' Children are our most valuable natural resource ' - Herbert Hoover
Meeting the Needs of the Gifted or Talented Child
There is a general consensus that PIPS is a valuable tool in identifying
individual pupil's potential and often confirms teacher assessment
effectively.
It also provides measurements against a local and national picture.
Project teachers were interested to develop their understanding
about how teachers plan to meet the needs of the more-able child
in Foundation Stage classrooms.
Using the PIPS feedback, project schools were identified as having
children whose high attainment (70+ standardised score) had been
maintained and developed during the reception year.
Each of the 14 schools identified was visited to establish what
strategies were used to meet the needs of these high attaining children
and to identify any related issues.
The teachers in these schools were linked with a partner school
and half-day visits were arranged to enable teachers to observe
classroom practice and to discuss specific issues relating to the
more-able child.
A written framework to support all visits was provided to promote
focussed discussion and observation (based on management, class
and pupil level outcomes).
The information collected was collated by the project team and
was used as evidence for the production of support documentation,
'The More-Able Child in the Foundation Stage Classroom', available from Angela Jones.
For more information please contact:
Angela Jones, Teaching and Learning Consultant, Foundation Stage and Primary Data
Tel: (01482) 392467
E-mail: angela.jones@eastriding.gov.uk
Fiona Fitzpatrick, Inclusion Strategy Manager
Tel: (01482) 392406
E-mail: fiona.fitzpatrick@eastriding.gov.uk
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