Consultation on the Classroom Quality Standards for gifted and talented education

Generic CQS

Layer 1

Layer 1 of the generic tool should be the starting point for evaluating gifted and talented classroom provision and teachers are likely to find the Classroom Quality Standards (CQS) tool most effective if it is used in collaboration with colleagues.

For example, a group of teachers working within a year group or across a key stage in a primary school, or a whole department in a secondary school, may wish to focus on one or more features of the CQS to evaluate a particular aspect of their provision.

Layer 1 allows teachers to make a subjective assessment of the extent to which they are providing an appropriate level of challenge to all of their pupils, including their gifted and talented pupils.

This assessment can then be moderated in discussion and reflection with colleagues who have engaged in the same activity. Reflecting on the evidence on which teachers base their judgements will be an important element of this.

This in turn provides the basis for a more objective assessment and supports the identification of a particular feature or focus for improvement, supported by the use of Layer 2.

Layer 2 of the generic tool provides a more detailed view of each CQS feature in terms of Entry, Developing and Exemplary levels practice, and amplifies these features specifically in relation to gifted and talented learners.

The outcomes of this can then be linked to other aspects of the school’s work on improving learning and teaching, such as assessment for learning or a focus on rates of pupil progress and developing teachers’ subject knowledge.

Layer 2

• Supports improvement through the three levels – Entry, Developing, Exemplary – to illustrate progression, as in the Institutional Quality Standards (IQS).
• Contains level descriptors which amplify the Features and Prompts in Layer 1, and which reflect current expectations of effective pedagogy for gifted and talented education.
• Offers scope for practitioners to record their own descriptors where they identify aspects of effective teaching and learning that add to the statements.
• Provides an opportunity to compare the initial self-evaluation (Layer 1 Evidence columns) so beginning to identify areas for improvement.

Entry level at Layer 2 is pitched to be within reach of the majority of practitioners, provided they have first engaged with Layer 1, and is intended to align with Ofsted's 'adequate' rating.

The Developing and Exemplary levels are intended to align with Ofsted's 'good' and 'outstanding' ratings respectively.

You can download the Generic CQS and the CQS User Guide below. Other related documents and information are available on the Young, Gifted & Talented website at: www.ygt.dcsf.gov.uk

The consultation seeks to gain feedback from schools and settings that have used the generic CQS, on what aspects of the tools work well and/or how they might be improved. Please use the Generic CQS survey to communicate your views.

The consultation closes on 30 April 2008.