More Able Pupils

All children at Swiss Gardens are offered a broad, rich, creative and vibrant curriculum. Our vision is that we develop all pupils’ talents ensuring that no “ceiling” is put on any aspect of learning for any child. We recognise that among our school population we have pupils who are able in the broadest sense of the word and need to present a curriculum that challenges and allows them to meet their individual potential.

As Swiss Gardens the children are offered high quality experiences that lead to enthusiasm and inspiration. Children have a wealth of visits and visitors to enthuse and ensure children are motivated to do their best.

A definition of the more able includes:

  • Academic strengths
  • Multiple intelligences (Howard Gardener – Visual spatial, Bodily kinaesthetic, Musical. Interpersonal, intrapersonal, linguistic, Logical-mathematical)
  • Trans- intellective strengths (such as empathy, resourcefulness and leadership)

We expect that children will always do their best and reach their potential. High expectations are non-negotiable in all lessons. A quality first teaching approach is taken in school. Lesson objectives and outcomes are set with all groups of children but planning in English, Maths, Science and Cross-curricular work targets three levels of ability and challenges that support the highest of abilities to prove a deepened understanding in the maths mastery approach.


We identify more able children through the use of:

  • Curriculum opportunities such as problem solving activities creative challenges and open-ended tasks
  • Test results and learning outcomes
  • Teacher and TA  recognition
  • Parent and peer nomination

Children are identified on the “Elmer” chart and the able pupil’s leader analyses need and ensure children are targeted for an appropriate enrichment programme.

Procedures & Practice

As a school our intention is provide children with opportunities that will ensure that they leave school with the creative, innovative and thinking skills allowing them to innovate and think for themselves giving them the resilience needed for life in the 21st century. Parents are asked to discuss the academic and social needs of their children and where they identify a talent that the school was unaware of we ensure that the child is registered as having an ability and where we can encourage, support or target resources we endeavor to do so.

Within The Curriculum

Much of the provision for more able pupils will be in the context of their day to day classroom experience which will ensure that:

  • Learning is child centered, valuing their interests and learning style
  • Will provide a challenging but supportive allowing pupils to access higher order thinking skills
  • Establish quickly what children can do so that no time is wasted repeating or relearning needlessly
  • A climate of questioning and , problem solving and risk taking
  • There is flexibility in groupings to take account of strengths and talents and opportunities for leadership
  • There is a promotion of original thought and questions
  • Allows for children to take ownership of their own Next Steps and have a mature and intellectually challenging dialogue with their teachers

As part of the marking and feedback procedures in school, children are given specific challenges that enable them to show high levels of attainment. Children are given targeted questioning and next steps including guided work in order for them to reach their potential.

We try to ensure where there is subject specialism and a staff member’s passion we use it to best advantage. A teacher with a specialist interest in maths teaches in Year 6 for two sessions a week targeting the more able children, whilst she is covered by an English specialist taking her class. In Key Stage One a TA may be used to target the input for the higher level pupils so that they do not repeat learn areas that they are already confident in.

Beyond The Curriculum

More able children are challenged to present themselves in an articulate way and to show their talents in a positive and inclusive way. In addition to what is presented to children within lessons we offer some out of class provision for children who are more able and also those with specific talents:

Maths Enrichment KS2

In Key Stage Two a specialist teacher works a day a week to teach small groups of higher ability children in maths. The children attend a 6 week programme at different stages through the school year. The aim of these sessions if the children to see and work to their potential.

In Key Stage One an HLTA targets more able children on higher level maths skills and games activities and targets children to stretch themselves.

Reading & Writing Enrichment KS1 & KS2

Children who have been identified having a talent for creative writing are given a session a week with the Deputy head teacher who focusses on writing with a variety of stimuli and using different genres. These groups target children for 4-6 weeks at a time.

Children who are enthusiastic and talented readers from Year 2 onward are targeted to join a morning book club session where book content and next choices are discussed. This ensures that able children are being challenged to read books that interest and stretch them as well an opportunity to talk about books in an open and honest way.

Creative Thinking Skills Enrichment

Children who have been identified as having specific skills in thinking and creative ideas including a good standard of general knowledge are targeted to join a “thinking enrichment group” for a block of 6-8 weeks where they work on collaborative and competitive tasks as well as debate and discussion.

Pupil Premium Enrichment

Where pupil premium children show abilities and talents above the expected level we target them for additional extension work and where appropriate additional teaching. For example 1:1 maths tuition, 1:1 support for transition to secondary school (for example support to apply for scholarship and bursary places) musical instrument tuition and after school club provision in language or sports.  We ensure that money allocated for pupil premium children can be used flexibly to ensure children are offered a range of enrichment opportunities.

Locality Enrichment Activities

The locality group of schools organise a range of enrichment activities over the course of the year. This is an opportunity for children across the schools who are talented and able to work together. Each school hosts at least one enrichment session within the school year. The children are selected on merit and ability and different year groups are targeted for each session. When there is a clear match of ability and subject matter children are allocated spaces.  Topics such as: art, number, poetry, stone-age settlements and religious studies related to philosophy.

West Sussex Enrichment Programme (through

When e-pd presents a course that is in line with the needs of an able pupil we target them for the course. Parents are asked to take their child along to the session and pay a small contribution to the cost of the course.

Courses that have been attended include science and nature and art within the setting of Chichester Cathedral.

Gifts & Talents

Children with talents in music are directed to the West Sussex Music Service and Shoreham Academy of Music (SAM). There is a wide selection of instrument tuition available and although all children are open to join, if a child presents as specifically talented then they are targeted and where they are a pupil premium child support may be given with the costs involved.

Within school we hold a talent show yearly where children who have a talent for performance and play instrument are involved in auditions and present their abilities to parents in an evening concert. Our choir targets able singers and the standard has to be high enough in order for the children to join the Angmering Chorale for their Christmas concert. Where children excel in music further opportunities are signposted to parents.

Children who show sporting prowess are targeted to attend different levels of competition and given opportunities for excellence. For example we take part in the locality swimming gala which only targets the highest level of competitive swimming.

Leadership Of Able Pupils

The able pupils’ leader is the deputy- head teacher, who identifies the programme of enrichment offered to the children where appropriate. During monitoring of lessons, the able pupil’s leader identifies how children are being targeted in lessons and their individual outcomes.

Outcomes for more able pupils are monitored by the SLT and governors.