More Able (MABLE)

More Able (MABLE)

The Academy enriches the curriculum for More Able students through the provision of extra-curricular activities before or after school and at lunchtime. Activities include trips, visits, master classes and activities during evenings and holiday such as the Enfield Mayor’s Award for Science (Individual Winner 2014), STEM activity day, Debate Club and Enfield Maths Challenge.

The Learning Resource Centre continuously strives to expand its provision for More Able, Exceptionally Able, and Talented learners. Activities include Carnegie Book Award Shadowing Scheme, Guardian Children’s Fiction Prize Review Competition (Group Winners 2014), Poetopia Poetry Competition, LRC Helpers, Class Monitors and LRC Student Advisory Committee.

The Careers and Employability Department promotes aspiration of More Able, Exceptionally Able, and Talented learners through its careers guidance and provision. Students have taken part in Enterprise challenges and Marketing Workshops including one with Enterprise Enfield.

The Academy works with relevant outside agencies to provide opportunities and increase the life chances of our More Able students. It encourages aspirations and support students with applications to higher education and training, including the Russell

Group universities and Oxford and Cambridge. Nightingale students have taken part in the Scholars Programme organised by the Brilliant Club.

The Academy encourages More Able students to take a leading role in the academy community. Students are encouraged to undertake roles of responsibility within the academic and non-academic spheres of academy life. These roles have included Student Council, Young Interpreters and Reading Buddies.

The Academy involves parents in the process, progress and provision for more able students through regular communication and notification of events aimed at More Able students and their parents.

MABLE Provision

Nightingale Academy recognises the importance of exceptional progress for all students and we offer a comprehensive package of support and challenge for the more able, gifted and talented across the curriculum.

Students are identified and monitored throughout their school career to ascertain whether or not they are demonstrating skills that show them to be of above expected ability for their age. They are then registered as follows:

  • More Able students are defined as having a higher than average academic potential
  • Those students who achieve a mean score of 104 in their CAT tests

For EAL students:

  • We recognise that some English as an Additional Language (EAL) students are unfairly biased by Verbal component of the CAT. For this reason, where an EAL student has a score of 112 or above in the non-verbal and numeracy component, but does not gain an overall mean score of 104, the More Able Co-ordinator and EAL Lead will make a decision as whether the student should be added to the More Able register.

All staff at Nightingale Academy are committed to ensuring that this identification leads into effective provision for MABLE students. As such, we offer a range of opportunities to all year groups inside and out of the classroom to allow students to fulfil their potential. This ‘in class’ provision includes:

  • Promoting the acceleration of learning and ensure that appropriate opportunities are in place for students to progress in line with their abilities rather than their age.
  • Regularly reviewing whole school knowledge of MABLE teaching and developing the skill-sets of all teachers to provide ‘up-to-date’ MABLE teaching practices.
  • Provide individualised strategies for the cognitive stretching of our most-able students consistently throughout the school.
  • Lesson planning taking account of the need for challenge and a variety of learning strategies.
  • Encourage students to learn ‘beyond their subject’ when in class, by embedding ‘student teacher’ roles across the curriculum.
  • Involving students in target-setting and self-assessment procedures that will allow them to take an increased responsibility for their learning.
  • Involving parents in the process of MABLE provision through one-to-one contact with MABLE co-ordinator.
  • Working with other schools in London to develop a network of opportunities for MABLE students
  • Identifying underachievement early on and provide extensive MABLE mentoring for those students.