This may be indicated by KS2 data, Cognitive Ability Tests (CATs) and Goldington’s internal assessments. However, to effectively provide for the most able, we also look beyond formal testing to include those who may be underachieving or whose skills and knowledge may extend beyond the school’s normal measures of progress and curriculum.

Mr J Marston has responsibility for the provision of wider enrichment opportunities for More Able students and works alongside the Senior Leadership Team to ensure all students can reach their academic potential through high-quality teaching and appropriate levels of challenge in the classroom.

Please contact him using the email address marstonj@goldington.beds.sch.uk if you wish to discuss anything related to More Able provision.

Core Principles

We subscribe to the core principles of the National Association for Able Children in England (NACE):

• The education of more able learners is a whole-school endeavour which should be embraced by school leaders at all levels.
• Addressing the needs of more able learners can raise achievement for a much wider group of learners in a school by increasing challenge for all.
• Providing for more able learners is about creating a curriculum which gives opportunities for all children to flourish.
• Considering the needs of more able disadvantaged learners is crucial to ensuring an inclusive and fair curriculum.
• Ability can be revealed across a range of specific domains, or more generally, and not only in traditional academic subjects.
• An ethos and culture of high expectations and aspirations is integral to any school providing for more able learners.
• Teachers are central to providing challenging and enriching education, and their professional development is paramount.
• Ability is a fluid concept: it can be developed through challenge, opportunity and self-belief.

More Able Opportunities

At Goldington Academy we believe our responsibility is to nurture, stimulate and guide the talents of all our students in preparation for tomorrow's opportunities and demands. Therefore all students should benefit from interesting and engaging lessons and should be encouraged to participate in the wide range of optional extras that take place before, during and after school. These include, but are not limited to:

• Visits from external speakers
• Visits to external sites and places of work
• Attending subject-based clubs and societies
• Participating in academic enrichment days and academic programmes
• Careers talks
• Supporting other pupils in peer-to-peer learning
• In addition, More Able students have opportunities to take part in a variety of additional, highly academic initiatives, including:
• Goldington Distinction Award (Year 7 and 8)
• Goldington Year 7 and Year 9 Family Challenge evenings
• Scholars Programme / Brilliant Club
• Magistrates Mock Trial Competition
• UKMT Maths Challenge
• Maths Feast Team Competition
• The Wadham Project (University of Oxford)
• Big Ideas for Bright Minds annual conference (Oxford)
• ASIT lectures

Full details of these and other initiatives are available from the More Able Coordinator.

Subject-Specific Ability

In addition to the general More Able cohort, we identify students who show a flair for particular subjects. Opportunities are given to these students to showcase and develop their talents in this area. This could include things such as:

• Becoming a subject ambassador
• Participating in Student Voice
• Taking part in external competitions (e.g. essay/poetry competitions; maths challenge; science competitions)
• Workshops and masterclasses delivered by external providers
• Departmental-based clubs

This Subject Attributes document outlines characteristics of More Able learners in each subject and gives suggestions of how students/parents can foster these abilities.

Supporting your child

As a parent, you are the most constant and important factor in your child’s development and have a unique role in nurturing your child’s abilities. Parents can support More Able children in many ways such as:

• Discussing homework and schoolwork. You don’t have to be an expert in the subject; let them take the lead and provide an encouraging ear. Asking them questions about the work will stimulate their thoughts.
• Taking them to museums, galleries, places of historic and scientific interest.
• Actively encouraging their hobbies.
• Provide opportunities to take risks and get them out of their comfort zone...