How successful is your policy for talented pupils?

How do you identify and monitor talented 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 talented individuals, as well as for the group as a whole? For example:

• have they experienced a range of approaches to different processes, such as drawing, print-making, working in three dimensions?
• are they able to use a sufficiently wide range of tools and techniques; do they have access to quality materials?
• do they have first-hand experience of the work of expert practitioners who are contemporary, male and female, from the past, and from different cultural traditions?

How do you challenge talented 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 well can talented pupils critically evaluate their own work, identify their strategies and weaknesses, and improve their own learning?

Do parents understand and know how best to support the work that their children are doing in art and design -- 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, holding exhibitions and involving individuals and groups in the process?

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

How do you become aware of talented individuals in other areas of the curriculum?

What happens to pupils when they move on in the school? To other schools? Beyond school?

School and subject policies in the general guidance