Without a whole school approach to the support and provision for the most able, led by a committed Senior Leadership Team, any school risks an ad hoc approach which may lead to the significant underachievement of some of the most able pupils

These new guidelines for primary and secondary schools offer practical advice and resources in meeting the needs of the most able. They are intended to support schools in examining what is already in place for these learners and in developing a thorough whole school approach based on a shared understanding of what meeting their needs requires.

For Senior Leaders the guidelines support schools in a review of systems and structures including identification in all subjects, an audit of current provision, tracking progress and how to include the school’s support for the most able in the school’s self-evaluation.

For those with a lead role in meeting the needs of the most able the guidelines include advice on starting points, approaches to teaching and learning and addressing key issues like transition and underachievement. For primary schools, classroom ideas in all subjects are also included.

All of the grids included in the guidelines are provided as templates for schools to adapt for their own use.

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