The characteristics of good teaching and learning which benefit all students are also going to benefit the more able student.

Schemes of work reflect clear opportunities for enrichment in order to ensure that there is sufficient challenge in lessons to meet their needs.
Departments are encouraged to use the most relevant and appropriate methods of meeting the needs of the more able.
These may include:

1. Enrichment: giving breadth and depth, encouraging research, problem solving and creative exploration of topics of interest, asking the harder questions, using ICT creatively, developing the higher order thinking skills.

2. Extension: extra curricular activities in all areas of the curriculum at breaktimes, lunchtimes and after school. Departments are also encouraged to enter students for competitions e.g. The Schools Challenge Quiz, art competitions, music events etc. Links with outside agencies are encouraged such as the Engineering Education Scheme in Wales.

3. Acceleration: Some departments may wish to cover the same ground more rapidly, students moving on at a faster pace. This could lead to early entry in exams. Advice should be sought from the leadership team before this option is used because of further consequences to the following year's timetable etc.

A key issue in Caerleon Comprehensive School is the belief that students need the opportunity to show that they are able. The school provides these opportunities by ensuring all students have the opportunity to: -

be creative
to think, reason, and reflect
to lead
to share enthusiasms
to research
to solve problems
to participate

Organisational structure.

Mr. Neil Ingham, Assistant Headteacher will take overall responsibility for the coordination and the provision made for the more able children.

Departments should show clearly in their documentation the part they play in identifying, supporting and monitoring the process for the more able students of exceptional ability. Schemes of work should make reference to more able students and state the provision made for them within the department.

Aims and values.

The school policy on providing the provision for the more able students in Caerleon Comprehensive School is based upon the guiding value of the school and school mission statement of 'maximising the potential of all in a happy, caring and disciplined environment.'

Whilst recognising the importance of everyone having the right to expect equal opportunity, it must also be recognised that all students regardless of their aptitude and ability should expect to receive a level of provision that meets their needs. Underachievement is as likely to be present in this group of students as students in all other groups.

More Able Students in Caerleon Comprehensive School

Methods used to identify the more able student in the school are listed below.

A range of performance data. This will include SATs results at all key stages, CATs results, external and internal examination results and continuous assessments by teaching staff. This information is distributed to Heads of Department as part of the school's assessment, recording and reporting policy.

Perceptions of teachers across subjects. Teachers should use their experience and judgements to highlight students who are working at a higher level and fulfilling the departmental criteria for more able students.

Parent / guardian views. Parents will be informed that in the school's view their child is more able. They will also be encouraged to inform us if they feel that their child has any exceptional abilities, which the school may not be aware of. This may be in an individual subject area, across the curriculum or within an area not catered for within the school curriculum. Parents will be invited to contribute to the discussion on how they consider their child learns best. They will also be invited to attend meetings of the National Association of Gifted Children, which have been working closely with the school to establish a branch for South Wales, with its base in Caerleon Comprehensive School.

Peer identification. Students are often very forthright in identifying others who are particularly good at certain activities, and this should be recognised in making overall decisions. Staff should be aware of this and respond appropriately by further investigation and raising the possibility with relevant members of staff.

Views of the pastoral team.
Heads of Year and Form Tutors have an overview of the students, and often see different skills and abilities during their role in delivering the pastoral programme; for example, having high levels of emotional intelligence is as valuable an aptitude as being a talented musician or mathematician. This may be more easily identified within the pastoral programme than in normal subject lessons. (See appendix 1) Descriptors produced by QCA. (See appendix 2)
Checklists produced by those working in the field (See appendix 3, David George.)
The governing body should be kept informed of the provision made and a link governor appointed. The link governor is Mr. Mike Pugh.

Transition
The sharing of information between phases is essential to ensure a smooth transition. To this end Heads of Year 7, Maths co-ordinator responsible for year 7, SENCO and Assistant Headteacher responsible for Key Stage 3 visit the partner primary schools and discuss the students with our partner primary colleagues. Information is gathered about all transition children, which includes assessment data and information relating to students who are particularly able in any part of the curriculum. This data is available to all subject areas during the transition process.
This is in line with the school assessment policy (see 8. bullet point 3.)

Monitoring
In line with the school assessment policy, the more able students will be monitored in subject areas to ensure that under achievement is avoided. The sharing of base line data is important in this process Target setting is as important for this group of students as it is for any other group (School Assessment Policy, 4. Marking, Student Self Assessment And Providing Feedback To Students.)

Evaluation
As part of the school self-evaluation policy the school will reflect upon the provision made for more able students. This will be conducted under the following headings:

 Teaching.
Assessment
Curriculum
Support, guidance and students' welfare.
Partnerships.
Self evaluation.
Leadership
Staffing.

This will be an on going process but a formal evaluation will take place at least once a year.

Appendices