Achievement is more closely related to social class than to ability.  Fostering the abilities of able but disadvantaged pupils is a key element of inclusion.

Negative peer pressure can create an environment in which being a high achiever is not “cool” in “academic” subjects (boys are especially likely to be affected by this).

Focusing on provision for very able pupils can raise overall standards in a school.

Special abilities need to be nurtured and will not necessarily develop of their own accord.  Darwin and Einstein did not do particularly well at school and many high achievers in contemporary society were not successful at school.

Lack of challenge can demotivate able pupils.

Equal Opportunities requirements mean that the most able pupils have special entitlements.

Some approaches focus on previously demonstrated academic ability, but it is perhaps more useful to think in terms of Gardner’s Multiple Intelligences (see Toolkit section on  Multiple Intelligences) and the very special “non-academic” talents which individuals may have

Cognitive ability tests have been used, together with teacher evaluations (a Wisconsin approach weighted these 2:1 in favour of tests)

A Birmingham (England) approach has used a blend of teacher evaluations, assessment records, peer nominations, specialist teacher nominations and self-nomination

N Lincolnshire advice (see references below) provides an extensive checklist of things teachers can look for in identifying very able pupils.

Teaching approaches are important, such as understanding prior learning/achievement

Higher order thinking skills can be fostered with appropriate questioning (see Toolkit section on Questioning) - focusing on analysis, synthesis and evaluation, as in Bloom’s Taxonomy

Pupils can be given a false statement to challenge/explore/research

Open-ended tasks can be provided, which pupils can explore in their own ways

Independent learning should be encouraged (see Toolkit section on Independent Learning)

Reflection and self-evaluation should be promoted

Pupils should be able to shape their own learning and negotiate with the teacher

Very able pupils should be given different extension work, not just more of the same

It is important to plan opportunities for the most able to progress appropriately

Teaching objectives can be clustered to make learning tasks more complex

Classroom assistants and student teachers may be used to work with able pupils

Provision of “scaffolding” (eg Writing Frames) allows able pupils to demonstrate special talents without being handicapped by weaknesses in other areas though for others the removal of scaffolding will allow original ideas/approaches to flourish

More advanced targets than normal can be selected from assessment strands

Relaxation of age and stage restrictions means that pupils can be fast-tracked

“Challenge Bags” of demanding tasks can be prepared

Special homework tasks can be provided

Enrichment days can be organised

Such activities can exploit access to ICT resources, not least the internet, often using a research and report format

Promotion of competitions and awards can provide a focus for  special talents

University/college students may be available to work with able pupils during holidays and members of the community may be able to share expertise, knowledge or enthusiasm with pupils (NB Child Protection legislation, of course)

“Masterclasses” can be organised, say for an hour after school, with a parent or member of the community conducting enrichment sessions

Teaching colleagues often have particular skills which can be exploited

Big events can be organised - “Model United Nations” events are common in America

Summer (or Easter) schools for very able pupils are established in some areas - they may have very ambitious themes (eg one was based on the medieval concept of beauty)

Bournemouth provided a 2-week summer school in association with the Arts Institute at Bournemouth, offering activities of a creative, exploratory kind

Local media may provide a focus for pupils’ work

FE and HE institutions may be able to provide support/advice for the very able

Pupils can be encouraged to participate in local Community Council activities

Involving parents/carers is likely to be extremely valuable

It is interesting to consider programmes elsewhere such as the Children’s University (Medway, Kent) - see references below

Materials are available on the internet which parents could use (see references below)

It is important to create an ethos in which it is safe to be a high achiever and in which such achievement is valued

Appointment of a coordinator for gifted and talented children may help

Timetabling, accommodation and resource issues are likely to arise

Pupils should be encouraged to explore, experiment and take risks

Extra-curricular clubs/activities can play an important role

Very able pupils benefit from opportunities to work with like-minded pupils, including those from different age groups (Primary-Secondary links may assist here)