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Gifted and Talented Identification

There are five important elements to the identification process:

    1. The use of tests
    2. Parent feedback
    3. Pupil feedback
    4. Teacher identification
    5. Establishing a formal identification process

The Use of Tests

Objective test results can be useful in identifying gifted and talented pupils, although the results need to be used carefully. A 'high' mark, for example, can indicate that a particular pupil is 'gifted' or 'talented' but a low mark would not necessarily imply that a pupil was not 'gifted' or 'talented.' Pupils can under perform in tests, particularly those who are under-achieving and disaffected.

Some schools have found it useful to use ability based tests such as NFER Cognitive Ability Tests (CATs). These tests aim to measure verbal, quantative and non-verbal reasoning skills. The information can be used alongside Key Stage test results and teacher assessments.

Whilst testing does have a role to play in the identification of gifted and talented pupils it should usually only ever be one element in a wider identification process.

Parent Feedback

It can sometimes happen that pupils develop interests and hobbies outside of school which teachers are not aware of. In some cases the development of such hobbies and interests can be an indicator that a particular pupil may well be gifted and talented. A pupil might develop an interest in local history and thereby develop sophisticated skills of historical investigation and research. Communicating with parents to find out about pupils' interests and experiences outside of school can therefore provide important information to help identify gifted and talented pupils.


Pupil Feedback

Allowing pupils the opportunity to contribute observations about their own strengths and weaknesses, and also those of their peer group, can be an effective way of involving them in the identification process. It can also provide useful insights which can help in the identification of underachieving gifted and talented pupils.


Teacher identification

Teachers have an important part to play in the identification of gifted and talented pupils, because a class teacher or subject teacher is usually particularly well placed to identify those pupils who are gifted and talented in relation to their peer group.

Teachers often have a shrewd idea about the relative strengths and abilities of many of their pupils, but research has shown that 'quieter' pupils, or those who do not so readily manifest their abilities, are sometimes less likely to be identified as gifted and talented.

The process of discussing and drawing up a school's own checklist of qualities which gifted and talented pupils might be expected to exhibit can be an extremely effective way of ensuring that staff are clear and consistent in their understanding of the concepts, and application, of the notion of 'gifted and talented'.

Establishing a Formal Identification Process

In order to ensure clarity and equity in the identification process it is important to establish a formal identification process which occurs each year and leads to the recording of the pupils identified as gifted and talented. In order to ensure that changes to a particular pupil cohort are recognised in the identification process, it can be particularly helpful to review the identification each year.

Many schools have found it particularly helpful to set aside a formal identification week each year. During that week teachers formally observe their pupils, and using their checklists to inform their judgements, feed back specific nominations, often in a formal meeting held at the end of the identification week. Nominations can then be considered by the teacher responsible for gifted and talented pupils, in the light of parent feedback, exam results and any feedback from pupils that there might be.