General Guidance
Roles and Responsibilities in Supporting Gifted and Talented Students
Governors
Governors, partnering with headteachers or principals, play a crucial role in ensuring the needs of every student, including the gifted and talented, are met. They help define the strategy that shapes policies and monitor its effectiveness. They benefit from data on the progress of these students and are integral to the policy-making and review process.
Key Points for Consideration by Governors:
- School/College Ethos: Does it effectively promote an environment where the needs of gifted and talented students are met in the context of overall high achievement?
- Policy and Practice: What are the strengths and areas for improvement concerning gifted and talented students?
- Student Involvement: How are students both receiving and shaping the institution’s policies and practices?
- Training: What training opportunities are available for all stakeholders? How does this training influence teaching and learning? (See the provided case studies for more insights.)
- Disseminating Good Practice: How is best practice being shared across the institution?
- Parental Involvement: How are parents or guardians engaged in and informed about policy decisions?
- Reporting: What types of regular reports should governors expect to see about monitoring and evaluating the implementation of the gifted and talented policy?
- Guidance for Governors: Could the governing body benefit from more guidance on its role concerning gifted and talented students? A nominated governor could be beneficial in overseeing the provision for these students.
Case Studies Highlighting Staff Development:
- Training on Teaching and Learning Styles: One school’s initiative to enhance students’ thinking skills across various subjects. The approach emphasized non-written ways of presenting ideas.
- Sharing Training Between Schools: Leveraging in-house trainers to promote innovative teaching ideas among staff in multiple institutions.
- Involving Every Department: A comprehensive approach to engage all departments in targeted efforts for gifted and talented students.
- Linking with a University: A collaboration between a sixth-form center and a local higher education institution that involved a mutual exchange of governors.
14 to 19 Context:
The 14 to 19 age phase, with its ties to national qualifications, introduces new considerations for supporting gifted and talented students. This includes issues like:
- Entry policies for national qualifications ensuring flexibility.
- Impartial guidance on post-16 progression routes.
- Curriculum planning and student progress reviews, emphasizing the age of 16 as a stepping stone, not a conclusion.
- Balancing the autonomy of students with duty of care concerns.
- Building collaborations with partner institutions to further enhance the opportunities available to students.
In essence, governors have a crucial role in ensuring the holistic development of gifted and talented students. Their considerations span across institutional ethos, training, inter-institutional collaborations, and curricular planning, especially in the critical 14 to 19 age phase.