How we ensure that More Able Pupils are challenged

Identifying More Able Pupils

As a Junior School, our core group of more able children are identified on entry to the school using transition information shared from Key Stage 1 or from their previous school. These pupils are immediately added to the more able child register and are rigorously tracked to ensure that they achieve ambitious targets set for them at the end of Key Stage 2. As pupils develop at different stages, we review our More Able Child Register termly. Any pupil who consistently demonstrates abilities significantly above age related expectations in a subject can be added to the register by their class teacher. Some pupils are exceptionally able, demonstrating exceptional abilities in a particular subject or area. These pupils are identified on the More Able Pupil register with * next to their name.


Provision for More Able Pupils

Recent guidance from the DfE advocates the adoption of a ‘mastery approach’ to teaching, where rather than accelerating pupils through the curriculum, moving onto content from subsequent years, pupils’ learning should be deepened.   At Ranvilles we believe in this philosophy so that as the year progresses, children re-visit concepts and apply learning in gradually greater depth to ensure that skills are fully secure and transferrable.  In daily lessons, provision for more able pupils follows this model.  This does not mean that pupils repeat the same tasks!  Mastery tasks provide high levels of challenge where children apply skills in new contexts and work across many areas of learning.  This may involve reasoning about tasks, communicating ideas effectively, debating, carrying out research projects or using higher-level thinking skills such as evaluation or creativity from Bloom’s taxonomy.  Teacher’s planning outlines how more able pupils will be differentiated for to ensure that higher ability pupils consistently make good progress.


Provision for more able and exceptionally able pupils takes two forms:

  1. Quality First Teaching – Daily Classroom Provision
  • Differentiated tasks that provide high levels of challenge through breadth, depth and pace – Activity Challenge and Extension (ACE) Activities
  • Use of higher-order questioning to develop investigation, enquiry and promote high-level thinking skills
  • Small group work pitched at a higher level with adult support
  • Target setting linked to the STARS philosophy – Achieve and Learn, Talents and Interests, pupil targets in planners
  • Planned lessons where input and task design is tailored to facilitate the development of pupils’ individual talents and interests


  1. Enrichment Opportunities – activities outside the classroom
  • Additional opportunities for sport, music and drama development
  • Visits, expert visitors and master-classes
  • Opportunities to be ‘leaders’ within school e.g. STAR leaders, Head Boy/Girl
  • Range of extra-curricular clubs and activities


Monitoring Provision for More Able pupils

The school’s Able Child Co-ordinator (AbCo) oversees provision for more able pupils and will: · Analyse termly test and teacher assessment data to track progress of more able pupils

  • Monitor and evaluate work samples
  • Interview pupil focus groups to explore levels of challenge and attitudes to learning
  • Use the Institutional Quality Standards for gifted and talented education as a self-assessment tool to audit and further develop provision.
  • Report regularly to the Head teacher and the Governing Body on developments and progress within the school’s provision


* For more information, please refer to the school’s ‘Policy for More Able Children’ available from the school’s website.