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More Able Pupils

More Able, Gifted and Talented


We believe that all pupils should be encouraged and nurtured to achieve to their best abilities.  We believe that through identification of children who are Gifted and Talented, we will provide a curriculum that is sufficiently challenging to all pupils.  While understanding that every child has his/her own particular strengths, we recognise that there are some children who excel in particular areas of the curriculum, or who achieve consistently significantly above their peers.  In providing for these pupils, we believe that all pupils will be exposed to a range of teaching strategies which will aide them to become critical and creative thinkers.


Pupils that consistently attain significantly higher than their peers in one or more subjects, other than art, music and PE, may be classified as ‘gifted’.  This could also include children who may be seen to have ‘all round’ academic ability.


Talented pupils are those with particular ability in art, music, PE or in any sport or creative art. 


Statistically, typically 5-10% of each pupil cohort may be considered as ‘More Able, Gifted and Talented’.  Whilst we identify a core gifted and talented cohort, we also recognise that there may be children who are presently underachieving.  It is crucial that our identification system is flexible enough to pick up these children, and allows them, too, to achieve their potential.


Identification of gifted and talented pupils is a flexible, continuous process.  Progress of all children is monitored half-termly.  Pupils who exhibit particular talents and abilities are brought to the attention of the Gifted and Talented Coordinator and placed on the register. 


We respond to identification of Gifted and Talented pupils through the provision of appropriate challenge within the classroom and extra-curricular clubs.  The Children are also offered the chance to join organisations such as the School Council, where they can have a real impact on school life. In addition we offer sports clubs, which are available to all children.


If you are a parent or guardian we would be really interested to hear if you think your child has any gifts or talents that we may not be aware of, or where you think your child’s strengths may lie.  Any outside talents, awards or certificates can be shared with your child's class teacher. These achievements will be celebrated in our weekly celebration assembly.


A selection of strategies are used in the identification process:

·        Teacher observation

·        Teacher assessment

·        Pupils' personal interest and hobbies

·        Parent information


Parents are informed by class teachers that their child is particularly able in their subject and how we are supporting/extending and enriching their child. 



Provision for the More Able: What to Expect


We feel it is appropriate to adopt a fluid approach to providing for the more able and talented learners, as this allows us to identify and make provision for this group in a flexible and considered way. We provide a rich and varied curriculum that can be accessed by all, regardless of ability across a range of subjects. Through skillful teacher assessment of learning and achievement, we identify those with high potential (both those who are maximising their potential; and those have not yet done so). These children are then provided with extension for learning, which can include:


  • richer and deeper questions
  • more complex problem-solving
  • access to a broader range of texts
  • opportunities for independent and collaborative learning
  • enrichment opportunities and competitions 
  • opportunities for pupil led learning 


We also include in our school policy for teachers, criteria to be mindful of in various subject areas so that earlier and more ongoing identification is further supported.



Management strategies


One teacher co-ordinates the provision and practice within Rosehill Infant and Nursery School for More able, Gifted and Talented pupils. The co-ordinator’s role includes:

· ensuring that the More able, Gifted and Talented register is up to date;

· monitoring teachers’ planning incorporates the needs of all groups of children.

· supporting staff in the identification of More able, Gifted and Talented children.

· providing advice and support to staff on teaching and learning strategies for More able, Gifted and Talented children.

· updating colleagues on best practice or new initiatives as they arise;

· facilitating whole school extension and enrichment material;

· recruiting help or expertise as required

· liaising with other G & T co-ordinators to share information



Rosehill Infant School Most able, Gifted and Talented Policy

Our maths enthusiasts attended the More Able Maths Day

Our super writers supported a song writing class by composing the lyrics

The categories of talents below are based on Howard Gardner’s 7 multiple intelligences. Some of the types of ability may overlap.




Strengthening Activities



(reading, writing and language)

· Articulate;

· Selects vocabulary and word choices carefully;

· Reads, writes and spells easily.


· Debates;

· Discussion;

· Letter writing;

· Book reviews;

· Word games and puzzles.



(mathematics, problems, patterns)

· Sees patterns and rhythms;

· Sequences;

· Puzzles;

· Good mental arithmetic;

· Good mathematical knowledge and understanding.


· Number awareness;

· Problem solving strategies

· Classifying and sorting;

· Predicting and experimenting;

· Reasoning.



(general knowledge, investigative and able to talk through learning)


· Investigative;

· Sees patterns;

· Good general knowledge;

· Enjoys non fiction;

· Ability to classify, sort and predict.


· Problem solving strategies

· Classifying and sorting;

· Predicting and experimenting;

· Reasoning.



(drama, musical, artistic, imaginative)

· Draws;

· Follows direction;

· Musical – good sound discrimination, sensitive to pitch, tone and rhythm, aware of instruments.

· Good with maps and charts; thinks in pictures;

· Constructs and designs;

· Imaginative through art, role play and/or design.


· Art, sculpture, design;

· Tessellation, patterns;

· Concept mapping;

· Interpreting and illustrating;

· Drama, mime and role play;

· Using imagination and fantasy.



(PE & games, movement, kinaesthetic)

· PE & games – natural ability, range of skills and control over objects such as bats, balls etc.

· Movement - spatial awareness, dance;

· Sense of touch;

· Likes to manipulate objects;

· May fidget and find it difficult to sit still.


· PE and dance;

· Field trips;

· Hands on learning;

· Action rhymes.


Personal, social and emotional

(self motivated, confident, organises and/or perceptive of others’ needs)


· Makes friends easily;

· Works well in teams;

· Perceptive of others’ feelings/needs;

· Organises others easily;

· Communicates well;

· Identifies own emotions;

· Knows strengths and weaknesses;

· Self motivated.


· Collaborative working;

· Peer coaching;

· Team games;

· Circle times;

· Group discussion and projects;

· Conflict resolution activities;

· Autobiographical writing;

· Personal goal/target setting;

· Self evaluation.


Parental Involvement


Gifted and/or talented children may display some of the following characteristics:

  • Is intensely focused
  • Asks insightful questions
  • Sees beyond the obvious
  • Provides creative and original solutions
  • Has a great intellectual curiosity
  • Learns easily and readily
  • Shows initiative and originality
  • Possesses unusual imagination.

This list is not exhaustive nor does it mean a child is necessarily gifted if he/she displays some of these features.



  • Contact us and discuss your child with their class teacher in the first instance
  • Share information with your child’s teacher and his/her strengths, interests and achievements including any particular gifts/talents that he/she is developing out of School. Sometimes exceptional abilities are evident only outside the school setting and it is important that we know about this
  • Discuss with us how we intend to support your child - in most cases we will be able to provide everything your son/daughter needs, just occasionally it may be necessary to point you to external support or opportunities
  • It is also important that your child has access to any additional out-of-school opportunities such as clubs and holiday schools that may be provided by Westward or external agencies
  • Ask questions - especially if you don’t understand.




  • Set aside each day to talk with your child
  • Encourage him/her to sample new activities
  • Use the environment to provide a broad range of experiences, e.g., visits to galleries, museums, sports centres
  • Provide resources to support learning at home, e.g., Internet, visual stimuli, books, maps
  • Make sure your child has the opportunity to make friends including those who share his/her interests
  • Read all you can about giftedness and talent and learn about the characteristics of gifted children
  • Take the time to develop positive relationships with the staff at Westward and ask what they do to support gifted and talented pupils
  • Encourage your child to participate in extra-curricular activities at School and beyond including summer schools and distance learning activities
  • If your child complains about being bored, take the comments seriously and seek a solution with your child, and contact us if appropriate
  • Seek out other families with gifted or talented children
  • And finally, make sure your child also has time to relax and play!


Supporting More Able and Gifted and Talented Children – Information for Parents


There is a range of support and information available to parents through charities and organisations working with highly able pupils and their families. The parents’ sections at Potential plus and Excellence East are particularly useful.



WHERE CAN YOU GET FURTHER INFORMATION AND SUPPORT? The National Association for Gifted Children provides a wide range of advice for parents/carers including information on national networks. Lots of ideas to support able pupils. A range of publications.