Teachers need to use a range of indicators to monitor pupils whose learning has been accelerated, for example their:

performance on the national curriculum extension tests or in national mathematics competitions, which can help to assess how any special ability is developing from year to year;

performance in the world class tests for 9- and 13-year-olds;

enthusiasm, persistence and commitment in handling more demanding extension work;

curiosity and interest in the subject.

Do you have strategies in place for the early recognition and monitoring of gifted mathematicians?

Are there any in-service training implications? If so, how are these provided for?

How do you challenge gifted mathematicians to develop their skills, knowledge and understanding? What opportunities do you give them to apply their skills, knowledge and understanding in a variety of contexts?

What opportunities do you give pupils to evaluate their own work, to identify their strengths and weaknesses in mathematics, and to improve their own learning?

Do parents understand how best to support the work that their children are doing in mathematics -- at home and at school?

How do you monitor pupils' progress in mathematics?

How do you maintain records of their achievements and of any additional provision? How do you communicate these to the next teacher?

What happens to gifted mathematicians when they move on to their next school or college?

School and subject policies in the general guidance

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