5 by ability nationally, eligible for
  membership of NAGTY
• Underachievers, who attainment/performance is
  held back, often because of social disadvantage

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Phase 2 Key Influences

• Personalisation
• New Relationship with Schools (NRWS)
• Labour Election Commitments

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Personalised education is
about tailoring education to ensure that every
pupil reaches the highest standards possible. It
is also about personalising the school experience
to enable pupils to focus on their learning and
involve the community
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Dimensions of personalised education

• Personalised learning
• Assessment for learning
• Effective teaching and learning
• Curriculum entitlement and choice
• Plus
• Listening and talking with pupils
• Parental engagement
• The whole child
• School environment and ethos

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NRWS

• Schools drive their own improvement
• School self-evaluation informs single school
  improvement plan
• Schools review development priorities and support
  needs with a school improvement partner (SIP)
• Inspection as progress check
• A single school improvement grant
• Communication with parents through school profile
  (Parents will be able to access Profiles online
  from January 2006.)

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Some Labour Election Themes

• We want to see more challenge for high achievers
  at every level
• Labour will also introduce tailored small
  group tuition for gifted and talented primary
  school children
• Extended school options might includestretch
  for those who would benefit from extra learning

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Core principles

• Combines excellence and social inclusion
• Translates ability into attainment
• Embedded throughout educational process
• Targets relative population in every
  school/college -
• Expects GT populations to be representative
• Recognises multiple abilities

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Desired outcomes

• Significant measurable improvements in
• Learner attainment/performance, aspirations,
  motivation and self-esteem, especially for
  underachievers from disadvantaged backgrounds
• The capacity of schools/colleges to identify,
  educate and support GT pupils aged 4-19 by
  personalising their services

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8 Interlocking projects

• Early years and primary
• Secondary and 14-19
• Supporting customers (pupils and parents)
• Supporting educators (teachers and others)
• Supporting institutions (schools and colleges)
• Developing programme infrastructure
• Strategy, policy development and global dimension
• Communications

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Programme infrastructure
Core partnership
GTEU
NAGTY
National
Other national partners
LGT
Regional
Regional networks
Local
EiC partnerships and clusters (education
improvement partnerships)
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Expectations of schools in local tier

• Trained school co-ordinators
• Teaching and learning programme
• Complementary study support programme
• Whole school improvement plan geared to achieving
  SMART outcomes
• SMART outcomes defined within an outcome
  measures framework

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What progress OFSTED evidence

• Consistently high quality provision remains the
  exception
• Progress/provision good or better in 50-60
  primaries and secondary schools inspected (and
  satisfactory or better in around 90)
• 70 of LEAs give at least satisfactory support
• And broadly positive trends over time
• Might be summarised as good progress further
  improvement necessary

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Measuring progress in future?

• From 2006, by tracking the progress of pupils
  identified as GT through Pupil Level Annual
  School Census (PLASC)
• From Autumn 2005, through achievement by
  schools/colleges of the quality standard
• Through key performance indicators agreed for
  NAGTY, LGT, regional networks
• Through school data on pupil achievement

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PLASC

• Initially secondary
• Schools should include all pupils on their GT
  register if they have one.
• This should include all identified NAGTY members,
  if school has any.
• If a school does not have a register but does
  have NAGTY pupils identified then these should be
  recorded in place of a register.

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Quality standards

• Two succinct standards
• School/college (October 2005)
• Classroom (Summer 2006)
• Three levels
• Entry (all might reasonably achieve Ofsted
  satisfactory)
• Improving/Developing (building toward excellence
  Ofsted good)
• Excellent/Exemplary ( Ofsted excellent)
• Self evaluation tool sitting under SEF
• Embeds personalised education principles and
  captures consensus on effective practice
• Drafts on DfES GT website

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What will success look like?

• Full integration within the primary, secondary
  and 14-19 strategies, as parts of coherent 4-19
  provision
• All schools/colleges effectively combining
  in-school and study support provision including
  extended hours
• All schools/colleges successfully identifying a
  representative GT population
• Significant measurable improvements in pupil
  outcomes and the percentage of schools/colleges
  achieving each quality standard level
• All authorities/EIPs achieving at least
  satisfactory standards and one third achieving
  excellence
• An efficient and effective infrastructure
  providing support where needed
• England leading global improvement in GT
  education

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Some questions to ask right now

• Do we have an up-to-date register of GT pupils?
• How well do we differentiate our classroom
  teaching for GT pupils?
• Do we listen to the GT pupil voice and
  successfully engage parents?
• Do we have the right grouping/setting
  arrangements?
• Do we offer sufficient flexibility to progress by
  ability?
• How effective is inter-school collaboration for
  GT?
• Are we using external providers optimally study
  support providers, FHE, London GT, NAGTY?

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Useful websites

• DfES gifted and talented education
• www.standards.dfes.gov.uk/giftedandtalented/
• National Academy for Gifted and Talented Youth
• www.nagty.ac.uk/
• London Gifted and Talented
• www.londongt.org/
• National co-ordinator training
• www.brookes.ac.uk/schools/education/rescon/cpdgift
  ed/home.html
• National curriculum guidance
• www.nc.uk.net/gt/
• Sports
• www.youthsporttrust.org/talentladder/
• www.talentmatters.org
• Arts
• www.creativegeneration.co.uk/
• World class arena
• www.worldclassarena.org