This report provides examples from seven schools that were personalising learning and engaging gifted and talented students with high quality programmes.

Each school featured in these case studies had developed programmes for its gifted and talented students that met the students’ needs and interests. These schools shared some common characteristics that contributed to the effectiveness of the programmes they offered. Each school:

  • had a dedicated and knowledgeable gifted and talented coordinator or team that was supported by a committed principal, board, and senior management team;
  • had high quality policies and procedures for teachers to implement, with the teachers supported by resources, time, space, and professional development;
  • had a definition and identification processes that were multi-cultural, multi‑categorical, and recognised gifted and talented students with learning disabilities and behavioural problems, and those who were underachieving;
  • met the needs of gifted and talented students in the regular classroom, providing differentiated teaching and learning, and then through school and community‑based programmes using teacher and community expertise and resources;
  • had both formal and informal processes for self review that involved all members of the school community;
  • had a strong pastoral care network, where teachers understood the social and emotional needs of gifted and talented students;
  • supported and encouraged gifted and talented students with their gifts and talents, so these students enjoyed school, felt challenged, and had their gifts and talents valued; and
  • had good and open communication with parents and the community about its provision for gifted and talented students.

There are many challenges for schools in providing high quality provision for gifted and talented students. The schools included in this report have all developed their provision over time to ensure that the outcomes for the gifted and talented children at their school are positive. They have also actively sought to involve teachers, students, parents, whānau, and the wider school community in that journey.