How successful is your policy for gifted pupils?

How do you identify and monitor gifted pupils from an early stage?

What measures are in place to ensure that all sectors of the school community are able to reach the highest levels of achievement?

Do you have a broad, balanced curriculum for gifted individuals, as well as for the group as a whole? For example:

• have they experienced a range of approaches to different processes, such as working with food or using CAD?
• are they able to use a sufficiently wide range of materials, tools and techniques?
• how do you challenge gifted individuals 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?
• how can gifted pupils critically evaluate their own work, identify their strengths and weaknesses, and improve their own learning?
• do parents understand and know how best to support the work that their children are doing in design and technology -- at home and at school?
• how do parents, colleagues and other pupils respond to the work of individuals and the whole group? Is work valued appropriately?
• are there opportunities for displaying work, for holding exhibitions, and for involving individuals and groups in the process?
• how do you maintain records of the achievements of the most able pupils year on year?
• how are you aware of gifted individuals in other areas of the curriculum?
• what happens to pupils when they move on in the school? To other schools? Beyond school?
• are procedures in place for determining the success of the policy for gifted pupils?

School and subject policies in the general guidance