Appendix Four: Evaluation Statistics

Q1. How well does the school leadership support the achievement of gifted and talented students?

Indicators

Substantial evidence

Convincing evidence

Some evidence

Very limited evidence

1.1 The provision of gifted and talented education is embedded in school culture and practice.

10%

30%

33%

27%

1.2 There is a school‑wide shared understanding about gifted and talented education.

7%

28%

32%

33%

1.3 There is regular communication, consultation, and collaboration amongst all members of the school community, including staff, parents, whānau, students, and the wider community.

4%

21%

34%

41%

1.4 The school has good quality policies, procedures or plans for gifted and talented education.

13%

32%

28%

27%

1.5 There is leadership for the provision of gifted and talented education eg principal, designated coordinator/team.

30%

30%

23%

17%

1.6 The school is building capability through a planned approach to school-wide and ongoing professional development and performance management.

14%

24%

25%

37%

1.7 Gifted and talented education is well resourced through informed decision-making about staffing, funding, and programmes.

13%

25%

29%

33%

Q2. How inclusive and appropriate are the school’s processes for defining and identifying giftedness and talent?

Indicators

Substantial evidence

Convincing evidence

Some evidence

Very limited evidence

2.1 The school’s definition of giftedness and talent:

2.1a Reflects the context and values of the school community.

15%

27%

19%

39%

2.1b Is multi-categorical.

21%

28%

16%

35%

2.1c Incorporates Māori concepts.

6%

15%

19%

60%

2.1d Incorporates multicultural concepts.

2%

12%

22%

64%

2.1e Is grounded in sound research and theories

12%

27%

23%

38%

2.2 The school’s identification process:

2.2a Is multi-categorical.

18%

29%

20%

33%

2.2b Includes Māori theories and knowledge.

4%

11%

17%

68%

2.2c Includes multi-culturally appropriate methods.

3%

9%

22%

66%

2.2d Includes both informal and formal identification.

16%

27%

30%

27%

2.2e Includes triangulation.

10%

21%

23%

46%

2.2f Is early and timely.

13%

23%

26%

38%

2.2g Is ongoing, covers transition points and ensures continuity.

9%

19%

29%

43%

2.2h Includes potential and actual/demonstrated performance.

7%

27%

32%

34%

2.3 Students identified reflect the diversity of the school population.

13%

29%

19%

39%

2.4 Policies and procedures have been developed in consultation with the wider school community as appropriate.

6%

12%

24%

58%

2.5 There is regular communication, consultation and collaboration amongst all members of the school community.

5%

18%

30%

47%

Q3. How effective is the school’s provision for gifted and talented students?

Indicators

Substantial evidence

Convincing evidence

Some evidence

Very limited evidence

3.1 There is school-wide coordination of programmes and provision.

20%

27%

22%

31%

3.2 Programmes and provision have been developed in consultation with the wider school community as appropriate.

4%

17%

30%

49%

3.3 Programmes and provision are provided across the curriculum as appropriate.

11%

30%

33%

26%

3.4 Programmes and provision are provided across all areas of giftedness and talent as appropriate.

7%

23%

32%

38%

3.5 Regular classroom programmes are differentiated for content, process, and product.

11%

29%

33%

27%

3.6 Beyond the regular classroom programmes are planned, monitored, evaluated, and reported. (Based on 280 schools with beyond the regular classroom programmes)

9%

15%

33%

43%

3.7 Off-site programmes are planned, monitored, evaluated, and reported. (Based on 280 schools with off-site programmes)

6%

14%

23%

57%

3.8 Beyond the regular classroom and offsite programmes are linked back to the regular classroom programme. (Based on 280 schools)

5%

17%

25%

53%

3.9 A range of assessment information demonstrates the achievement and progress of gifted and talented students.

8%

25%

32%

35%

3.10 Programmes are inclusive of Māori values, tikanga, and pedagogy.

5%

12%

26%

57%

3.11 The provision of gifted and talented education is school-wide.

15%

27%

27%

31%

Q4. How well does the school review the effectiveness of their provision for gifted and talented students?

Indicators

Substantial evidence

Convincing evidence

Some evidence

Very limited evidence

4.1 There is a systematic and ongoing process for evaluating the outcomes for students.

9%

14%

23%

54%

4.2 The school shares and consults about evaluation findings with staff, parents/whānau, students, and the community.

2%

13%

27%

58%

4.3 The school acts on recommendations arising from evaluation.

6%

12%

22%

60%

4.4 The impact of programmes and provisions, both internal and external to the school, is evaluated.

4%

9%

24%

63%

Q5. To what extent do gifted and talented programmes promote positive outcomes for gifted and talented students?

Indicators

Substantial evidence

Convincing evidence

Some evidence

Very limited evidence

5.1 Gifted and talented students enjoy school.

26%

30%

19%

25%

5.2 Gifted and talented students receive regular feedback on their achievement and progress.

16%

29%

29%

26%

5.3 Gifted and talented students are well supported to achieve.

20%

32%

25%

23%

5.4 Gifted and talented students’ social and emotional wellbeing is nurtured through pastoral care.

26%

30%

21%

23%

5.5 Gifted and talented students are provided with opportunities and choice to use their gifts and talents to benefit other students and the wider community.

15%

25%

28%

32%

5.6 Gifted and talented students feel their gifts and talents are valued.

18%

29%

24%

29%

5.7 Focused communication between school, parents and whānau support gifted and talented students’ holistic wellbeing (cultural, spiritual, emotional, and social).

9%

25%

29%

37%

5.8 Parents of gifted and talented students are informed by, and consult with, teachers about their child’s achievement and progress.

18%

29%

27%

26%