Dormers Wells Infant School

Dormers Wells Infant School

More Able Children

Dormers Wells Infant School & Nursery

Provision for More Able Children (MAC)

Policy Statement


  • To provide teaching which makes learning challenging and enjoyable and enables children to achieve their potential
  • To identify pupils who are achieving or have the potential to achieve in advance of the average for their year group
  • To ensure that all children are offered differentiated learning opportunities, appropriate to their abilities
  • To provide for the learning needs of those children who may be identified as more able by offering a curriculum that extends and challenges them
  • To foster independent learning, creativity and thinking skills


We have chosen to use the term “more able” and to adopt the DCSF definition: thus pupils identified on our “More Able” register will constitute 5 – 10% of the cohort and will be achieving in advance of the average for their year group in one or more areas or have the potential to do so. They may also be pupils who have a particular talent.

Identification of MAC

Pupils may:

  • Be good “all rounders”
  • Be talented (show ability in the arts, music, sport, gymnastics)
  • Have academic ability (in one or more subjects of the national curriculum)

MAC will be identified from:

  • Records from previous classes
  • Teacher assessment & Pupil Achievement Profiles (PAPs)
  • Test & assessment results
  • Checklists for particular abilities, where appropriate
  • Information from parents


We aim to achieve the following:

  • To identify the particular needs of MAC in all planning, policy documents and schemes of work
  • To encourage children to be independent in their learning, to organise their own work, access the resources they need, make their own choices and be self-critical
  • To teach learning skills, problem-solving and thinking skills
  • To have sufficient flexibility to enable withdrawal of MAC, where appropriate
  • To regularly assess what children know and understand, in order to challenge and extend appropriately
  • To provide high-quality learning challenges, experiences and enrichment opportunities
  • To provide a range of differentiated tasks and activities, including “Challenge Boxes” for KS1 and “Challenge Areas” for FS

Equality Statement

Pupils with EAL and those with SEN will be given equal access to MAC identification. MAC data will be monitored in terms of ethnicity, EAL, gender and SEN to ensure that provision is inclusive


Partnership with Parents

Parents / carers will be kept informed of their children’s progress through termly open evenings and will be offered advice in how best to support their children outside school.

The views of parents / carers will be sought and, where appropriate, noted at open evenings, in order to gain an all-round picture of the child’s interests and abilities.

Homework will be differentiated, in order to support home learning in a positive and exciting way.


The Inclusion Manager & SLT will:

  • Identify children with the potential to achieve at NC Level 2A+ (at end of KS1) from FS1 onwards
  • Ensure that the register of More Able children is maintained
  • Monitor PAPs data on a termly basis, to ensure that MAC are on course to realise their potential
  • Review the register, as part of termly PAP monitoring
  • Report to governors on the quality and effectiveness of provision at the Curriculum Committee meeting


This policy will be reviewed annually by SLT and amended as appropriate

SLT  03/16