A term applied to pupils who have abilities which are developed to a level significantly above that of their year group, or who are judged to have the potential to develop such abilities. It is recognized that such pupils need to be taught in a way and at a level that challenges them; and to be presented with tasks which stretch and motivate them. This understanding has been reflected in government education policy. A Gifted and Talented Programme was introduced in 2000 as part of the Excellence in Cities initiative; and was applied initially in 495 secondary schools and with older children in 400 primary schools. In 2002 a National Academy for Gifted and Talented Youth was established for 11–16‐year‐old pupils. Based at Warwick University, it follows a similar model to that used in provision for talented children in America. In 2005 the White Paper Higher Standards: Better Schools for All set out the aim that every pupil should have the right to a personalized curriculum designed to enable them to reach the full potential of their ability. In the case of gifted and talented pupils, this implies not only greater challenge within the classroom, but also the provision of opportunities to develop their abilities and talents further outside school at a local and national level. The same 2005 White Paper also required that every secondary school and every cluster of primary schools has a trained leading teacher for gifted and talented education; and was instrumental in the setting up of a National Register to improve the identification and tracking of gifted and talented pupils' attainment and performance. Regional Partnerships work collaboratively with schools to improve overall provision for gifted and talented learners through self‐evaluation. Schools are able to evaluate their own provision for gifted and talented pupils by measuring their provision and practices against the National Quality Standards in Gifted and Talented Education.
I. F. W.