More Able Students
At Samuel Ryder Academy, we are committed to ensuring that all students achieve more than they ever believed possible, both academically and in wider aspects of their lives. Our More Able Students (MASt) provision is built on the belief that every learner is entitled to high-quality stretch and challenge, and that effective provision for More Able learners contributes significantly to raising standards across the school.
Our approach is underpinned by the following principles:
- All students are entitled to be stretched and challenged.
- High-quality provision for More Able learners enhances teaching and learning for all.
- Planning for MASt pupils and scaffolding learning appropriately raises aspirations and attainment.
- A sustained focus on stretch and challenge is a key driver of whole-school improvement.
To help MASt pupils meet their potential, we recognise that they benefit from tailored challenge in every lesson, alongside enrichment opportunities that allow them to demonstrate and develop their abilities. The government monitors the progress of key groups within schools; provision for More Able learners is therefore not only central to academic excellence but also a matter of equity.
We identify More Able Students using scaled scores from CATs assessments and KS2 SATs. Additionally, departments may identify students who show talent in specific subject areas based on their subject-specific criteria.
Our More Able procedures aim to promote:
- independence and resilience
- an environment that encourages curiosity and new learning
- effective differentiation and challenge in lessons
- engaging extra-curricular opportunities
- participation in a broad range of academic, creative, and leadership activities
We recognise that students excel in different areas. To support and challenge MASt pupils, their attainment in every subject is tracked three times a year as part of the reporting system. This helps us identify areas of strength, subjects where additional support may be required, and whether individual learners are performing as expected. Where necessary, this leads to discussions with students and parents, and targeted interventions to help pupils remain on track.
High-quality teaching is central to our approach. Teachers plan for stretch and challenge through higher-order questioning, ambitious learning tasks, and opportunities for deeper thinking. One of the Academy’s teaching and learning priorities is to create classrooms where students develop independence, metacognition, and a strong understanding of concepts beyond surface level.
Beyond the classroom, MASt pupils have access to a rich programme of enrichment. Departments run clubs, projects, competitions, and reading initiatives throughout the year, complemented by trips, additional subject resources, and extensive online materials via OneNote.
As coordinator for More Able Students, I welcome thoughts and suggestions regarding the MASt programme at Samuel Ryder Academy. Please feel free to get in touch.
James Chatterley
j.chatterley@samuelryderacademy.co.uk
Links:
Hertfordshire Grid for Learning
National Association for 'Gifted and Talented' Children
National Association of Able Children in Education
How Parents and Carers Can Support MASt Pupils
Parents and carers play an essential role in unlocking the potential of More Able Students. You can support your child by:
- Watching and discussing documentaries
- Encouraging wide reading: fiction, non-fiction, news, and academic articles
- Listening to podcasts together and discussing key ideas
- Visiting places of cultural, historical, or scientific interest
- Discussing what they learned at school and how they approached their learning
How MASt Students Can Support Their Own Development
MASt pupils are encouraged to take an active role in their learning by:
- Talking to teachers about upcoming units and preparing in advance
- Exploring MOOCs (Massive Open Online Courses)
- Reading beyond their subjects using recommended reading lists
- Forming study groups with peers
- Asking questions whenever they need further explanation or challenge
Social, Emotional and Cognitive Barriers for More Able Pupils
While many More Able pupils achieve highly, they may experience challenges that can inhibit progress if not recognised early. One common issue is perfectionism, where pupils feel distressed by minor errors or perceive anything less than top performance as failure. This may lead to avoidance of challenge or excessive time spent on simple tasks.
Another common barrier is fear of failure, especially among pupils who have previously found learning straightforward. When they encounter demanding tasks, they may interpret struggle as evidence of lack of ability. This can lead to disengagement or reduced confidence. Some pupils also develop a fixed mindset, believing ability is innate rather than developed through effort. This limits their willingness to attempt challenging work or seek feedback.
Supporting Pupils and Working with Parents
The school works closely with parents to nurture both wellbeing and academic growth. Parents are encouraged to promote a growth mindset, praising effort, strategies, and perseverance. Normalising mistakes as part of learning helps pupils reduce anxiety around challenge and build resilience.
Parents can access support through:
- Meetings with class teachers or the MASt/Phase Lead
- Guidance shared by the school on resilience, independent learning, and managing pressure
- Workshops or information sessions on the needs of More Able learners
- External resources recommended by the school, including reputable child development and wellbeing services
Through consistent communication between home and school, pupils become better able to embrace challenge, take intellectual risks, and develop healthy attitudes towards learning.
