How successful is your policy for gifted pupils?

Provision for pupils who are gifted in history needs to be monitored at the following stages.

Identification

How do you identify pupils who are gifted in history?

How do you use pupil performance data, such as average points score or level of performance in English?

Do you analyse the cohort of pupils who are gifted in history using inclusion criteria to identify any apparent under- or over-representation?

Provision

Does the scheme of work provide guidance or identify specific opportunities for gifted pupils, for example through opportunities for independent enquiry?

Do you monitor the teaching of gifted pupils, for example through:

• reviewing planning to identify provision?
• observing lessons to review the range of approaches to teaching and learning, the use of questions, access to resources, opportunities for pupils to work both independently and collaboratively?
• reviewing pupils' work?
• discussion with pupils?

What opportunities are there for pupils beyond the classroom, and how many pupils participate?

Outcomes

How are pupils who are gifted in history performing in relation to other pupils and in comparison with their performance in other subjects?

How has the provision for pupils who are gifted in history changed?

How wide is the range of pupils' work? For example, do they demonstrate appropriate attainment across the knowledge, skills and understanding that comprises historical study? Do they pursue independent enquiry?

Evaluating involves using the evidence gained from monitoring to judge the effectiveness and appropriateness of provision for pupils who are gifted in history. For example:

How does the progress of pupils who are gifted in history compare with that of other pupils? What conclusions can you draw about the effectiveness of provision?

Has resource allocation been appropriate and beneficial to pupils?

Are the school's policy and guidelines sufficiently helpful for staff?

School and subject policies in the general guidance