Qualifications and Curriculum Development Agency

Last updated: 21 September 2009

Making effective provision for newly arrived pupils who are gifted and talented should be an integral part of the school’s approach to teaching and learning.

In some schools certain staff members may have preconceptions that new arrivals are of low ability. This may be because pupils who do not speak English cannot easily demonstrate their skills, knowledge and understanding. But in schools that have carefully reviewed their gifted and talented policies as suggested in this guidance, substantial numbers of gifted and talented learners are also new arrivals. It is essential that any misconceptions are challenged and addressed. A lack of information about the knowledge and skills brought by children and young people, along with poor awareness of their level of motivation and aspiration may mean that some pupils are not provided with challenging learning goals. The Who are international new arrivals? area of this site can help schools become more familiar with the educational, social and cultural backgrounds of newly arrived pupils.

Auditing existing provision

Schools might use an audit of existing provision as a means to ensure that all groups of pupils enjoy access to gifted and talented programmes. By auditing existing provision, schools can check that pupils identified as gifted and talented are broadly representative of the school population. An audit should also assess whether current practice identifies able pupils from groups that may be underachieving but who have unfulfilled potential. It will also include assessing whether some able newly arrived pupils underachieve because of a lack of challenge in curriculum provision.

The key challenge for schools is to develop an effective learning environment for all learners, including new arrivals. The Modifying and adapting the curriculum and Planning for inclusion sections provide guidance on how schools can adapt the curriculum and plan for diverse learning needs. Schools can also take a number of additional steps (set out below) to ensure that able newly arrived pupils are identified and provided for.

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Developing effective admission and induction practice

High quality admission and induction procedures can assist schools in making initial assessments and identifying able pupils. Induction is designed to help pupils settle into a new school and become effective learners as quickly as possible. All pupils who arrive after the start of the school year need special induction procedures. The Admission procedures area of this site offers further guidance on this. Using interpreters in admission interviews will help schools communicate better with pupils and families from overseas, and gain a much richer understanding of prior learning, knowledge and skills, interests and aspirations. The Interpreting and translation area of this site provides further guidance on this.

Recognising diverse skills and talents

Gifted and talented pupils are a diverse group and their range of attainment will vary. Being gifted and talented covers much more than the ability to succeed in tests and examinations. For example, some gifted and talented learners may demonstrate leadership qualities, high-level practical skills or a capacity for creative thought. Other gifts and talents may be overlooked or go unrecognised when they lie outside the standard curriculum (for example in less common or popular areas of sport, or in certain aspects of dance and music). In order to identify these talents and gifts schools will need insights into and an awareness of the wide cultural and linguistic diversity of newly arrived pupils and their communities

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Monitoring teaching and learning provision

Effective schools continually evaluate whether their teaching and learning enables all pupils to achieve their potential. Effective provision for gifted and talented pupils will therefore help address the needs of able but underachieving pupils, in addition to those previously identified as able. The priority will be on provision that enables ability to flourish.

Schools will want to assess whether their provision provides opportunities for accelerated learning for new arrivals who may already be working at a high cognitive level. Schools’ approaches to setting and grouping should also be reviewed to see whether they maximise opportunities for able new arrivals.

Identifying barriers to learning

There may be newly arrived pupils who are able but who underachieve due to a variety of reasons. These may be related to their English language needs or difficulties coping with learning tasks provided. Factors related to family and home, health, peers and friendships might also affect achievement. The Initial assessment, Induction mentoring and Effective home school liaison areas of this site provide further guidance on identifying and addressing wider concerns and needs.

Involving pupils, parents and carers

Making opportunities to listen to pupils, parents and carers from overseas can help schools identify changes that may need to be made in their provision for new arrivals. Consultation can assist schools in becoming more familiar with pupils’ backgrounds and their aspirations and potential. Schools who wanted to raise achievement of all pupils, including new arrivals, have prioritised involving the pupils, parents and carers. Making parents and carers aware of the school’s gifted and talented policy will be an integral part of this process.

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Providing for gifted and talented children: an evaluation of Excellence in Cities and other grand-funded programmes.

Ofsted evaluated the use made by schools of the opportunities presented by the grant-funded programmes for providing for gifted and talented pupils. The report An effective school approach to improving provision summarises the features of an effective school approach and makes recommendations. Ofsted evaluated the use made by schools of the opportunities presented by the grant-funded programmes for providing for gifted and talented pupils. The report An effective school approach to improving provision summarises the features of an effective school approach and makes recommendations. In the section 'What does good teaching of gifted and talented students involve?' the features of effective teaching are followed by subject-specific examples.

DCSF produce guidance for schools including:

Identifying gifted and talented pupils
This publication offers initial guidance to teachers and schools on the identification of gifted and talented pupils.

Effective provision for gifted and talented children in primary education
This publication offers guidance to primary schools and practitioners on best practice for gifted and talented students.

Case study

Improving identification of gifted and talented new arrivals with EAL

This case study describes how Hounslow Language Service provides all schools in the LA with support and advice on teaching pupils who are learning English as an additional language.

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