SOME RESPONSIBILITIES OF THE GOVERNING BODY FOR GIFTED AND TALENTED CHILDREN

'The governing body has specific statutory responsibilities and its main tasks are: to provide a sense of direction for the work of the school; to support the work of the school as a critical friend; and to hold the school to account for the standards and quality of education it achieves'. OfSTED Handbook for Inspecting School 2000

'In all its work, the Governing Body should focus on the key issues of raising standards of achievement, establishing high expectations and promoting effective teaching and learning'. OfSTED/DCSF 'Governing Bodies and Effective Schools'

'School Governors who take responsibility for curriculum matters should ensure that the school has considered the needs of its able children'. Governors and More Able Children DCSF/NACE 1995

From September 2003 school governing bodies have had their effectiveness assessed under the new framework for Ofsted inspections. The role of governors will be seen as a key part of the leadership and management of the school. For a governing body to be able to fulfil its responsibilities effectively, besides fulfilling its statutory duties, it needs to have a good understanding of the strengths and weaknesses of the school to help the school in a continuous process of school improvement. Ofsted inspectors will assess the extent to which the governing body:

• helps shape the vision and direction of the school
  
  
• has a good understanding of the strengths and weaknesses of the school
  
  
• challenges and supports the senior management team

It is implicit in Ofsted literature that the education of gifted and talented pupils needs to be addressed by governors in order to fulfil these roles and responsibilities.

Some Commonly asked Questions

Q. Should a school have a policy on able, gifted and talented children?

A. It is not statutory. However, a policy does focus the mind and can be an extremely useful reference point if it is discussed, understood and supported by all staff and the Governing Body. There is an expectation from the DCSF that schools should have a policy.

Q. Should there be a named teacher with responsibility for the able, gifted and talented?

A. OfSTED sees this as an important factor in those schools which have been identified as meeting the needs of able children. It is important that the role is at a senior level and that the role is understood by staff and Governors. Again there is an expectation that schools will appoint a gifted and talented coordinator.

Q. Should there be a named Governor with responsibility for able, gifted and talented pupils?

A. Yes, because it ensures that it is on the 'agenda' and gives status and commitment to the school's support for gifted children. A possible role for the identified Governor would be to:

• 'champion' the cause of gifted and talented children
  
  
• support the implementation of a school policy
  
  
• support the member of staff responsible for able children
  
  
• ensure able children are in the School Improvement Plan.
  
  
• ensure curriculum targets include high attainers
  
  
• observe the most able at work
  
  
• support staff and Governor training/INSET
  
  
• identify budgetary provision for resources

GOVERNORS, REPORTS AND SCHOOL PROSPECTUSES

Guidance issued in April 2002 included as a recommendation that the following should be considered for inclusion ('Governing bodies' will wish to consider whether these items are best included here or in other documents that the school produces for parents?)

• a summary of the content of the National Curriculum and the school curriculum, how they are organised in relation to different year groups, key stages and subjects, including special arrangements for particular categories of pupils, such as those with special educational needs and gifted and talented children
  
  
• details of arrangements for matching work to children of different abilities eg setting and grouping by ability
  
  
• details of arrangements for identifying and providing for gifted and talented children.

(NB Under new regulations which came into force in September 2004 Governing bodies can gain exemption from holding Annual Parents' Meeting).

Some things you as a governor can do

• support able pupils in your school:
  
  
• Review Key Stage results against a three year trend and look for any variations in the performance of higher attainers
  
  
• Review the School Improvement Plan and ensure gifted pupils are featured explicitly in the school's targets and priorities
  
  
• Update yourself on the DCSF gifted and talented website
  
  
• Offer your time to support gifted pupils and their teachers
  
  
• Put action to support gifted pupils on the agenda of regular governing body meetings and ensure it is on the agenda of relevant committees (in particular: curriculum, staffing and finance)
  
  
• Support the Gifted and Talented Coordinator/Lead Teacher
  
  
• Write a section in the school paper or any other communication to parents
  
  
• Celebrate successes through NAGC's annual 'It's Alright to be Bright' campaign

Questions Governors Might Consider

• How effectively does the school ethos encourage teachers to meet the needs of gifted and talented learners in the context of achievement for all?
  
  
• How effective is policy and practice for gifted and talented learners? What are the key strengths and the areas for development?
  
  
• Does the school have robust data on the gifted and talented?
  
  
• Does the current S4 reflect the strengths of provision for the gifted and talented
  
  
• How do you know the school is meeting the needs of gifted and talented?

Conclusions

The education of gifted and talented children is complex and challenging. Governors who take an interest in and responsibility for the education of gifted and talented pupils can be a strength and support in the school. The key to success is the clarity of roles and responsibilities which should be discussed, understood and agreed particularly by the governors, Head Teacher and gifted and talented coordinator/Lead Teacher.

Useful websites links:

• www.governornet.co.uk/
  
  
• www.standards.dfes.gov.uk/giftedandtalented

These two sites will provide links into other sites which may be of interest. In addition a large number of LEAs have a dedicated site for governors. The easiest way to access them is to do a http://www.google.co.uk/ search 'support for governors'.

Adapted from a paper by Sue Mordecai, Principal Advisor, London Borough of Bromley