Schools explore the quality standards for gifted a

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Schools explore the quality standards for gifted and talented provision
The National Quality Standards consist of three levels; entry, developing and exemplary. They provide: a means of raising individual and whole school/college achievement a tool for in-depth analysis of need,[link widoczny dla zalogowanych], once G&T provision has been identified as a school priority a snapshot to inform self-evaluation within the ‘annual conversation’ professional agreement on practice which is crucial for development a route for improving the quality of teaching and learning a mechanism for driving forward innovative practice designated levels of performance which are observable through practice a mechanism for evaluating provision and measuring impact a means of securing personalised education for G&T pupils an opportunity to highlight CPD needs and areas of strength a means of cataloguing resources and support for G&T provision.‘Quality Standards overload’ looms large, with QS for LAs, institutions and classrooms currently doing the rounds. But the Institutional Quality Standards (IQS) for Gifted and Talented Education are being used by many schools to evaluate their current practice and identify and address areas for development. Here we look at two examples from a booklet produced by the West Midlands Regional G&T partnership describing the experiences of 16 ‘test bed’ schools as they have engaged with the IQS and taken a lead in their implementation.Learners in the spotlightFor the Nicholas Chamberlain Technology College in Bedworth, the opportunity to test drive the IQS dovetailed with a decision to embark upon the NACE Challenge Award; the two processes formed the basis of an action plan to focus on effective provision in the classroom. Discussion addressed the issue of challenge in lessons, and resulted in the following decisions: Lesson observations would be informed by the use of ‘What is good teaching and learning’ indicators from The Challenge Award – with teachers introduced to the relevant descriptors. Lesson plans would include a section for the more able, identifying challenge in every lesson, for every ability group. Two lesson observations were planned, by every teacher for each year. One of the lessons to be a HOT (higher-order thinking) lesson – to experiment and try something new. All lessons to show different activities for different groups, with an awareness of and response to, underachievers. G&T identification process established in every department Effects on learning and teachingAll staff have used the IQS to self review and are now focusing on learning rather than teaching. This has put the learner rather than the teacher in the spotlight and has led to quantifiable improvements on the quality and impact of lessons.Teachers are now planning for more higher-level tasks and discussions, and developing the use of ‘talk’ in shaping responses, measuring understanding and ‘bringing the world of the student closer to the world of the teacher’.Student and teacher expectations are higher, and students more articulate about ‘what makes a good lesson’; they are learning to use the ‘language of learning’. Student participation and motivation has increased and data collection has been refined to highlight the progress made by more able students. Critical success factorsThe work was: a key part of the school ‘calendar’ – not just bolted on supported by CPDlinked to existing practice – a case of ‘doing things better’, rather than doing something completely different underlined by leadership team involvement and commitment The school currently judges itself at the ‘Developing’ level in this area (Element 2),[link widoczny dla zalogowanych], with pockets of ‘Exemplary’. It recognises the need to keep pressing forward and finding new approaches so that all the good work becomes embedded in practice rather than evaporating once the spotlight moves. Raising awarenessOne of the primary schools featured in the booklet is Quinton Church of England Primary School. Here, the single overriding aim was to raise awareness of the more able as a distinct group and to find a variety of ways to meet their needs. The action plan included: explaining about gifts and talents in the school newsletter writing the use of the IQS into the school improvement plan expanding the pupil-tracking system to highlight progress made by G&T pupils improved liaison with nearby secondary schools developments in provision to include: working towards a skills-based curriculum dance classes provided by a neighbouring school maths lessons in a nearby secondary school out-of-school sports, arts and music groups more staff, eg a voluntary teacher for more able mathematicians alternative activities for able children (withdrawn from classroom) differentiated homework Effects on teaching and learning have been very positive, with an increase in the number of children achieving Level 5. The school identified the following ongoing issues: Time in the curriculum to implement the work. Lack of space. No nursery, so early identification is a challenge. On the border of LAs,[link widoczny dla zalogowanych], so liaison with secondary school is difficult. Eastern European pupils are difficult to assess.
The Court of Appeal pointed out that R and F's submission in the county court was of overt, conscious racism, and it was not prepared to find that there had been unconscious discrimination.The decisionThe Court of Appeal said that, unlike the ordinary civil claim where the judge decides, on the claimant's evidence only, whether the claimant has made out a case, in this case the judge had had the benefit of the whole of the evidence. Despite the school's failure to comply with the statutory requirements, the judge had been entitled to find on the basis of all the evidence that R and F had not proved racial discrimination.

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