School Snapshot 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(จำเป็น)Primary contact — role/title(จำเป็น)Email(จำเป็น)Re-enter Email(จำเป็น)Phone / WhatsApp (Phone Number)School name(จำเป็น)Country / city(จำเป็น)School website(จำเป็น)Curriculum / framework used(จำเป็น) British / National Curriculum (UK) IB American Montessori CBSE ICSE Local national curriculum อื่นๆ Which other curriculum or framework?(จำเป็น)For example: Cambridge (CAIE), SABIS, EYFS only, or a national curriculum not listed above.Phases served(จำเป็น) Early Years Primary Secondary Sixth Form / Post-16 Select AllAdvanced academic and specialist pathways available in Secondary / Post-16 None currently A Level / A Level pathways IB Diploma / IB Higher Level AP Dual enrolment / college-credit opportunities Career and technical education (CTE) / vocational specialist pathways Career academies / specialist industry pathways University-linked pathways อื่นๆ Select AllWhich other pathway?(จำเป็น)Please name the pathway or programme.Approx. number of students (Number)(จำเป็น)Approx. number of teaching staff (Number)(จำเป็น)Who typically signs off new whole-school initiatives?(จำเป็น) Principal / Head SLT (collective decision) Board / Owners Head of Primary / Secondary อื่นๆ Select AllWho else signs off?(จำเป็น)Please name the role or group.Who would be the day-to-day programme lead for Talent Development?(จำเป็น) Assistant Head / SLT lead SENCO / Inclusion lead Gifted & Talented lead Head of Department / Phase lead ยังไม่แน่ใจ อื่นๆ Select AllWho else would lead the programme?(จำเป็น)Please name the role.Preferred meeting attendees(จำเป็น) Principal / Head SLT representative Head of Primary / Secondary SENCO / Inclusion Curriculum / Teaching & Learning lead อื่นๆ Select AllWho else should attend?(จำเป็น)Please name the role or job title. GOALS & URGENCYYour top priorities for the next 12 months (Choose up to 3)(จำเป็น) 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 Better identification and support for twice-exceptional learners Other Options Select AllWhat are the main blockers right now?(จำเป็น) Inconsistent practice between teachers Limited staff time / capacity Lack of a clear model or definition Limited data or unclear criteria for identification No clear internal nomination / review process for identifying learners 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?(จำเป็น) Strategic improvement plan Leadership priority Parent demand Attainment / progress concerns Inspection / accreditation School growth / scaling Select AllWhat data sources are used to inform identification?(จำเป็น) CAT4 CogAT GL / NGRT MAP School internal assessments Teacher observation / portfolios External awards / competitions National / state standardised assessments 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(จำเป็น) 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)(จำเป็น) 1 — Not in place 2 — Early / ad hoc 3 — Developing / inconsistent 4 — Established / consistent 5 — Embedded / monitored and improving Identification uses multiple criteria and professional review, including consideration of learners with uneven profiles or additional needs.(จำเป็น) 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.(จำเป็น) 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(จำเป็น) 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).(จำเป็น) 1 — Not in place 2 — Early / ad hoc 3 — Developing / inconsistent 4 — Established / consistent 5 — Embedded / monitored and improving This refers to appropriate challenge through depth, complexity, pace, and responsive adaptation of teaching — not simply giving more work.High-challenge differentiation is expected and commonly practised across classrooms(จำเป็น) 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(จำเป็น) 1 — Not in place 2 — Early / ad hoc 3 — Developing / inconsistent 4 — Established / consistent 5 — Embedded / monitored and improving Staff understand common high-potential characteristics and learning needs(จำเป็น) 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)(จำเป็น) 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.).(จำเป็น) 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)(จำเป็น) 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)(จำเป็น) 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(จำเป็น) 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).(จำเป็น) 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)(จำเป็น) 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)(จำเป็น) 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.)(จำเป็น) 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.(จำเป็น) 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.(จำเป็น) 1 — Not in place 2 — Early / ad hoc 3 — Developing / inconsistent 4 — Established / consistent 5 — Embedded / monitored and improving CONSTRAINTS & LOGISTICSEarliest realistic start point(จำเป็น) Immediately (within 4–6 weeks) Next term Next academic year Exploring options only Select AllDigital / tech readiness for delivery and staff development(จำเป็น) Staff have reliable access to laptops/devices Staff can access online platforms for training/support Live online sessions would be feasible Self-paced / asynchronous modules would be preferred There are platform approval, firewall, or access restrictions Tech readiness is currently limited The school prefers low-screen / minimal-screen professional development where possible ไม่แน่ใจ Select AllStaff capacity reality (most accurate statement)(จำเป็น) 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(จำเป็น) We prefer to avoid collecting any learner-level data initially Parental consent is required for certain data use Strict data residency / storage rules ยังไม่แน่ใจ 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(จำเป็น) Sunday–Friday morning Sunday–Friday afternoon Standard budget — open to phased implementation In-person meeting preferred Select All
