Identifying and evaluating provision for more able and talented pupils in a south Wales secondary school
Cardiff Metropolitan University
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Estyn (2015, p.47) highlights that ‘more able and talented (MAT) learners in Wales do not achieve as well as they should’. Unfortunately, this is not a new criticism of the Welsh education system and echoes many previous publications and reports. The message is clear; schools are not doing enough for their MAT learners. This is evidenced by poor attainment of A/A* GCSE grades (DCELLS, 2014, p.2), poor PISA results (OECD, 2013) and low percentages of Welsh pupils going to top universities (DCELLS, 2014, p.3). This case study research looks at the MAT provision in a south Wales secondary school. Initially it was found that provision was very inconsistent across the subjects and it does not meet the needs of MAT learners. A wide range of literature including academic journal articles books and publications were reviewed. Staff perspectives were collected via questionnaires and interviews. Pupils’ perspectives were collected via questionnaires and a focus group session. From this triangulation of data sources, recommendations have been set out for the school to improve MAT provision. The three main areas covered are: the use of the MAT label, extra-curricular provision and home-school communication. Improving MAT provision is essential to drive up school standards, which ensures all pupils reach their full potential and it is also in line with Welsh Government priorities.
MA Education - Dissertation
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