The central premise of Most Able and Ambitious identification is not to privilege one student over the next, but to allow teachers the opportunities to design lessons that allow all students to reach their full potential. This happens at Lady Manners School because we are aware of the capabilities of all our students, irrespective of their status as Most Able or otherwise.
The most fundamental support that students will receive is through the encouragement and monitoring they receive from their teacher within a lesson. Their teacher will plan and differentiate according to every student’s individual educational needs. There is also a wide range of extra-curricular activities available within school and we regularly extend the material available on Myvle, the school’s virtual learning environment which can be accessed in and beyond school.
Supporting the Most Able
In order to support the Most Able, we:
- have high expectations of all students
- identify our Most Able students within a lesson so that we can ensure the brightest students are challenged by our teaching methods
- introduce 'Stretch and Challenge' activities into each lesson
- run events, such as 'Digging Deeper' weeks, designed to challenge all students to use higher order thinking skills
- facilitate extra curricular activities arranged by Curriculum Leaders
We aim to use strategies recognised by Ofsted as good practice in promoting the progress of the most able students including:
- identifying students early so their learning can be challenged and extended straight away
- having grouping which is planned effectively to stretch the Most Able
- having expert teaching, supported by effective formative assessment and purposeful, differentiated homework that stimulates students’ enjoyment of the subject
- having effective training and cooperative practice, ensuring that teachers learn from one another
- having tight checks on the progress of the Most Able students so that any slippage is identified early and acted upon