So how do you know...

[coochybottom]

if your DCs are G&T then?

Just was wondering. Curiosity killed the cat!!

Hey CoochyBottom... I'm a G&T Coordinator for a primary school, and to tell you the truth it is a load of balony It is said to be that a child who is "Gifted or Talented" is one who is achieving above their peers or who has the capabiltiy to do so. It is suggested that a school should aim to have 5-10% on their register, howv, this doesn't mean that 5-10% of the school are budding Einsteins, simply that you're recognising your most able students in each curriculum area. We put children on the register from nursery (altho children not given anything extra until KS2 -juniors)and review it 2ce a yr, with the scope to add/remove names. Not sure if this helps at all? I honestly think, as a mother, as long as your child is reaching their full potential, then that's all that matters really.

Ok, I got a letter from school, it was based on CAT's tests and in those tests it showed that DD scored within the top 5% of the other 11 year old's that also took the test. The teachers will then look at other factors, how they are in class and other tests before they convey this information and include them on a list that they have been forced encouraged to compile.

I expect it is similar in junior/infant schools.

Some children are top 5% in atheletics, etc so the government feel that this should be noticed as they may end up in the 2---- olympics. Same with the academic side, its a guideline that perhaps these children should end up at university. No harm in it IME.

btw my DD was trying to do GCSE maths on mymaths at 10. It was only when I got the letter that I/We realised that she had the potential to get to uni and do well academically.

As for sport etc, no way

Most people on mumsnet think that it doesn't mean anything if your child is on the G&T register and I'm not disputing their experience of it. It's often teaching professionals that say this.

However from the point of view of raising a childs self esteem, for them to believe in their abilities, or aim higher it can be marvellous and certainly not bollocks. TBH that opinion pisses me off and often sounds like sour grapes.

Similar to being picked to play hockey for the county, no-one would diss that or say you may be in the top for your county but not for ours who have better hockey players etc.

My DS1 and DS2 are both on the G&T register (and DS3 is autistic, non-verbal and has learning difficulties, before anyone starts hating me here) and whilst I agree that the label is a load of rubbish, they do very much appreciate the extra maths and stuff that they get, so it is helpful.

"However from the point of view of raising a childs self esteem, for them to believe in their abilities, or aim higher it can be marvellous and certainly not bollocks. TBH that opinion pisses me off and often sounds like sour grapes."

No, no, no. Tyhe research shows your praise effort not achievement- even for G&T kids. Unless you want them to grow up doolally. effort not achievement or they'll hate you.

I'm not slagging anyone who has genuinely G&T children, or more-able children who for the purposes of fulfilling their potential, require extra work/support/guidance whatever

It's just the pre-occupation some people have over whether their child is 'G&T' or not (when they're not even out of nappies!) Threads where people wonder if their dc should be 'put into' school 1yr early, or because they are speaking in sentences at 18m they will be held back at Primary... a bit sad, that's all, when the focus is their academic achievements when they've yet to set foot in an educational establishment

Rant over

Agree bernard, its a bit mad but well the G&T thing came from America, blame them for everything.

Jimjam, sorry you felt you had to quote me to disagree. I've always praised effort not just achievement. The secondary schools are full of the aim higher projects etc which is a good thing. Anything that can keep kids on track to fullfill their potential cannot be bad.

A little bit of encouragement goes a long way at whatever level.

If you're the kind of parent who takes an interest in these things, then you are probably the last person who actually needs to know this about your child.

Because you would be there anyway stimulating your child according to their ability, enjoying sharing knowledge with them, encouraging them to learn, whether you had that label or not.

Where I think it could be useful is for the children whose parents wouldn't necessarily recognise they were bright or be able to provide extra stimulation. It's a chance for the school to provide that bit extra and it's a message to the parents that 'hey, maybe you need to think out of the box when it comes to his/her future'.

I agree with you Cory, that is why I am grateful they informed me, not because I didn't provide the extra stimulation/activities, or didn't take an interest because I did.

It was because 6 out of 7 teachers at infants/primary school told me she was just average, and one said she would never be a high flyer. .

Just re read JimJams point. I must admit that when your child always comes one of top in science/maths whatever subject and then drops down a bit there is a tendancy to think, what went wrong and even though you say well done, the dissapointment may be written on your face (Mental note never to do that, again!)

I was really pleased when her games teacher gave her a very acceptable middle grade. A few of her mates are natural athletes and she thinks she is a duffer.

tbh I never felt I needed an infants school teacher to tell me what my dd's mind was like; I know better than anyone what she can and what she can't do. As long as I enjoy having conversations with her, sharing books and experiences with her, getting her opinion in important matters, then that's the main thing: I can see that she has a mind that will carry on giving her pleasure.

I want her to do well at GCSE eventually, because I can see that she has the kind of mind that would thrive at university (and these days, you do feel increasingly that lots of university students aren't really happy where they are). But if someone thought she was average or a high flyer or whatever when she was 5- why would I care? Why would I need to know?

As it so happens, she was in one of the bottom sets at the start of Yr 1 and in top set at the end of Yr 3. My opinion of the of her mind never changed; I always thought she was an interesting person.

Agree, Cory. My DD2 has always struggled at school while her older and younger siblings find schoolwork easy. However, she is the one who is the most curious about stuff, asks interesting questions and listens to the answers.
Now she is in Year Four and has overcome a lot of her literacy and came home with a letter this week, saying she is on the school's More Able pupils register.
It is a great boost for her self-esteem, so I am pleased for her, but it means nothing in the great scheme of things. She is who she always has been and a label doesn't change that.

Some parents will take the words of teachers as gospel, especially if they have been low achievers themselves, not that I did (take their words as gospel).

I am also hoping that DD will go to university for very similar reason that you stated so eloquently. Despite the tuition fees, debt etc I know that its a place where she will thrive amongst like minded students. She lacks friends that she can discuss her interests and views on life with atm, its just not cool with them, so she only has me which isn't ideal .

I think as long as a child works to their full potential that is what counts.There is a lot of snobbery where I live about Grammar School which annoys me as I come from a part of the country where they are no more.If a child is bright and wants to do well then they will with the right encouragement. As long as my kids work to the best of their ability then I am happy. I think some people think they are super human if they have produced a "bright" child which annoys me to, as if it must all be down to them.