ABSTRACT
This chapter investigates the key features that underpin successful leadership and curriculum provision that constitute the significant drivers in tackling the underachievement of all pupils, including the more able. A range of common principles were found within the case-study schools and these are expanded in more detail here. The vision of the case-study schools is not one that clings to a narrow elitist view of recognising a small percentage of pupils as gifted and talented, but is one that is concerned to raise the achievement of all pupils within an inclusive context. The practitioners in these schools continually strive to provide more effective learning pathways for all, and in doing so, outstanding provision for gifted learners is being developed.
