At Charnwood we want all children to find their unique talents and skills. Sometimes this is within traditionally academic subjects but this may also present in subjects like music, art or sports.
From years 1-6 pupils are assessed following the following assessment levels: Well Below, Below, Just Below, At and Above the expected standard for their age.
If you think your child has a particular skill in an area we can support we encourage you to let us know.
Likewise we will inform you of your child’s attainment measured against nationally standardised scores and support, stretch and challenge your children in school so that they can continue to flourish.
Department for Education (DFE) defines able learners as:
“Those children and young people with one or more abilities developed to a level significantly ahead of their year group (or with potential to develop those abilities).”
They can be identified in any year and amount to 7-10% of the school population, although we do not attempt to manipulate individual cohorts to ensure that this is so. Provision will be made for these children within the normal class teaching, but sometimes we will provide enrichment or extension activities to promote their skills and talents still further including activities and visits to other DEEP schools or working with outside organisations.
More Able learners are defined as those who have abilities in one or more subjects in the statutory school curriculum. They have the capacity for, or demonstrate, high levels of performance in a subject area. This also includes children who are leaders or role models and who display outstanding leadership and/or social skills.
For further support and activities for children showing higher ability you can find information by following the links below.
NACE Guidance for parents and carers
Definitions and characteristics of more /highly able learners | MESHGuides
The Entrance Test – West Midlands Grammar Schools
The school uses a range of strategies to identify More Able children. The identification process is ongoing, and begins when the child joins our school. We liaise with pre-schools to obtain details of achievements and interests in particular areas. Discussions with parents and carers enable us to add further details to these records.
Children undergo baseline assessment within the first half-term of joining our reception class. This gives information about their developing skills and aptitudes across several areas of learning. We report each child’s Foundation Stage profile to the parents and use this information when planning for individual needs. We also liaise with local nurseries to identify children who could possibly be classed as More Able.
As the children progress through the school, we assess them regularly to ensure that they are making the sort of progress that we are expecting of them in their personal targets.
The children take national tests in Year 2 and Year 6, plus other assessments during Year 3, 4 and 5. Teachers also make regular assessments of each child’s progress in all subjects of the National Curriculum. We compare the information from these tests with a range of national and Staffordshire County Council data, in order to ensure that each child is making appropriate progress.
Each teacher regularly reviews the children’s progress and this is recorded on pupil tracking tool Insight Tracking. Teachers also have regular ‘Pupil Progress’ Key Stage meetings and meetings with the Head of School and other Senior Leaders to discuss individual children. Teachers discuss the children’s progress with parents and carers at the Autumn & Spring Term Parent’s Evening’s and a written report on the year of each child’s progress in July.
More able pupils are a diverse group and their range of attainment will be varied. They are more likely than more pupils to:
