How successful is your policy for talented pupils?

The subject policy for pupils who are gifted and talented in music will need to be recognised within the whole school policy, because it will have implications for staff and on provision within and beyond the classroom.

In music, the policy's emphasis should be on enrichment and extension. An emphasis on acceleration can distract from the need to increase the depth and knowledge of pupils' responses. For example, it is much better to challenge and help a pupil perform grade 3 pieces with high levels of musical control and expression than to attempt to get through a more complex grade 5 piece of music.

For enrichment and extension to take place, there will need to be opportunities for the development of instrument-specific skills, especially for gifted and talented pupils. More generally gifted pupils can benefit enormously from being challenged to apply their high level of skills, knowledge and understanding within the context of music. The enrichment and extension activities need to be promoted both in and beyond the classroom. Examples of extension activities are described in the QCA/DfES schemes of work for music.

The policy should also describe how the skills developed by specialist tuition will be enriched and extended in the classroom. The notion of enrichment and extension works both ways (ie music for the classroom to specialist tuition, and vice versa).

Above all, the policy needs to define how gifted and talented pupils can be identified. More general giftedness tends to be more easily recognised than musical talent, because the aptitude will be familiar to all teachers. Musical talent may be very difficult to identify, particularly in the primary phase where some teachers may lack confidence and expertise. In these cases, the policy should identify staff with responsibility for recognising gifted and talented pupils in music. This may require making use of specialists outside the school.

Has a clear policy been agreed for identifying giftedness and talent in music in each year, with an emphasis on the first year of each key stage?

Do you provide opportunities for the development of instrumental skills for gifted and talented pupils?

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 and talented individuals, as well as for the group as a whole?

Are gifted and talented pupils challenged sufficiently to develop their skills, knowledge and understanding, and are they given opportunities to apply their skills, knowledge and understanding in a variety of contexts?

How can gifted and talented 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 child is doing in music -- 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?

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

Are you 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?

Are procedures in place for determining the success of the policy for gifted and talented pupils?

School and subject policiesin the general guidance

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