We are delighted to announce that we have been re-accredited with the NACE Challenge Award for excellence in provision for More Able and Talented Pupils. Re-accreditation of this Award is given for sustaining high quality work by the whole school, teachers and governors, in challenging all pupils, including those with high abilities, to achieve their best over the last four years.
Our Assessor from NACE said:
“I was very impressed by the way the school has continued to develop its aspirational learning culture and the way in which pupils were seeking out and enjoying challenge.
The school has not only addressed the key issues identified in the initial assessment but has strengthened its provision…”
The assessor spent the day in school where they observed lessons, interviewed pupils, teachers and senior management and looked at pupils’ work. They were impressed by the impressed by strong leadership of the school:
“The Headteacher provides a relentless, passionate vision of improvement and has established a whole school learning culture where both teachers and pupils see themselves as learners.”
She went on to say:
“There is an ethos of openness and trust which means that pupils can feel comfortable to be challenged and recognise that that they all have the potential to succeed. They describe facing up to a difficult task as having the mindset of “It may be I can’t do it yet.” (Year 5 pupil).”
The Award is given by NACE: the National Association for Able Children in Education, a leading education organisation and registered charity established for over 30 years. The association exists to help the daily work of teachers providing for pupils with high abilities whilst enabling all pupils to flourish. It provides advice, training and resources for teachers, including the ‘Challenge Award Framework’ which Holme Grange has used to audit and plan what it provides for more able and talented pupils. Many thousands of primary and secondary schools are using this document and the NACE Challenge Award Framework to develop their work.
Assessors, who spent a day in the school, were impressed by strong leadership and management of provision which keeps the needs of more able learners at the forefront of the school’s work and the good support and challenge provided by the Governors.
To achieve the award for a second time is most challenging, and the Award is only given when schools demonstrate that they have sustained a high level of quality provision for the last four years and addressed any development points from their last assessment. Finally, they will need to show that they are committed to continuing to ensure high quality provision for more able and talented pupils for another four years.
When interviewing pupils randomly, the assessor reported that:
“ The language of challenge and learning is pervasive around the school… This impacts on pupils as they see themselves as learners and can describe how challenge ‘makes you learn more and push yourself.”
“Pupils speak positively about their learning experiences at school. They say that teachers push them ‘out of their comfort zone’ and that they are challenged in lessons. They understand growth mindset and say that it has helped them become more resilient to take on new challenges. These approaches encourage pupils to work hard, be confident and achieve.”