Together Everyone Achieves More
Most Able Pupils
At Fleetdown Primary School, we are committed to working for quality and equality of opportunity for all our children. We recognise children as individuals with unique personalities, skills and abilities. We provide teaching which makes learning challenging, engaging and investigative to achieve greater breadth and depth of understanding and enables children to reach their potential.
We also recognise that within our school, there are a number of children whose performance or potential is significantly greater than that of their peers. Therefore, we have the responsibility to meet the needs of these children.
The aims at Fleetdown Primary School are:
- To identify the Most Able pupils
- To provide these pupils with a suitably differentiated and challenging curriculum through outstanding teaching
- To provide opportunities for these children to be independent and creative in their learning
- To celebrate high achievement
- To recognise the range of talents that pupils at our school have.
‘Most Able’ pupils are those who have ability or abilities beyond the large majority of children in the school and who consequently require more challenging learning. Within this will be a smaller number of children who show exceptional abilities in one or more subjects in the statutory school curriculum. Their potential will be shown in any of all of a wide range of contexts, such as different learning styles, creativity or leadership.
Children who demonstrate this described level of performance or potential may be identified using a range of methods:
- Teacher assessment/ observations
- Tests/ SATs performance
- Information from parents
- Information from previous teacher/school or another professional, for example sports coach or music instructor.
Those children identified will be recorded on the ‘Most Able’ Register and identified in our assessment tools. This Register will be updated at least annually, or as required during the year. The progress of the Most Able children will be monitored at half-termly Pupil Progress Meetings and used to inform provision planning.
At Fleetdown Primary School, every child has access to Quality First Teaching through which differentiation (matching teaching and learning to the relevant needs and abilities of pupils) will ensure that all pupils have access to a relevant and appropriate curriculum. This may take the form of extension (providing challenges which go more deeply into a topic) or enrichment (providing other activities which run alongside the normal curriculum and go more broadly into specific areas of study. Teachers use a range of flexible learning and teaching strategies to keep the Most Able children interested and provide them with challenge, such as higher order thinking skills, questioning, problem solving and independent learning.
We aim to create an ethos where pupils feel good about achieving excellence and both achievement and effort are celebrated. Pupils are encouraged to become independent learners and given opportunities to apply their knowledge and understanding in more in-depth, complex and cross-curricular methods.
This year at Fleetdown, our older More Able pupils will be paired with a younger More Able pupil and act as a Peer Mentor: supporting/challenging the pupils to excel further. These pupils will also meet termly with the More Able lead to discuss their learning and how it can be improved. This pupil voice will then be feed back to class teachers so they can improve the learning experience for the More Able pupils.
The progress of the Most Able children will be monitored at half-termly Pupil Progress Meetings and used to inform provision planning.
Information on the Most Able pupils will be provided on transfer between classes and between schools.
Roles and Responsibilities
Class teachers are ultimately responsible for the progress and attainment of all their pupils. Class teachers will:
- Take steps to identify the Most Able pupils using the methods outlined above
- Assess the progress of the Most Able pupils through normal classroom and whole school assessment cycles
- Plan and implement appropriate provision
- Record differentiation for the Most Able pupils on planning documents
- Deploy support staff effectively, ensuring that they have a range of strategies and techniques that could be used when working with the Most Able
- Review provision regularly.
The Headteacher, Deputy Headteachers, Inclusion Manager and Assessment Leader will:
- Ensure all staff involved with identified children know of their particular needs
- Update colleagues on best practice or new initiatives as they arise and to meet staff CPD needs
- Monitor the progress made by the Most Able children
Ensure that provision for the Most Able is reflected in scrutiny and moderation activity, pupil surveys, lesson observations, work sampling and Pupil progress Meetings.