How successful is your policy for gifted pupils?

Do you have ways to identify 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 different aspects of ICT, such as researching and presenting information, experimenting to find things out and to develop their ideas?
• are they able to use a sufficiently wide range of equipment and resources?
• do they have opportunities to analyse the approaches used by more advanced ICT users?

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? For example, do individuals make the learning gains expected of them? Are teachers' expectations appropriately high?

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, and with, ICT -- at home and at school?

How do parents, colleagues and 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?

Do you maintain records of the achievements of the most able pupils year on year?

Are you aware of the performance 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?

How can provision be further developed, clarified or improved?

School and subject policies in the general guidance