Most Able

Glossopdale School has a vibrant Most Able programme as part of our ambition to personalise learning for all our students and encourage them to achieve their potential. Our specialist sessions and extra-curricular activities such as the Peak 11 University visits ensure that our students are challenged and supported.

We strive to:

  • Ensure that all more able pupils throughout the school, including disadvantaged more able pupils, make good progress.
  • Ensure that all more able pupils , including disadvantaged more able pupils, acheive ambitious detination outcomes
  • Provide a powerful curriculum that extends and enriches the learning experience of more able pupils
  • Provide challenging teaching that stretches and inspires more able pupils
  • Provide challenging teaching that stretches and inspires more able pupils
  • Accurately assess and track the progress of more able pupils so that focused interventions can be used where necessary to support progress

Definition - How do we identify the Most Able?

  • More able and our most able, pupils are identified early - and can be later identified at any times during year 7-11:
  • In the first instance KS2 data is used from feeder primary schools:
  • Any student joining Glossopdale School with a level 5 (equivalent) or above in either : Maths or English (Reading and GAPS) is regarded More Able.
  • This represents the highest performing 10% in a year group
  • Students who acheive a level 7 (or equivalent in Maths, English, Science or C3) in years 7 or 8
  • Students who display particular and exceptional talent in other areas such as Art, Performing Arts or Sport

The More Able Co-ordinator (Mrs Gilbert - Assistant Prinicipal) will:

  • create a database of more able pupils
  • monitor and track the progress of more able pupils and the progress of key groups within the more able cohort
  • work with departments and pastoral staff to put in place appropriate interventions for more able pupils and evaluate the impact of these, especially ensuing that any gaps in performance between different key groups of more able pupils are narrowing
  • monitor and track the appropriateness of the curriculum and destination choices of more able pupils
  • co-ordinate the provision of enrichment opportunities for more able pupils
  • work with the relevant staff to ensure appropriate and ambitious infomration and guidance is provided for more able pupils
  • work with the relevant staff to ensure that the teaching of more able pupils is appropriately challenging and that staff are given appropriate professional learning opportunities to develop their teaching of more able pupils
  • keep staff informed of research, good practice and resources on effective teaching of more able pupils

Who else can I contact?

If you have a particular concern or with to speak to a member of staff about your More Able child, you can also contact the Progress Co-Ordinators for your child's year group as follows:
Years 7 & 8: Mrs L Lane
Year 9: Mrs S Coimbra
Year 10: Mr S Holmes
Year 11: Miss S Gregory
Additionally, you may wish to speak to the head of department for the subject concerned.

Curriculum

  • All more able pupils will have access to a broad and balanced curriculum that prepares them effectively for the future.
  • All more able pupils will have access to a range of enrichment activities beyond the classroom that allow them to develop and pursue their interests 
  • All more able students offered guidance to make the right subject choices at GCSE and A Level

Teaching

  • All More able pupils are stretched through challenging teaching in the following ways:
  • grouping of pupils within the classroom
  • teaching that unpicks the deep structure of problems
  • tasks that build fluency, speed, accuracy and automaticity
  • tasks that build abstract thinking and ability to connect beyond immediate context
  • tasks that encourage extension and synopsis
  • opportunities and resources for pupils to access knowledge at the next level up
  • Unscaffolded Tasks

Tracking and intervention

As part of our school tracking procedure, all more able pupils are identified at every assessment point as performing above expectation, at expectation, or below expectation.

Building aspiration

We ensure that our more able pupils are prepared to achieve their ambitions in the following ways: 

Most Able Policy

Recommended Reading

British Mensa