There are gifted and talented pupils in every school, but schools define their own populations

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• There are gifted and talented pupils in every
  school, but schools define their own populations
• We believe that ability is evenly distributed
  throughout the population, so a school's gifted
  and talented cohort should be broadly
  representative of its whole school population

www.standards.dfes.gov.uk/giftedandtalented/govpol
icy/aims/
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• The Government's aims are
• To improve gifted and talented pupils' outcomes
  (particularly for the most disadvantaged) -
• Attainment, aspirations, motivation, self-esteem
• To improve the quality of identification,
  teaching and support in all class rooms
• To improve the coherence and quality of
• Out of school learning opportunities and support
  for pupils
• Support for parents, educators and schools at
  local,
• regional and national levels

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Proposals

• A trained 'leading' teacher for GT education in
  every secondary school clusters of primary
• Improved tracking of GT pupils' attainment and
  performance via a new National Register.
• A new national programme of extended day
  non-residential summer schools developed with the
  LA, higher education institutions and specialist
  schools
• Up to 1 million (plus match funding) to be
  targeted towards vulnerable GT learners, for
  example BME learners and looked after children
• Development of tools and guidance to help schools
  to more effectively identify, teach and support
  gifted and talented learners from black and
  minority ethnic backgrounds.

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Secondary Strategy for School Improvement
Liverpool Teaching and Learning Provision for
Gifted Talented - recovery plan

• The loss of central co-ordination funding for
  GT has inhibited progress with development of
  GT education such as National Strategies
  training and building of GT clusters
• Stakeholder group now established from secondary,
  primary, networks LA strategy teams
• Jacqui Price - GT regional adviser can train
  Liverpool trainers

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School GT lead teachers access National
Strategies training

• twenty trainers for GT identified and trained
  (April 11th) encompassing both primary and
  secondary phases and drawing from school-based
  (AST, GT leads, TL Champion) and LA-based
  (consultants, learning network co-ordinators)
  professionals
• 100 of mainstream secondary schools and 75 of
  primary schools access training for GT lead
  teachers
• all schools have access to a GT Lead Teacher
  through their Learning Networks

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• Self-sustaining networks for GT Lead Teachers
  promote effective practices
• learning network based sharing good practice -
  case studies presented on EdNet
• School self-evaluations and development plans
  demonstrate well informed actions to raise
  standards amongst GT pupils
• schools undertake systematic evaluation of GT
  provision against Quality Standards
• SEFs evaluate impact of GT provision
• monitoring of GT provision incorporated into SIP
  programme

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• GT children are those who have one or more
  abilities developed to a level significantly
  ahead of their year group (or with the potential
  to develop these abilities)
• GT pupils need better stretch and challenge in
  every classroom and in every school with
  opportunities to further their particular talents
  outside school at a local and national level
• They have a right to an education that is suited
  to their particular needs and abilities. They
  need to be presented with work that challenges,
  stretches and excites them on a daily basis, in
  an environment that celebrates excellence and is
  supportive of those who may, in years to come,
  break the boundaries of what we know and
  understand today

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