School Evaluation Step 1 of 6 16% School Snapshot — Talent Development ReadinessThis short School Snapshot helps us understand your context before our meeting, so we can present Phase 1, Phase 2, and Phase 3 in a way that fits your school’s needs, capacity, and priorities. Time to complete: 8–12 minutes Note: This is not an inspection or judgement. It is a readiness snapshot to support a tailored discussion. Data: Please do not include any student names or sensitive personal data. Primary contact — full name(Required)Primary contact — role/title(Required)Email(Required)Re-enter Email(Required)Phone / WhatsApp (Phone Number)School name(Required)Country / city(Required)School website(Required)Curriculum / framework used(Required) British / National Curriculum (UK) IB American CBSE ICSE Local national curriculum Phases served(Required) Early Years Primary Secondary Sixth Form / Post-16 Select AllApprox. number of students (Number)(Required)Approx. number of teaching staff (Number)(Required)Who typically signs off new whole-school initiatives?(Required) Principal / Head SLT (collective decision) Board / Owners Head of Primary / Secondary Select AllWho would be the day-to-day programme lead for Talent Development?(Required) Assistant Head / SLT lead SENCO / Inclusion lead Gifted & Talented lead Head of Department / Phase lead Not sure yet Select AllPreferred meeting attendees(Required) Principal / Head SLT representative Head of Primary / Secondary SENCO / Inclusion Curriculum / Teaching & Learning lead Select All GOALS & URGENCYYour top priorities for the next 12 months (Choose up to 3)(Required) Clearer identification of high-potential learners Stronger in-class challenge / high-challenge learning Staff training and shared language around giftedness Better tracking / monitoring of progress for high-potential learners Enrichment / competitions / pathways Improved parent communication and confidence Stronger student wellbeing / engagement for high-potential learners Select AllWhat are the main blockers right now?(Required) Inconsistent practice between teachers Limited staff time / capacity Lack of a clear model or definition Limited data or unclear criteria for identification Limited monitoring / evaluation Provision exists but is fragmented Parent expectations / communication challenges Budget constraints Select AllWhat would success look like by the end of next academic year?Why is this a priority now?(Required) Strategic improvement plan Leadership priority Parent demand Attainment / progress concerns Inspection / accreditation School growth / scaling Select AllWhat data sources are used to inform identification?(Required) CAT4 CogAT GL / NGRT MAP School internal assessments Teacher observation / portfolios External awards / competitions None currently Select AllOptional: If you already have key documents, you may upload 1–2 items Drop files here or Select files Max. file size: 64 MB, Max. files: 20. (Examples: policy, register template, provision map, CPD outline) READINESS SNAPSHOT (GATEWAY RUBRIC)Rate each statement from 1–5. Please choose the closest match.Talent development is explicitly valued and communicated(Required) 1 — Not in place 2 — Early / ad hoc 3 — Developing / inconsistent 4 — Established / consistent 5 — Embedded / monitored and improving Talent development is included in school improvement planning (with clear ownership)(Required) 1 — Not in place 2 — Early / ad hoc 3 — Developing / inconsistent 4 — Established / consistent 5 — Embedded / monitored and improving Identification uses multiple criteria (not only one test or one opinion)(Required) 1 — Not in place 2 — Early / ad hoc 3 — Developing / inconsistent 4 — Established / consistent 5 — Embedded / monitored and improving A talent development register/list exists and is reviewed on a defined cycle.(Required) 1 — Not in place 2 — Early / ad hoc 3 — Developing / inconsistent 4 — Established / consistent 5 — Embedded / monitored and improving Pre-assessment is used to plan appropriate challenge for high-potential learners(Required) 1 — Not in place 2 — Early / ad hoc 3 — Developing / inconsistent 4 — Established / consistent 5 — Embedded / monitored and improving High-potential learners access planned high-challenge learning through depth/complexity and/or curriculum compaction/telescoping (moving on from already-mastered content).(Required) 1 — Not in place 2 — Early / ad hoc 3 — Developing / inconsistent 4 — Established / consistent 5 — Embedded / monitored and improving High-challenge differentiation is expected and commonly practised across classrooms(Required) 1 — Not in place|1 2 — Early / ad hoc 3 — Developing / inconsistent 4 — Established / consistent 5 — Embedded / monitored and improving Challenge for high-attainers is consistent between teachers/year groups(Required) 1 — Not in place 2 — Early / ad hoc 3 — Developing / inconsistent 4 — Established / consistent 5 — Embedded / monitored and improving Staff understand common gifted characteristics and learning needs(Required) 1 — Not in place 2 — Early / ad hoc 3 — Developing / inconsistent 4 — Established / consistent 5 — Embedded / monitored and improving Staff recognise twice-exceptional profiles (high ability + additional needs)(Required) 1 — Not in place 2 — Early / ad hoc 3 — Developing / inconsistent 4 — Established / consistent 5 — Embedded / monitored and improving Strength-based opportunities exist (STEM, arts, leadership, writing, etc.).(Required) 1 — Not in place 2 — Early / ad hoc 3 — Developing / inconsistent 4 — Established / consistent 5 — Embedded / monitored and improving Pathways/mentorship/expert input are developing or established (even small-scale)(Required) 1 — Not in place 2 — Early / ad hoc 3 — Developing / inconsistent 4 — Established / consistent 5 — Embedded / monitored and improving Professional development for high-potential provision happens regularly and is tracked (not a one-off)(Required) 1 — Not in place 2 — Early / ad hoc 3 — Developing / inconsistent 4 — Established / consistent 5 — Embedded / monitored and improving A named lead/coordinator exists with time/authority to drive implementation(Required) 1 — Not in place 2 — Early / ad hoc 3 — Developing / inconsistent 4 — Established / consistent 5 — Embedded / monitored and improving Impact for high-potential learners is tracked using measurable progress data (not attendance/participation only).(Required) 1 — Not in place 2 — Early / ad hoc 3 — Developing / inconsistent 4 — Established / consistent 5 — Embedded / monitored and improving Evidence examples: baseline + follow-up data, progress tracker, rubric trend, moderated work samples.There is a review cycle to refine provision (termly or yearly)(Required) 1 — Not in place 2 — Early / ad hoc 3 — Developing / inconsistent 4 — Established / consistent 5 — Embedded / monitored and improving Parents understand how identification and provision works (clear communication)(Required) 1 — Not in place 2 — Early / ad hoc 3 — Developing / inconsistent 4 — Established / consistent 5 — Embedded / monitored and improving Partnerships support talent pathways (community, universities, competitions, etc.)(Required) 1 — Not in place 2 — Early / ad hoc 3 — Developing / inconsistent 4 — Established / consistent 5 — Embedded / monitored and improving Individual support plans are used for high-potential learners when assessment shows they need one.(Required) 1 — Not in place 2 — Early / ad hoc 3 — Developing / inconsistent 4 — Established / consistent 5 — Embedded / monitored and improving Where individual plans are used (e.g., Individual Education Plan, Personalised Learning Plan, Individual Support Plan), they are reviewed using evidence of progress/impact.(Required) 1 — Not in place 2 — Early / ad hoc 3 — Developing / inconsistent 4 — Established / consistent 5 — Embedded / monitored and improving CONSTRAINTS & LOGISTICSEarliest realistic start point(Required) Immediately (within 4–6 weeks) Next term Next academic year Exploring options only Select AllStaff capacity reality (most accurate statement)(Required) We can commit regular meeting time and a named lead We can commit limited time; we need low-admin systems Time is the biggest constraint; we need maximum simplicity Select AllData / safeguarding constraints we should be aware of(Required) We prefer to avoid collecting any learner-level data initially Parental consent is required for certain data use Strict data residency / storage rules Not sure yet Select AllAnything else we should know before the meeting? CONSENT & NEXT STEPConsent I confirm that the information provided is accurate to the best of my knowledge and does not include student names or sensitive personal data.Preferred meeting times(Required) Sunday–Friday morning Sunday–Friday afternoon Standard budget — open to phased implementation In-person meeting preferred Select All
