Gifted and Talented provision and the socially vulnerable learner

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Gifted and Talented provision and the socially
vulnerable learner

• Norwich 18th April 2008

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GT National Strategy

• Support schools in identifying and re-engaging
  underachieving able pupils from vulnerable and
  under-represented groups,

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(No Transcript)
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Conversion data from KS3 to GCSE
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Taking the level mountain to new heights
Starting point
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Showing them the mountain
Motivated pupils can catch the probability cable
car Requires pupil voice
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Headings for Personalising learning/ IQS

• Mainstream- part of the routine
• Effective teaching and learning
• Enabling curriculum entitlement and choice
• Assessment for learning
• School and College organisation
• Strong Partnerships

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Using the IQS and the CQS

• Ask the right questions
• Dig deeper
• Cover all aspects of provision
• Enables pupil voice
• Makes connections
• Ensures consistency of provision.
• Offer an alternative and positive view

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• What opportunities exist for socially vulnerable
  learners to demonstrate their learning strengths
  across the curriculum?
• Do the opportunities give value to the learners
  interest?
• How are these learning strengths celebrated?
• What steps does the school take to meet the
  social, cultural and emotional needs of the
  socially vulnerable GT learner?

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What opportunities exist for socially vulnerable
learners to access, social, cultural, sporting
opportunities within the community? What support
structures are in place to enable the pupil to
overcome potential barriers? Is the GT cohort
fully representative of all groups including
socially vulnerable learners? How flexible are
the identification strategies for GT
learners?
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Whats missing?
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Providing Capital

• Where in the curriculum?
• Linguistic-Vocabulary of the system
• Social- FSM, Absence etc.
• Cultural- Do camels sink in the desert?
• Emotional- SEAL
• Physical
• Resources

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Potential Barriers

• Access to services
• Stability of schooling
• Lack off education beyond school
• Poor attendance
• Out of school experience /needs
• SEAL
• Perceptions of others- culture and ethos

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Important considerations

• Are not a homogeneous group.
• Require sensitivity and confidentiality at all
  times
• Have additional needs which should be accurately
  identified and addressed.
• Require abilities and learning strengths to be
  identified and have a clear plan for when these
  learning strengths can be expressed across the
  curriculum.
• Need to be involved in planning, assessing and
  implementing their learning.
• Benefit from consistency of provision across the
  curriculum.
• Should participate fully in celebration of their
  achievements

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Using the Quality StandardsWith the socially
vulnerable learner to

• Give value
• Personalise learning
• Pupil voice
• To work with colleagues
• To focus
• Make connections
• Framework for whole school provision
• Contribute to developing body of knowledge.
• Ensure representation
• Raise Expectations