Meeting documents
Children's Services Scrutiny Committee
Tuesday, 26 February 2008
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Date Started: Next Review Closed Date Completed: REC 1 REC 2 REC 3 Scrutiny Officer: Directorate Contact: Ref: Cabinet Review 2 Review 3 REC 4 REC 5 REC 6 REC 7& Children's Services Scrutiny Committee Cllr Hilary Hibbert Biles Cllr Melinda Tilley Cllr Val Smith Cllr Deborah Glass Woodin Julian Hehir Sharron Jenkinson Date Ê That the County Council should establish a central Co-ordinator post for Gifted Children with responsibility for producing, managing and ensuring the implementation of the programme for gifted children.´ That to support the Co-ordinator for Gifted Children post there should be advanced skills' teachers in post for primary and secondary level with responsibility for gifted children.E That the Government should be lobbied to reinstate the Standards Fund² That the County Council should, as best practice, encourage governing bodies to implement a specific programme in schools to identifyand provide for academically gifted children.ç That teacher training institutions should be RECOMMENDED that modules on gifted children should be compulsory rather than optional each year in the BA course and those doing the PGCE one year course should have at least one module.3 Scrutiny Tracking Control Sheet --- Gifted Children 21.11.06V The Cabinet agreed, in respect of all of the recommendations 1-7, (a) to endorse the Cabinet Member's response to the Children's Services Scrutiny Committee recommendations as set out in Annex (1) to this tracking sheet and (b) to advise the Children's Services Scrutiny Committee accordingly. Refer to paragraph 1 of the Cabinet's response./ Refer to paragraph 2 of the Cabinet's response./ Refer to paragraph 3 of the Cabinet's response.s All schools now have to identify their gifted and talented pupils. Refer to paragraph 4 of the Cabinet's response.n Refer to paragraph 5 of the Cabinet's response.Training has been led by the Advisory Team for Inclusion. One of the key ellements has been the roll out of the "Leading Teachers" training. There have been specific courses for teachers and teaching assistants and regular Primary and Secondary network meetings with taster INSET sessions. Research based Masters level courses have been managed with Oxford Brookes University. Conferences have been organised by the Inclusion Team on "Understanding the gifted brain" and "Passive Learners to active learners". Schools achievemnet data in the area of gifted and talented is scrutinised and challenged in January. Training has been offered to Governors and CYP&F logs the contacts that it has with schools regarding more able, gifted and talented pupils. Teaching resources and guidance are also made available electronically.x Refer to paragraph 7 of the Cabinet's response. Refer to Voirrey Carr's progress report and "The Future".* (*attached). That the LA should issue a letter and guidance to all schools reinforcing the importance of providing for giftedness, referring to such provision as best practice in Oxfordshire and elsewhere, and that it should feature on the appropriate governing body agendas./ Refer to paragraph 6 of the Cabinet's response.0 The "gifted" are not properly acknowledged as having special needs. The legal duty for gifted children should be highlighted and comunicated to Heads and Governing Bodies as best practice, so that they are properly regarded as having special needs and to ensure that they receive personalised programmes.ÿ 2 o
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