Able, Gifted and Talented Policy

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Table of Contents

1. Preface
2. Definitions & Examples
3. Aims
4. Identification
5. Provision: In-Class Opportunities
6. Provision: Enrichment Opportunities
7. Monitoring of Students
8. Management of Provision

1.0 Preface

1.1 The essential ethos of Al Fajer Private School is one of personalized learning, and to this end every student is treated as an individual. The school ensures that each student is assessed through Renaissance STAR 360 (Early Literacy, Reading, and Math), which is internationally benchmarked, together with ongoing teacher judgment, in order to ascertain not only their achievement to date but also their relative strengths. [NEEDS AFS INPUT: any additional screeners AFS uses] It is an essential part of the school's ethos that every student must be given the same opportunities and challenges; this is core to the school's values.

1.2 A fundamental principle which underlies our Able, Gifted and Talented (AGT) policy is that these are not fixed concepts but somewhat fluid attributes. In line with growth-mindset theory, our role is to nurture the talents of every student as soon as they develop.

1.3 Our stated aims and values recognize the individual abilities of all our students and commit us to helping them reach their full potential. The school therefore maintains a working AGT register so that provision and progress can be monitored (see section 7), while guarding against the risks of premature labeling: the register is fluid, membership is reviewed regularly as students develop at different rates, and no enrichment, extension, or enhancement opportunity is ever closed to a student because they are not on it. (Note: the source policy stated both that no list of able or gifted students would be kept and that an AGT register would be monitored; this policy resolves that contradiction by keeping a regularly reviewed register while guaranteeing open access to enrichment for all students.)

1.4 In short, we believe that ability and talent are to be achieved and enhanced throughout a student's school career. A fixed, permanent list of students and attributes would be contrary to that principle; a living register that follows the child's development is not. Every student is supported in achieving their ambitions.

1.5 The school believes that classroom teachers, subject coordinators, and leaders of activities [NEEDS AFS INPUT: confirm AFS academic leadership titles] are best placed to determine the specific nature of provision in order to stretch the most able or talented students in their particular discipline.

1.6 This policy upholds Al Fajer Private School's values — loyalty and integrity; intellect, optimism, and creativity.

1.7 This policy does not undermine the laws of the Kingdom of Bahrain.

2.0 Definitions & Examples

2.1 "Gifted" students are generally taken to be those who are, academically, at the very top of the range for their age as measured by standardized assessment. [NEEDS AFS INPUT: AFS's identification criteria — for example, a percentile threshold on Renaissance STAR 360; the source policy used a top-5% / standardized-score-above-125 criterion on assessments AFS does not use]

2.2 "Able" students may be defined as those who academically achieve at a level significantly higher than their peer group in the school.

2.2.1 A class may contain several gifted students. There may still be a few individual students who are able to achieve higher than their peers within this group. These students should be identified as "able," and provision should be made within the class or subject area to challenge them further. This concurs with the school's personalized-learning agenda.

2.2.2 Equally, a class may contain no "gifted" students. However, a few individuals will be more "able" than their peers, and therefore, in every class, the most able should be identified and stretched academically.

2.3 "Talented" students are those who excel in specific areas such as music, art, design, drama, technology, and sport.

2.3.1 Any student, whether gifted, able, or neither, may achieve highly in music, art, technology, or sport. A young musician who plays a single instrument to an exceptionally high level for their age should be identified as "talented" and supported. Equally, a brilliant team player who plays a sport at a level unexpected for their age group should be identified as "talented" and supported. Students who do not necessarily excel in one particular field but are generally very good in many areas are not recognized as "talented." For example, a student who can play several instruments very well, but none of them exceptionally well, is not "talented" in this sense; the provision for this student already exists within each of those instruments, and no further specific provision is required. Equally, a student who plays on the school's soccer and basketball teams, but is not the strongest player on either, is not "talented" in this sense; the training and provision within both sports are already sufficient.

3.0 Aims

3.1 This policy is intended to support the following aims:

3.1.1 The raising of aspiration for all students.

3.1.2 High expectations of achievement for all students.

3.1.3 Greater enterprise, self-reliance, and independence for all students.

3.1.4 Skilled, well-prepared, and informed teachers who have a perspective and understanding of issues related to those students identified as most able and are committed to developing students' full potential at all times.

3.1.5 Lessons that stimulate, engage, challenge, inform, excite, and encourage students, who — through partnership and dialogue with teachers and other students — participate actively.

3.1.6 An entitlement beyond subject teaching, including age-appropriate preparation for the next stage of a student's education and for life beyond school.

3.2 In order to achieve these aims, we will ensure that all students have opportunities to develop specific skills or talents.

3.3 The AFS aim is to become an exemplary school for most-able and talented provision.

4.0 Identification

4.1 We use a range of strategies to identify the most able children. The identification process is ongoing and begins when the child joins our school.

4.2 Initial identification:

4.2.1 In Kindergarten (KG1 – KG3), information from teacher observation in the first weeks of the year, together with baseline data from Renaissance STAR 360 (Early Literacy, as age-appropriate), gives information about each child's developing skills across several areas of learning. From this, we can identify children who are likely to be AGT. [NEEDS AFS INPUT: confirm which STAR assessments each KG year completes]

4.2.2 Across the school, discussions also take place with parents and guardians to enable us to gain further information about a child's ability.

4.2.3 Across all grade levels (KG1 – Grade 6), classroom teachers use prior attainment and current performance to identify students who may be most able, and use ongoing tracking assessment to monitor progress and to ensure challenge is provided through quality-first teaching in the classroom.

4.2.4 Grades 1 – 6: Renaissance STAR 360 Reading and Math data provide teachers with a benchmark to identify those who are most able and are working at greater depth within the curriculum. Teachers also make regular assessments of each student's progress in all subjects. We compare the information from these assessments where possible in order to ensure that each child is making appropriate progress in addition to their personal predicted targets.

4.2.5 Students will be initially identified using standardized assessment results. [NEEDS AFS INPUT: AFS's identification criteria/threshold — see 2.1]

4.3 Identification across a range of subjects:

4.3.1 Subject coordinators, with classroom teachers, are responsible for identifying AGT students within their subject, using their own assessment data, whole-school assessment data, and the recommendations of teaching staff.

4.4 Each subject should use the following means to initially identify AGT students:

4.4.1 Renaissance STAR 360 data.

4.4.2 First data input from all staff.

4.4.3 Teacher-designed baseline tasks, used in conjunction with STAR 360 data — particularly in practical and creative subjects, where standardized-assessment predictions may be less informative.

4.4.4 Other information/knowledge: staff may receive additional information on students, such as music grades achieved outside of school or selection for representative sports teams, which could be used as evidence of an AGT student.

4.5 Use of other data:

4.5.1 End-of-year levels/grades will be used as an indication of AGT students, once data becomes available for all grade levels.

4.6 Other means of identification that could be considered include:

4.6.1 Referral by parents.

4.6.2 Referral by peers.

4.7 Research shows that the most effective AGT programs use a wide variety of identification methods, so a pragmatic approach will be adopted to ensure that the identification process is reflective of the school and includes all students who show potential for high achievement.

5.0 Provision: In-Class Opportunities

5.1 Teaching and learning:

5.1.1 The management of flexible in-class student groupings.

5.1.2 The provision of opportunities for AGT students to work with others of similar ability.

5.1.3 Mentoring and additional provision for AGT students.

5.1.4 The provision of enrichment/extension tasks which develop learning further, with appropriate differentiation.

5.1.5 The development of independent learning through assessment-for-learning strategies, to allow students to organize their own work, carry out tasks unaided, evaluate their work, and become self-critical.

5.1.6 Planning for AGT students in lesson planning, and encouraging students to aim for the highest levels of attainment of which they are capable.

5.1.7 Use of technology to provide extension work, extra reading, etc.

5.1.8 Teachers should also use a range of teaching approaches to ensure access to the curriculum by all. In subjects where it is relevant, such as English and Arabic, students will be given access to a range of challenging texts to ensure they are stretched.

5.1.9 Students should regularly assess their own and others' work, via an assessment-for-learning approach. This will encourage critical thinking and enhance the overall learning experience.

5.1.10 Further opportunities should be given for students to develop independent learning skills, taking the emphasis away from the teacher and allowing the teacher to facilitate students' work.

5.1.11 Children will also have the opportunity to experience a range of educational visits that further enrich and develop learning.

5.1.12 We offer a range of extracurricular activities for our children. These activities offer higher achievers the opportunity to further extend their learning in a range of areas, including sporting and musical clubs.

5.1.13 We promote the celebration of achievements by asking parents to inform the school if their child has an out-of-school award or similar achievement.

5.2 In addition to this basic expectation, additional in-class opportunities are available:

5.2.1 Competitions: students may be entered for age-appropriate academic competitions and challenges (for example in math, reading, or spelling) through curriculum time, where suitable opportunities exist. [NEEDS AFS INPUT: which competitions and external challenges AFS enters]

5.2.2 Outcomes: some subjects will encourage students to be creative and therefore produce more advanced outcomes in their work, such as in art, physical education, or drama.

6.0 Provision: Enrichment Opportunities

6.1 Extracurricular activities:

6.1.1 A range of extracurricular opportunities exists in and around the school, offering students the opportunity to enhance curriculum-based skills and also develop new skills.

6.1.2 Some subjects also offer break-time or after-school activities for students, such as music, drama, and art. Here students often gain additional opportunities to develop their work, skills, and knowledge.

6.1.3 Students also have the opportunity to represent the school in a variety of age-appropriate competitions, such as sports and music events, and more.

7.0 Monitoring of Students

7.1 The students identified on the AGT register will all have very different abilities, personalities, and backgrounds, so it is important to recognize the types of learners that might be encountered and to cater for all equally. (See 1.3: the register is fluid and regularly reviewed, and enrichment remains open to all students.)

7.2 Types of AGT learner:

7.2.1 Very able high flyer — a student who demonstrates ability in a variety of ways. They soak up challenges, they are self-motivated, they have supportive parents and teachers, and they are receiving differentiated and challenging opportunities. They respond at all levels.

7.2.2 The coaster — the student who does exactly what they have to and never anything more. They never push themselves that little bit further.

7.2.3 Disaffected underachiever — in this case, behavior concerns may hide potential ability. These students can be withdrawn, or may get into trouble in and out of school.

7.3 Most of our students will fit into one of the above categories, but some may be more difficult to place. Staff will need to be flexible in working with individual students and responsive to their individual needs.

8.0 Management of Provision

8.1 Responsibilities:

8.1.1 Grade-level leads [NEEDS AFS INPUT: confirm AFS academic leadership titles]:

8.1.1.1 Check progress during reporting analysis.

8.1.2 Subject coordinators:

8.1.2.1 To identify students who meet the criteria of their subject.

8.1.2.2 To provide information regarding enrichment/extension material for identified students.

8.1.2.3 To ensure teachers of their subject know who has been identified as more able.

8.1.2.4 To ensure the enrichment/extension material is used by subject teachers.

8.1.3 School leadership team:

8.1.3.1 To include items concerning the AGT cohort on meeting agendas.

8.1.3.2 When needed, to access training for themselves and staff, and to ensure the professional-development program includes relevant aspects of most-able and talented provision.

8.1.3.3 To ensure the policy is implemented.

8.1.3.4 To generate enthusiasm for AGT provision in the school.

This policy is reviewed on an annual basis by a member of the school leadership team.