Gifted, Talented and More Able

Wroughton Primary Federation for the More Able, Gifted and Talented

At Wroughton Federation we want the children to leave us in year 6 with the skills and positive thinking needed to achieve their ambitions and to lead a happy and successful life. We believe each child brings with them a unique and complex web of skills and needs and each child’s potential is limitless and we encourage all children to exceed and challenge their own expectations. We hold this as true for every child who attends our school, regardless of their background or ability. All children’s specific talents and skills need to be nurtured; by providing them with either the opportunities to work at high cognitive levels in academic areas or a chance to aspire for creative or physical excellence, whilst still ensuring the holistic needs of the child are met, in order to provide a well-rounded education.

Our Philosophy

Our philosophy of More Able, Gifted and Talented is to maximise the children’s learning opportunities and to develop the children’s confidence, so they can further challenge themselves and continue to take risks. Through greater depth children own their learning, which is embedded by application, reasoning, evaluation and critique of skills. We believe that all children’s potential is limitless, which promotes increased performances across the board, lifting the aspirations of pupils, staff and prevents the capping of learning. All children at Wroughton Federation are treated as individuals and we provide an education that is suited to their particular needs and abilities.

High Expectations

As passionate educators, all staff and governors at Wroughton Federation believe that each child’s potential is limitless and we seek to enhance these skills throughout the curriculum and high expectations and respond to these needs so that all children feel confident in aspiring to a positive future in order to achieve our aims and vision.

Owning our learning – skills are embedded to enable greater understanding linking concepts, ideas and ability to apply new learning. Creating a questioning environment, where a wide range of open questions and activities are designed to extend thinking and children challenge themselves.

Independent Learning – Adults in the classroom model and guide pupils through their learning.

Learning and Progress – What did children not know at the start of the lesson/topic that they now know at the end? Clear and focused learning objectives, clear steps to success and work matched to pupils’ individual starting points enable children to make good/outstanding progress.

Challenging Expectations – Challenge matched to each child’s ability is integral to each learning opportunity. All adults will use assessment for learning when teaching to extend children through questioning and will move children’s learning on as knowledge and understanding becomes embedded.

Engagement of Learners – pupils are motivated and enthused to learn. A range of practical resources, problem solving activities, investigations and collaboration opportunities are incorporated into teaching. Throughout the day there is pace and rigour and children are able to apply new learning.

Provision

The main focus is embedding learning which enables deep understanding in day-to-day teaching and learning. Enrichment consists of broadening a pupil’s education. This can consist of enabling a pupil to study aspects of a topic that there would normally be time to study, or it can consist of adding extra learning experiences. Challenges occur when pupils are encouraged to develop more sophisticated thinking and reasoning skills.

Talented children have a regular session within school each week, which is for those who are talented at art, singing, languages or games. Other talented children are able to take part in a variety of out of school competitions or activities.

More able pupils are those who show leadership qualities and can often be found as monitors or members of our school or eco councils.