Talented, Able and Gifted Policy (TAG)

Talented, Able and Gifted Children Policy


1.1       In our school we aim to provide a curriculum that is appropriate to the needs and abilities of all our children.  We plan our teaching and learning in such a way that we enable each child to reach for the highest level of personal achievement.  This policy helps to ensure that we recognise and support the needs of those children in our school who have been identified as “talented” and “gifted” according to national guidelines. But we also recognise “able” children to ensure that they are getting the appropriate challenge.

1.2       In these guidelines the term “gifted” refers to a child who has a very high level of academic achievement in one or more subjects. Those children who are gifted often have very well-developed learning skills.  The term “talented” refers to a child who excels in one or more specific practical fields, such as sport or music, but who does not perform at a high level across all areas of learning.

1.3       We respect the right of all children in our school, irrespective of differences in ability, to access a wide range of learning and to develop the knowledge, skills, understanding and attitudes that are necessary for their self-fulfilment and eventual development into active and responsible adults.

1.4       The aims of our school make specific reference to teaching and learning that takes into account the needs of all children.  They also identify the commitment to giving all our children every opportunity to achieve the highest of standards.  This policy guides the way in which this happens for our gifted and talented children.

2       Aims and Objectives

2.1       Through this policy we aim to:

  • Ensure that we recognise and support the needs of our children;
  • Enable children to develop to their full potential;
  • Offer children opportunities to generate their own learning;
  • Ensure that we challenge and extend the children through the work that we set them;
  • Encourage children to think and work independently.

3       Identification of Gifted and Talented Children

3.1    We use a range of strategies to identify the needs of all our children including the gifted and talented. The identification process is ongoing and begins when the child joins our school. Those children and young people identified, will have one or more abilities developed to a level significantly ahead of their year group. To be added to the schools TAG register, the staff within school must see evidence of TAG ability within school activities.

3.2       Children undergo baseline assessment within the first half-term of joining our reception class.  This gives information about their developing skills and aptitude across several areas of learning.

3.3       As the children progress through the school, they are assessed regularly to ensure that they are making good progress.  We identify them as gifted and talented when they achieve high levels of attainment across the curriculum in one or more areas. We compare the information from these assessments with a range of national and LA data, in order to ensure that each child is making appropriate progress,

3.4       Each teacher regularly reviews the children’s progress and the results are recorded on assessment tracking grids.  Teachers discuss the children’s progress with parents at the three Learning Conferences, and reports.

4             Aptitudes in English and Mathematics

 4.1       Gifted children in English are identified when they:

  • Demonstrate high levels of fluency and originality in their conversation;
  • Use research skills effectively to synthesise information;
  • Enjoy reading and respond to a range of texts at an advanced level;
  • Use a wide vocabulary and enjoy working with words;
  • Increasingly see issues from a range of perspectives;
  • Possess a creative and productive mind and use advanced skills when engaged in discussion.

4.2       Gifted children in mathematics are identified when they:

  • Explore a range of strategies for solving a problem;
  • Are naturally curious when working with numbers and investigating problems;
  • See solutions quickly without needing to try a range of options;
  • Look beyond the question in order to hypothesise and explain;
  • Work flexibly and establish their own strategies;
  • Enjoy manipulating numbers in a variety of ways. 

5             Identification of Talented Pupils

5.1       Children who show excellent abilities within school time in sport, drama, music or art are noted as ‘talented’ children.  The identification process is ongoing and begins when the child joins our school.  Each child’s pre-school record gives details of their achievements and interests in particular areas.

5.2       The school provides for these pupils by challenging them appropriately in these subjects at school and passing on as much information to parents as possible about enrichment activities which take place out of school time.

6             Teaching and Learning Style

6.1       Teachers in our school plan carefully to meet the learning needs of all the children within their class.  We give all children the opportunity to show what they know, understand and can do, and we achieve this in a variety of ways when planning for children’s learning by providing for example:

  • a common activity that allows the children to respond at their own level;
  • an enrichment activity that broadens a child’s learning in a particular skill or knowledge area;
  • an individual activity within a common theme that reflects a greater depth of understanding and higher level of attainment;
  • the opportunity for children to progress through their work at their own rate of learning.

6.2       Teachers regularly review the progress of children who appear on the TAG Register.

6.3       We offer a range of extra-curricular activities for our children.  These activities offer children the opportunity to further extend their learning in a range of activities.  Opportunities include a range of sporting clubs.

6.4       Learning is also enriched through regular home learning activities linked to the work being undertaken in classes.  This offers teachers a further opportunity to set work at the level of individual children.

6.5       The children will also have the opportunity to experience a range of educational visits that further enrich and develop learning.  This may also include activities provided by the local high school for gifted and talented children in addition to events led by the university, associations and local sports colleges.

7             Management Strategies 

7.1       The Talented, Able and Gifted (TAG) Co-ordinator looks after the provision and practice within the school for gifted and talented children.  The Co-ordinator’s role includes:

  • Ensuring that the TAG register is up to date;
  • Ensuring that each child on the register has an Individual Challenge Plan where necessary and that these are monitored and reviewed appropriately.
  • Liaising with the  Special Educational Needs Co-ordinator (SENCo)
  • and Headteacher to ensure appropriate provision is made.
  • Monitoring teachers’ planning to ensure that suitable tasks and activities are being undertaken by TAG children across all curriculum areas;
  • Regularly reviewing the teaching arrangements for TAG children;
  • Undertaking regular training and keeping up to date with developments at a national and county level.
  • Monitoring the progress of TAG children through termly discussions with teachers;
  • Supporting staff in the identification of TAG children;
  • Providing advice and support to staff on teaching and learning strategies for TAG children;
  • Providing advice and support to parents on ways in which they can support their child at home as well as passing on any enrichment activities which are being organised by the LEA.
  • Liaising with parents, governors and LEA officers on issues related to TAG children.

7.2       The Co-ordinator for our policy on TAG children monitors this policy on a regular basis and gives feedback to the governing body.  The monitoring includes feedback from parents and children, as well as ensuring that classroom observations of teaching and learning pay due regard to the needs of TAG children.

6.3    The Co-ordinator collects samples of work from gifted and talented children, in order to demonstrate the standards that they are achieving.  We use these examples to inform the process of identification of TAG children.

6.4     Authorised absence will be granted only where the activity reflects a significant level of personal achievement, for example, taking part in a regional or national event, or for some other one-off event. Authorised absences for this reason will be granted sparingly and will be at the Headteachers’ discretion.

This policy was re-approved at the Governors’ Meeting held in March 2014

Signed:      Maggie Coe                   Chair of Governors

Date: March 2014