More Able, Gifted and Talented
Ormiston Shelfield Community Academy is committed to an inclusive vision that will transform learning, extend opportunity, raise aspirations and standards, and place it at the heart of the regeneration of its community. The academy takes a student centred and personalised approach to learning which recognises and values the skills and talents of each individual.
Beliefs and values
At Ormiston Shelfield Community Academy we believe that all children are entitled to an education that will enable them to develop their full potential, be that intellectual, physical, aesthetic, creative, emotional, spiritual or social, finding appropriate challenge in our learning environment.
Ormiston Shelfield Community Academy is committed to providing a sufficiently challenging curriculum for all its students. In addition, we will provide opportunities to identify and in turn nurture those who are more able and their abilities.
All students have an entitlement to the following:
- Staff commitment and training to develop students’ full potential at all times
- Lessons that stimulate, engage, challenge, inform, excite and encourage through partnership and dialogue with teachers and other students and active participation in the lesson
- Courses that lead to examinations and accreditation
- Skilled, well prepared and informed teachers who have a perspective and understanding of whole-school needs, problems and policies, especially those concerning issues related to those students identified as more able
- An entitlement beyond subject teaching, including preparation for adult life and preparation for the world of work. This should include extra-curricular activity, personal and social education, careers guidance and counselling, visits to local industry, work experience and community service.
In defining what is meant by the term ‘more able’, we have adopted the following definition:
- Children and young people with one or more abilities developed to a level significantly ahead of their year group or with the potential to develop those abilities’ (DCSF)
No one method of identification can be entirely accurate since specific subject criteria will develop. Therefore, we endeavour to obtain as much information about individual students as possible. The methods employed are as follows:
- Information from any previous schools
- Internal and external assessment and testing
- Specific and rigorous criteria developed by subjects or their professional associations
- Teacher nomination.
Learning and teaching
- All schemes of work are planned by heads of departments to include specific enrichment material and ideas on a module-by-module basis
- An awareness amongst all staff of their role in the identification of more able students, based on subject-specific criteria and the need to make the curriculum sufficiently challenging
- the establishment of a register of more able students established by the MAGT achievement leader and published to all curriculum areas
- Continuing professional development for staff that addresses the implications of more able students for senior management, within individual subject areas and develops teaching and learning styles that take account of differentiation, enrichment and extension
- The encouragement of students to enter local and national events, including residential courses and competitions
- Opportunities for more able students to work together
- Recognition, celebration and rewarding of achievement of all students
- Leadership opportunities for gifted students to develop confidence and skills
- The appointment of a named individual to coordinate and champion the school’s response to meeting the needs of more able students – Ms L Newman at the time of writing.
- The effective assessment of students’ potential and performance
- An audit of enrichment and extension opportunities provided by the wider extra-curricular programmes, led by the MAGT achievement leader
- The provision of discreet pastoral care (where required) on an individual basis
- Intervention for underachievers
- Form tutoring mentoring with feedback to parents via parents evenings.
- Close liaison by the school with external support agencies and the home
- Reporting progress to parents.
Monitoring and evaluation
- The identification of a key link person in each faculty/curriculum area to liaise with the MAGT achievement leader and to establish mechanisms for coordinating and monitoring progress of more able students
- The regular monitoring and reporting, to the MAGT achievement leader, of individual student performance
- The tracking of student progress by the MAGT achievement leader
- Mechanisms to identify and address underachievement.
What do we expect for our more able students?
We expect our most able pupils to make at least two levels of progress in each subject by the end of Year 8. and to achieve A/A* in as many subjects as possible so that they are able to progress on to success in their choice of A levels in our 6th Form and have access to the top Russell Group Universities. Every year some of our students apply for places at Oxford or Cambridge and in 2014 16% of our sixth form graduates went on to Russell Group or Intensive research universities. In 2015 31% of our sixth form students have applied for the more prestigious universities.
Opportunities outside the classroom
We feel it is vital for our all our students to enjoy a full and rounded education and this means encouraging them to take part in the many clubs and extra-curricular opportunities on offer to explore and develop their talents. Talented musicians are able to have additional music lessons and take part in our concerts, performing in the orchestra, the Band, Guitar group or one of the many other groups that practice regularly and perform together in school .The Drama department offers many opportunities for both writing performing in and watching plays and musicals. Talented trampolinists compete at regional and national level and our able sportsmen and women can compete in a whole range of sports.
Many of our able students choose to complete the Duke of Edinburgh award and take part in the Science club and extra activities. Popular too are Chinese club and library club. We have strong links with a number of Universities and as we encourage our more able students to aspire to attending University, we reinforce this by taking them on University day trips so that they can experience University life for themselves.