BRYN CELYNNOG COMPREHENSIVE SCHOOL

                                       More Able & Talented (MAT) Policy

Updates/Modifications to this Policy for 2010-2011 shown in bold 

Philosophy

At Bryn Celynnog Comprehensive school we believe that all children are entitled to an education that will enable them to develop their full potential, be that intellectual, physical, aesthetic, creative, emotional, spiritual or social. The school is committed to providing a sufficiently challenging and wide ranging curriculum for all its pupils and this involves providing opportunities to identify and in turn nurture those who are ‘talented, able and/or gifted’

Principles

• Identify, in a consistent and accessible manner, each TAG student.
• Identify, in a consistent and accessible manner, each MAT student
• Show clearly what will happen for each student when they have been identified.
• Ensure that the outcome is worthwhile and appropriate.

In the context of Bryn Celynnog Comprehensive we are looking at approximately the top 10 -20% of the ability range in each curriculum area in Years 7-11.

In defining what is meant by the term ‘talented, able and gifted’ (TAG) we have adopted the following definitions:  

• Those pupils who possess a general academic learning ability that is significantly greater than most of their peers.
• Those who show an exceptional talent e.g. superb sporting skills, accomplished musician, breathtaking artist. 

In defining what is meant by the term ‘more able and talented’ (MAT) we have adopted the following definitions:  

• Those pupils who possess a general academic learning ability that is greater than most of their peers (top 20% of students per subject per Year group)
• Those who show a talent in creative arts (music, drama, art), sport or interpersonal skills (leadership)

Procedures 

We endeavour to obtain as much information about individual pupils as possible and the methods employed are as follows: 

• Information from Year 6 teachers regarding ability in the core subjects and any able musicians, sports stars or budding actors.
• Data from primary school teacher assessments.
• Year 6 & 9 CATS scores and Years 7-11 teacher assessments.
• The use of subject specific criteria.
• Individual teacher knowledge with regards to an individual pupil’s ability.
• Fischer Family Trust (FFT) grade estimates.
• School generated target grades
• Less formal data can be provided by parents and outside clubs and activities.

Arrangements for coordinating provision   

• The appointment of a named individual to coordinate the school’s response to meeting the needs of TAG or MAT pupils.
• All schemes of work planned by heads of faculty/department to include signposted enrichment / extension material for TAG or MAT pupils.
• Awareness amongst all staff of their role in the identification of TAG pupils based on subject-specific criteria and the need to make the curriculum sufficiently challenging.
• The establishment of a MAT and TAG register by the TAG coordinator that is issued to all staff.
• The identification of a key link person in for each Year Group to liase with the TAG coordinator so that mechanisms for coordinating and monitoring the progress of TAG pupils are established.
• Continuing professional development for staff that addresses the needs of TAG pupils including developing teaching and learning styles that take account of differentiation, enrichment and extension.
• The effective assessment of pupils’ potential and performance.
• An audit of enrichment and extension opportunities provided by the wider extra curricular programmes, led by the TAG coordinator.
• The active encouragement of pupils to enter local and national events, including residential courses and competitions.
• The provision of discrete pastoral care (where required) on an individual basis.
• Opportunities for TAG pupils to work together.
• Recognition, celebration and rewarding of achievement of students as appropriate.
• Close liaison by the school with external support agencies (such as NACE) and the home.
• Mechanisms (eg. Progress Checks and Mentoring) to identify and address underachievement.
• That there is the possibility of fast –tracking and curriculum modification for TAG students.

   Performance

• Challenge Activities in place in all Schemes of work in all faculties for MAT and TAG students.
• TAG students achieving or exceeding target grades.
• Mentoring established to support TAG students
• Creation of IEP’s for exceptional TAG students
• Award Ceremonies (AAA, Sports Awards, Glan Lloyd, Olympic Assemblies)
• Achievement of NACE award