Englands National Programme for Gifted and Talented Education

England’s National Programme for Gifted and Talented Education Hong Kong Gifted Education Conference 6 -7 March 2008 Tim Dracup, Assistant Director, Improving Pupil Performance Division, DCSF

Agenda 1. 2. 3. 4. England’s National Programme: Draft Credo Hong Kong and England: some comparisons Key projects in England Scope for sharing and collaboration?

Draft Credo: What Works? SCHOOLDRIVEN INTEGRATED PERSONALISED OUTCOMES-FOCUSSED UNIVERSAL

• The central spine of the model rests on the foundation of personalised education. G&T education is one dimension of personalised education for all; it must also be personalised in itself, to meet the widely differing needs of the G&T population, which is far from homogenous. • The mid-section of the central spine – and the centrepiece of the model – is the conviction that, for G&T education to be successful, it must be integrated: firmly part of wider education policy and practice; but also integrated in itself, rather than a disparate collection of strategies and approaches; • The central spine is crowned by the belief that effective G&T education has to be universal within our education system, otherwise impact will be reduced and G&T learners will not experience entitlement or continuity; • The left-hand pillar supporting the tripartite central spine acknowledges our commitment to a school-centred and school-driven approach to G&T education; • The right-hand pillar recognises that the ultimate success of any G&T programme depends on it being relentlessly outcomes-focussed, resulting ultimately in higher levels of achievement for G&T learners.

Personalised… • • Discover and develop a wide range of abilities Support disadvantaged to remove achievement gaps Meet G&T learners’ very different needs Holistic development – strengths and weaknesses Flexible curriculum Identification part of assessment for learning Learners directing their own learning

Integrated… • Mainstreamed across education policy (Children’s Plan; National Strategies) • A whole school issue • Identification and provision overlap and are mutually reinforcing • In school and out of school learning complementary • Parents as co-educators • Schools working in partnership with HE, business and wider community

Universal… • • A global issue – collaboration vital Lifelong learning (4 -19 at least!) All schools have G&T learners; All learners may be G&T learners – representative populations • G&T education takes place in every learning setting, every classroom • Every educator is an educator of G&T learners • There are common standards for whole school provision, teaching and learning – all can improve!

School-driven… • Schools are the core providers and typically coordinators of external support • Schools can contribute distinctively through their missions, structures, specialisms • Inter-school collaboration is beneficial • Schools responsible for evaluating and improving their provision • Centres of excellence can drive system-wide improvement

Outcomes-focussed… • Support must improve pupil achievement (maybe by improving aspirations, motivation, self-esteem) • Support should aim to eliminate achievement gaps between advantaged and disadvantaged learners • The system should be engaged in continuous improvement • G&T education is a testbed for innovation • G&T education can drive personalisation for all • G&T education can drive school improvement

Hong Kong and England Where can we learn from each other? Similarities • Broad definition • ‘Best fit’ identification • Ability not achievement? • School-centred • Academy • Online resources: web 2. 0 • Educating educators • Collaboration between schools Differences • Size and scale • Three tiers – national, regional, local • Three tiers – top 2% • Creativity and leadership • Classroom emphasis? • Competitions • School specialism • Physical v virtual academy? • Focus on disadvantage (excellence and equity)

YG&T Learner Academy now • For all learners identified as G&T, primary, secondary, post-16 • Catalogue of (300+) learning opportunities classified by: – Target age range – Subject/focus – Challenge • Resource base for professionals (500+ items) • Discussion forums, news • YG&T Learner Academy • YG&T Educator Support

YG&T Learner Academy in 2008 • Registration of all identified G&T learners • Regular communication with all regions (9), local authorities (150), leading teachers (7, 000+), members (up to 733, 000) • Social network functionality (blog, wiki, newsfeed, calendar, web TV) for learners and teachers • Online peer support network for leading teachers • Associate members in schools outside England (and independent sector and home-educated in England)

City Challenges • 30%+ of disadvantaged G&T learners • Full network of school-university partnerships • Teach First Advocates – raising aspirations and expectations; information, advice and guidance • Years 10 -13 £ 400 per year support in return for progress against personal targets • Schools to improve support for all disadvantaged G&T learners • Identification tools for disadvantaged underachievers • Progression to the right courses at the right universities!

Leading Teachers • • ‘Leading Professional’ for G&T education One per secondary school At least one per group of primary schools) Wide range of prior experience and expertise Blended learning training (21 e-modules) Online peer support network Networks of expertise and 'leading teachers' Action research (linked to quality standards) for Masters

Quality Standards • Three standards: classroom, school, local authority • Three levels: entry, developing exemplary • Many uses: – Build consensus on best practice – Common pedagogical framework – Self-evaluation and improvement planning – Guidance and professional development (CPD) – Informing the market in CPD and support – Developing centres of excellence – Accountability

Tracking • • National Census and National Register Identification – representative populations Achievement – underachieving groups Potentially tailored support

Scope for sharing and collaboration • • • Academy links and associate membership Inter-Academy online activities Language learning potential Professional discussion and development Open access to resources, training modules – international portals for learners and educators Federated parents’ organisations 'Critical friends' – bilateral peer review GATEKeepers – bilateral policy development International quality standards

ANNEXES

National programme objectives • • • Improve learner outcomes – especially attainment but also aspirations, motivation, self-esteem – particularly for the most disadvantaged Improve the quality of identification, teaching and support in all schools and classrooms Improve the supply, quality and targeting of: a. Out of school learning and support for learners; and b. Support for parents, educators and schools at local, regional and national levels.

Structure Cf. BT Managing Contractor City Challenges IPPD Policy Rural NS National G&T plan Regional Partnerships Excellence Hubs Regional Local Authorities, Trusts, Federations, Leading Edge High Performing Specialist Schools

Managing the National Programme DCSF Strategic policy development Strategic communications International collaboration Cf. BT Learner Academy Educator Support Portal National Strategies G&T plan Leading Teachers Quality Standards

Terminology and definition • Gifted = Academic ability or potential in one or more subjects • Talented = Ability or potential in one or more skills whether artistic, sporting, interpersonal, vocational • Gifted and Talented = ‘Children and young people with one or more abilities developed to a level significantly ahead of their year group (or with the potential to develop those abilities). ’

A school’s G&T population • All pupils aged 11 -19 who meet the published eligibility criteria for the national top 5% • All pupils identified by the school as G&T relative to their year group in their school • No fixed percentage but every school should have some! • G&T population should be broadly representative of whole school population by gender, ethnic and socio-economic background • Pupils move in and out over time, but increasing stability in population as age rises

Hyperlinks YG&T Portal Whole school quality standards Classroom quality standards Core identification guidance Primary Guidance Secondary Guidance