Establishing a whole school approach to G&T at a Medway secondary (non-selective) school

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Hanford, Ina
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Educational Level
ISCED Level 2 Lower secondary education
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Background: The purpose of the study was to identify and provide for G&T learners in Walderslade Girls' School, measure progress towards success criteria such as increased motivation and achievement, staff inclusion and training, and fund raising, and to explore the impact of G&T students on the school community, including their leadership roles and multiple intelligences.

Aims: The main aim of the development work was to raise the aspirations of G&T learners by providing opportunities to compete with G&T pupils from other schools, embedding G&T in all aspects of the school curriculum, and encouraging leadership amongst students through prefectship and other activities.

Methods: The participants in this case study are the Headteacher, Assistant Head, teachers, support staff, parents, pupils, governors, LA advisers, National Strategies consultants, and former G&T students who are now on the staff as fully qualified teachers, as well as G&T and non-G&T students who have demonstrated leadership in sports, music, drama, art, and the prefect system.
Methods used to measure progress towards success criteria included CVA data comparison of cohorts, periodic teacher assessment, test results, IQS audits, lesson observations, pupil interviews, literature, policy documents, and staff training. Support was provided by the Local Authority, Senior Management, and external agencies, as well as student-led initiatives such as prefectships, sports, music, drama, and art. Multiple intelligences were taken into account when selecting prefects, with criteria including good attendance, the will to help the school community, and the willingness to embrace leadership.

Findings: The main findings are that staff training and whole-school approaches to AfL and literacy have helped develop G&T practice, and that staff commitment and healthy competition have been essential for success. Pupil tracking and cross-stage information, attendance monitoring, and parental/pupil feedback have also been important.

Implications: The findings imply that staff training, monitoring, and planning are essential for successful G&T provision, as well as providing opportunities for talented pupils and involving parents and leadership in the process.
Keywords (free text)
Secondary education
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