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Institutional and subject policies: Developing an institution-wide policy
Developing an effective school or college policy for gifted and talented learners involves the senior management team, governors, staff, parents and young people working together to agree key policy decisions. This process should be led and managed by the person charged with gifted and talented coordination
The aim should be for provision for the gifted and talented to be an integral part of teaching and learning. At an early stage, schools and colleges need to decide the form of the policy and how it will relate to other policies. Some choose to develop an institution-wide gifted and talented policy, while others incorporate discrete statements about gifted and talented learners within policies for particular subjects and aspects of the curriculum.
Either way, a useful starting point is to audit the extent to which the school or college's values, aims and existing policies support its provision for gifted and talented learners. This may already be part of the institutional improvement cycle, as a precondition for developing the school or college plan.
As schools and colleges increasingly collaborate over local provision, the need for area-wide policies on gifted and talented provision will arise. In the short term, 14-19 development will necessitate coordination, operating probably at the level of subjects.
What should be included?
The following framework provides an overview of what to include in an institution-wide policy on making provision for gifted and talented learners. Where there is relevant information in this guidance, the national curriculum or elsewhere that there is advice on policy development, a link is included.
1. Policy rationale and aims
Why is the policy needed? For more on policy see .
How does the policy relate to the school or college's aims and values?
What does this institution aim to provide for gifted and talented learners
2. Definitions
Categories in which the gifted and talented may be found. For more on definitions see What does 'gifted and talented' mean?
3. Identification
Who are the pupils? For more on identification see Characteristics to look for
How does the school or college recognise them? See Good practice?
What are the learners' needs?
4. Provision
Provision in lessons
Developing an effective learning environment.
Appropriateness of the curriculum.
The importance of questioning.
The role of assessment -- formative and summative.
For more on provision see Matching teaching to learners'.
Out-of-class activities
Activities beyond the classroom.
Collaboration with outside agencies.
For more on activities see Arranging out of school activities, the subject-specific guidance and the 14 to 19 case studies.
5. Organisational issues
Principles guiding planning. For more on organisational issues see and Flexibility and the curriculum.
Roles and responsibilities. See Roles and responsibilities.
6. Transfer and transition
See Transfer and transitionSharing information
Relevant key stage(s) and phase(s) Top of page
7. Resources
See Resources and organisations and the Resources sections of the subject-specific guidance.
8. Monitoring and evaluation
See Monitoring and evaluation and the relevant sections of the subject-specific guidance.