ABSTRACT
In order to make any real sense of provision for able pupils in the classroom it is necessary to spend some time considering what we want for able children which is not already covered through good provision for all children. In some ways many of the things which we might want for our most able are in fact part of good provision for all children. Appropriate assessment and target-setting are an example of something that we might want for all pupils, but we may also need to consider their implications for the most able. However, there are some classroom issues which have particular importance in the education of the most able and these form the focus of this chapter.
