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	Effective Provision Questionnaire 1. The key skills and qualities of effective strand co-ordinators are: Understanding of key issues and organisational structures Knowledgeable about how LEA and schools work Ability to transfer theory and policy into practice Understanding of local political climate Ability to think and plan strategically To be creative, innovative, flexible and to be able to improvise The ability to enthuse and motivate Good communication skills Good time management and team building skills Credibility with teachers - good pedagogical knowledge and skills Vision and the ability to share it Good links with other strand coordinators Awareness of national and international developments in this field Belief in the initiative 2. The key skills and qualities of an effective lead co-ordinator are: Understanding of operational structures of individual schools Effective teacher in own school Good communication and presentational skills Good time management and organisational skills Team building ability Ability to manage a diverse group with diverse needs Determination, enthusiasm and flexibility Vision and the ability to share it The ability to demonstrate good provision for G&T pupils Good financial record-keeping skills Ability to interpret and analyse data Ability to implement and manage change Belief in the initiative 3. The key skills and qualities of an effective school co-ordinator are: Good time management and organisational skills Resilience Vision and the ability and enthusiasm to share it within the school Credibility and status within the school Ability to keep track of G&T funding within the school Ability to work as a member of a team A willingness to take risks (in terms of G&T provision) Belief in the initiative 4. The characteristics of an effective cluster are: Schools who work openly together Well established links between schools (ideally predating EiC) Sharing good practice and a willingness to collaborate An equal partnership amongst participating schools A shared vision of what is to be achieved A thorough evaluation of every activity and initiative Good planning mechanisms Regular, well attended and organised meetings Effective complementary study programme involving pupils from all schools in the cluster Effective partnerships with HEIs and other external organisations 5. Effective identification of the G&T cohort is demonstrated by: Involvement of departments and pastoral staff, as well as the G&T co-ordinator in the identification process Use of a wide range of identification strategies, including qualitative and quantitative information (from more than one year, teacher recommendation) Having sufficient confidence in the process to inform pupils and parents Sufficient flexibility to draw in late developers Inclusion of pupils with SEN and under achievers A range of ability including all-rounders and those with a talent in a particular area Regular review (termly or twice-yearly) of the cohort Fair representation of socio economic background, gender and ethnic minorities Careful record-keeping, preferably on a database Detailed information on cohort given to all teachers Achievement of targets Improved attendance and increased involvement in classroom and out of school activities 6. Effective whole school policies include: A clear definition of G&T Description of identification and selection procedures Description of educational and pastoral provision - study support and the teaching and learning programme An agreed vision, objectives and action plan Reference to and coherence with other school policies A statement of support from SMT and governors Reviewing and monitoring of provision, including a timescale for review Specific staff, pupil and parent responsibilities 7. Teaching and learning programmes work best when: Carefully and thoroughly planned to meet the needs of all the pupils Based on a sound understanding of educational theory Aims and objectives are shared with pupils and parents They include a variety of teaching styles Have full and active support of the Heads of Departments Schemes or work clearly show what differentiation is planned They are honestly evaluated and modified as and when necessary Evaluation includes a range of qualitative and quantitative measures They are sufficiently resourced and backed up with staff training They can develop naturally from what is being provided for the mainstream and do not have a bolt-on feel 8. Effective teaching of gifted and talented children is demonstrated by: Enthusiastic teachers and motivated pupils Understanding of issues and approaches to G&T education which informs teaching strategies Appropriate pace, depth and variety of lessons Flexibility so that pupils can respond to a task in a way that best shows their knowledge and skills Questioning that encourages them to think rather than to recite facts High expectations and respect for their abilities Pupils are highly involved in task, continue to study after lesson/session Constructive feedback that shows pupils how to improve their work as well as highlight strengths Cross curricular awareness/opportunities for transfer Effective review and assessment Access to a wide range of resources, including other adults and teachers 9. Effective classroom provision for gifted and talented children is characterised by: Acceleration strategies, and early entry to examinations Incorporation of thinking skills with NC content Range of different learning styles catered for over a short period of time (i.e. 5 days) Clear goals for class and individuals Pupils grouped by ability level wherever possible Needs of individuals matched to provision in a supportive and accepting environment Access to resources including ICT Learning environment conducive to flexibility Opportunities to learn outside classroom Opportunities to demonstrate as well as develop ability e.g. through 'open' tasks Depth and breadth provided through self directed study A reasonable share of teacher time 10. Study support opportunities work best when: Delivered by enthusiasts Carefully planned, evaluated and modified as and when necessary They have clear outcomes which relate to pupils' needs and have a tangible end-product e.g. certificates, better examination grades They are directly relevant to classroom activity, not bolt-on Children are correctly chosen to participate in study support activities Pupils and parents have clear expectations and responsibilities They are related to NC content and can extend student understanding or are in an area of student interest outside the NC They involve partners from the local community External agencies or local teachers providing study support are well trained and have experience at working with these students Are fun