At SRS we encourage and celebrate the gifts and talents of all students and aim to provide opportunities for further enhancement of these talents through a range of extracurricular clubs, student led groups and booster classes.

Guidance and Policy
  • To support the abilities, personal qualities and talents of all children.
  • To ensure that all children receive on education appropriate to their abilities and aptitudes.
  • To provide teaching which makes learning challenging and enjoyable; to provide higher order thinking and questioning skills.
  • To employ a wide variety of methods of recognition of potential.
  • To identify underachievement early and to work hard to eradicate it.
  • To stimulate children through extra-curricular activities and through curriculum enhancement.
  • To have the expectation that the curriculum for all will be extended by realizing the needs of the most able.
  • To audit staff and to provide for these aims to be achieved.
  • To complete and maintain a Gifted & Talented Register and enter this on the KHDA register.
DEFINITION – Gifted and Talented students should be distinguished from students of high ability.
Children are defined as gifted and talented in areas of:
  • General intellectual ability
  • Specific aptitude in one or more subjects
  • Leadership
  • Creative and performing arts
  • Psychomotor ability
Exceptionally able children:

These children will be performing well above their chronological age.


Children are continually tested by means of national tests and formative assessments throughout the school. In addition the following methods will be used:

  • Teacher observation and assessment
  • Checklists
  • Background knowledge
  • The expertise of the coordinator in supporting the judgment of the teacher
  • Peer nomination
  • Parent nomination

No one single method can be entirely accurate.The school will seek to provide an enriched curriculum for all children. Through this it will be possible to identify the most able and those that are gifted.


Acceleration is not usually recommended because there may be social difficulties through differences in levels of maturity. It is possible to address the needs of these children within the appropriate year group. However, very occasionally there will be times when it will be appropriate for children to work with older children, through curricular activities, visits and specialist programs. Withdrawal groups can be used but these will be done sensitively.


Enrichment/extension work is provided by all teachers in all classes as part of normal differentiated provision.

This is shown on planning documents. Working with others of like ability is important. This can be made possible by group work, or by the use of setting. Differentiation should provide activities requiring higher order thinking skills. Gifted children need to be challenged. The role of the teacher is vital in challenging the thinking of the gifted child.


These are highly valued for the gifted and talented child and include:

  • Club activities – curricular subject, plus chess, photography, gardening etc.
  • Activity days and Master classes. These may be organized by The School and through Partnerships with other schools.
  • Day and residential visits there appropriate.
  • The use of specialists e.g. teacher from secondary departments (for primary), visiting artists and authors.
  • A broad, creative curriculum, giving children a chance to thrive.
  • Opportunities to enter the ‘Hamdan Award’ program.

The following people can support this through regular reviews:

  • Inclusion Leaders
  • Gifted and Talented Co-ordinator/leading Teacher.
  • Co-ordinators for PHSE will support issues.
  • Governors and external advisors.

Each year class teachers will draw up a register of able and/or gifted children in each year group and monitor the progress of students on the register. In addition there will be a register of underachieving children (ie students with high academic ability but slow rates of progress).

Their progress will be closely monitored. Students can be placed on the inclusion register for having both G&T skills and SEN issues.


Parents and teachers will work together for the needs of the gifted and talented child.


Each key stage will provide information on Gifted & Talented Pupils and plan transition programs to ensure high expectations are set for Gifted and Talented students.