How do schools define gifted and talented?

[steppemum]

I know threads have been done on this before, and our old school defined it to me in one way, but is there an actual proper way of deciding who is G&T?

eg - the top 10% of the class (so g&t in one school wouldn't necessarily be in another?)
or any child performing 1? 2? 3? levels ahead of age ?

or something?

I am asking because of dd1. She is end of Y3, birthday in March. She has scored 4c on maths end of term tests (top of class), teacher assessment is 3a. We were told she was top of her class is numeracy sats in year 2 and she has won 2 maths prizes. But she is not on their G&T list for numeracy.
The reason I am asking is because she doesn't presumably access any G&T support/ special days etc, unless she is on the register? I don't care about labels, but it would be good for her to be encouraged in this, and I am just wondering what she has to do to be called G&T?

It used to be the top 10% of the class, but now schools don't have to formally identify them at all and there isn't a "definition". Do you know for certain they have a register? Many schools don't have an explicit one.
Your DD sounds bright, but not outstandingly so - are they extending her in class? We have several children in DD's Yr 3 who are extremely good at maths and I expect would score at least that, and they are taught in extension groups/with other years where relevant/do different times tables tests etc.

I had same query about Dd 4-5 yrs ago & school promptly put her on the G+T list. But they don't even have a G+T list any more. I know its cringeworthy, but best if you ask the school about it directly. It doesn't mean anything, anyway.

It used to be a 'government' definition of top 10% of a class, but that was abolished as far as I'm aware.
In DSs school the G&T list contains any children whose work is not differentiated within their own classroom, but they are taught with another year group for a particular lesson.

In my son's school, they define gifted and talented as bring one whole level above the expected NC level.

We don't have it at a at our school. They simply teach each child at their particular level, which seems to work fine for us.

We don't have G+T in our school but DD finished reception with 2a reading, 2c maths, 2c speaking and understanding and 1c writing and spelling. Most of the work she does is differentiated and she gets 10 hours a week 1-1 with a TA

I think it's unfair.Why should just some kids get enrichment days?2 of mine have gone on them and one hasn't.Why shouldn't I be allowed to take my third child off for a day at an art gallery or museum to enrich?

My yr3 dd is the same level as yours. She is in the top group in her class, but in her own words "one of the bottom of the top group"! They don't seem to get enrichment days or anything similar and the work seems to be suitably differentiated anyway so not sure what use a G&T label would be to any of them.

interesting thoughts, thank you.

I don't think she is really being stretched at all. There is a top group in her class, and she appears to be just one of the top group, until they do any sort of test and then she is significantly ahead. Which suggests to me that she isn't working at her level really. That would go with her personality which is quite happy go lucky and she wouldn't push herself.

I'm not sure what I want really, I am not interested in a label per se, more that I can be sure she is not slipping under the radar, which she could easily do. She can be very quiet in the class.

I know that I was told at their old school (I was parent governor and we had to do something on it so it was explained) I was told that it was top 10%, so a child may be 'G&T' in one school and not in another, the point being that it made sure the top of any class, regardless of whether the cohort was strong or weak, was stretched. In the same way as the bottom of the class should be supported.
But I have seen mn teachers say it isn't like that at all, hence the question.