Excellence

Assessment of excellence should be defined within the context of each school, and specifically each year group (OFSTED, 1999). In other words, while it is entirely likely that one school may have, in a particular year, an unusually large number of very able pupils in a curriculum area, it is directed to identify approximately the same proportion of gifted and talented pupils each time. An obvious limitation arising from such a decision is that a pupil may be defined as gifted and talented and, therefore, eligible for special support and provision, in one school, but not in another.

Discussion

■ What are the main causes of under-achievement in your school? How does under-achievement show itself?

■ Using Montgomery’s model of under-achievement, can you recognize any children in your school who fulfil her description of an under-achiever?

■ Is there a ‘typical’ gifted and talented child? Are there any patterns in the pupils who are identified in your school, in terms of gender, parental background or ethnicity? What might this tell us about equality of opportunity and outcome?