More Able & Talented Policy


Aims and objectives:

At Chalkwell Hall Junior School we aim to provide a curriculum that is appropriate to the needs and abilities of all our children.  The More Able and Talented policy, whilst specifically ensuring that the needs of the most able are met, endeavours to raise the achievement of all children within the school.  The provision for the more able will be integral to the school and the potential for excellence will focus on major school subjects.  Effective teaching ensures that all children develop an enjoyment and delight in learning which in turn, allows each individual pupil to maximise their potential.

Our key aims are:

  • To identify and provide for all children, including the more able through a suitably differentiated and challenging curriculum which has a focus on mastery.
  • To carry out termly pupils progress meetings with teaching staff to ensure that all groups of pupils including more able pupils are making expected progress or greater than expected progress in core subject areas.
  • To identify and provide for underachieving able pupils, particularly with regard to gender, ethnicity and social disadvantage.
  • Offer all children opportunities to generate their own learning.
  • Encourage all children to think and work independently.
  • To provide CPD for all staff, to enhance the teaching and learning of the all children, including the more able.
  • To be concerned with developing the ‘whole’ child, socially, emotionally and intellectually.
  • To liaise with, and support the parents of more able and talented pupils when required.

Identification of More Able and Talented pupils

The identification of More Able and Talented pupils will be by teacher judgement and assessment.  It will be an on-going process.

The professional assessment will involve:

  • End of KS1 teacher assessment (specifically for identification at start of Year 3)
  • Teacher observation
  • Assessment in the core subjects throughout Key Stage 2 using Learning Ladders.
  • Quality of day to day class work
  • Parent nomination of ‘Talented’ with relevant evidence, to be verified by the school.
  • Discussions about the child with colleagues.

All teachers will be aware of which children entered the school at Level 3 and will have the expectation that these children should be working at greater depth by the time they leave KS2. This expectation will be shared with parents.

Teaching and Learning Styles

Our school is an inclusive community of learners, which is committed to high achievement and effective teaching and learning for all children.  In order to meet the needs of all children, teachers organise and provide a curriculum that is differentiated.

The needs of the more able are met by one or more of the following:

  • Personalised learning through the target setting process. Next Step Targets are set in discussion with the child and build upon existing strengths and areas of enjoyment.
  • Differentiation by group, task, resources, outcome, questions and pace within the class.
  • Differentiation by group, across year group, for extension.
  • Teaching that promotes communication skills, higher order thinking skills, independent learning and risk taking.
  • The effective deployment of all staff.
  • The availability of appropriate curriculum resources and ICT resources.
  • Pupil mentoring schemes.

We offer a range of extra-curricular activities for our children.  These activities offer all children the opportunity to further extend their learning and to develop their skills in a range of activities.  These include a range of sporting, musical and art clubs.   Advice may be given to parents on external opportunities for developing specific talents.

Learning is also enriched through regular homework activities linked to the work being undertaken in classes.  Each half-term, pupils are encouraged to complete a ‘creative’ homework task linked to the topic they have been studying, which will give all children a chance to work at their level and to further extend their learning.

Inclusion and Differentiation: (also see SEND policy)

Challenge for all is integral to our teaching and we aim to encourage all pupils to reach their full potential through the provision of varied opportunities.  Work must be differentiated to aid children’s learning.  Also, more-able children should be given open-ended tasks and be given opportunities for further research and more challenging studies. We recognise that our curriculum planning must allow pupils to gain a progressively deeper understanding and competency as they move through our school.

Curriculum planning

Planning in the core areas is levelled using National Curriculum Guidance. Planning shows clear differentiation for all children including extension tasks for the More Able.


There are a range of resources to support the teaching of More Able and Talented pupils across the school. The Library is well stocked with fiction and non-fiction books. A range of software and hardware is available to support work with the computers.  Specialist teaching and expertise from the local school network is utilised.

Monitoring and review

The More Able and Talented coordinator and all class teachers are responsible for monitoring the standard of the children’s work and the quality of teaching for our More able and talented children. The More able and Talented Co-ordinator is responsible for supporting colleagues in the teaching of More Able and Talented, for being informed about current developments in the subject and for providing a strategic lead and direction for the provision in the school.

The More able and Talented Co-ordinator will present an annual report to the Headteacher to evaluate the More Able and Talented provision and indicate areas for further improvement.

Approved October 2016