Ofsted released a short report last week about gifted and talented students (those in the top 5%-10% of their school year) in 26 schools. The sample may have been small but the findings were very interesting.
All the schools were chosen because earlier inspection reports had identified the development of gifted and talented students as an area in need for improvement. The majority of the schools surveyed had made ‘fragile’ improvements and only limited success. While they thought the development of a gifted and talented programme was important, it was not a priority. And in many schools the lead teacher’s status reflected the programmes standing within the school.
As a sponsor of two academies, I too face the dilemma of wanting all students to perform their best, while also delivering required elements, programmes of additional value and of course keeping an eye on the all important league tables. In many senses a student who is working at a D but could achieve a C at GCSE is worth more effort and resources than a student who will easily achieve a C, but should get at least an A at GCSE. Indeed a number of the teachers were not convinced about differentiated learning for the top achievers because they thought it would be at the expense of other students.
This failure to address the needs of the top achievers is something we can not allow to happen. It is an over-used phrase – but it is true – these students are the future of the country and their communities. We cannot afford to not stretch the top students to achieve their best. Interestingly, Ofsted found that those schools with a well developed gifted and talented programme had seen a positive impact on all students.
Mediocrity is not good enough – it will only serve to drag down or limit everyone. An inspirational education with high aspirations for all students is a must and will benefit all students. It is what I am instilling in my academies, with a firm rooting in literacy and numeracy. It is not good enough to allow students or staff to believe that because they are from a certain background they will not achieve.
Like all good business practice, an effective gifted and talented programme relies in part on the analysis of reliable data and, of course, inspirational leaders. Ofsted found those schools performing well monitored pupils progress individually and acted upon the information. Similarly, those with the best practice fostered an environment of high aspirations. These are not radical changes, which makes it more frustrating. A lot of the work can be done by fostering a mentality of success and high achievement that runs through the whole establishment, starting from the top.
Rod Aldridge is chair of the Aldridge Foundation
