7 signs more able learners are being failed

Governors should know about the different vulnerable groups in their schools but are more able pupils one of them?

In this article from Schools Improvement,  Hilary Lowe, Education Adviser for the National Association for Able Children in Education (NACE) highlights 7 signs it’s time to review your provision for this group.

more able pupils

1. Your more able policy is in demand among museums

If your school policy for more able learners was last updated (or seen) some time around the turn of the century, it’s definitely time for an update. If you’re not sure such a policy even exists, now’s the time to get one in place… and cover off points 2-7 while you’re at it!

2. You’re not sure what you actually mean by “more able”…

How confident are you that your school leadership and teaching teams could agree on a shared definition and understanding of what (and who) you mean by “more able”? Clarity on this is essential, along with clear processes and criteria for identification, provision and tracking.

3. … or by “challenge”

Effective provision for more able learners – and for all learners – should be based on a shared understanding of key terms such as “challenge”, “progression” and “high achievement”. Staff should be able to articulate and demonstrate what this looks like in practice, including in specific subject areas.

4. Planning for more able is ad hoc and inconsistent

You may be pretty sure your teaching staff consider more able learners when planning, but how much more effective could this be with a shared school-wide approach, guidance and training? Which brings us to…

5. Staff receive little or no training in this area

Provision for the more able – overall and in specific subjects and areas of support – should be part of your formal CPD programme, supplemented by peer training, mentoring and staff meetings.

6. You have no idea how your school’s more able compare nationally

Using available data to compare the performance of more able learners in your school against benchmarks of similar schools and national standards is a key step in identifying strengths and areas for improvement in provision for this group.

7. You have no designated lead for more able learners

This last point is key to driving forward and coordinating all of the above. Your more able lead should have a clear remit and role description, with clearly designated support from within the senior leadership team.

 

Check out the article for offers from NASEN to support your work with this group of pupils.

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