Pupils with specific talents in sport or dance are likely to spend significant time in activities beyond the classroom. Gifted pupils will benefit from involvement in activities that extend them. For both groups of pupils the types of activities they access should be designed to support their learning. These include activities that secure techniques, enhance fitness or body condition, or develop critical thinking skills.

In many cases schools will not be the providers of activities beyond the classroom. It is important, however, that the activities are monitored and balanced across the range of other demands made on these pupils. This is designed to ensure that mental, emotional and physical stresses are kept in check.

Identifying suitable providers outside the school and entering into dialogue with them will provide the best conditions in which these pupils can flourish. Schools can then be aware of the demands made on pupils and help offset the pressures on them. Where there is no suitable provision beyond the school, opportunities may be provided through or by the school itself. These could include specific clubs for the gifted and talented that are designed to provide conditions that stretch pupils, set in a mutually supportive group environment.

Arranging activities outside the school in the general guidance