Supporting gifted and talented students

This literature review set out to survey – and evaluate, where possible – research evidence regarding the effective identification and education of gifted and talented students, using a standard template. Evidence was drawn from research reports and case studies of good practice from across the world. Regarding identification, the review identified and discussed three types of tests that provide information on a students’ ability and attainment and possible levels of achievement that students should be working towards: intelligence tests, tests of achievement and tests of creativity. The review explored the relative merits of nomination by teachers, parents and pupils in the identification of gifted and talented students. It highlighted the potential for bias and stereotypical judgements with each, and noted too how some students may fail to be identified.

In terms of education, the review identified a number of approaches for meeting the needs of gifted and talented students. These included differentiation (enrichment and acceleration), curriculum compacting, grouping (ability grouping and clustering), mentoring and distance learning. It found evidence to suggest that differentiation and enrichment methods may provide the most effective strategies for educating gifted and talented students, but noted how few studies have rigorously investigated such methods. Whilst acceleration strategies have been more comprehensively researched, the reviewers noted a tendency towards bias in the reported findings and for researchers to over generalise their findings.

It is now generally recognised that gifted and talented pupils are as vulnerable a group in schools as pupils with Special Educational Needs. To reach the high standards they are capable of, very able children need the means to learn, which includes appropriate learning opportunities and focused teaching that challenges them in a supportive environment that celebrates excellence. With the new national register, schools are now required to indicate which of their pupils are gifted and talented. To do this, schools need to understand how to identify highly able children including the hidden gifted or underachievers – particularly children from disadvantaged backgrounds and those for whom English is not their first language.

The findings highlight a number of issues for teachers and school leaders, including:

• Identification – the review suggests that teachers need training in identifying gifted and talented students
• Inclusive approaches to enhancing provision – these aim to increase the opportunities for gifted and talented students to extend their learning through challenging activities in which they engage in social learning with their peers, through, for example temporary cluster grouping of students to tackle specific projects
• Changes to the curriculum –  the findings suggest that more flexible curriculum planning can provide opportunities for enriching and/or accelerating the curriculum. Examples included compacting some parts of the curriculum to accelerate learning in some subject areas while creating room for the teaching and learning of additional subject areas, and enrolling students on examination level courses at an earlier stage than is normal.

The writing style is reasonably accessible, although the many references to studies within the text obscure the main findings to some extent. However, the report is clearly divided into sections and headings helpfully signpost the different themes explored.