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Roles and Responsibilities

Role of the Local Authority (LA)

Bedford Borough Local Authority works in partnership with parents, schools, the community and other agencies to provide opportunities for individual learners to demonstrate their full potential and develop individual aptitudes, abilities and talents. It acknowledges that learning is ongoing and takes place both within and beyond schools. The LA supports schools through:

  • facilitating courses, conferences and professional development activities to raise awareness;
  • providing opportunities for sharing successful practice across the LA and more widely; and
  • monitoring the quality of provision for pupil access.

 

Role of the school

It is the school's responsibility to identify more able and talented learners in consultation with parents, pupils and other agencies, to maintain a register of these pupils and to establish an ethos and provision through which exceptional ability in all its forms is recognised, valued and celebrated. The school should ensure that higher level targets are set at each stage [including exceptional performance targets] to ensure that the needs of more able and talented pupils are met.

 

Role of the governors

Governors, in their role as 'critical friends', have a special responsibility for ensuring that the needs of all pupils and students are met. They set the strategy within which policy is shaped and ensure that its implementation is monitored and evaluated. Schools and colleges can help them to do this by providing data on the progress of more able and talented learners and involving them fully in policy-making and review. The governing body should appoint a named governor for more able and talented who will work closely with the coordinator to develop an oversight of this area practice.

 

Role of the headteacher, principal and senior leaders

The commitment of the headteacher is almost invariably the most influential factor that determines effectiveness in any area of school provision. More able and talented pupils are most likely to do well in schools where senior leaders are committed to a culture of high achievement for all pupils, where they appoint a coordinator for more able and talented and provide good support for that colleague. In larger schools the appointment of a member of the senior team with line management responsibility for the coordinator is recommended. Headteachers and senior leaders are responsibility for ensuring that:

  • the curriculum meets the needs of individual learners, including those who are more able and talented;
  • sufficient resources, support, training and status are provided to the more able and talented coordinator;
  • there is a whole school commitment to, and support for, more able and talented learners;
  • there is a school policy for more able and talented that provides a clear framework for subject policies or guidelines:
  • that the register of more able and talented pupils is updated termly in line with the requirements of the PLASC form.

 

Role of the More Able and Talented coordinator

Every school should have a named teacher with the oversight and responsibility for more able and talented provision. The role of the co-ordinator is to support and challenge his/her colleagues to meet these needs within particular classes, subjects and departments and to promote good practice within the school. It is also crucial that the coordinator is well supported by the school's senior leaders, has the authority to move things forward throughout the school and is given time for their work as more able and talented coordinator. A sample job description is attached to this policy as ANNEX 1.

 

Role of Curriculum/Year Leader

Subject and year leaders are well placed to ensure that good provision is made for more able and talented pupils through their support and monitoring of teachers' planning, schemes of work and the performance of pupils

 

Role of Class/Subject Teacher

The teacher in the classroom is at the heart of the schools provision for more able and talented pupils. Teachers need to cultivate effective learning environments by;

  • providing suitably challenging activities and questions to extend the core learning tasks;
  • encouraging pupils to take risks, to play with ideas and to regard all answers, whether right or wrong, as productive opportunities for learning;
  • consulting with more able and talented pupils on their preferred learning styles and planning for these;
  • providing rigorous and constructive feedback to pupils on their work;
  • looking for opportunities to widen the scope of learning activities beyond the school and the classroom

 

Role of the Pupil

Pupils should be involved in articulating what helps them to be effective learners. They should be given opportunities to:

  • develop the language to discuss the process of their learning;
  • raise their awareness of their own preferred learning styles;
  • participate in setting targets for learning including how they will evaluate the outcomes.

 

This will enable pupils to develop strategies for working successfully within a range of contexts so that they become more diverse and effective learners.

 

Liasion with Parents/Carers

Parents and carers are entitled to know that their child has been identified as more able and/or talented. They will also need to know what provision is made for their child's educational needs. Many parents find it helpful to meet with other parents who have more able and/or talented children. Schools can facilitate this by offering meeting space.

 

It may arise that a child is identified in the top 5–10% in a school but, on transfer to a different school, no longer falls into that band of ability and is therefore no longer on the school's more able and talented register. However, differentiated classroom experiences are part of every-day teaching and extra-curricular activities are rarely restricted to members of a more able and talented register.

 

Monitoring and Evaluation

The school policy for more able and talented should be reviewed regularly to ensure that these pupils are realising their abilities. Essential components of the school's monitoring should include:

  • The use being made of assessment data to provide appropriate learning for MAG&T pupils
  • Regular review of the progress of the more able and talented cohort
  • The effectiveness of pupil tracking and interviews.

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Education and Learning

Raising the level of academic achievement is a top priority for the council. We will ensure the effective delivery of our services so we can improve the life chances for children and young people. Check out this section to find out about Learning centres, schools, special education needs and more.

 


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