Creating the conditions for learning in which there are opportunities for pupils with gifts and talents to demonstrate their high ability is part of the skill of a good teacher. Identification is critical to personalising the learning experience.
Identification of gifted and talented pupils should be a continuous, whole-school process. Schools should ensure that the identification process is fair, transparent, and flexible so that it does not discriminate against particular groups. A school's identification strategy should make use of both quantitative and qualitative assessment, including prior attainment and rate of progress so pupils are continually identified both within the school year and on a year by year basis.
Schools are likely to obtain the best results in identifying their school gifted and talented cohort by using a wide range of information:
a) Quantitative data including available test data and results of in-class/teacher assessment;
b) Qualitative information, including staff assessment and nomination, pupil, peer and parent/carer nomination and scrutiny of pupils’ work;
c) Rate of progress including value-added data and reference to prior attainment/achievement.
Schools should be aware that gifted and talented pupils aged 11-19 may meet the eligibility criteria for the National Academy of Gifted and Talented Youth which provides services and support for the top 5% of gifted and talented learners. To see the specific eligibility criteria, see the NAGTY website.
The key principles in the identification of gifted and talented pupils are that:
- Emphasis should be on providing an appropriate, challenging and supportive environment rather than on labelling any particular child;
- There should be open communication between educators, pupils and parents/carers as part of the identification process - parents know their children best and should be engaged as partners in their child's learning;
- Parents/carers should be made aware that being on the gifted and talented register does not automatically guarantee academic success;
- Identification is a continuous process. Some pupils will be easy to identify at a very early age, while some will emerge later;
- Identification should be systemised within the school so that it is continuous, rather than a battery of specific tests at a set time of year;
- Schools need to be particularly vigilant for the 'hidden gifted' or under-represented groups, such as underachievers, those for whom English is not their first language, those with learning or physical disabilities or those from different cultural or socio-economic groups;
- Identification should be based on a portfolio approach, utilising a range of both qualitative, quantitative and value-added measures;
- The identified group should broadly represent the school's population;
- Teachers should be continually 'talent spotting'.
Behaviours indicating higher ability, giftedness and talent may not be readily observable, for a number of reasons. In some classrooms, pupils may not have had sufficient opportunity to demonstrate their ability. In a tightly constrained classroom pupils may not shine.
Additionally, pupils may hide their ability in order to 'fit in' with their peer group or they may underachieve for other reasons. Some pupils have learning difficulties which can mask their higher ability and talent.
