Acceleration is usually an organisational strategy that results in pupils being placed in a class beyond their age (see Acceleration in the general guidance). In mathematics, it is also possible to have an accelerated learning programme for pupils without creating specific organisational arrangements.

Early entry for national curriculum tests and public examinations may be an appropriate strategy for some gifted and talented pupils. Some secondary schools have a policy of allowing a large group, or even a complete set, to enter for GCSE a year early and expect their pupils to gain the highest grades in the highest tier. The advantage of this is that the pupils can be taught together as a single post-GCSE group in year 11. Schools that do this need to decide the most appropriate course of action for these pupils in year 11 and beyond.

It may also be appropriate to accelerate individuals of small groups, but there are several factors to take into account (see Acceleration -- points to consider in the general guidance). Schools have found that it needs to be handled with sensitivity. Before embarking on such an approach, teachers must consider carefully whether the pupils involved are ready to perform at the highest level (thus achieving the highest grades available) and whether the subsequent provision will help them to develop as they should. The evidence is that many pupils who eventually flourish in mathematics and related disciplines were very competent pupils, but weren't exceptional and did not take public examinations before their peers. Moreover, many of those who do take public examinations very early do not develop as anticipated and do not go on to post-16 mathematics study.

Managing provision in the general guidance

Matching teaching to pupils' needs in the general guidance

Transfer and transition in the general guidance

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