This policy is intended to support the following aims:

  • To support the abilities, personal qualities and talents of all children.
  • To ensure that all children receive an education appropriate to their abilities, enabling them to achieve their full potential.
  • To provide teaching which makes learning challenging and enjoyable. To provide higher order thinking and questioning skills.To employ a wide variety of methods of recognition of potential.
  • To stimulate children through extra-curricular activities and through curriculum enrichment.
  • To have the expectation that the curriculum for all will be extended by realising the needs of the most able.
  • To train staff and to provide for these aims to be achieved.
  • To work in partnership with the home and community.


The DCFS (Department for children, schools and families) definition of Gifted and Talented pupils is:

Gifted students are more able academically across many subjects. Talented students are more able artistically, in sports or in performance

The term ‘gifted and talented’ is not to be understood as referring to the most able children in the national population. The DfE (Department for Education) indicates that 10% of a school cohort should be identified; 7% may be defined as Gifted and 3% as Talented regardless of the ability profile of pupils at the school.

We identify that our most able children as those who attain a standard substantially higher than we would expect within their year group.

Within the school we recognise that gifted and talented pupils can be:

  • Good all rounders,
  • High achievers in one area of high ability but have poor writing skills.

We also recognise that those pupils who are gifted and talented do not always show their ability. Such pupils are gifted and talented even though their abilities may be hidden or remain as potential.


Gifted and talented students are identified by making a judgement based on an analysis of various sources of information including:

  • Test scores (PIPS scores; NFER scores etc)
  • Teacher nomination (based on classroom observation, discussions with pupils, work scrutiny)
  • Peer or self-nomination
  • Parental nomination
  • Predicted test/ examination results
  • Reading ages
  • Awards / achievements
  • Specialist teachers input e.g. percussion, piano

This information is collated by the gifted and talented co-ordinator and the assessment co-ordinator and is made available to all staff. The gifted and talented register is regularly reviewed and updated.

Organisational and in-class approaches

Important strategies include:

  • The coherent management of pupil groupings (whether in mixed ability groups or ability sets) and recognition that whilst there may be a higher concentration of gifted and talented pupils in some groups there will be pupils who have gifts and talents in all groups.
  • The provision of opportunities for gifted and talented pupils to work with pupils of similar ability. This will mean that it is appropriate for pupils to work with older pupils occasionally.
  • Mentoring and additional provision for pupils of exceptional ability.
  • The provision of enrichment/extension activities and tasks.
  • Differentiation within subject areas.
  • The development of independent learning by allowing pupils to organize their own work, to carry out tasks unaided, evaluate their work and become self-critical.
  • Use of ‘Mind Kind’ learning to take account of pupil interest and preferred learning style.

Out of class activities

The following are offered on a regular basis and, although these benefit all pupils, they are particularly apt for ensuring that pupils who have potential in these areas are given opportunities to practice and extend their skills:

  • Enrichment days
  • School clubs
  • Musical and sporting activities.
  • Competitions e.g. Pi Club, Chess Club
  • Hobbies Day

Partnerships with Parents

At Crowstone we aim to ensure there is support and guidance given to parents to help them nurture the development of their child. When a child is placed on the Gifted and Talented register, the parent will be informed and given advice on supporting their child. This includes a copy of the school’s information leaflet titled ‘Information for Parents of Gifted and Talented Pupils’.


A resource bank will be developed and will include materials for both staff, children and parents to use. A staff handbook to include information on Gifted and Talented, as well as useful websites and the current Gifted and Talented register.

Co-ordination and monitoring

The gifted and talented co-ordinator has overall responsibility for:

  • ensuring that the policy is implemented
  • coordinating the monitoring of progress
  • ensuring that the professional development programme includes relevant aspects of gifted and talented provision

This policy is reviewed on an annual basis in the Summer Term by the Gifted and Talented co-ordinator in conjunction with staff.

At Crowstone we believe in HOTS not MOTS (Higher order thinking skills, NOT More of the same)