Most Able Policy

Purpose

All students have the right to receive a challenging and enjoyable education. It should allow them to flourish and follow their individual strengths. We aim to provide every opportunity for students to excel in their learning; developing an independent work ethic to encourage study at home and in extra-curricular activities.

Policy Context

At Archbishop Beck Catholic Sports College we believe in excellence. Archbishop Beck is an inclusive school where we fully embrace the principle that every child really does count – therefore we support every child in achieving their best. The 'Most Able' policy reflects this by providing an opportunity for ALL students to be successful. Knowing students’ individual needs is critical for us to deliver this. By raising awareness and through the use of data, departments identify pupils, and through professional judgments are able to develop classroom strategies to ensure we maximise on the potential of our Most Able. Working with students and parents is key to its success; therefore we endeavour to ensure that parents are informed of the steps taken to support their child. Our extra-curricular activities, whilst available to all, can also be used to push forward the Most Able students. They will be directly encouraged to attend these.

Aims

  • To establish a consistent framework for identification and action
  • To ensure all teachers and subject areas understand how to identify Most Able and their responsibilities in supporting students learning

Defining Identification

"65% of pupils who achieved a Level 5 or above in both English and Mathematics at the end of Year 6 failed to attain A* or A grades in both these subjects at GCSE in 2012 in non-selective schools"
M Wilshaw (June 2013)

To respond to highlighted issues there are two key strands to identification and action at Archbishop Beck Catholic Sport College. (These Criteria are set out in Appendices for each Subject area but should be related to in class aptitude and performance data):

  • Those students who join the school working at level 5 or above in either English or Maths.
  • Those students identified by subject areas as having a particular strength and aptitude in that subject area.

Roles and Responsibilities

The Senior Leadership Team will

  • Ensure the policy is monitored and report on its impact through lesson observation, data and student voice.
  • Ensure effective first phase quality teaching is being provided to all students, and homework is challenging and provides appropriate feedback.
  • Ensure all students have appropriate equipment for lessons.
  • Coordinate identification and actions related to Most Able across the whole school.
  • Continually review target setting processes to ensure the highest expectations for this and all other groups.

The Most Able Co-coordinator wil

  • Provide extended opportunities for all Most Able students from Years 7-13.
  • Communicate with parents about provision offered for identified students.
  • Identify talented students in all performance/practical subject areas.
  • Support intervention across all year groups.

Heads of Departments will

  • Ensure the policy is monitored and report to the Senior Leadership Team on its impact through lesson observation, data and student voice.
  • Ensure intervention plans are put in place for underachieving students within subject areas.
  • Coordinate identification and actions related to Most Able across the departments.
  • Co-ordinate schemes of work to ensure that the needs of Most Able students are met at all Key Stages.
  • Ensure additional opportunities are available in lessons and beyond lessons.
  • Work with subject teachers to ensure students meet the targets set for them.
  • Work with subject teachers with underperforming students.
  • Ensure best practice is shared at every departmental meeting.
  • Communicate with parents about provision offered for identified students.

Progress Managers will

  • Ensure the policy is monitored and report to the Senior Leadership Team on its impact through lesson observation, data and student voice.
  • Ensure that those students identified are making at least expected progress, to aim for accelerated progress.
  • Monitor actions related to Most Able across departments where their students have been identified as Most Able.
  • Read and assess student’s progress and intervene where there is under achievement across subjects.
  • Liaise with Heads of Departments to discuss students’ progress.
  • Work with form tutors to put in place an academic monitoring programme for the identified students.
  • Praise and appropriately reward the students who are achieving their target grades.
  • Communicate with parents about provision offered for identified students.

Subject Teachers will

  • Contribute to the identification of Most Able students in their subject area.
  • Make sure that Most Able students are identified in planning.
  • Make independent learning integral to their planning and teaching.
  • Make sure each student knows their target level or grade, the level at which they are currently working at and what they need to do to improve their level or grade.
  • Share the learning objective and outcomes/ success criteria with the students.

Students will

  • Take ownership of their own learning.
  • Respond to feedback and respond by providing ‘next steps’ for progression.
  • Self-assess in order to ensure they know how they will make progress.
  • Take up the opportunities provided in lessons and beyond.
  • Be receptive to advice given and respond when asked to.
  • Be clear regarding which level they are working at and what they need to do to improve.

Policy

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