Success is valued and celebrated at Woodside School.

Ability is fostered and recognised across a broad range of subjects and activities.

It is the responsibility of all staff to meet the needs of all children including the gifted and talented and exceptionally able.

The Ethos of our School 

Woodside School promotes learning for life.

We are an inclusive, aspirational learning environment where children, families, staff, governors and the wider community learn together in an atmosphere of co-operation and tolerance. As a community we promote self-discipline, understanding, empathy, co-operation, perseverance and independence. We encourage a culture of high standards, achievements and expectations. We aim to develop the full potential of every individual. Every child brings valuable experiences and strengths to our school. We build on these by offering a curriculum that is stimulating, accessible, challenging and differentiated to meet the needs of all children. We provide an open, stimulating environment in which every child feels safe, valued and happy. We encourage parents and the wider community to take an active interest in the education of all of our children and to feel an ownership of their school.

Our ethos forms the core of our planning and teaching. Our teaching is our ethos in action.

The Aims of our School

  • To create an inclusive culture of achievement, high standards and high expectations
  • To promote the spiritual, moral, social and cultural development of all of our children.
  • To create a stimulating school environment where children feel valued and safe. Bullying is not tolerated.
  • To enable all children to use language and mathematics effectively.
  • To ensure that all children have equal access to effective teaching and learning in all areas of a rich, broad, balanced curriculum.
  • To develop sensitivity, friendliness, courtesy and tolerance towards others.
  • To help children develop lively, enquiring minds, the ability to question and discuss rationally and to acquire knowledge, skills and understanding relevant to a fast changing world.
  • To be a school dedicated to self-evaluation, ongoing review and continuous improvement.
  • To work in partnership with parents/carers and our immediate and wider community for the greater benefit of all children’s education.
  • To empower every child to fulfil his/her potential.


Our definition of “the terms “gifted” and “talented” comes from the work of Excellence in Cities (EiC), which identifies:

  • ‘gifted’ learners as those who have abilities in one or more subjects in the statutory school curriculum other than art and design, music and PE;
  • ‘talented’ learners as those who have abilities in art and design, music, PE, or performing arts such as dance and drama.

To be regarded as gifted and talented is to demonstrate a significantly higher level of ability than most children at Woodside School of the same age in one or more curriculum areas or in any of the following:

  • Creativity
  • Musical talent
  • Physical talent
  • Dramatic talent
  • Leadership skills
  • Organisational skills
  • Interpersonal skills

Gifted and talented children can be:

  • good all-rounders,
  • high achievers in one area,
  • of high ability but with low motivation,
  • of good verbal ability but with poor writing skills,
  • very able with a short attention span,
  • very able with poor social skills,
  • keen to disguise their abilities.

We define ability/intelligence in the following categories:

  • General intellectual ability
  • Linguistic intelligence
  • Logical-mathematical intelligence
  • Spatial intelligence
  • Musical intelligence
  • Bodily-kinaesthetic intelligence
  • Naturalistic intelligence
  • Spiritual intelligence
  • Intrapersonal intelligence
  • Interpersonal intelligence

We acknowledge many intelligences and identify higher levels of ability in relation to:

  • Children with very high intelligence
  • Children with very high academic ability across many areas of the curriculum
  • Children with specific subject-based abilities in one or two areas
  • Children with specific talents, such as leadership, analytical ability or social skills that are beyond/cross subject boundaries yet equally valid and important. Gifted and talented children are more likely than most children to:
  • think quickly and accurately;
  • work systematically;
  • generate creative working solutions;
  • work flexibly, process unfamiliar information and apply knowledge, experience and hindsight to unfamiliar situations;
  • communicate their thoughts and ideas well;
  • be determined, diligent and interested in uncovering patterns;
  • achieve, or show potential, in a wide range of contexts;
  • be particularly creative;
  • show great sensitivity or empathy;
  • demonstrate particular physical dexterity or skill;
  • make sound judgements;
  • be outstanding team leaders or team members;
  • be fascinated by, or passionate about, a particular subject or aspect of the curriculum
  • demonstrate a high level of attainment across a range of subjects or within a particular subject or aspect of work.

We identify approximately 5 – 10% of each Year Group as being able, gifted and talented. Approximately 66% of these are identified as gifted and 33% as talented. Children with ability in more than one area are included as being gifted.


Identifying, supporting and developing Gifted and Talented and Exceptionally Able Children is the responsibility of all staff. We employ a number of methods for identifying gifted and talented children:

Identification by Teachers and Support Staff

Teachers (class teachers, Learning Support Teachers, non-class attached teachers) and Support Staff are best placed to identify more able children as they have a range of skills which enable them to do this; observation, questioning, work scrutiny, formal/informal assessments etc.

The Use of Databases

We use databases of prior attainment levels to support the identification and tracking of children who have the characteristics of the more able child. We work hard to ensure that no child “slips through the net” and passes through our school with unrecognised abilities.

Tests and assessments

Tests are only part of the picture as they test for particular abilities. However, both summative and diagnostic, general and subject specific tests and assessments are used to support other methods of identification.


The opinion of parents/carers about their children is highly valued and will be taken into consideration but will also not be the sole method of identification. Many parents consider their child to be special and believe that s/he is displaying exceptional ability but the school often recognises that ability to be similar to that displayed by many other children.


Children are usually very quick to recognise ability in others and so it is part of our inclusive philosophy to listen to the views of children about other children when they are offered.

Child Self-Awareness

Although not a formal method of identification, self-awareness is a useful one. The more we consider ability and look for outstanding ability, in a variety of areas, the more children we will identify.

External Agencies

e.g. educational psychologists, sports coaches, music teachers etc


By building challenge into our provision across the whole school (not just curriculum areas), more able and talented children are likely to be identified.

All children identified as being gifted or/and talented are named on our G+T Register which is updated annually.

Strategies for Identifying/Supporting/Extending

Gifted and Talented Children

Whole School Level

Opportunities for extension and enrichment are built into all aspects of our school provision.

We aim to:

  • create an ethos where it is ‘OK to be able’
  • encourage all children to become independent learners. For able and more able children in particular the library and the computer suite provide an invaluable resource for private study and research,
  • be aware of the effects of ethnicity, bilingualism, gender and social circumstances on learning and high achievement,
  • hold high expectations
  • use a variety of whole school strategies including:
  • planning for and allowing children to work alongside a different year group
  • giving children opportunities to serve on various working parties (school newsletter, anti-bullying council etc)
  • recognising achievement (teacher praise, Heads’ Commendations etc)
  • participation in projects linked to local secondary schools
  • recognition of more able children within our special needs provision
  • setting up an able children register,
  • identifying characteristics within subject areas which might indicate more able abilities.

Classroom Level

We understand and acknowledge the importance of establishing what prior knowledge, understanding and skills children have so as to avoid unnecessary repetition of work, which can be extremely demotivating.

We strive to raise the profile and credibility of achievement.

We are alert to the ‘bright’ but under achieving/attaining child who could achieve better results if motivated and challenged.

Finally, we endeavour not to slip into assumptions that more able children are easier to teach than other children.

The following strategies are employed where appropriate:

  • varied and flexible groupings, sometimes allowing able children to work together, sometimes allowing them to take specific roles in mixed-ability groups
  • differentiation by task (including differentiated homework)
  • differentiation by outcome
  • setting individual targets
  • provision of challenging activities across the whole curriculum.

and most importantly:

  • encouraging all children to become independent/autonomous, self-motivated learners:
  • organising their own work
  • carrying out unaided tasks which stretch their capabilities
  • making decisions and choices about their learning
  • developing the ability to evaluate their own work and so become self-critical.

Challenging Underachievement

It is a key responsibility of all staff to ensure that all children’s potential is recognised, developed and extended and that no child underachieves and/or fails to fulfil their potential.

Informing Parents/Carers

Parents/carers of children who are on our G+T Register are informed by the class teacher either at consultation meetings or at specially convened informal meetings.

Consulting Parents/Carers

All parents/carers are invited to inform us of their opinions re- their child’s particular interests, gifts and talents through their written responses to their child’s annual written report.

An Effective Learning Environment

Like all children, gifted and talented children need frequent opportunities to apply their skills and understanding, and to develop their knowledge, within a secure and flexible learning environment. Our learning culture:

  • is child centred, valuing child’s own interests and learning styles;
  • encourages independence and autonomy, and support children using their initiative;
  • encourages children to be open to ideas and initiatives presented by others;
  • is unconstrained by subject boundaries or established conventions;
  • encourages the use of a variety of resources, ideas, methods and tasks;
  • involves children in working in a range of settings and combinations – as individuals, in pairs, in groups, as a class, cross-year, cross-school and interschool;
  • encourages children to reflect on the process of their learning and to understand the factors that help them to make progress

The Well-Being of G+T Learners

We strive to ensure that all children value learning and we encourage and promote the culture of it being “cool to be clever”. All staff are very mindful of the intellectual and emotional needs of G+T children and structures/networks exist in our school, through our Behaviour Policy and our “ethos in action”, to ensure the well-being of all learners.

Out of Class Opportunities and Collaboration with Other Agencies

We endeavour to offer a range of activities for gifted and talented children outside of school, including:

  • before/after school clubs
  • neighbourhood summer schools;
  • workshops;
  • master classes and workshops linked to specialist schools and other providers
  • revision centres or neighbouring schools.


All planning is undertaken within each Year Group and is monitored and moderated by Senior Managers and the Foundation Team.

Long Term Planning

The overall SOW and the Key Stage/Year Group Plans form our long-term planning. The Study Units are distributed across the Key Stages in a sequence that promotes continuity and progression in teaching and learning. Links with other subjects are highlighted.

Medium Term Planning

Our Medium Term Planning identifies:

  • Starting points
  • Learning objectives
  • Key questions to include thinking skills
  • Key skills
  • Key activities to include extensions for the MA/G and T

The planning is informed by, and based upon, the QCA Study Units. Links with other subjects are planned in.

Short Term Planning

Our Short Term Planning details the activity/lesson where an extension activity or appropriate alternative may be provided for the MA/G and T.

Tracking Progress

The progress of all children on our G+T Register is tracked through the use of

  • formal data
  • scrutinising work
  • scrutinising planning
  • talking to staff
  • talking to the child

Children are also tracked through direct classroom observation. The essence of this type of pupil tracking is that the teacher/observer attempts to gain insights into the learning experience of gifted and talented children by joining them in lessons and closely observing their learning in action and, as far as possible, joining in that learning.

Tracking may take the form of:

  • a single lesson observation whereby the experience of a class, or of a particular group or individual within the class, can be tracked.
  • a half day observations during which time the observer observes several lessons/ learning phases for the same individual, group or whole class. This method has the advantage of a more extended experience which provides insights into the changing demands on the child/children or on their responses to different styles and modes of learning.
  • A whole day observation which provides an even deeper and wider experience and would also give indications about the differing responses and quality of learning at different times of the day.

SEN Children with Talents and Abilities

All colleagues are mindful that:

  • children with physical, medical, emotional or other Special Educational Needs may also have exceptional ability
  • the assessment and data/information gathering process is crucial in identifying strengths as well as weaknesses
  • children with SEN may need access to alternative forms of accessing the curriculum to enable them to reach their full potential
  • specific problems may mask underlying ability e.g.
  • Specific learning difficulties – articulate and intelligent children may find writing very difficult
  • Children within the autistic spectrum may be extremely gifted in a particular area e.g. art
  • Children with severe physical/mobility difficulties may well be very agile mentally and intellectually
  • Visual and hearing impairments do not in themselves limit intellectual capacity
  • Difficult behaviour may mask true potential
  • Difficult behaviour may be displayed because of boredom and frustration if ability and talent is not fully recognised and utilised.

Inclusion and Provision

For the majority of the time, gifted and talented children are catered for within their class or year group. Gifted and talented children are entitled to and, benefit from, the provision deemed appropriate for all children, e.g. a broad and balanced curriculum offering a wide range of interesting and challenging differentiated opportunities and experiences, where expectations are high.

We believe that enrichment and enhancement for gifted and talented children can be offered in a variety of ways including the use of specialist teachers, trips and visits and the use of a range of workshops and summer schools.

We believe that there is a need to ensure that this group of children should not be put under any unnecessary or undue pressure with additional work or hours. Out of school does not necessarily mean after school. Emphasis is placed on quality opportunities for enrichment and enhancement rather that quantity

Our Gifted and Talented Children Leaders coordinate the effectiveness of our systems in relation to:

  • identifying more able and talented children
  • ensuring that the curriculum is differentiated appropriately
  • that all relevant professionals are aware and mindful of an individual child’s particular talents
  • that all avenues of appropriate provision have been explored
  • tracking their progress

They evaluate our provision on an annual basis and provides clear, informative information for our governors re-

  • the number of children on the Gifted and Talented Register
  • the variety of abilities and talents that are represented on the register
  • the strategies that have been implemented to support these children
  • details of all relevant staff training
  • details of any special projects that may have been undertaken
  • future priorities

The Role of the Gifted and Talented Lead Teachers

  • To be an associate members of our Leadership Team and Foundation Curriculum Teams
  • To monitor and moderate medium and short term planning to ensure that appropriate provision is made for EA and G+T children
  • To monitor the quality of teaching and learning across the school in relation to provision, standards and progress made by EA and G+T children
  • To work in partnership with all colleagues and external agencies/providers in planning and delivering relevant, appropriate, challenging learning opportunities for EA and G+T children
  • To monitor the quality of teaching and learning across the school in relation to provision, standards and progress made by EA and G+T children
  • To work closely with all practitioners and external specialists in the process of identification of EA and G+T children
  • To work closely with colleagues in revising subject policies to take account of the needs of EA and G+T children
  • To ensure that identification procedures are in place throughout the school and that they are used to maintain a register of EA and G+T children
  • To advise and support on the setting of appropriate targets for EA and G+T children
  • To monitor resources across our school to ensure appropriate provision for EA and G+T children
  • To track the performance of children on our EA and G+T registers to ensure appropriate accelerated progress
  • To ensure that our EA and G+T registers are updated and accurately reflect our school population
  • To ensure that all parents/carers of children on our EA and G+T registers are kept fully informed of their children’s status and progress
  • To ensure that all teachers with a particular interest in a subject, together with curriculum leaders, are champions of EA and G+T children within that subject
  • To work in partnership with our Extended Schools Extra Curricular Activities Leader to ensure that there is appropriate provision for EA and G+T children out of school hours
  • To work in partnership with Excellence Cluster Strand Managers in accelerating progress made by EA and G+T children across the Cluster but particularly within our school
  • To keep abreast of all local and national developments regarding EA and G+T children
  • To attend all EC strand meetings
  • To attend relevant EA and G+T training and to disseminate information, skills, concepts, developments, processes etc appropriately
  • To coordinate and lead our school’s work towards the G+T Challenge Award
  • To report to our governors re- EA and G+T as required


Our governors, in co-operation with the headteacher, Gifted and Talented Lead Teacher, LS Managers and all staff, determine our general policy and approach to provision for children who are EA and G+T.

Our governors:

  • have a named governor responsible to the governing body for EA and G+T children and children with SEN. This is Julia Williams.
  • Inform parents of provision through our annual School Profile
  • Ensure and support adequate budget provision.
  • Ensure provision within the School Improvement Plan.
  • Support teachers in attempts to provide for additional needs of gifted and talented children.
  • Receive an annual report on how the needs of gifted and talented children are being met

Partner Institutions

When a teacher/parent/visiting specialist teacher feels that a pupil has gifts and/or talents in a certain area, expert opinion may be sought. We have established contacts that will provide us with specialist advice. We may also seek advice from a LA Advisory Teacher.


Subject Area Specialist
Literacy Head of English – The Marches School
Drama Head of Drama – Rhyn Park Performing Arts College
Maths Head of Maths – The Marches School
Science Head of Science – The Marches School
History Head of History- The Marches School
Geography Head of Geography – The Marches School
ICT Head of ICT – The Marches School
D+T Head of D+T – The Marches School
Music Head of Music – The Marches School
Art Head of Art – The Marches School
Dance Head of Dance – Rhyn Park Performing Arts College
PE/Gymnastics Head of PE – Lakelands School & Sports College
Sport Head of PE – Lakelands School & Sports College
Swimming Head of PE – Lakelands School & Sports College
RE Head of RE – The Marches School
PSHE+C Head of PSHE+C – The Marches School
Social skills Head of PSHE+C – The Marches School

Gifted & Talented Pupil Identification Criteria: English

Pupils who are gifted in English are likely to show some or all of the following characteristics.

Creative flair
writing or talking in imaginative and coherent ways
elaborating on and organising content to an extent that is exceptional for their age


Stamina and perseverance
using any suitable opportunities to produce work that is substantial and obviously the product of sustained, well-directed effort


Communicative skills
involving and keeping the attention of an audience by exploiting the dramatic or humorous potential of ideas or situations in imaginative ways
taking a guiding role in helping a group to achieve its shared goals, while showing sensitivity to the participation of others
writing with a flair for metaphorical or poetic expression
grasping the essence of particular styles and adapting them to their own purposes
expressing ideas succinctly and elegantly, in ways that reflect an appreciation of the knowledge and interests of specific audiences
using ICT to research ideas and create new text


Ability to take on demanding tasks
researching, comparing and synthesising information from a range of different sources, including ICT
engaging seriously and creatively with moral and social themes expressed in literature


Arguing and reasoning
creating and sustaining accounts and reasoned arguments at a relatively abstract or hypothetical level, in both spoken and written language
grasping the essence of any content and reorganising it in ways that are logical and offer new syntheses or insights
justifying opinions convincingly, using questions and other forms of enquiry to elicit information and taking up or challenging others’ points of view


Awareness of language
understanding the nature of language and showing a special awareness of features such as rhyme, intonation or accent in spoken language, and the grammatical organisation of written texts
showing an interest and enthusiasm for language study, including an awareness of the relationship between the sounds and words of different languages that are not apparent to most of their peers.Gifted & Talented Pupil Identification Criteria: Maths


Pupils who are gifted in mathematics are likely to:When a teacher/parent/visiting specialist teacher feels that a pupil has exceptional ability in a certain area, expert opinion may be sought. We have established contacts that will provide us with specialist advice. We may also seek advice from a LA Advisory Teacher.
learn and understand mathematical ideas quickly;
work systematically and accurately;
be more analytical;
think logically and see mathematical relationships;
make connections between the concepts they have learned;
identify patterns easily;
apply their knowledge to new or unfamiliar contexts;
communicate their reasoning and justify their methods;
ask questions that show clear understanding of, and curiosity about, mathematics;
take a creative approach to solving mathematical problems;
sustain their concentration throughout longer tasks and persist in seeking solutions;
be more adept at posing their own questions and pursuing lines of enquiry.

Gifted & Talented Pupil Identification Criteria: Science

Pupils who are gifted in science are likely to:
be imaginative
read widely, particularly science or science fiction
have scientific hobbies and/or be members of scientific clubs and societies
be extremely interested in finding out more about themselves and things around them
enjoy researching obscure facts and applying scientific theories, ideas and models when explaining a range of phenomena
be able to sustain their interest and go beyond an obvious answer to underlying mechanisms and greater depth
be inquisitive about how things work and why things happen (they may be dissatisfied with simplified explanations and insufficient detail)
ask many questions, suggesting that they are willing to hypothesise and speculate
use different strategies for finding things out (practical and intellectual) — they may be able to miss out steps when reasoning the answers to problems
think logically, providing plausible explanations for phenomena (they may be methodical in their thinking, but not in their recording)
put forward objective arguments, using combinations of evidence and creative ideas, and question other people’s conclusions (including their teacher’s!)
decide quickly how to investigate fairly and manipulate variables
consider alternative suggestions and strategies for investigations
analyse data or observations and spot patterns easily
strive for maximum accuracy in measurements of all sorts, and take pleasure, for example, from reading gauges as accurately as possible (sometimes beyond the accuracy of the instrument)
make connections quickly between facts and concepts they have learned, using more extensive vocabulary than their peers
think abstractly at an earlier age than usual and understand models and use modelling to explain ideas and observations. For example, key stage 3 pupils may be willing to apply abstract ideas in new situations; key stage 4 pupils may be able to use higher-order mathematical skills such as proportionality, ratio and equilibrium with some complex abstract ideas when offering explanations
understand the concepts of reliability and validity when drawing conclusions from evidence
be easily bored by over-repetition of basic ideas
enjoy challenges and problem solving, while often being self-critical
enjoy talking to the teacher about new information or ideas
be self-motivated, willingly putting in extra time — (but they may approach undemanding work casually and carelessly)
show intense interest in one particular area of science (such as astrophysics), to the exclusion of other topics.

Gifted & Talented Pupil Identification Criteria: ICT

Pupils who are gifted in ICT are likely to:
demonstrate ICT capability significantly above that expected for their age
for example, key stage 2 pupils may be comfortable meeting the demands of the key stage 3 curriculum
learn and apply new ICT techniques quickly
for example, pupils use shortcut keys for routine tasks effectively and appropriately; they quickly apply techniques for integrating applications such as mail merge and databases
use initiative to exploit the potential of more advanced features of ICT tools
for example, pupils investigate the HTML source code of a website and apply features such as counters or frames to their own web designs
transfer and apply ICT skills and techniques confidently in new contexts
for example, having learned about spreadsheet modelling in a mathematical context, they recognise the potential of applying a similar model in a science investigation
explore independently beyond the given breadth of an ICT topic
for example, they decide independently to validate information they have found from a website; having learned control procedures for a simple traffic light model, they extend their procedure to include control of a pedestrian crossing
initiate ideas and solve problems, use ICT effectively and creatively, develop systems that meet personal needs and interests
for example, they create an interactive fan club website that sends out a monthly newsletter to electronic subscribers (either working on their own, or collaboratively with peers)Gifted & Talented Pupil Identification Criteria: D+T

Pupils who are gifted in design and technology are likely to:
demonstrate high levels of technological understanding and application
display high-quality making and precise practical skills
have flashes of inspiration and highly original or innovative ideas
demonstrate different ways of working or different approaches to issues
be sensitive to aesthetic, social and cultural issues when designing and evaluating
be capable of rigorous analysis and interpretation of products
get frustrated when a teacher demands that they follow a rigid design-and-make process
work comfortably in contexts beyond their own experience and empathise with users’ and clients’ needs and wants.


Teachers may identify pupils who are gifted in design and technology by:
performance at an unusually advanced national curriculum level for their age group
the outcomes of specific tasks
evidence of particular aptitudes
the way pupils respond to questions
the questions that pupils ask themselves.


Gifted & Talented Pupil Identification Criteria: History

Pupils who are gifted in history are likely to show some or all of the following characteristics.


They may:
perform at levels of literacy that are advanced for their age;
show particular skill at inference and deduction when reading texts;
synthesise information to present a cogent summary;
use subject-specific vocabulary confidently;
follow and contribute effectively to a line of argument in discussion by making relevant contributions and substantiating points with evidence;
access complex source materials with growing independence.

Historical knowledge

They may:
have an extensive general knowledge, including a significant amount of historical knowledge;
develop with ease a chronological framework within which to place existing and new knowledge;
demonstrate a strong sense of period as a result of study.

Historical understanding

They may:
grasp quickly the role of criteria in formulating and articulating a historical explanation or argument;
understand and apply historical concepts to their study of history;
be able to draw generalisations and conclusions from a range of sources of evidence;
seek to identify patterns and processes in what they study, while being aware of the provisional nature of knowledge;
appreciate that answers arrived at depend largely on the questions asked;
recognise how other disciplines can contribute to the study of history and draw readily on what they learn in other subjects to enhance their historical understanding.


They may:
be able to establish and follow a line of enquiry, identifying and using relevant information;
be good at reasoning and problem solving;
think flexibly, creatively and imaginatively;
show discrimination when selecting facts and evaluating historical evidence;
manipulate historical evidence and information well;
appreciate the nature of historical enquiry;
question subject matter in a challenging way;
be intrigued by the similarities and differences between different people’s experiences, times and places and other features of the past;
thrive on controversy, mystery and problems of evidence;
show resourcefulness and determination when pursuing a line of enquiry.

Gifted & Talented Pupil Identification Criteria: Geography

Pupils who are gifted in geography are likely to:
understand concepts clearly so that they can apply this understanding to new situations in order to make interpretations, develop hypotheses, reach conclusions and explore solutions
they understand geographical ideas and theories, and apply them to real situations;
communicate effectively using both the written and spoken word
they communicate knowledge, ideas and understanding in ways that are appropriate to the task and audience (for example, writing formal letters and reports, producing brochures representing particular groups). They learn subject-specific vocabulary, use it accurately and are able to define words;
reason, argue and think logically, showing an ability to manipulate abstract symbols and recognise patterns and sequences
they use and apply mathematical principles (such as area, shape, spatial distribution) and formulae (such as Spearman’s rank correlation coefficient) to solve geographical tasks and problems. They identify their own geographical questions and establish sequences of investigation. They understand, and are able to explain, complex processes and interrelationships (for example, within and between physical and human environments);
enjoy using graphs, charts, maps, diagrams and other visual methods to present information
they transform relief shown by contour lines into three-dimensional models in their minds. They are competent and confident in using the wide range of visual resources required in geography — aerial photographs, satellite images, maps of different types and scales, GIS systems and so on;
be confident and contribute effectively when taking part in less formal teaching situations
they take part readily in role-play situations or simulations and enjoy contributing to outdoor fieldwork;
relate well to other people, showing an ability to lead, manage and influence others, appreciating and understanding others’ views, attitudes and feelings.
they are willing to share their knowledge and understanding, and steer discussion;
have a more highly developed value system than most pupils of their age
they have well-considered opinions on issues such as the environment and the inequalities of life in different places;
have a wide-ranging general knowledge about the world
they have good knowledge of where places are in the world and of topical issues;
be able to transfer knowledge from one subject to another
they transfer their knowledge of physics, for example, to understanding climate. Or they transfer knowledge of the industrial revolution from history to help explain the location of industry in the UK;
be creative and original in their thinking, frequently going beyond the obvious solution to a problem
for example, if faced with the problem of storm pipes being unable to cope with sudden storm surges in an area, they might suggest taking measures like afforestation to reduce storm surges, rather than proposing technical improvements to the pipe system. If faced with the problem of congested roads, they might suggest taxing cars more heavily, improving public transport or changing land use patterns, rather than building bigger roads.

Gifted & Talented Pupil Identification Criteria: Art and Design

Pupils who are talented in art and design are likely to:
think and express themselves in creative, original ways
they want to follow a different plan to the other pupils, challenge the tasks given, or extend the brief in seemingly unrelated or fantastic directions
have a strong desire to create in a visual form
they are driven by ideas, imagination, flights of fancy, humanitarian concerns, humour or personal experience; they persevere until they have completed a task successfully, with little or no intervention from the teacher
push the boundaries of normal processes
they test ideas and solve problems relating to concepts and issues; they explore ways to depict ideas, emotions, feelings and meanings; they take risks without knowing what the outcome will be; they change ideas to take into account new influences or outcomes
show a passionate interest in the world of art and design
they are often interested in a specific culture (possibly relating to their own cultural background or sense of identity), particular art forms, contemporary culture or youth culture
use materials, tools and techniques skilfully and learn new approaches easily
they are keen to extend their technical abilities and sometimes get frustrated when other skills do not develop at the same time
initiate ideas and define problems
they explore ideas, problems and sources on their own and collaboratively, with a sense of purpose and meaning
critically evaluate visual work and other information
they make unusual connections between their own and others’ work; they apply ideas to their own work in innovative ways
exploit the characteristics of materials and processes
they use materials and processes in creative, practical and inventive ways; they explore alternatives and respond to new possibilities and meanings
understand that ideas and meanings in their own and others’ work can be interpreted in different ways
they use their knowledge and understanding to extend their own thinking and realise their intentions; they communicate original ideas, insights and views

Gifted & Talented Pupil Identification Criteria: Music

Pupils who are talented in music are likely to:
be captivated by sound and engage fully with music
select an instrument with care and then be unwilling to relinquish the instrument
find it difficult not to respond physically to music
memorise music quickly without any apparent effort, be able to repeat more complex rhythmical and melodic phrases given by the teacher and repeat melodies (sometimes after one hearing)
sing and play music with a natural awareness of the musical phrase — the music makes sense
demonstrate the ability to communicate through music, for example to sing with musical expression and with confidence
show strong preferences, single-mindedness and a sustained inner drive to make music.


Gifted & Talented Pupil Identification Criteria: RE

Pupils who are gifted in RE are likely to:
show high levels of insight into, and discernment beyond, the obvious and ordinary;
make sense of, and draw meaning from, religious symbols, metaphors, texts and practices;
be sensitive to, or aware of, the numinous or the mystery of life, and have a feeling for how these are explored and expressed;
understand, apply and transfer ideas and concepts across topics in RE and into other religious and cultural contexts.


In more general terms, they may also:
have highly-developed skills of comprehension, analysis and research;
show quickness of understanding and depth of thought.

Gifted & Talented Pupil Identification Criteria: PE

Pupils who are talented in PE are likely to show many or all of the following characteristics in their performance and approach to PE, sport and dance.

Approach to work

They may:
be confident in themselves and in familiar contexts
take risks with ideas and approaches, and be able to think ‘outside the box’
show a high degree of motivation and commitment to practice and performance. 

Effective performance

They may:
be intelligent, independent, thoughtful performers, actively forming and adapting strategies, tactics or compositions
be able to reflect on processes and outcomes in order to improve performance, understanding the close and changing relationship between skill, fitness and the tactics or composition of their performance
be good decision-makers and able to take the initiative, often showing high levels of autonomy, independence and leadership
be creative, original and adaptable, responding quickly to new challenges and situations, and often finding new and innovative solutions to them.

Body skilfulness and awareness

They may:
have a high degree of control and coordination of their bodies
show strong awareness of their body in space
combine movements fluently, precisely and accurately in a range of contexts and activities.


Some pupils may have unusual abilities in specific aspects of the programme of study or areas of activity, such as:
evaluating and improving performance through leadership
acquiring, developing and performing advanced skills and techniques
conceptual understanding, shown through the sophisticated selection and application of advanced skills, tactics and compositional ideas for their age
particularly high levels of fitness for their age, in both specific and general areas
specific strengths in general areas, such as games activities or dance activities.