APPENDIX 27
Memorandum from East Riding Local Education
Authority
This paper is written in response to the Education
and Employment Committee's request for information into the education
of highly able pupils.
1. THE DEFINITION
AND SIZE
OF THE
COHORT
1.1 The East Riding Local Education Authority
recognise two groups of able pupils, the exceptionally able and
the very able.
1.2 The exceptionally able are taken to be the
top 1 per cent-2 per cent of the pupil population. These are identified
through standardised testing and through teacher assessment. The
introduction of the PIPs (Primary Indicators of Performance) is
used on entry to full time education and pupils who achieve scores
of 70 or more in the mathematics and the reading component of
the test are identified and records kept centrally.
1.3 The very able are taken to be the top 10
per cent of pupils. Whatever the academic profile of the school,
they are encouraged to identify this proportion.
2. HOW WELL
SCHOOLS IN
BOTH THE
MAINTAINED AND
INDEPENDENT SECTORS
MEET THE
NEEDS OF
SUCH CHILDREN
2.1 The majority of schools have produced a
policy for the education of these pupils. They are encouraged
to keep a register in order that their progress can be regularly
monitored, evaluated and reviewed.
2.2 The education of more able pupils is an
area for development identified in the CQD (Curriculum and Quality
Development Team) Management Plan. The Framework for Continuous
Improvement, another policy document produced by the CQD teams,
also highlights the LEA's expectations of what schools should
be providing for these pupils.
2.3 In the primary phase many schools have responded
by introducing setting in core subjects, accelerating individual
pupils for specific subjects in larger schools and working younger
pupils with older pupils in the smaller schools. In general the
aim is to take pupils more quickly through the programmes of study.
Those schools who are using the Framework for Numeracy are looking
to plan from the objectives for the following year(s) for more
able pupils.
2.4 In the secondary phase schools are setted
by ability in Y7 in a variety of subjects. There is also a move
in a few schools towards entering pupils early for external examinations.
2.5 The LEA has no information on schools in
the independent sector.
3. THE EXTENT
TO WHICH
HIGHLY ABLE
PUPIL CHILDREN
REQUIRE AND
RECEIVE SPECIFIC
ATTENTION AND
TARGETED RESOURCES
3.1 In many primary schools, where it is possible,
teachers target the exceptionally able and provide them with work
at a higher level. For example some pupils are working on programmed
learning systems such as Success Maker. In other cases
teachers have given end of key stage tests early and used the
results to inform further work. Tests designed for Key State 2
pupils and Key State 3 pupils are being used with Key Stage 1
and Key Stage 2 pupils respectively. Results are analysed and
used to inform further work at the higher levels.
3.2 A few secondary schools are arranging for
individual interviews which have proved to be very effective.
However ever rising class sizes is making any individual work
with pupils more and more difficult.
3.3 The East Riding LEA allows for some acceleration
across phase when this is appropriate. A policy covering this
has been produced through consultation with education officers,
advisers, educational psychologists and elected members. Information
on pupils is gathered by advisers and educational psychologists.
Five pupils are being accelerated by one year to the next phase
of education in September 1998.
3.4 The LEA has development groups which are
looking at the education of able pupils in science and in modern
foreign languages. These groups are based on information gathering
and action research.
3.5 The educational psychologists and advisers
are working together to provide support materials for primary
schools, particularly materials based on developing higher order
thinking skills.
3.6 The provision of specific subject teaching
for more able pupils is a problem in primary schools, where the
subject knowledge of some teachers is insufficiently developed
in mathematics and science particularly.
4. THE EFFECT
ON HIGHLY
ABLE CHILDREN
OF EDUCATION
WHICH DOES
NOT MEET
THEIR PARTICULAR
NEEDS
4.1 These pupils have the same problems as all
pupils where the education provided does not match their particular
needs, and respond in a similar variety of ways. These range from
poor behaviour to simply accepting what is on offer and working
at a level that is below what they could achieve.
4.2 The main problem with the more able may
be that they may never be challenged sufficiently and therefore
have no experience of puzzling or of failure. This could be a
problem further on in their education when they are more challenged.
5. WAYS IN
WHICH EDUCATION
FOR THIS
GROUP COULD
BE IMPROVED
5.1 More advice and support centrally in terms
of resources, extra teachers and outside help.
5.2 Advice on acceleration cross phase.
5.3 A more flexible examination system in order
that pupils can take examinations early.
5.4 Further short course to be taken in Y11
following early entry to examinations.
5.5 Further training for primary school teachers
on raising their own subject knowledge, particularly in mathematics
and science.
5.6 A decrease in class sizes.
5.7 Ensuring all schools have a policy for able
pupils and a teacher with designated responsibility.
5.8 Subject teachers at secondary level to be
identified to promote the needs of the able pupil in their curriculum
area.
East Riding of Yorkshire Council
June 1998
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