ABSTRACT
Different countries provide opportunities for their most able pupils in different ways, or in some cases, not at all. Where such provision does exist it is often separate from mainstream education rather than embedded within it. This chapter is intended to highlight the main stepping stones in the English ‘gifted and talented’ journey, describe the present status of, and future plans for, the national strategy, and comment on the inherent tensions arising from trying to meet simultaneously the gifted and talented agenda and that of inclusion.
