Supporting in the Classroom
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.