ABSTRACT
As with secondary schools, a lack of challenge is a common ‘key issue’ in OFSTED reports on primary schools. Some primary schools have given very little consideration to the needs of their most able children either because they do not perceive themselves to have any or in the mistaken belief that able children will ‘get on anyway’ and do not need particular consideration. Even in schools where a policy for able children exists, either separately or as part of an SEN policy, a lack of challenge may still be an identified issue. This of course illustrates a gap between policy and practice. Whilst teachers may recognize what able children need, it is not always a normal aspect of their classroom provision. One problem here is talking about able children as a clearly defined group. Many teachers will agree on what needs to be done for such children, but do not recognize that they have any in their class. OFSTED inspectors however are looking at each lesson from the perspective of children who could go further in that lesson. When they use the term ‘most able’, it is in relation to the lesson they have seen. Therefore the most able in the English lesson may be different from the most able in the art lesson, for example.
