Providing resources to support very able pupils in English need not be expensive or time consuming. It could begin with:

• an audit of the school's book stock
• a review of the flexibility of arrangements for pupils to use or borrow a broad range of materials.

While ensuring that pupils have access to a wide range of challenging reading, such as newspapers, technical magazines and more challenging fiction texts, it is equally important that teachers take note of what pupils are reading and find time to talk with them about their choices. The role of the teacher, whether working with groups or with individuals, is to pose critical questions and suggest other ways of responding to reading.

Other adults can also be a valuable resource for able pupils. For example, parents with particular expertise might be invited to develop occasional workshops for pupils in different year groups. These workshops could span a range of topics, from work in the arts to demonstrations of practical or linguistic skills.

Teachers may find the forthcoming publication, Working with gifted and talented children: key stages 1 and 2 English and mathematics (QCA, 2001) useful in helping to identify gifted and talented children. This package of materials includes a video and booklet of exemplification, which show the way gifted and talented children talk and write about their work, as well as a handbook on planning and provision.

See also the National Literacy and Numeracy Strategies' Guidance on teaching able children. (Print copy available from DfES, order reference: LNGT.)