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

At Archbishop Beck, we consistently strive to meet the needs of our most able students. We identify our most able students by using clear criteria. We identify most able students using the following criteria:

  • 11% of the Year 7 cohort are identified as most able, measured using Key Stage 2 SAT's results from the previous academic year.
  • Using Sisra Analytics, 16% of Years 8-11 are identified as being most able. A review of individual student progress takes place at the beginning of each academic year.
  • Using Sisra Analytics, 20% of Year 12 are identified as being most able, they are then grouped in one tutor group for the duration of Sixth Form.

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 will:

  • Provide extended opportunities for all most able students from Years 7-13 by organising regular extra-curricular opportunities via external agencies to enrich the education of all and raise aspirations even further.
  • 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:

  • Clearly distinguish how the needs of most able students are met within the department by devising a departmental most able policy (refer to Appendix for individual policies) and regularly reviewing provision.
  • 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 academic achievement of most able students in their subject area. This will be achieved by adopting teaching and learning strategies that have proven to be effective when challenging more able students (a comprehensive list of strategies can be found in the appendix).
  • Make sure that most able students are identified in planning.
  • Make independent learning integral to their planning and teaching and promote further learning opportunities by providing relevant extension activities.
  • 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.
  • Accept the role and responsibilities of a college ambassador when participating in most able programmes delivered by external providers.

COLLEGE MAGAZINE

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