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Gifted and Talented

We've all heard stories of 13-year-olds going to uni, but what do gifted and talented children look like to you/in your school?

At our school, we have a number of children who we feel fit into the category of being “able, gifted and talented.” We would say that our gifted and talented children are those in possession of an untrained or spontaneously expressed natural ability. The ability could be in any area, including intellectual, creative, physical, or social. For example, the FS2 pupil who has an exceptional command of technology and computing, or the Year 1 pupil who is able to write with authorial intent and use stylistic features that haven’t actually been taught to her yet. Gifted and talented children are those who think deeply, evaluate and question their own learning. We also have a number of children, who we would call ‘highly able’, who are working at a level that significantly exceeds their age related expectations.

Most parents, if they're honest, think their child is gifted somewhere along the line, but what would you consider the 'red-flags' for gifted and talented children? At what age would parents likely see them manifest?

It would be difficult to give a particular age when you are likely to see giftedness or talents come to light as every child is different. Children who are able, gifted and talented are usually identified when they are working at a level significantly above the age related expectation. We meet throughout the year to discuss individual children through Achievement Centre Inclusion meetings. During these discussions, teachers of all year groups from FS1 to Y6 will use their own professional judgement, knowledge and class data to discuss and evaluate why they are identifying a child as able, gifted and talented. Many gifted children tend to be fast learners who enjoy solving problems and relish in a challenge. They tend to think outside the box and have a high level of curiosity.

How are gifted and talented assessed (in house/SENCO, external diagnostic centre, etc.)?

We use a variety of means to assess able, gifted and talented pupils. We look at data. For example, if a mean CAT score is 125+ and the child is meeting their potential in class, we would say that they are gifted and talented. We might also look at reading ages to see whether this is significantly above their chronological age. It would also come through teacher assessments, conversations with parents and discussions with the children themselves. With regards to music and sport, we would ask our specialist departments to identify these children based on their daily observations and professional judgement.

What happens once a child is officially termed 'gifted and talented'? Do the normal SEN rules apply to them, e.g. ILP, SENCO coordination, etc?

Children who are gifted and talented are listed on our inclusion register and are identified in planning. They receive personalised provision in their area of giftedness. There are also opportunities for extra-curricular activities and external competitions.

Most parents probably dream of having their child diagnosed as gifted and talented, but are there any downsides to it all?

It might be that once a child is identified as being able, gifted and talented, there is additional pressure on them to consistently achieve highly. This can obviously affect their self esteem and emotional well being. It is important to be mindful that although they may be gifted and talented, they are still children and shouldn’t have too much additional pressure.

What does really strong parenting of a gifted and talented student look like to you?

Our parents are extremely supportive of their children. As with any child, strong parenting of a gifted and talented child would be showing encouragement, belief in and support for their child. It would mean respecting their child’s interests and allowing them to follow their own passions whilst giving them as many opportunities as possible.

Are there any pit-falls which commonly occur with gifted and talented children, both in school and once in university?

It is important to be aware of gifted and talented children. Due to their exceptional ability, it can mean that they are not always sufficiently challenged. They tend to be fast learners who do not need to repeatedly practise a skill, rather it is important that they are given plenty of opportunities to master an area and lead their own learning.

Amanda Jayne Harriet Buckley Primary Leader of Learning Support, Kings’ School Nad Al Sheba

 

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