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More and Most able

Most Able students (formerly known as 'Gifted and Talented') have been defined as those students who have one or more abilities developed to a level significantly ahead of their year group (or with the potential to develop these abilities). 

Talented students demonstrate a talent or skill in creative or sporting fields in and/or out of College. In all definitions there is the recognition of the distinction between the term more able and the term talented. Most Able students appear to be more able over a wider range of academic areas while talented students appear to generally excel in one particular creative area.

Most Able students are those who will exceed the expectations for their age group, either in all subjects or just one. The Most Able are a diverse group and their range of attainment will be varied; some do well in statutory national curriculum tests or national qualifications. However, being Most Able covers much more than the ability to succeed in tests and examinations.

Most Able students comprise around 5-10% of the College population. More and Most able students enjoy, prosper and achieve at Crookhorn College.

Coordinating the Most and Most Able programme is Miss Elliot, who can be contacted via email:
moreandmostable@crookhorn.hants.sch.uk


How does Crookhorn identify Most Able students?

Our Most Able students are identified on entry to the College using information held by primary schools about that student’s learning and achievements in Key Stage 2. We use this information to make sure we provide students with the right level of challenge. Our Most Able students will be identified on entry by:

Being identified by the Primary school as being a child who is ‘More and Most able’

OR

having a Key Stage 2 score in Maths and English in the top 10% of the Cohort

OR

having a CATS test score in the top 10% nationally

OR

showing exceptional attainment in a range of subjects in the first term of Year 7.

Most Able students are identified and placed on the cohort profile. We give particular attention to disadvantaged Most Able students. We recognise that nationally Most Able students do less well in schools where they are in the minority, Most Able boys do less well than Most Able girls, and Most Able Disadvantaged Students do less well than Most Able non-Disadvantaged students.

The profile is reviewed and updated regularly during the academic year, based on hard and soft data. Most Able students are not removed from the list if underperforming, instead additional intervention is agreed for these students. Pupil Premium grant money is allocated for this where students are eligible.

We have developed a culture of high expectations for students and teachers so that the quality of curriculum delivery, teaching and assessment in both foundation and core subjects is high. This begins with identification based on Key Stage 2 data, rigorous target setting and careful tracking and intervention.

In addition to using data provided by primary schools, Most Able students will be identified over time using:

  • Assessment results – such as standard tests, CATs and examination performance externally and internally
  • Most Able Leader nomination – using data that tracks the performance of students, the Most Able Leader will also examine DSSI’s to make sure the correct students are identified and placed on the register.
  • Parent consultation – we will consider parental nomination and welcome any background, knowledge or evidence of a students work done at home if appropriate. This information will be cross referenced to performance data and the College decision is final.

What are the opportunities and events for Most Able students?

There are many opportunities for Most Able students which can include:

  • The Challenge award
  • The Enrichment tracker from across the subjects
  • Literacy and Numeracy leaders
  • College productions
  • Theatre trips 
  • Drama workshops
  • Sporting activities
  • STEM challenges
  • University trips
OFSTED findings, and Crookhorn’s response

Schools should:

• Ensure that provision for the most able pupils is led from the top and is regularly on the agenda of leadership and management meetings within the existing meeting structure.

At Crookhorn, the More and Most able programme is run by Miss Elliot. M+MA is often a discussion at SLT level and is a priority for the College. Miss Elliot works with all Heads of Subject, Heads of House, and teachers to audit provision, drive through action plans and gain impact. This can be seen through the 2023-24 enrichment tracker and the College examination data.

• Ensure practices are in place for measuring and reviewing the performance of the most able pupils.

Data is regularly reviewed at each data drop and shared with SLT and HOH which leads to either mentoring or HOH intervention if progress is not secured.

Plan a curriculum that considers the needs of the most able pupils as part of the whole school profile, from intent, through implementation to impact.

Through our itslearning platform, we have extension challenges in place for each subject. This can be found in the plans that students and parents have access to daily.

We also have the challenge badge which is available to each student to complete. This is for each subject area, and promotes higher level thinking.

 • Consider the personal skills the most able pupils are developing through their school experience.

Personal skills are being developed in many ways whilst a child is at Crookhorn. Through the enrichment tracker, we are offering students a chance to experience cultural capital they would not normally be able to experience. This builds their life skills, thus supporting personal skills. We offer additional opportunities such as further maths, DofE, Sports Leaders, theatre trips and many, many more. We develop students’ opportunities to develop their leadership through our House system and also in the different subject areas. We have an extensive senior team for students to join, as well as a student council.

Give teachers and support staff the knowledge and understanding they need to meet the needs of the most able pupils through leadership, guidance and continuing professional development.

We have timetabled a collaborative planning time for teachers every week, where they spend time differentiating their plans to consider stretching the M+MA. This is complemented by the INSET training time also devoted to training. We have carried out INSET training on planning good lessons, and how to develop our mixed attaining teaching.

College data (Summer 2022)

% of students gaining a 7 (top grades) or more in both English and maths

Subject Crookhorn 9-7 score Target 2019 National Average
English (best of both) 24.9% 6.5% 20.2% 24%
Maths 21.9% 8.3% 15.3% 20.1%

 

 

High attaining students on KS2 entry. Attainment 8 is calculated by adding together students' highest scores across eight government approved school subjects

Band Attainment 8 Result Target 2019
High 63.92 60.85 58.13

 

 

Subject performance (% of top grades awarded in each subject to high attaining students)

Subject % of grades awarded above a 5

Art

100%

Biology

80%

Business studies

75%

Chemistry

60%

Child development

100%

Computing

70%

Dance

100%

Drama

100%

Engineering

80%

English language

77%

English literature

73%

French

75%

Geography

100%

History

70%

Maths

75%

Music

100%

PE

71%

Photography

100%

Physics

60%

RE

92%

Sociology

100%

Spanish

67%

Textiles

100%