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?

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 can 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 children are doing in PE -- 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?

How are you aware of gifted and 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 talented pupils?

School and subject policies in the general guidance