INCLUSION POLICY
Gifted and Talented Students
AIMS
We at Star International School Al Twar are committed to providing an
environment, which encourages all pupils to maximize their potential and this
clearly includes pupils who display some form of giftedness.
WHO ARE GIFTED AND TALENTED CHILDREN?
Gifted or talented learners are defined as those who have one or more abilities
developed to a level significantly ahead of their year group (or with the potential
to develop those abilities).
‘Gifted’ describes learners who have the ability to excel academically in one or
more subjects such as English, Science, History, Geography and Maths.
‘Talented’ describes learners who have the ability to excel in practical skills such
as sport, leadership, artistic performance or in an applied skill. All Art, P.E. and
Music lessons have differentiated learning for Gifted and Talented, so that the
child’s talent can be nurtured and extended.
HOW ARE CHILDREN IDENTIFIED AS GIFTED AND TALENTED?
Before identifying any child gifted in a particular area, we aim to ensure that all
children have had the opportunity to learn and succeed in this area. This makes
the identification process fair.
Identification of pupils as ‘gifted’ or ‘talented’ is a judgement which applies to the
current class/school context and refers to the current level of performance only.
This means that ‘at this time this child is showing ability in a particular area’. The
school recognizes this and will try to foster this ability where possible.
Identification at Star International School Al Twar does not mean that in another
school or context the child would be identified.
Star International School
Inclusion Policy for Gifted and Talented Students
A variety of sources should be used to identify the Gifted or Talented child.

Assessments data in core subject (English, Maths and Science):
- Year 3/Entry NFER results.
- Optional SATs in English, Maths and Science.
- SATs from Year 2 and Year 6.

Teacher/Subject Coordinator – Students are identified in subject areas
against specific criteria:
-
Teacher referral.
Observations in lessons.
Outside referral (Educational Psychologist reports etc).
IT IS WORTH REMEMBERING THAT GIFTED PUPILS CAN BE:

Good all-rounder.

High achievers in one area.

Keen to disguise their abilities.

Of high ability but with low motivation.

Of good verbal ability but poor writing skills.

Very able but with a short attention span.

Very able with poor social skills.

Very able with other learning disabilities.
EVERYONE IN SCHOOL HAS A RESPONSIBILITY TO RECOGNISE AND VALUE PUPILS’
ABILITIES. WE ARE AWARE THAT:

Unnecessary repetition of work is de-motivating and de-motivated students
will not always demonstrate potential.

There is sometimes peer pressure to under-achieve.

Gifted students are not always easier to reach than other students.
Amended November 2011
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Star International School
Inclusion Policy for Gifted and Talented Students
PROVISION FOR THE GIFTED AND TALENTED
Opportunities for extension and enrichment are built into all our schemes of work.
During policy review in September 2011 we shall ensure that very curriculum area
will have a reference to gifted and talented. This should state what provision
should be made within that subject area. We aim to:

Maintain an ethos where it is OK to be bright.

Encourage all students to be independent learners.

Recognise achievement.

Be aware if the effects of ethnicity, bilingualism, gender and social
circumstances on learning and high achievement.

Provide a wide range of extra-curricular activities and clubs.

Always provide work at an appropriate level.

Provide opportunities for all students to work with like minded peers.
TYPES
OF
PROVISION:
Classroom differentiation

Process and content by outcome is not enough, activate prior accredit
knowledge.

Teachers have high expectations.

Tasks are designed to take account of levels of existing knowledge, skills and
understanding.

There are planned extension opportunities or open-ended tasks.

There is access to higher tier assessment papers.

Small group work.

Group by ability.

Differentiated homework.

Schemes of work that address the needs of Gifted and Talented students.

Self-motivated learning – Projects/Topics. Students set own targets

Reflection of learning.

Higher order questions.
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Star International School
Inclusion Policy for Gifted and Talented Students
School based provision

School clubs.

Enrichment opportunities.

Opportunities for performance.

Specialist teaching.
Out of school provision

National schemes/competitions/festivals.

Community resources.
PROCESS FOR REVIEW AND DEVELOPMENT
This policy will be reviewed regularly. Next review:
Amended November 2011
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