Policy for More Able
Students
Governing Body Sub-committee
Name:
Date approved
Curriculum and Performance
21 May 2015
Full Governing Body (if applicable)
Date approved:
Not applicable
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Contents
1. Introduction
2. Ethos
3. Criteria for identifying More Able students
3.1 Identifying More Able students within faculties
3.2 Identifying students who are academically More Able across the curriculum
4. The Curriculum
5. Enrichment
6. Pastoral Care
7. Parents
8. Organisation
9. Conclusion
Providing for the More Able students in our school is a question of equity - as with all other
students, they have a right to an education that is suited to their particular needs and abilities. The
main focus should be to create appropriate opportunities to challenge, support and encourage all
students in an environment which celebrates excellence. Whilst enrichment extra-curricular
activities will play a part in the provision, the main focus must be on providing suitably challenging
learning opportunities within the everyday curriculum.
Belper School Policy for the Provision for More Able Students
1.
Introduction
In order for More Able students to receive a coherent approach, it is necessary for all staff to be
aware of this policy and to act upon it. We need to provide a consistent approach and to be aware
that the More Able have as much need of differentiated work as any other student.
At Belper School we recognise that being More Able involves more than natural ability. Being a
successful More Able student means combining any flair and ability for a subject with hard work,
dedication, commitment and perseverance in that subject. As such, we expect that our More Able
students are amongst the most diligent and hard-working in their cohort. Success as a More Able
student will come about through student effort within a context of challenging and differentiated
work, an appropriate curriculum, and extra-curricular opportunities.
Each faculty will be asked to consider their provision for this cohort of students and to monitor and
develop that provision in line with curriculum developments and other school policies. Robust
assessment, rigorous tracking and greater challenges in lessons should enable More Able
students to develop a sense of resilience and realise their potential.
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2.
Ethos
It is the intention of the school to provide an appropriate curriculum and adequate support to
enable each student who has been identified as More Able to reach his/her full potential. This
should be seen as an opportunity and not as a problem.
The school operates mixed ability learning for much of Key Stage 3. The More Able will normally
work within their year group, but learning extension and enrichment opportunities will be presented
to enable them to fulfil their full potential.
3.
Criteria for identifying More Able students
In the absence of a national programme for More Able learners schools are required to agree their
own definitions of what constitutes a More Able student. At Belper School and Sixth Form Centre
we define a More Able student as being a young person with one or more abilities developed to a
level significantly ahead of his/her year group (or with the potential to develop those abilities).
Students who have the ability to excel academically in at least four academic subjects will be
placed on the school’s More Able Register.
There is no fixed percentage of More Able learners and even within one school, this may vary from
cohort to cohort. Any student identified by the school as More Able, however, will be expected to
make a minimum of four levels of progress across Key Stages 3 and 4 and the school has a clear
duty to support More Able students in making this excellent progress.
3.1 Identifying More Able students within faculties
Each faculty/department will create and maintain a list of students who they deem to be
More Able in their subject. Judgements will be informed by both quantitative and qualitative
data. Quantitative data will include SATs results (for English and Maths), GCSE/equivalent
and performance grades (for Music and Dance).
Qualitative information (e.g. teacher assessment, transfer information from KS2, examples
of work and parent nomination) may also be considered. Classroom teachers are
responsible for recommending students for inclusion on the faculty/department held list.
Students who attain Level 5 or above in Numeracy and/or Literacy in the KS2 SATs should
automatically be placed on the faculty lists for Maths and/or English. Other subject areas
will conduct their own baseline assessment before the end of the first term of Year 7 to
determine which students are working at a level significantly ahead of their year group or
have the ability to do so. The names of these students will be added to the relevant faculty
list of More Able students. Students placed on faculty lists will be expected to make four
levels of progress in the subject(s) for which they have been judged to be More Able.
Faculty lists will be updated, three times a year in response to the progress grades entered
on ePortal and regular teacher assessment. Heads of Faculty will be responsible for
forwarding their updated lists to the Lead Teacher for the More Able and informing her of
any new additions.
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Students’ names may be added to faculty lists at any point in the year. Where students
already on the faculty list are identified as underachieving, it is the responsibility of the
classroom teacher and Head of Faculty to intervene rapidly to ensure that the student is
supported in improving his/her progress. Advice and support for faculties is available from
the Lead Teacher for the More Able, Heads of Year and the Leadership Group.
3.2 Identifying students who are academically More Able across the curriculum
Students who are identified as More Able in at least four academic subjects will be placed
on the school’s More Able Register. The Lead Teacher for the More Able and Assistant
Head responsible for the More Able will be responsible for placing students on this register.
Three times a year, on the publication of progress grades, the Lead Teacher, in conjunction
with the Heads of Year, will review the progress of students on the school’s More Able
Register and identify students who are underachieving in three or more subjects. The Lead
Teacher will highlight the identity of these students to Heads of Faculty, who will speak with
the class teacher and facilitate appropriate faculty intervention to support improvement.
Resources and support are available from the Lead Teacher for the More Able on request.
Baseline data will also be used to aid initial identification.
Students will be identified as More Able if:


4.
They have a mean CAT score of 122 or greater and no less than 115 in any one of the
categories of verbal reasoning, non-verbal reasoning or quantitative reasoning.
They attain or are on track to attain five or more A/A* grades at GCSE.
The Curriculum
Provision for more able students should begin in the classroom.
The school will provide More Able students with their full entitlement to the curriculum and,
additionally, provide access to curriculum enhancement.
The school’s standard assessment and marking policy will be used. Subject teachers should
familiarise themselves with those students who have been identified as More Able in their subject
and/or are on the school’s More Able Register and should seek to monitor progress against
published attainment data including that held on the school data system.
Heads of Faculty will advise colleagues within their faculty on strategies to challenge More Able
students. The school will seek to discover and utilise a range of strategies to improve the learning
and teaching of the More Able. Resources are available from the Lead Teacher for the More Able,
who is happy to advise teachers on how to develop their practice in this area.
More Able students, (in common with the rest of their cohort), will be advised to consider their
Options at 14+ choices very carefully. Relevant information and guidance will be sign-posted to all
students so that they can make informed choices which enable them to follow their particular
pathways.
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5.
Enrichment
The Lead Teacher for the More Able will signpost enrichment activities both in and beyond school
which offer additional and different experience to broaden the perspectives of More Able students.
These will include sessions held within school led by school staff or external visitors, as well as
educational visits and competitions. Occasionally, faculties might plan special enrichment activities
which are specifically aimed at More Able students within their subject(s), for example Art
workshops, master classes, Maths Team Challenges, Modern Foreign Languages competitions.
Bids will be invited for funding to support extra activities specifically aimed at these students. A bid
must contain:
 Details of the specific activity or type of activity planned.
 A list of students who have been identified as being invited to participate in the activity.
 A clear demonstration that this activity is designed to move beyond the scheme of work and
cannot be supported within allocated curriculum time.
6.
Pastoral care
The school must be aware that the identification of a student as More Able may lead to peer
problems, and, therefore, must embrace the support the pastoral system is able to offer. The
school must be able to accommodate the individual within the institution. This may mean that More
Able students might occasionally work in different places and at different times from others in their
peer group.
7.
Parents
Provision for More Able students will be a three-way partnership at all times. Parents/carers will be
informed that data/staff recommendations have placed their children within the More Able cohort
and given details of the school’s approach towards supporting More Able students.
8.
Organisation
The role of the Lead Teacher for the More Able is laid down in the agreed role description. The
Lead Teacher will report back to LG and Governors periodically about the development and
implementation of the programme.
9.
Conclusion

Provision for the More Able should focus primarily on the first point of contact, that is, in the
classroom.

All learners, including the more able, have a right to a high standard of teaching as defined
by the Department for Education (DfE) Teachers’ Standards (1 September 2012) Part 1and
the school Statement on Teaching and Learning (May 2013). Opportunity, challenge and
enrichment both within and beyond the classroom are the cornerstones of provision for the
More Able.
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
Students who are identified as More Able in any subject are expected to achieve a
minimum of four levels of progress in that subject across Key Stages 3 and 4. The Lead
Teacher will be responsible for adjusting these students’ targets accordingly.

All teaching staff are responsible for tracking and supporting the progress of More Able
students

At all times the well- being of the individual student identified as More Able must be
paramount.

Curriculum delivery must be flexible with differentiation at its heart.

Opportunities for enrichment may be offered within and beyond the normal school day.
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