Able, gifted and talented pupils policy - Kent College, Pembury · 2014. 1. 24. · o Enrichment and extension projects o Study support o Summer Schools o Residential opportunities

Policy Version 1 Able gifted and talented SENCO March 2009 Reviewed: Review date: March 2010

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Contents

Foreword 1. Policy rationale and aims 2. Agreed terms and definitions 3. Identification strategies 4. Provision 5. Organisational issues 6. Transfer and transition 7. Monitoring, assessment and review 8. Professional development 9. Staffing

10. Appendices:

o i) Characteristics displayed by ‘able gifted and talented’ children o ii) Gifted or more able children: a teacher’s checklist

o iii) Enrichment days and residential experiences

o iv) School clubs and societies

o v) Musical and sporting opportunities

o vi) Tests

Able, gifted and talented policy

Whole school


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1. Policy rationale and aims

This document states the aims, principles and strategies for addressing the needs of able, gifted and talented pupils, and seeks to raise the standards of all pupils, in both the Preparatory school and Senior school that comprise Kent College.

1.1 School philosophy and aims At Kent College we recognise that all pupils are individuals with their own strengths and weaknesses, gifts and talents. Within this range of individuality there are pupils who are more intellectually able than others, and pupils who have specific areas of ability. We consider that every pupil has the right to be included in a broad, balanced and relevant curriculum; and that each pupil is entitled to have the opportunity to be involved in appropriate education which challenges, motivates and rewards them, so that they can fulfil their individual potential. Provision for able, gifted and talented pupils is an integral part of the teaching and learning involved in every lesson we teach at Kent College.

1.2 Equity of provision for all To achieve equity of provision for all we will:

o Continue to develop the provision of an education appropriate to the abilities and needs of able and talented pupils

o Offer a supportive ethos of provision for emotional, social and intellectual development

o Create supportive and challenging opportunities for disadvantaged learners o Promote school-wide excellence o Continue raising school standards o Offer greater challenge in the curriculum o Encourage and support teachers and teaching support staff to identify and

meet the needs of the able through a range of appropriate teaching strategies and challenging differentiated learning opportunities

o Encourage all pupils to develop specific skills and talents – including social, cultural, spiritual and emotional skills


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2. Agreed Terms and definitions

Each child is unique and to attempt a single definition is to generalise too widely. The term ‘able gifted and talented’ at Kent College refers, as a guide, to the top 5 to 10 per cent of the ability range in any of the following areas:

o General intellectual ability o Specific aptitude in one or more subjects o Creative or performing arts o Psycho-motor ability o Leadership and organisational qualities o Advanced social skills

The table below shows the accepted continuum from able to profoundly able.

Top 0.01% IQ: 150+

Profoundly gifted

Top 2% HMI definition: ‘that tiny minority which is capable of functioning at a level several years beyond its age group, the exceptionally able’ Acceptance level for membership of MENSA IQ: 130+ Capable of working 2-3 years or more beyond their chronological age

Exceptionally able pupils – these are amongst the top 1-2% of the population. They have a wide range of capabilities and a broad span of interests. General attainment is exceptionally high.

Top 5% HMI definition: ‘very able’. Minimum acceptance level for entry to NAGTY. IQ: 125+ Capable of working 2 years or more beyond their chronological age.

Very able pupils – these are amongst the most able 5% of the whole range of ability. They have very high attainment in literacy, mathematics and/or other areas of the academic curriculum.

Top 10%

Top 10% Defined by EIC schools within the context of each school’s intake. IQ: 120+ Capable of working beyond their chronological age in one or more subjects. Usual minimum entry to Grammar schools.

Able, gifted or talented pupils – these are pupils who have a rich talent in a particular sphere of activity, which may not be intellectual or academically of high status. This ability may not be matched by ability in other areas of the pupil’s educational attainment. The term talented is linked to an area such as art, music, and sport rather than general all round ability.


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DCSF definition

According to the DCSF a ‘gifted’ pupil is one ‘who has the capacity for or demonstrates high levels of performance in one or more academic areas’ and is in the top 5-10% of the pupil population; a ‘talented’ pupil is one who is in the top 5-10% in non academic areas such as: physical talent, artistic talent, musical talent, talent in drama, mechanical ingenuity, leadership qualities and high creativity.

In addition to the continuum given above, the following definitions should be considered when assessing a child’s abilities. These characteristics can commonly serve to mask a child’s ability

o Able underachiever

Underachievement can be defined in terms of a discrepancy between a pupil's school based achievements and potential ability measure such as an IQ score. Underachievement is usually a behavioural issue being specific to both context and situation. Able children who do not succeed in school can often be successful in activities outside of the core curriculum such as sport, situations requiring sophisticated social skills, after-school jobs and volunteering. Labelling a pupil as an "underachiever" should not result in the disregarding of any positive aspects of a pupil’s commitment to personal development and achievement.

o Dual exceptionality

Dual Exceptionality or twice exceptional is the term used to describe a child who is not only exceptionally able but has additional learning difficulties or a disability which can make it difficult to identify their high intellectual ability.

o Disaffected Pupil disaffection can have many causes. It can be recognised by behaviour such as truancy (not attending school and internally truanting when at school), indiscipline, underachievement, unusually high rate or pattern of absence through illness, and general low attainment.

3. Identification strategies

To provide appropriate work, support and stimuli for the able, gifted and talented pupil we need to identify her. There is no single measurement with which to identify able, very able, gifted, or talented pupils due to individuality and the sometimes complex masking of ability that can occur. At Kent College a combination of the following sources of information are used to identify able and talented pupils so that pupils can be supported to achieve success, avoid underachievement and fulfil their unique potential. While these strategies are a part of the College-wide able, gifted and talented policy, particular subjects and other aspects of the curriculum are encouraged to supplement


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this guidance with discrete statements about able, gifted and children applicable to their subject or aspect of the curriculum. Each department has produced specific identification strategies that enhance the core methodology used by the College:

o Teacher nomination/observation o Recommendations from previous schools. Wherever possible information is

collected from a pupil’s previous school. This is considered before a place is offered. Scholarships are offered in certain areas for those pupils who demonstrate abilities and talents in academic work, music, drama, art and sport

o A portfolio of the pupil’s work – where appropriate – using examples of outstanding work and insights from pupils

o Educational psychologists tests and reports– where appropriate o Psychometric tests – where available/appropriate o Checklists of characteristics o Information provided by parents or carers o Information provided by ‘experts’ from the area of ‘talent’ o Pupil self identification o Pupil colleague identification o Provision o Standardised group tests (e.g. entrance examination, SATs results, music

examinations, dance examinations, sporting achievements, LAMDA and other drama examinations, baseline assessment, etc)

o Early identification by agencies other than parents/carers or schools o Monitoring health records

4. Provision The use or type of provision and ‘in-class’/‘out of class’ strategies will depend upon the individual learning needs and circumstances of the pupil concerned. The following strategies will be applied as appropriate.

4.1 Organisational systems

o Allocation of a dedicated Able Gifted and Talented budget and individual

charging system o Use agreed criteria to identify pupils o Establish an able, gifted and talented pupils register o Organised learning opportunities for AGT pupils through a range of

strategies (see below) o Progress monitored by the Head of Learning Development-AG&T co-

ordinator working with Heads of Departments, the SENCO, Head of Division, and the subject class teacher when appropriate

o The school evaluates effectiveness of provision on a regular basis through the Head of Learning Development reporting termly to the Senior Leadership Team

o Governors are involved through a named Governor with responsibility for able, gifted and talented girls.

o Careers guidance and individual support provided by the Head of Careers


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4.2 Curriculum provision

o Acceleration, enabling the pupil to move through the curriculum at a faster rate

o Withdrawal to work with other pupils (intellectual peers or older/adults/etc)

o Working with others of like ability in sets or groups o Differentiation including differentiated homework and differentiated

marking o Challenge within subject areas through flexible learning o Developing higher-level thinking skills o High and appropriate expectations o Working with older pupils o Withdrawal across year groups o Mentoring o Discussing the quality of learning and standards achieved with the pupil o Setting or fast tracking o Classroom support o Groupwork o Team preparation o Team teaching o Resource centre and Library o Access to the internet o Contact with outside experts including members of the governing body o Liaison with industry/commerce o Enrichment and extension projects o Study support o Summer Schools o Residential opportunities o Outside agencies

4.3 Extra curricular activities

o School clubs/lunchtime and after school activities – a wide variety in number and character are available – many for those with specific talents in drama, music, and sport

o Specialist classes and coaching in drama, music, sport o The opportunity to participate in local and national competitions in

creative and academic areas of the curriculum o Holiday courses and activities in areas such as the performing arts, sport,

and cultural visits o Educational visits to lectures, both abroad and in the UK linked to the core

and extended curriculum o Holiday enrichment activities o Collaboration with other schools and universities to attend ‘Masterclasses’

and workshop events o Mentoring o Outside agencies

4.4 In-class approaches: Curriculum provision enrichment/extension


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Differentiation – differentiated activities specific to the pupil’s need are a major way of providing for the development and support of able, gifted & talented pupils. Ways of doing this can include:

o Providing activities which are capable of producing different outcomes o Providing work at different attainment levels to match the rate of progress

of the pupil including the use of skills in ICT, research, recording, and communication

o Providing enrichment and extension activities which provide increased depth and sophistication, including the use of questioning thinking skills and problem solving

o Offering additional support possibly through another adult, such as a teacher or teaching assistant, to enable a pupil’s learning to be accelerated including early entry to examinations or missing a stage

o Offering opportunities for able pupils to work with other able pupils, including those in other schools to develop social skills and friendships

4.5 Working with others of like ability

o Extension- providing opportunities for pupils to increase the depth of their knowledge, skills and understanding along a predetermined, linear and hierarchical route

o Enriching – adding breadth and range to a pupil’s attainment and progress through activities and experiences, which consolidate and widen knowledge, skills and understanding. This can include problem-solving activities and challenging activities.

o Ability grouping – grouping children within a class, who demonstrate a similar capacity to do something based on mental or physical ability

o Setting – grouping children across a set of classes who demonstrate similar levels of skill, knowledge and understanding in specific subjects/groups of subjects

o Focused teaching – setting aside specific, planned time to teach individuals or small groups within an ordinary classroom situation to meet their needs for additional input, support their greater ability and offer challenge within subject areas

o Ensuring equal opportunities 4.6 In-house boarding approach

Welfare support for those with specific learning needs in boarding

o The Head of Boarding attends divisional and grade meetings o Ensuring the development of effective systems to monitor the progress and

welfare of gifted and talented learners, and working closely with tutors and teachers to support their social and emotional needs. Fostering good relationships and liaison with parents and carers

o Records are kept of action taken within the boarding function as a result of discussions and issues raised at the grade meetings


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o After a parents evening letters are dispatched to boarding parents informing them of the progress of their children

o Kent College has an excellent Learning Development Department. As soon as a student is identified as having learning needs, an IEP is set up to support and monitor her academic progress. This information is made available to staff and house mistresses

o Each House Mistress will include a copy of the IEP in her boarder’s records and will have constant contact with the Head of Learning Development with regard to the progress of a boarder

4.7 Supporting partnership with parents and carers

o Providing advice and guidance on a regular basis and as appropriate o Developing active partnerships between the Learning Development

Department and parents/carers o Home - school challenges such as holiday enrichment activities and

transition enrichment activity packs 4.8 Out of class activities

o Enrichment days and residential experiences (Appendix iii) o School clubs and societies (Appendix iv) o Musical and sporting opportunities (Appendix v)

4.9 Partnerships Liaison and partnerships will be established to facilitate identification and provision for able, gifted and talented pupils. These can include members of the school staff, governors, pupils, parents/carers and outside agencies. For example reading and writing activities emanating from the Prep School, discussion groups, occasional support with extension work and informal social-pastoral support. 5.0 Careers

o Individual carers advice is available for all pupils. When required specialist

advice is sought to advise the more able and talented pupils o Each department has a notice board devoted to a specialist or unusual

application of their subject or a challenging career-volunteering opportunity

o A ‘career’ assembly for every year group o A web page with links on the College intranet


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5. Organisational issues

This policy recognises that provision for the able, gifted and talented must be coherent and consistent to be effective:

across subjects and programme types across year groups and phases for each able, gifted and talented learner for each appropriate parent/carer at the whole-institution level

5.1 Within the school The Headmistress/senior leadership team should through the SENCO, the Head of Learning Development whose role includes that of able, gifted and talented co-ordinator for the Senior school and the able and talented co-ordinator for the Preparatory school:

o Annually review the able, gifted and talented pupils policy o Work with the Faculty Heads and Heads of Department to identify pupils in this

category o Set up and monitor a whole school system to identify pupils with ability and

talent o Ensure appropriate and accurate records are kept and maintained. o Inform all staff so that they are aware of the key issues in the education of able

and talented pupils. o Work with staff when appropriate to promote suitable extra curricular activities

to support pupils o Set up and monitor the system for registering and tracking individual able and

talented pupils o Support differentiated classroom enrichment and extension provision according to

the individual needs of pupils o Ensure that able and talented provision is mentioned in the prospectus o Ensure that Departmental handbooks contain a policy on able and talented pupils

and that account is taken of the needs of these pupils in term of identification procedures, suitable resources, and appropriate targets for the more able in the different subject areas.

o Provide high quality staff training on the education of able and talented pupils and to encourage staff to attend additional INSET and to support the professional development needs of staff as appropriate in the area of providing for able and talented pupils

o Encourage the school community to celebrate achievements including reporting annually to the Education Committee on the successes within the school


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5.2 Flexibility and the curriculum

Kent College aims to ensure that:

o the various threads of provision for the able gifted and talented (including teaching and learning, extracurricular enrichment, pastoral support and community links) should operate coherently and relate to each other

o study support must complement classroom provision effectively and should not simply be seen as bolt-on extra that bears no relationship to the curriculum that the able, gifted and talented follow

o acceleration, extension and enrichment should be planned coherently across the institution and within subject areas

o the approach to acceleration, extension and enrichment is coherent for each individual, and that other dimensions of provision (such as curricular flexibility) are taken into account so that the overall teaching and learning package makes sense.

5.3 Roles and responsibilities An able, gifted and talented coordinator should be appointed for the: o Preparatory school o Senior school o Sixth form

Although in many cases the responsibility is carried by a senior manager. Whatever the arrangement, it is important that teachers know where to get advice on meeting the needs of gifted and talented learners. The gifted and talented coordinator's role embraces the following areas. 5.4 Audit, planning and review The gifted and talented coordinator should make a significant contribution to audit, planning and review cycles that would include looking at:

o system effectiveness, in terms of provision of pace, breadth and depth within the curriculum that will support the full development of the individual and allow recognition of talents beyond the academic

o professional development facilitated by subject leaders. It is their responsibility to maintain team members' knowledge, skills and understanding at an appropriate level of 'expertise and scholarship' (Ofsted evaluation) to teach the most able students

o communication between departments and faculties on provision for the gifted and talented


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o the effectiveness of transfer and transition from previous school(s) o the quality of support for staff and students, including mentoring systems and

support for independent learning; o assessment policy and, in particular, the policy on entry to external

qualifications; o equal opportunities, particularly where grouping and selection is involved.

5.5 Support and monitoring

o Liaising with others involved in supporting individuals' learning (e.g. learning support and classroom assistants, pastoral team leaders, learning mentors, workplace supervisors).

5.6 Leadership and management

o Monitoring, evaluating and refining an institutional policy for meeting the needs of able, gifted and talented girls, in conjunction with the Headteacher/principal and governors.

o Taking a leading role in implementing the whole-institution policy, supported by senior and middle management.

o Reporting regularly to the senior management team and governing body. 5.7 Enhancing own knowledge, skills and understanding

o Becoming familiar with the range of strategies for identifying and providing for different types of ability.

o Keeping up to date with developments and thinking in the teaching of gifted and talented learners.

o Keeping in touch with key national and local organisations and with other coordinators through national networks, e.g. National Association for Able Children in Education (NACE), National Association for Gifted Children (NAGC), Children of High Intelligence (CHI) and the National Academy for Gifted and Talented Youth (NAGTY) and the Brunel Able Children's Education (BACE) centre

5.8 Professional development and raising awareness The able gifted and talented coordinator can change the emphasis of development work once it is clear that colleagues have understood and implemented basic strategies. In addition the able, gifted and talented coordinator can support individual development and collective institutional expertise by:


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o supporting colleagues in applying a range of strategies for identifying different

types of ability in their own areas including social and leadership abilities o increasing colleagues' awareness of the needs of gifted and talented learners. o liaising with those with responsibility for continuing professional development

(CPD) to ensure that staff have appropriate training and development opportunities in the identification of, and provision for, gifted and talented learners.

o ensuring (through liaison with appropriate members of staff) that newly qualified teachers are supported in their work with gifted and talented learners

o taking part in, organising and leading relevant continuing professional development and evaluating its impact.

o encouraging colleagues to make the most of training opportunities and to take part in working or task groups.

o providing teachers and support staff with resources that build their understanding of able, gifted and talented issues

5.9 Governors Governors have a responsibility (in partnership with the Headmistress) for ensuring that all pupil needs are met and that no minority needs are overlooked. They ensure that the policy is implemented, monitored and evaluated by nominating a dedicated Governor’s role, through feedback via the Education Committee and from receiving annual feedback from the SENCO. 6. Transfer and transition Wherever possible information is collected from a pupil’s previous school. This is considered before offering a place. Scholarships are offered in certain areas for those pupils who demonstrate abilities and talents in academic work, music, drama, science, art and sport. 6.1 Key stage 1 and into key stage 2 Sharing information when girls transfer between the preparatory school and the Senior school is an important part of supporting the able, gifted and talented girl. 6.2 Transition to secondary school Kent College enhances the curriculum experience for the able gifted and talented through planned links between the Preparatory school and the Senior school, including collaborative learning activities for pupils and staff development opportunities. Gifted and talented pupils benefit from these links, which can both enrich their learning in the primary phase and ensure appropriate challenge and demand from the start of the secondary phase.


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6.3 Transition into key stage 3 Transfer to secondary school is a critical point in a young person's school career. It can represent both continuity and a fresh start and it will be important for the receiving teachers to recognise this duality for both those pupils previously identified as gifted and/or talented and for those yet to be. Clearly, it is of prime importance that the Senior school gains as much knowledge of the individual pupil's previous experience at either the preparatory school or other feeder school a girl may have attended, and attainments in order to build on, and extend, the learner's achievements and strengths, as well as addressing gaps in experience or weaknesses. However, an open mind is of equal importance, so that those pupils with, as yet, untapped or latent potential are enabled to demonstrate their capabilities in the context of rich learning opportunities Pupils arriving at Kent College will have as far as possible an individual profile, which will contain:

o curriculum test scores in English, mathematics and science, preferably accompanied by reading age and other data.

o assessment information for some or all of the foundation subjects or a portfolio of work.

o evidence of extra-curricular activities o levels of achievement and potential of the pupil o work already covered o preferred learning styles o particular strengths and weaknesses o work that needs to be planned for o targets for further development

Meetings with parents, pupils themselves and links with feeder schools are wherever possible encouraged to provide a rich profile of the individual girl to ensure that, suitable provision is made for able, gifted and talented learners 7. Monitoring, assessment and review

Any monitoring or evaluation -- both in terms of policy implementation and effectiveness of provision -- needs to consider pupil’s workloads and possible effects on their motivation and self-esteem.


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The areas below are being reviewed and developed as part of the departmental development plans for the whole school, particularly:

o A formalised procedure for identification and recording the data on the identified pupils

o Identifying areas for future development, including staff participation o Use of an Able, Gifted & Talented ‘soft’ and ‘hard’ fields in PASS

The school’s success in meeting the needs of able, gifted and talented pupils will be evaluated using the following indicators:

o Records of individual pupil progress o Value added information o Pupil’s comments o Feedback from teaching staff o OFSTED reports

Form tutors Monitor patterns of work and achievement across different subjects Heads of year Monitor the academic progress and pastoral needs of pupils via the form tutor Subject teachers Teachers will check whether pupils are on target through regular assessment Heads of Faculty Are responsible for monitoring the provision for able gifted and talented pupils in their faculty Able, gifted and talented co-ordinator The co-ordinator works with the Heads of Faculty and heads of Year to review teaching strategies, good practice, progress towards targets and to share success in order to implement and develop this policy. The DCSF Quality Standards relating to G&T provision will be introduced as an element in reviewing and improving provision for the able, gifted and talented. Pupil tracking. The able, gifted and talented co-ordinator will through working with the appropriate Deputy Head/Senior manager track and record the progress of identified pupils.


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In some cases, pupil’s achievement may not be amenable to measurement by a numerical figure. The use of ICT, digital camera and other media may be used as appropriate. Newspaper reports, programmes and information form parents and carers can provide evidence of pupil’s gifts and talents beyond school that inform an understand of performance and achievement within school. 8. Professional development

o INSET regarding statutory requirements and desirable INSET is identified and presented by the SENCO or Head of Learning Development – G&T co-ordinator or other appropriate person

o Individual areas and aspects of Learning Development as whole staff INSET is made available once a need has been identified and will be and has been led by expert/s in the particular field of expertise (phonics, handwriting, questioning, creating resources

o Training for staff and departments which continue to raise both specific and general issues is provided at all levels of College activity: whole staff, departments, individual one-to-one guidance as requested

o Self identified teacher development work is supported by the SENCO, Head of Learning Development – Able, Gifted and talented co-ordinator and other members of the department as appropriate to their expertise

o ‘Distance learning’ briefing papers for staff and as appropriate parents and carers are available

o Attendance at Conferences and working parties which clearly develop an identified area of necessary expertise which will benefit pupils at the College are supported

o Professional certificated training is encouraged o General professional awareness through the provision of publications, newsletter

and notice board displays with a dedicated page on the school intranet are also features of the College’s commitment to the professional development of staff.

o Subscriptions to: SENCO Update, G&T Update, NACE and NAGC mailings o Membership of NAGTY

9. Staffing Head of Learning Development and able, gifted and talented co-ordinator Senior School KS3 and KS4: Linda Jeal Able, gifted and talented co-ordinator Preparatory school: KS1: Gilly Wilson KS2: to be confirmed Sixth Form: Richard Nash Named Governor with responsibility for Able, gifted and talented pupils. Mrs. Victoria Burch


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10. Appendices Appendix i Characteristics displayed by ‘able gifted and talented’ children They can typically:

Think quickly Reason well Understand complex instructions Grasp new concepts easily remember and apply them Become absorbed in tasks Show invention and imagination Ask searching questions Make perceptive original comments Demonstrate persistence and perfectionism.

Additionally able children welcome problem solving and complex tasks. They show a desire to move beyond the obvious and be inventive. It is easy to confuse ‘able’ or ‘gifted’ with ‘knowledgeable’. Talented children are likely to exhibit unusual absorption and focus in a specific area of the curriculum e.g. music, arts, PE. In addition to the identifiable able, gifted or talented child there are three other categories Kent College seeks to identify and support:

o ‘High fliers’ or ‘coasters’ o Able disaffected o Able underachiever


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Appendix ii Gifted or more able children: A teachers checklist

Checklists can prove valuable in building a portfolio of evidence that will identify able and talented pupils. Attention must always be given to children who do not reveal their true potential. While checklists and testing are important methods as a part in the process of identification the teacher still remains the most important means of identification through his or her knowledge and understanding of the child. More able children are likely to show some, if not most of the following characteristics. It is worth noting that according to research carried out by Laycock a child showing most characteristics on the checklist, but not those starred, is likely to be a gifted child who is underachieving educationally.


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GIFTED OR MORE ABLE CHILDREN: A TEACHER’S CHECKLIST

More Able children are likely to show the following characteristics:

1. Possess superior powers of reasoning, of dealing with abstractions, of generalising from specific facts, of understanding means, and of seeing into relationships.

2. Have great intellectual curiosity.

3. Learn easily and readily.*

4. Have a wide range of interests.

5. Have a broad attention span that enables them to concentrate on, and persevere in, solving problems and pursuing interests.

6. Are superior in the quantity and quality of vocabulary as compared with children of their own age.

7. Have ability to do effective work independently.

8. Have learned to read early (often well before school age).

9. Exhibit keen powers of observation.

10. Show initiative and originality in intellectual work.

11. Show alertness and quick response to new ideas.

12. Are able to memorise quickly.

13. Have great interest in the nature of man and the universe (problems of origins and destiny, etc.)

14. Possess unusual imagination.

15. Follow complex directions easily.

16. Are rapid readers.*

17. Have several hobbies.*

18. Have reading interests which cover a wide range of subjects.*

19. Make frequent and effective use of the library.*

20. Are superior in mathematics, particularly in problem solving.*

Laycock’s guide (Laylock 1957).


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Appendix iii Enrichment days and residential experiences Programmes and events will be found in the main shared area and within individual Department areas.


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Appendix iv School clubs and societies Programmes and events will be found in the main shared area and within individual Department areas.


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Appendix v Musical and sporting opportunities Programmes and events will be found in the main shared area and within individual Department areas.


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Appendix vi) Tests To assist in the identification and support of able, gifted and talented pupils attending Kent College the following tests are used. In addition Grade Meetings monitoring each girl’s progress are also used. R/Early Years eProfile (EYFS Profile)

Baseline test

F Yr 1 Half termly assessments in reading

comprehension, writing and maths used to award termly NC sublevels (Also includes some teacher assessment)

Yr 2 Half termly assessments in reading comprehension, writing and maths used to award termly NC sublevels (Also include some teacher assessment) Age standardised reading test – September Age standardised spelling test – October Age standardised English and maths tests – May

Yr 3 Half termly assessments in reading comprehension, writing and maths used to award termly NC sublevels (Also include some teacher assessment) Age standardised reading test – September Age standardised spelling test – October Age standardised English and maths tests – May Report grades for achievement and effort – English, maths, science and ICT – November and March, all subjects - July

Yr 4 Half termly assessments in reading comprehension, writing and maths used to award termly NC sublevels (Also include some teacher


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assessment) Age standardised reading test – September Age standardised spelling test – October Age standardised English and maths tests – May Age standardised VR and NVR tests – June Report grades for achievement and effort – English, maths, science and ICT – November and March, all subjects - July

Yr 5 Half termly assessments in reading comprehension, writing and maths used to award termly NC sublevels (Also include some teacher assessment) Age standardised reading test – September Age standardised spelling test – October Age standardised English and maths tests – May Age standardised VR and NVR tests - June Report grades for achievement and effort – English, maths, science and ICT – November and March, all subjects - July

Yr 6 Secondary school entrance exams (Kent 11+ and independent schools including KC) Half termly assessments in reading comprehension, writing and maths used to award termly NC sublevels (Also include some teacher assessment) Age standardised reading test – September Age standardised spelling test – October Key Stage 2 Sats – May


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Report grades for achievement and effort – English, maths, science and ICT – November and March, all subjects - July

Yr 6-7 Entrance exams ~Scholarship papers Interviews – general and for scholarships

Yr 7 School exams

Mid year examinations MidYis Spelling lessons Assessments from tests/exams

Screening Tests Edinburgh Reading Test Scotopic sensitivity syndrome questionnaire

Yr 8 School exams

Setting and option choices

Yr 9 School exams

Setting and option choices

Yr 10 School exams

Yr 11 Mock exams

Yr 11- 6th Form Scholarship papers, course work Non-academic – some girls take exams in music, speech and drama (e.g. LAMDA and English speaking board exams), dance. Additionally awards are also achieved for some areas of PE. D of E awards are also introduced during years 9 and 10.

Documents

Able, gifted and talented pupils policy - Kent College, Pembury · 2014. 1. 24. · o Enrichment and extension projects o Study support o Summer Schools o Residential opportunities