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Cardinal Road Nursery & Infant School

‘Creating Opportunities’

Supporting in the Classroom

Supporting in the Classroom

 

In practical classroom terms, Gifted and Talented children are likely to present themselves to teachers in one or another of three groups:

 

1.  Those whose outstanding ability is so evident (and in some cases linked with behaviours that cause difficulties in mixed-ability settings), that they force teachers to seek to develop specific strategies to cope with their high ability, even if there is no existing whole school policy.

 

2.  A much larger group of children with high levels of ability (the DfE suggests about 10% of a school’s cohort), who attain high levels of achievement and would specifically benefit from a school policy targeted on providing appropriately for Gifted and Talented children.

 

3.  Children with high levels of ability, who do not achieve at a high level and who are in danger of being missed by those seeking to provide appropriately for Gifted and Talented children.

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