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Able Child Policy

 "Achieving our best together"

 

RATIONALE

At this school we provide a leaning environment, which stimulates the able child.  We aim to identify the able child as early as possible in order to provide for their educational needs.

We consider that ‘able pupils’ are those who demonstrate significant ability in one or more subjects, as well as those who display general all round high ability.

We also recognise that ‘recent research into ability indicates that it is impossible to predict with any certainty which children will eventually be the high achievers’ (D Eyre 1997).

An able pupil is one who demonstrates a significantly higher level of ability than most pupils of the same age in one or more curriculum area or in any of the following:

  • Physical talent

  • Artistic talent

  • Mechanical ingenuity

  • Leadership

  • School clubs

  • Musical and sporting opportunities

AIMS

We aim to provide for able pupils:

  • An ‘appropriate’ curriculum.

  • Work at a higher cognitive level.

  • Opportunities to develop specific skills or talents.

·A concern for the whole child – social and intellectual.

GUIDELINES

A more able child is one who demonstrates a significantly higher level of ability than most pupils of the same age in one or more curriculum areas.

A more able child may demonstrate one or more of the following attributes:

  • A rich vocabulary and ability to communicate using a wide range of ideas.

  • A good memory and the ability to concentrate for lengthy periods.

  • A particular talent in one or more areas of the curriculum.

  • Social maturity.

  • Self confidence.

  • An individual sense of humour.

  • Vivid imagination.

  • Ability to work independently to a high standard.

  • Ability to link areas of the curriculum and draw reasoned conclusions.

  • Ability to ask and answer searching questions.

  • Ability to process information easily.

  • Ability to accommodate and apply new knowledge easily.

  • Ability to recall information easily.

  • Ability to approach problem solving in a systematic way.

STRATEGIES

·There will be a co-ordinator for more able children

·A register will be kept of more able children, which is to be renewed on at least annual basis.

ASSESSMENT, RECORDING AND REPORTING

  • Through working in differentiated Numeracy and Literacy extension groups, as well as in differentiated class based lessons ensuring that challenges are being set (if appropriate to ability).

Staff to complete our Able Child Register for class to show children with specific ability in areas within, or outside, the curriculum.

  • I.E.P’s to be drawn up and be followed if necessary.

  • Regular meetings may be needed with parents.

Where necessary, external agencies to be contacted to ensure effective additional provision.
 

CO-ORDINATOR

The responsibility for co-ordinating and monitoring will be the Able Pupil Co-ordinator – Ms Lucy York.

CONCLUSION

The school will provide an environment in which children are able to work to their full potential.

This policy is to be followed in conjunction with the school’s Equal Opportunities Policy.