The G&T cohort
Why are only 5% - 10% of pupils included in G&T cohort?
There is no scientific reason for this decision. 5% -10% of the pupil population represents a manageable target population for provision, monitoring and evaluation purposes.
Is the identification of the cohort an issue which the DfEE would expect schools to share with parents, pupils or Senior Management Team?
Our view is that those affected by your decisions have a right to be consulted or advised of their impact. We would encourage all schools to be open about their provision for gifted and talented pupils.
Can activities designed for the gifted and talented cohort include pupils from outside the cohort?
If there are places left and the inclusion of additional pupils will not take finance away from the identified cohort, then additional pupils can be included in G&T activities. It is also open to schools to provide additional funding from their own budgets to allow this. Including pupils not formally included in the cohort in selected activities may also help co-ordinators to identify whether marginal pupils should be included in the cohort and to provide information about their performance which could help to refine the identification process.
How fluid can the cohort be?
This will to some extent depend on the circumstances of the individual school and on such factors as the outcome of any review of identification procedures, and the level of mobility in the school. We would not want membership of the cohort to be adjusted each year on the basis of entirely different identification criteria; we would expect refinement and some incomings and outgoings at the margins on top of year group changes, but for the main body of identified pupils to remain the same.
The role of co-ordinators
What time and remuneration should school and lead co-ordinators be given to enable them to carry out their duties effectively?
There are no hard and fast rules on this. The bottom line is that lead co-ordinators and co-ordinators need sufficient time to undertake their roles effectively. We have told Heads and partnerships that we expect them to ensure that co-ordinators have sufficient resources to undertake all their duties effectively. Partnerships have given an undertaking as part of their plans for the G&T strand that they will ensure that co-ordinators have sufficient time to do this.
However, we have asked Nord Anglia, as part of the guide to good practice, to investigate the amount of time effective co-ordinators spend on their duties. This information will be made available to co-ordinators. Strand co-ordinators may also wish to consider the benefits of arranging common free time for co-ordinators.
[We know that current supply and recruitment problems are making it difficult for some schools to allow co-ordinators to use their free-time for their co-ordinating duties. We would urge all co-ordinators in these circumstances to look innovatively at the ways in which G&T funds can be used to provide administrative and other support to ease these pressures].
What resources are co-ordinators entitled to? Some consistency is needed.
The size of a co-ordinator's job will vary according to the size of the school, the co-ordinator's specific role within a school and a range of other local factors. If co-ordinators believe they are under-resourced they should discuss this, in the first instance, with their strand co-ordinator.
Will the DfEE publish advice on the developing Lead Co-ordinator role in light of their experiences so far?
We have commissioned a good practice guide which should cover this issue (see above). We have no plans to issue separate guidance. However, we will continue to arrange events for co-ordinators and to disseminate feedback from those events. We will also continue to evaluate the national training programme in line with co-ordinator's experiences.
How should a partnership deal with a recalcitrant Headteacher to ensure that the requirements of the gifted and talented cohort are met?
Strand co-ordinators need to agree with the partnership what action is appropriate in particular circumstances. If there is a particular problem which local action fails to remedy partnerships should bring this to the attention of the DfEE.
Can partnerships rotate the role of the lead co-ordinator within a cluster?
We do not support the rotation of the lead co-ordinator role, as this can lead to a loss of momentum and expertise within a cluster. However we know there are circumstances in which lead co-ordinators need to be replaced and in this case we would ask all strand co-ordinators to take steps to ensure the continuity of action on the strand.
Can you be a Lead Co-ordinator and a Strand Co-ordinator successfully?
This will depend, amongst other things, on the size of the job and the number of lead and school co-ordinators within the partnership. We would welcome your feedback.
Has the DfEE changed the nature of the role of the Lead Co-ordinator to encompass a 'teacher-adviser' role?
Our guidance on the role of co-ordinators clearly sets out our expectations of lead co-ordinators, and their additional responsibilities over and above those of school co-ordinators. However, the detail on how those responsibilities are carried out and by whom will be for school, lead and strand co-ordinators to determine in the light of local circumstances.
CPD
What are the requirements of the national professional development programme?
Co-ordinators are required to undertake the national development programme which is designed to provide co-ordinators with the knowledge, skills and abilities to implement the G&T strand of EiC. The programme is provided free of charge to all lead and school co-ordinators and responsible teachers.
The programme consists of a distance learning package - provided via the Internet - which provides the course materials, resources, a discussion site and seminar and tutorial groups. There are several tasks which co-ordinators will need to undertake connected to each section of the course handbook. Co-ordinators will need to agree and complete a personal development plan which sets out personal individual and school targets which they will achieve during the year. They will also need to attend 5 face to face days throughout the year which will provide them with an opportunity to discuss difficult G&T issues and to share their experiences with their colleagues.
[We know that current recruitment and supply problems make it difficult for some co-ordinators to be released for training on specific days, WIE are trying to provide co-ordinators with early notice of specified dates and to offer alternative dates where possible. We are also looking at the possibility of offering alternative training times out of school hours].
Is accreditation optional?
The DfEE cannot compel any co-ordinator to take part in the course or to seek accreditation. However, as the course has been designed to build on the experiences and existing skills of co-ordinators, as well as being a tool for developing their professional expertise, we would encourage all co-ordinators to complete the training fully, including accreditation. Westminster Institute of Education have made several changes to the course following the pilot year in order to reduce the burden of accreditation.
The personal development plan, which forms the basis of accreditation, is based on actual experiences in schools, clusters and networks. There will also be flexibility in the amount of time allowed for co-ordinators to complete the different elements of the distance learning part of the course, so that, within limits, co-ordinators can decide when to complete each stage.
Can a lead co-ordinator pass on the training/accreditation to someone else?
There may be particular circumstances, such as simultaneously taking the NPQH which may make it difficult for the nominated co-ordinator to undertake the training. If at all possible a substitute should attend so that the experience is not lost to the cluster. That substitute will then need to assume a key role in supporting the co-ordinator (or even replacing the nominated co-ordinator) in fulfilling his or her role. However, discussion of whether this would be appropriate will need to be held locally.
Can the partnership send additional people on the course?
We have opened the course up to strand co-ordinators for a small charge of £1,000. We have also said that where existing EiC partnerships wish to nominate additional teaching personnel to undertake the training we will try to accommodate these at cost price where WIE can do so within their agreed commitments. The CPD Steering Group has agreed that where possible WIE are currently looking at how best we can ensure that we replace students who cannot undertake the training in any given year with students who would normally have received training in subsequent years. These prospective students will be given priority for any spare places.
Will the DfEE provide funds for laptops to enable the co-ordinators to undertake the training?
Laptops were provided in the first year of EiC to help with the speed with which newly appointed co-ordinators needed to get to grips with the national training programme. Exceptionally, as we had not made the future funding arrangements clear, we also agreed to re-fund the cost of laptops for Year 2 students. At that time we advised partnerships that we would not fund the purchase of laptops in future years. However, we are considering offering some funds towards the cost of laptops in recognition of the achievements of those co-ordinators who have sought accreditation. We will be writing to strand co-ordinators on this issue shortly.
