Gifted Students

We aim to develop a school where all children are valued and can achieve success – enabling them to make a positive contribution to the community.

 Beliefs And Values

At Burnage Academy for Boys we believe that all children are entitled to an education that will enable them to develop their full potential, be that intellectual, physical, aesthetic, creative, emotional, spiritual or social, finding appropriate challenge in our learning environment.

All students have individual needs, which puts personalised learning at the heart of our teaching and learning.

Burnage Academy for Boys is committed to providing a sufficiently challenging curriculum for all its students. In addition, we will provide opportunities to identify and in turn nurture those who are more able and their abilities.

All students have an entitlement to the following:

  • Staff commitment and training to develop students’ full potential at all times.
  • Lessons that stimulate, engage, challenge, inform, excite and encourage through partnership and dialogue with teachers and other students and active participation in the lesson.
  • Courses that lead to examinations and accreditation.
  • Skilled, well-prepared and informed teachers who have a perspective and understanding of whole-school needs, problems and policies, especially those concerning issues related to those students identified as more able.
  • An entitlement beyond subject teaching, including preparation for adult life and preparation for the world of work. This should include extra curricular activity, personal and social education, careers guidance and counselling, visits to local industry and work experience.


In defining what is meant by the term ‘more able’, we have adopted the following definitions:

  • Those students who achieve, or have the ability to achieve, above average in one or more subject areas or domains. This might be in a curriculum area such as mathematics, music, art or sport or be a less easily acknowledged talent such as leadership, creative imagination or social maturity.
  • Those students who possess a general academic learning ability that is significantly greater than that of most of their peers.

The above list is, of course, not exhaustive and students may display exceptional abilities in a wide number of areas.


The more able cohort will be no more than 10% of each year group and will be a true reflection of the school, in terms of ethnicity and socio-economic status. Identification of the cohort will be made through:

  • Information from any previous schools.
  • Internal and external assessment and testing.
  • Teacher nomination based on subject specific checklists and departmental criteria.
  • Parent/peer/self nomination.

All pupils will be interviewed by the Lead Teacher and all staff, the pupils involved and their parents will be informed. Underachievement will not prevent inclusion in the cohort.

In addition to the school cohort, each department will identify its own cohort.

Department Involvement

All departments will have a named link teacher who will attend termly meetings, liaise with the Lead Teacher and establish mechanisms for coordinating and monitoring progress of more able students. Each departmental handbook will contain:

  • A checklist of qualities to aid identification of the more able pupils.
  • A departmental policy.
  • Schemes of work which make provision for the more able pupils.
  • Examples of enrichment activities.
  • A portfolio of outstanding work.


We will fully evaluate our G&T provision annually, through whole-school audits and the careful monitoring of pupil progress. Pupils will be offered support and intervention where needed. Annual evaluation and action planning will be shared with the Leadership team and the link teacher group.


We aim to provide a full enrichment programme for more able pupils (and in doing so for many other pupils also) within and outside of the curriculum. We will provide this through:

  • A Key Stage 3 enrichment club. All subjects will contribute, either with staff, resources or ideas to the club.
  • A minimum of one enrichment activity each year outside of school for every pupil on the cohort, led by the Lead Teacher.
  • All subjects to offer at least one enrichment activity during the year.
  • Mentoring schemes to be in place to offer academic enrichment to Key Stage 4 pupils.
  • All pupils on the cohort to be offered membership to Young, Gifted & Talented and their participation in events to be monitored.


  • The Lead Teacher in Gifted and Talented Education to coordinate the school’s response to meeting the needs of more able students.
  • An audit of enrichment and extension opportunities provided by the wider extra curricular programmes, led by the Lead Teacher.
  • The encouragement of students to enter local and national events, including residential courses and competitions.
  • The provision of mentoring, where appropriate.
  • Opportunities for more able students to work together.
  • Recognition, celebration and rewarding of achievement of all students.
  • Close liaison by the school with external support agencies and the home.
  • Mechanisms to identify and address underachievement.


Link Teachers

  • To prepare subject specific criteria with departmental heads, inform departmental staff of these criteria and to pass on to the Lead Teacher.

Heads of Department

  • To identify students who meet the criteria.
  • To pass these names on to the Link Teacher and to the Lead Teacher.
  • To provide schemes of work that contain enrichment/extension material for identified students.
  • To ensure that teachers have registers that recognise who has been identified as more able.
  • To ensure that the enrichment/extension material is being used by subject teachers.

SMT (teaching and learning)

  • To monitor the schemes of work.
  • To work with the G&T coordinator to oversee the process and activity.
  • To include items concerning provision for more able students on meeting agendas.

Lead Teacher for G&T

  • To prepare and maintain a register of the top 10% of each year group, circulate to staff and act on feedback.
  • To gather names of identified students from all areas.
  • To monitor the provision for more able students.
  • To lead the development, implementation, monitoring and evaluation of an effective whole-school policy for meeting the needs of more able pupils.
  • To evaluate the progress made by students and provision generally on an annual basis.
  • To offer advice and support, as well as coaching, to staff throughout the school.


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