High Ability Pupils (HAPS) Provision

Principles

We believe that:

• “Meeting the educational needs of Higher Ability Pupils (HAP) is about building on good general school provision, not about providing something entirely different.” Professor Deborah Eyre, NAGTY 2001 University of Warwick.
• All learners have a right to be stretched and challenged. This includes those who are particularly able in certain subjects or have a wider potential for outstanding educational achievement. Learners with exceptional ability may require additional provision, both in lessons and beyond, to achieve success in line with their potential.

Aims and objectives

Maricourt is committed to maximising the potential of all of our learners. Through the policy, we aim to ensure that:

• we recognise the different needs of our HAP, and promote equal opportunities for all;
• every HAP learner receives an appropriate curriculum to meet their needs;
• we provide appropriate opportunities to stretch and challenge the skills and talents of our HAP;
• we recognise the social and emotional needs of our HAP and support them as part of our policy, including poor risk-taking skills and perfectionism;
• we have a school environment which positively supports our HAP, actively encouraging questioning and challenge, as well as creativity and higher order thinking skills.

Definitions

HAP learners are identified as having the potential to achieve significantly beyond what is expected of their same-age peers.

We recognise that there are many definitions of HAP. In Maricourt we use the following definition:

• The top 50% of learners who are performing at or above their expected level within their year group or subject.
• Learners who are particularly talented in a subject, for example, art, music, Drama, PE, MFL etc;
• Learners who have the potential to achieve above their expected level, but who, for whatever reason, are not performing at this level.

The specific number of learners on the register is fluid.Learners develop at different rates and criteria may change between each year group transition.

Identification

We identify HAP pupils through:

• school tests (i.e. KS2 scores, CATS scores - ability tests, end of year exams) approximately the top 50% of pupils will be classified as High Ability;
• nomination by teachers as a result of performance in their subjects;
• information provided from home about any out of school activity (i.e. county tennis champion) or work done at home (i.e. providing portfolio evidence).

We recognise that some learners will not be easily identified as a HAP, but when they are challenged and enthused in an appropriate way, their abilities are more likely to become apparent. We also recognise that learners may not be HAP in every subject and our policy of ensuring Quality First Teaching for all pupils makes allowances for this. The expectation is that HAP are supported in their areas of need and stretched and challenged to reach their potential.

Curriculum

• The HAP at KS3 study all national curriculum subjects. Learners are taught in ability sets in Maths, English, Science, Computing, MFL (Y8 and Y9), History and Geography (Y9) and PE.
• At KS4 learners have the opportunity to select from a number of subjects and are taught in ability sets in core subjects.
• At KS5 a wide variety of facilitating subjects are offered including Further Maths, an accredited Extended Project course and through the Enrichment Programme

In addition to their full curriculum entitlement, HAP will be given access to curriculum extension and enrichment within and outside the curriculum.

More information can be found in our High Ability Pupil Policy