Amesbury CE Primary School’s Provision for the More Able, Gifted and Talented
We want the children who attend Amesbury CE Primary School to leave us in year 6 with the skills and positive thinking needed to achieve their ambitions and to lead a happy, successful life. We believe all children’s potential is limitless and encourage children to exceed and challenge their own expectations. We hold this as true for every child who attends our school, regardless of background or ability. Their specific talents and skills need to be nurtured; by providing them with either the opportunities to work at high cognitive levels in academic areas or a chance to aspire for creative or physical excellence, whilst still ensuring the holistic needs of the child are met, in order to provide a well-rounded education.
Our philosophy of mastery and learning aims to maximise opportunities and develop and the children’s confidence, so they can challenge themselves and take risks. Through mastery, learning is embedded by application, reasoning, evaluation and critique of skills. We believe in ‘potential being limitless’ which promotes increased performance across the board, lifting the aspirations of pupils, teachers and support staff, preventing the capping of learning.
We believe in treating pupils as individuals, providing an education that is suited to their particular needs and abilities.
For children’s potential to be limitless in all areas of the curriculum, our staff, governors and pupils must have the highest expectations in order to achieve our aims and vision.
Deep Thinking – skills are embedded to enable deep understanding linking concepts, ideas and ability to apply new learning. Creating a questioning environment, where a wide range of open questions and activities are designed to extend thinking and children challenge themselves.
Independent Learning – modelling and guiding pupils by all adults in the classroom.
Learning and Progress – What do the children know by the end of the learning opportunity that they did not know at the beginning? Focused learning intentions, clear steps to success and work matched to pupils’ individual starting points enable children to make good/outstanding progress.
Challenging Expectations – challenge matched to ability is integral to each learning opportunity. Adults will use assessment for learning when teaching to extend questioning, and move children’s learning on as knowledge and understanding becomes embedded.
Engagement of Learners – pupils are motivated and enthused to learn. A range of practical resources, problem solving activities, investigations and collaboration opportunities are incorporated into teaching. Throughout the day there is pace and rigour and children are able to apply new learning.
The main focus is to embed learning and enable deep understanding in day-to-day teaching and learning. Enrichment consists of broadening a pupil’s education. This can consist of enabling a pupil to study aspects of topic that there would normally be time to study, or it can consist of adding extra learning experiences. Extension occurs when pupils are encouraged to develop more sophisticated thinking and reasoning skills.