More able and Talented Children

At Winston’s Place Day Nursery, we plan our teaching and learning so that each child can aspire to achieve their full potential. The purpose of this policy is to help to ensure that we recognise and support the needs of those children in our nursery who have been identified as ‘more able' and/or 'talented' and extend their learning to challenge them further. This policy reflects the EYFS principle that every child is unique and develops at their own pace, and that children who are more able or talented require appropriate challenge and stimulation.

'More able' refers to a child who has a broad range of achievement at a level well above average, typically in the more academic subjects. In the early years this may be demonstrated through advanced learning behaviours, thinking skills or understanding rather than formal academic outcomes.

'Talented' refers to a child who excels in one or more specific fields, typically those that call for performance skills, such as sport or music, but who does not necessarily perform at a high level across all areas of learning. Talents may also include creativity, problem-solving, leadership or exceptional curiosity.

With this in mind we will ensure all children are fully supported and challenged by:
• Working together with parents to establish starting points on entry to nursery
• Using observations and assessments to identify children who may demonstrate advanced development or particular strengths
• Observing, assessing and planning activities in line with the individual child’s needs and interests
• Providing challenging next steps to enhance the learning opportunities
• Ensuring activities are open-ended, differentiated and flexible to allow children to deepen and extend their learning
• Where applicable, working with the nursery SENCO (see SEND policy), other services and professionals to ensure we can fully support the child’s individual needs
• Recognising that a child may be both more able and have additional needs, and ensuring support is planned accordingly
• Working with the child’s future primary school to provide activities that will stretch the child further in line with the child’s future curriculum
• Support transitions by providing key information to the next provision.
• Ensuring children are not labelled or pressured, and that expectations remain appropriate to their age and stage of development

We ensure staff are aware of some early development signs of children that may be more able or talented including the following indicators. These indicators are used as guidance only and do not form a fixed or exclusive list.

More able children in language and literacy:
• Are able to read and respond to a range of texts at a more advanced level
• Use a wide vocabulary and variety of words in conversations and play
• Are able to write fluently and with little support
• Show strong storytelling skills, advanced questioning or sustained shared thinking

More able children in mathematics:
• Explore a broader range of strategies for solving a problem
• Establish their own strategies for problem solving
• Are able to manipulate numbers in a wide range of ways e.g. adding, subtracting
• Demonstrate logical thinking, pattern recognition or an ability to explain their reasoning

Staff will consider development across all areas of the EYFS, including personal, social and emotional development, expressive arts and design, and physical development.

The management monitors all outcomes for children by tracking cohorts and individual children across the whole setting. This will include more able and talented children.

Management will ensure that all children are progressing at an appropriate rate from their starting points through challenging and supportive activities and opportunities. This monitoring supports early identification of children who may need additional challenge or support and ensures equality of opportunity for all children.

Progress will be reviewed regularly and shared with parents as part of ongoing partnership working. Where progress indicates a need for further support or extension, planning will be adapted according.