From the moment children start school, staff will be proactive in spotting those children who demonstrate a significantly higher level of ability than most children of their age. This could be regarding their intellectual ability or specific skills and talents in specific areas, for example:

• an area such as number, technology or writing
• creative thinking
• artistic and expressive abilities such as in the fields of art, music, dance etc.
• physical abilities such as athletics or football
• leadership qualities
• social skills

Children who are regarded as gifted are usually achieving well above that which is expected from their age range in a subject.

As with all children at Crabbs Cross Academy, the more able are identified through regular assessments undertaken in school.  These children are stretched through well planned activities and experiences at an appropriate level within class. These will often deepen and broaden understanding so the more able can apply their wide knowledge to solving problems and investigations.

In the case of excellence within creative and sporting fields, pupils will be encouraged to further develop their talents.

Strategies used to support the More Able include:

• having a clear understanding of pupils' individual achievements from careful assessment, using this information to tailor personalised learning opportunities across the curriculum
• using high quality questioning to extend thinking
• listening to children and their own perception of their learning
• providing opportunities for children to share their talents/gifts with others as a mentor, exemplar or expert
• exploring a range of creative provision opportunities such as grouping children across a year groups/s with a specific talent/ability to provide focused opportunities with like minded individuals e.g. a gifted boys writers group
• linking with other local schools to provide opportunities to work with other children who are gifted/ talented
• using the expertise of visitors and specialists in their field
• using school trips and visits to enrich learning
• signposting children to web based sites such as NRich; using software bought for all children but tailored to individual skill level such as 'Mathletics'
• engaging in training which enables further skills development of staff
• using intervention programmes as identified
• using the expertise of colleagues with responsibility for a subject to enrich opportunities within the planned curriculum/ provision - these colleagues will also track provision as part of normal monitoring and provide action plans/ feedback points to improve provision

The SENCo, as Inclusion manager, will have the overview of this area of school life but it is individual class teachers and subject leaders who have the day to day responsibility for ensuring that children who have abilities out of the expected range have a suitable opportunity to develop their learning.