Gifted and Talented and Learning Support

Northampton High School’s Policy for Gifted and Talented pupils is in keeping with the aims and ethos of the school, namely that:

  • A pupil can reach her academic, creative and athletic potential
  • A pupil is encouraged to show curiosity, imagination and enthusiasm for learning and a capacity for independent and logical thought
  • The needs of each individual are respected and appreciated 

Pupils will be identified through:

  • Observation
  • Assessment
  • Standardised tests where applicable
  • Tracking 

We aim to provide a curriculum of opportunity to enable each pupil to demonstrate her abilities. Specifically, in order for us to meet a gifted/talented pupil’s entitlement to appropriate education, previous assessments will be used to inform planning. Pupils should be given the opportunity to:-

  • Work at higher cognitive levels
  • Develop a specific skill or talent
  • Work in a supportive and encouraging environment where these skills or talents are recognised and valued 

This will be achieved by:

  • In-class provision with a commitment to differentiation and curriculum enrichment
  • Extra-curriculum and cross-curricular activities to offer a stimulating range of experience
  • Where appropriate, the school will endeavour to enlist the support of experts from industry and higher education in order to provide extra challenges



Learning Support

At Northampton High School, we ensure that pupils identified as having Special Educational Needs (SEN) have their needs addressed through supported access to a broad and balanced curriculum. In meeting these responsibilities the school will have due regard to the SEN Code of Practice (2001), and the GDST SEN Fundamental Principles, Policy and Guidance.

Our aims are:

  • Pupils with SEN are identified as early as possible and procedures are followed to ensure their needs are met;
  • Procedures are in place to ensure teachers and non teaching staff are aware of such pupils and supported in meeting their needs;
  • Appropriate resources are available and are used in the school;
  • Pupils with SEN are integrated as fully as possible into the life of the school and offered full access to a broad, balanced and relevant education, including an appropriate curriculum;
  • The views of the child are sought and taken into account;
  • Children with SEN feel valued members of the school community;
  • Parents play a role in supporting their child’s education;
  • Full use is made of support agencies outside the school where appropriate. 

Girls of average ability and above are admitted to the school via assessments in the Junior School and an entrance examination at the Senior School. However, concessions are offered to girls who have evidence of a difficulty or need.

Ms Margareto, the Senior and Junior School SENCO, is a trained and experienced assessor and teacher of Special Educational Need/Dyslexia.

Ms Duck,  is the  Learning Support Teacher in the Junior School.  Once a child is identified with possible difficulties, parents are informed and the child is assessed to determine the level and type of support required.

These assessments will determine the targets outlined in the pupil’s Individual Education Plan (IEP). All IEPs are discussed with pupil, teachers and parents. The type of support whether it is in-class, one-to-one tuition and/or group tuition will also be stated, in addition to strategies and approaches .The IEP is reviewed at least twice a year when parents’ views on their child’s progress will be sought as well as teaching and support staff. The pupil also will be invited to contribute to the review process and be involved in setting targets.

Working closely with teaching staff, to ensure where possible, pupils can make adequate progress within the supportive environment of the classroom. We make sure that training is delivered to all teaching staff where appropriate. In addition, wherever possible SENCOs work closely with all outside agencies.