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Rationale
The model recognises the ‘every lesson, every day, every school’ principle of Gifted and Talented provision, and the notion that better teaching for able pupils raises the standard of teaching and learning for all pupils. However, it also recognises that the needs of exceptionally able pupils are difficult to meet in the regular classroom.
Organisation
The children attend a weekly full-day class along with other children from their partnership of schools. They undertake a non-NC based curriculum. The focus is on maths and science plus thinking skills and philosophy. Work is included on developing study skills and time management, and there are regular team building activities to develop social skills. There is also an emphasis on supporting emotional well-being and personal reflection.
The children complete the planned week’s work in the ‘home’ school, but in 80% of the time, thus raising the challenge still further for the 4 days in the ‘home’ school.
DWS operates in one of the schools in a partnership, which donates the use of a classroom. The children are brought and collected, often in rotas, by parents. The costs of participation – the costs of a teacher and resources – are borne by the participating schools.
Identification
The children are assessed through the DWS selection procedure. This takes the form of a multi-layered problem solving activity supplied to the schools by DWS for them to use with all Key Stage 2 children. Selection is based on children’s thinking processes rather than correct answers. From those who successfully work on the task, the partnership of schools nominates 50 children to attend ˝ day workshops run by DWS from which DWS identifies 20 children to attend DWS. The problem solving task and workshops are presented to the children as part of the normal school provision and children are not made aware that the activities are also a method of selection. In that way, no one is disappointed; everyone gains. DWS then works with the schools to finalise the allocation of places and then informs parents, who are invited to a meeting to hear about the class.
Reporting
Each week, children take home two copies of a report on the activity for the day and any personal response. A copy goes to the parents and one to the class teacher who thereby not only receives information about the children’s experience, but also model lesson planning for the more able.
CPD opportunities
All schools receive the full planning each half term to add to the DWS Planning File
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