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Most Able and Talented

At Ormiston Bushfield Academy we believe that all students are entitled to an education that will enable them to develop to their full potential: be that intellectual, physical, aesthetic, creative, emotional, spiritual or social; or to support them in finding appropriate challenge in our learning environment.

A “Most Able” learner is one who has significant abilities in one or more subjects in the statutory school curriculum, excluding art or design, music and PE. They are a perceptive, resourceful, autonomous and flexible thinker, one who has a thirst for knowledge and a want to succeed. At Ormiston Bushfield Academy, we support, nurture and stretch this Most Able learner to achieve above and beyond.

“Talented” learners are those who have unique abilities in art and design, music, PE and performing arts. Not only are our Talented learners identified within school, they are also recognised as Talented if they play a sport at county level or higher, compete in competitions regularly, or perform in dramatics.

Not only do we take into consideration our students’ KS2 scores and CATs scores and provide provisions for those on the register via data, we also break our Most Able and Talented students into separate strands in order to recognise and cater to their specific academic, creative and sporting needs, which are done through teacher, parent or peer nomination

If you believe your child may be Most Able and Talented, you may nominate your child using the online procedure. This nomination is sent directly to the Most Able and Talented Co-ordinator. An example of a nomination may come from the parent of a student who competes at a high level in a sport outside of school.

Most Able and Talented Strands:

  • GA gifted academically
  • GT multiple gifts or talents
  • GE gifted emotionally
  • TS talented in sport
  • TA talented in art
  • TD talented in drama
  • TM talented in music

Our Most Able and Talented learners have the opportunity to join MENSA; to join The Brilliant Club; to attend University visits and much more.

Growing up as a most able and talented child should be wonderful and exciting – opportunities to question and then to challenge the outcome should enhance learning; it is both a personal and shared effort and one which we create around the needs of the individual.

Miss Rebekkah Houghton

Most Able and Talented Co-ordinator


Extended Experiences

  • The Brilliant Club

    The Brilliant Club is designed for high achieving students in year 7, 8 and 9 to establish the path required to get into a Russell Group university. The program also helps students to develop academically.

    The Brilliant Club allows students chances to go on trips to some of these universities. Last year, I was lucky enough to visit Nottingham University and Cambridge University.

    Once you have had your university visit, you are given an assignment; the assignment has many different lessons with your university mentor (ours was from Cambridge and he was studying for a PhD in History) about how to write your essay. This is done over a course of weekly sessions. At the end of each session, you are given a piece of homework to complete electronically and be submitted prior to the following week’s session. All of these homework pieces are marked and handed back to you so that they can be used as help in your final essay. My assignment was about the French Revolution and for the final assessment, I had to write a 1500 word essay with the title, “Why Was There a French Revolution?” In my essay, I achieved a 1st, which is equivalent to performing to an excellent standard in GCSE. I achieved 70 marks out of 100.

    To achieve the 1st, I had to do a lot of research independently, which taught me that gaining access to a Russell Group university requires a lot of extra work and dedication, as I was having to do this on top of my school work. I had to learn about other people’s theories in order to conclude my own opinion. This was challenging because there are so many different academic ideas!

    One of the things that helped me was very carefully drafting all of my paragraphs; being sure not to leave any typing errors or generalisation. It was all about accuracy, so this is something it has also helped me with. I had to be very specific with my wording in order to avoid plagiarism and also had to “cite” my sources of information, much like a real university essay

    Another step I took to achieve my grade was pacing: I gave myself a timetable on what I wanted completed and my when; ensuring that I only worked for two hours at a time so as not to overwork myself. This helped massively with organising myself.

    In the program, I learn many interesting things and important life lessons too – it wasn’t all about the academic side! For instance, I had to have an interview with a Cambridge University student, which helped develop my confidence and put me through the rigor of a real life interview. Once of the most crucial lessons I learnt was to plan my work.

    This program has helped me to grow as a student and I would definitely recommend others to go for it! Despite there being a lot of work, it all helped towards a great result.

    By Jo Cole


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