ABSTRACT
What do school inspectors tell teachers (repeatedly) about how well they are providing for high ability learners? Why are teachers and schools not appearing to be responding as whole-heartedly as expected? Is their work dominated by anxious literalism generated by grades, levels and league tables at the expense of meeting the needs of individual learners? How can these doubts, concerns and criticism be turned into a rallying call for more able education? This chapter sets out to begin a discussion about developing teacher expertise, shaping whole school policy, igniting ambition and thinking about the place of enrichment and extension. For teachers and for students it explores the proposition that education is not only about finding answers; even more excitingly, it’s about finding the questions. It’s about risk taking.
