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Able, Gifted & Talented (The Lutterworth College Honours Programme)
Click here to view our recent presentation to Year 11 students & parents.
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At Lutterworth College our Able, Gifted & Talented students are enrolled into The Lutterworth College 'Honours' programme. These students are referred to generically as 'Honours' students.
Lutterworth Academy Trust strongly believes that we have a duty to meet the needs of all our students through Quality First Teaching. All children have the right to make progress and to receive quality teaching irrespective of their prior attainment or circumstances. Through stimulating lessons that foster challenge, robust assessment, intervention and effective mentoring students should consistently be provided with the opportunity to reach their full potential. Lutterworth Academy Trust believes that it is responsibility of all stakeholders to provide students with the best opportunities during their time in our schools to reach the most desired and competitive destinations for their chosen field of study or future careers. As such we use three broad definitions to identify and support our ‘most able’ to ensure the correct provision is offered. These are:
A student is categorised as being ‘more able’ if their prior attainment indicates that they are capable of achieving the highest grades. This is shown by their prior attainment profile and current target grades.
· Standardised score at the end of KS2 which puts them in top 10%
· Average GCSE score at the end of KS4 which puts them in top 10%
These students are considered a ‘protected group’ at Lutterworth Academy Trust and therefore their attainment and progress is reported on at each Assessment Point during TIP meetings between Heads of Faculty and Senior Leaders. This is a matter of differentiation in the classroom and provision for these students is the responsibility of all classroom staff to provide appropriate levels of challenge within lessons and in homework. The AG&T coordinator has overview of the outcomes of these meetings and can support individual staff or departments with ways to provide such challenge if HOFs feel this is needed.
Has come to Lutterworth College from his primary school achieving a standardised score at the end of KS2 which puts him in the top 10% of students in his year group. He is considered ‘able’ and as such should be challenged in lessons to achieve ‘extending’ in his assessment points from now on.
Has come to Lutterworth College from her primary school achieving a standardised score at the end of KS2 which does not put her in the top 10% of students in her year group. She is was not originally considered ‘able’ but due to hard work she ended year 7 making more than expected progress and as such is now considered ‘able’ and should be challenged in lessons to achieve ‘extending’ in her assessment points from now on.
A student is categorised as being ‘talented’ if within a subject area they are identified by teachers as being particularly skilled. There are pathways provided by each department which are visible in classrooms and within communal study spaces which show the possible routes for students who are particularly talented in any given field. These show both the expected progress of these students through every year/Key Stage as well as the opportunities provided and signposted by the departments for super curricular work which would support an application to one of the most sought after places for that subject at the end of year 13.
Each department retains a list of these students which is periodically updated and copied to the AG&T coordinator within the school. If a student is not identified by a department but wishes to pursue that subject to a high level then they can use the pathways resources to develop their skills and ensure they are meeting the entrance requirements for those subjects.
Has come to Lutterworth College from his primary school achieving a standardised score at the end of KS2 which does not put him in the top 10% of students in his year group. He is not considered ‘able’ but during his food lessons his teachers identify him as being a very good cook who clearly enjoys the lessons and is mastering the content at a quicker pace to his peers. He is identified as being ‘talented in food’ and as such is supported by the food department with extra work, competitions etc. that he can do.
Has come to Lutterworth College from her primary school achieving a standardised score at the end of KS2 which puts her in the top 10% of students in her year group. She is considered ‘able’ but none of her subjects have flagged her as being particularly skilled in their subjects. However, she wishes to become a journalist and wants to exceed in English. She uses the pathway posters to identify extra work she could do to push her grades up in English and is later identified as being ‘talented in English’.
Definition of Gifted:
A student is categorised as being ‘gifted’ if within many of their subject areas they are identified as being particularly skilled. It is recognised that these students need different support to those who are ‘talented’ as they are sometimes overwhelmed by the variety of extra-curricular work they could/should do, and also feel pressure to reach the highest grades in all subjects. These students use the AG&T coordinator as a coach/mentor to put a plan of action into place which allows the student to retain control of their super curricular work and can act as the mediator between departments and the student, acting as an advocate.
Has come to Lutterworth College from her primary school achieving a standardised score at the end of KS2 which puts him in the top 10% of students in his year group. She is considered ‘able’ and during several of her lessons in the first term her teachers identify her as being a very good in their lessons and she is mastering the content at a quicker pace to her peers in many subject areas. She is identified as being ‘talented in PE, Science, Maths, English and History and as such all of these departments are attempting to signpost her to extra classes, competitions and higher level work. She meets with the AG&T coordinator who discusses that she has aspirations to become a lawyer. They look into the entrance requirements for these courses at the most competitive universities and make a list of the skills and experiences she will need to have had by the time she leaves. Together they decide to take her off the ‘talented’ lists in PE, Science and Maths and allow her to focus on the opportunities that English and History signpost her towards. She is also now given specific opportunities to law from the AG&T coordinator.
1) Can a student be more than one of these?
ANSER: Yes. Students can be just able, gifted or talented or may be any combination. Some students’ prior attainment does not accurately predict their particular skills in lots of subjects and therefore they may not appear as ‘able’ but within class it becomes clear they are ‘talented’. It is also likely that students who are considered ‘able’ may well also be classed and ‘talented’ and ‘gifted’.
2) When are students assessed as being Able, Gifted and Talented?
ANSWER: Continually. Faculties can add students to their talented register at any point when they feel they have seen enough evidence that the student is excelling in the subject. Equally students can show signs of being ‘able’ throughout the year. However we officially update our lists every year. Therefore there are always chances to take part in the honours programme.
3) So can students stop being Able, Gifted and Talented?
ANSWER: Technically Yes. Although there is a process of subject, pastoral and AGT coordinator intervention which would take place first to ensure that this was the right thing for the student.
All staff at Lutterworth Academy Trust are committed to their responsibility to provide for the more able and talented students they teach and, in partnership with heads of faculty, head of sixth form and the AG&T Coordinator, effective provision is ensured. Where appropriate, our provision goes beyond age related learning, teachers use differentiation effectively for development of learning, and planning includes a focus on student progress.
Wave 1 Provision – Differentiated Learning
Our schools provide Quality First Teaching (QFT) for all pupils and as a result this is the first level of provision for the more able and talented students too. This includes:
- Planning to ensure learning and progress
- Use of prior assessment and future targets to inform pitch, pace, depth or breadth
- Effective use of differentiation
- High expectations
- Appropriate challenge supported by a learning environment and classroom ethos that embraces scholastic rigour, risk-taking, mistake making, endeavour, searching questions and a growth mindset.
- Skill mastery
- Pupils as full participants in their learning – AfL, peer marking, joint target setting, quality marking and feedback, designing learning opportunities
- Skilled professionals who employ the right teaching and learning strategies for the particular learning taking place
- Parental engagement from subjects and AG&T coordinator on ways to help at home
Where underachievement has been identified it is the class teacher’s responsibility to target provision to overturn this, in the first instance.
Wave 2 Provision – Targeted Intervention
At times some of our more able and talented students need targeted support which could not be appropriately or effectively delivered in a whole class situation. Whole college strategies would be employed to rectify any identified underachievement or undeveloped potential. These include the following:
Providing specialised intervention at faculty level.
- Through regular mentoring students will be signalled as AGT and as such their mentors will work with them post assessment point to set realistic targets and be provided with specific or general strategies to achieve them.
- Honours Mentoring – ‘able’ students will have structured mentoring groups fortnightly with the AG&T coordinator during mentor time for extra support and guidance relevant to the time of the academic year.
- Talented Mentoring – ‘talented’ students can access extra mentoring through tutor time with specialist high attaining student mentors in higher year groups or in some areas university.
Wave 3 Provision – Enriching Opportunities
All students identified as ‘able’ or ‘talented’ will have the opportunity to access provision outside the classroom setting. These include the following:
- The opportunity to follow the Honours Programme
- Educational trips that are thought provoking and intellectually challenging
- Visits to universities including Oxford and Cambridge
- Key speakers
- High attaining student forum – pupils will have the opportunity to meet as a group on a regular basis throughout their time at the college and participate in various activities, student voice, mentoring and support with revision techniques etc
- Enterprise days
- Any local, regional or national competitions that are available
- Specific enrichment and trips through subject faculties
Exceptional Education Plans (EEP)
Some of our Able, Gifted and Talented students need specialist provision including where they have additional special education needs, disabilities or provision to pursue talents at a competitive level. In such cases the AGT Coordinator would meet with the student and any other involved agencies or individuals such as parents, pastoral managers or senior leaders to provide an Exceptional Educational Plan. This could include:
- A move to another year group (supported by a longer term plan for the end of the key stage / transition to next schools)
- Specialist teaching from subject specific teachers or learning mentors
- Involvement of outside agencies (this may also be necessary for particular high level talents which require a student to have a dual learning environment to allow them to practice and learn on an alternative timetable)
- Early entry into exams to enable either more time to study the next level or to take an alternative study path at the same level (Maths GCSE – 3 years A-level study, or Maths GCSE followed by Statistics GCSE for example)
AG&T Coordinator Role
Ensuring that this group of students are receiving effective provision, making appropriate progress and reaching their full potential is not the responsibility of one person in school. A range of people will be engaged in monitoring and evaluating activities which will inform the full picture. The College Principal, Senior Leadership Team, Heads of Faculty, intervention or higher attaining students all hold responsibility. Assessment coordinators and data management personnel and class teachers all keep an equal focus on able pupils to ensure that they do not become vulnerable.
The role of our AG&T Coordinator is, in the first instance to champion this group of students, and to bring together the collective intelligence to ensure that students are not underachieving, to identify when they are and what the reasons may be for this, and to offer support to the person, or people, best placed to overturn this. In addition to focusing on pupils our AG&T Coordinator ensures that there are robust systems in place to provide the best provision possible in all of the areas referred to in the policy.
In the 2017-18 academic year, our AG&T Coordinator is Mrs A Pepper – contact A.Pepper@lutterworthcollege.com . Mrs Pepper is supported in this role by Mr R. Rolfe who takes the lead in Post 16 with those students looking to access Oxbridge, Medicine or Vetinerary courses (The Lutterworth College ‘1510’ Group). Mr Rolfe can be contacted at R.Rolfe@lutterworthcollege.com