Gifted and Talented

Gifted and Talented Policy for Physical Education and Sport

The Kings Langley School Physical Education Department is committed to the principle of developing the best possible learning opportunities for all of its students.  The current Physical Education curriculum offers work that extends our students with activities that enrich and promote high achievement and good progress.  Specific tasks are set at a higher level for some students compared to their peers and these may use a wider range of contexts and resources for learning.  The Physical Education Department will also work in collaboration with external agencies to cater for those students who may have a higher level of demand made upon their time as a result of their involvement in high level sporting activities outside of school.


  • To identify the needs of each individual student and provide a challenging, stimulating and innovative learning environment within and beyond the PE curriculum.
  • To provide a supportive working environment for all students that is low in stress and high in challenge.
  • To encourage and develop quality and excellence using appropriately set targets that realise potential.
  • To encourage students to take responsibility for their education, becoming confident and independent learners.
  • To provide an environment in which students experience success, which in turn is recognised and celebrated
  • To provide students with opportunities for accreditation through examination PE and Leadership awards.
  • To help students develop their personal qualities that will enable them to maximise their sporting potential and can be transferable to other areas of the school curriculum.
  • To provide appropriate enrichment activities that develops their experience of the world.
  • To provide students with avenues to further develop their sporting talents.
  • To encourage a positive partnership between all relevant agencies so that students are truly supported.

Definition of ‘Gifted and Talented’
In order to aid with the identification of ‘Gifted and Talented’ students it is important that we have a clear vision of the characteristics we are likely to observe.

  • Perform exceptionally well at one sport or to be a good standard in many.
  • Good spatial awareness.
  • Good understanding of movement quality such as weight and time.
  • Skilful body management showing a high degree of control and coordination.
  • Able to combine movements fluently, precisely and accurately.
  • Learn, understand and adopt technical aspects of sport very quickly.
  • Able to make correct decisions in pressure situations and adapt their technique accordingly.
  • Creative, original and adaptable; able to respond quickly to new challenges and situations, often finding new and innovative solutions.
  • Able to reflect on processes and outcomes in order to improve performance, taking into account the relationship between skill, fitness and tactics or composition.
  • Able to work independently and with initiative.  Show a high degree of motivation to practice and performance.
  • Demonstrate the ability to take the lead when working with others.
  • Enables and empowers other students to participate effectively in activities.

With a clear vision of the definition of a ‘Gifted and Talented’ student we must now ensure that all possible opportunities for successful identification take place.  A ‘Talented Register’ is collated by the Physical Education Department and is shared with the school’s ‘Gifted and Talented’ co-ordinator who includes this information in all whole school documentation.  Identification of this group will take place using a combination of the following sources of information.

  • Data stored on the Assessment Manager area of SIMS.
  • Documentation and notes recorded on lesson records and registers.
  • Discussion between colleagues at departmental meetings and other focused times.
  • Evidence received via external agencies; including parents, District, County, Regional and National sporting organisations, professional clubs and NGBs.
  • Discussions with the SSCo and PDM relating to the SSP.
  • Baseline testing data.

In order to address the needs of our ‘Gifted and Talented’ students it is essential that we consider the provision we offer under a number of titles:

Curriculum Planning

  • The curriculum planned will offer as much breadth and diversity as resources will allow and be reviewed on an annual basis.  It will consider the views received from the annual student questionnaire.
  • Units of Work within the overall departmental Scheme of Work are fluid and allow students to access accelerated opportunities.
  • Students are able to miss stages of the curriculum when evidence demonstrates their performance substantially exceeds that of their peers.
  • All Units of Work and Lesson Planning include challenging extension activities.
  • Time is planned within each Unit of Work to allow for focused target setting based on potential attainment against National Curriculum Levels of Attainment.
  • Teaching groups are divided based on evidence from baseline testing and the Assessment database and are reviewed on a regular basis taking into account prior performance in baseline tests.
  • All registers are updated with information from the ‘Talented Register’ indicating the specific abilities of those students to allow for any further sub-division of groups in additional activities.
  • Consultation with external agencies will take place to ensure that curriculum alterations can be made when necessary to allow for the demands of training or competition.
  • Curriculum planning is conducted in conjunction with the whole school Gifted and Talented Co-ordinator to allow involvement in more generic strategies for developing the students.

Teaching Strategies

  • Differentiation is managed through variations in pace, task, dialogue, input, support, resource, content, responsibility and independence as well as through outcome.
  • Teaching styles are varied and reflect the specific abilities of the student.
  • The learning style that best suits the student is investigated and teaching is adapted to suit this.
  • A more diverse range of learning resources will be used to engage and develop the student.
  • Lessons provide opportunities for students to find creative solutions to challenges, take risks and cope with failure.
  • Teaching staff encourage independent work.
  • Students are encouraged to refine their work by reviewing and evaluating.
  • Open questioning is used to stimulate an increased depth of understanding.
  • Staff will discuss with students what they are learning and encourage them to identify their own learning needs.
  • Opportunities are provided for students to work together in a range of learning situations.
  • Students are actively encouraged to lead specific components of lessons.
  • Extension work is provided that is exciting and challenging.
  • Home Learning tasks are set with a variety of levels of challenge.

Assessment Strategies

  • Assessment is in line with National Curriculum and Examination Board criteria.
  • Students have a clear understanding of the assessment criteria used.
  • Assessment takes place at the end of each activity and is used to inform future planning and student target setting.
  • Self and Peer Assessment is vital and feeds into judgements made by staff.

Enrichment Opportunities

  • The extra-curricular programme of the school provides extended opportunities for students to develop their abilities through coaching, officiating and competitive situations.
  • Students are informed of all opportunities via the PE Notice Board, PE Department website page, Form Registers and the Extended Schools Handbook.
  • In appropriate situations students are encouraged to participate in activities with students who are older than themselves.
  • An extensive programme of competitive fixtures is provided in a wide range of sports.
  • Students are actively encouraged to participate in District and County development and selection programmes.
  • ‘School Colours’ are awarded to talented students reflecting and celebrating the abilities and achievements.
  • Regular festivals and tournaments for talented Primary Feeder students through the Dacorum Schools Sports Partnership.
  • Students with nationally recognised Leadership Awards are involved with organising and leading extra-curricular activities and area tournaments.
  • Information is provided for students regarding all sporting organisations and exit routes for their chosen activity.
  • Club Ambassadors are used as links to external clubs.
  • The SSCo and PDM provide thorough information and access opportunities for a wide range of more diverse activities. 


  • All students on the Talented Register are allocated a mentor with whom regular meetings are organised.
  • The strengths of the mentor are matched to those of the students.
  • Mentors provide guidance regarding the students’ lifestyle balance and liaise with parents and NGBs to ensure interests are not compromised.
  • Students are encouraged to use their experience of this process and mentor younger students who may or may not be on the Talented Register.