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Monitoring the progress of 'more able' pupils

Understand your role in monitoring the progress of 'more able' and 'most able' pupils. See questions you can ask your school leaders, and examples of policies for high-ability or high-achieving pupils.

Last reviewed on 22 May 2024
School types: All•School phases: All•Ref: 3990
Contents
  1. Your role as a governing board
  2. First, check whether your school or trust has a 'more able' policy
  3. Ask your leaders these questions
  4. Tackle boredom for 'more able' pupils
  5. Support 'more able' pupils from disadvantaged backgrounds

Your role as a governing board

In the same way as you'd monitor pupil progress in general, your role involves:

  • Asking questions of your senior leaders (e.g. the 'more able' lead, if you have one) 
    • See below for example questions to ask
  • Looking at external and internal pupil progress data
  • Looking at pupils' books
    • This isn't essential, but can be a useful form of evidence

Get more detailed information about how to monitor pupil progress

 

Your board might have a link governor or committee

You might have a link governor specifically monitoring the progress of 'more able' pupils, or you might monitor this as part of a wider link governor role.

See this blog post from the National Association of Able Children in Education (NACE) for tips on how you might develop the role of the 'more able' link governor. 

Remember that