Achievement

Schools are advised not only to select pupils who are currently achieving at an exceptionally high level, they should also strive to identify pupils who are under-achieving and who have the potential to achieve (OFSTED, 2001). This would seem to suggest that schools ought not limit themselves to selecting pupils on current performance alone (such as whether they perform best on formal tests). Instead, they should take a broader perspective, encompassing the potential to excel. This is entirely in keeping with the original intentions of the program, which were explicitly concerned with removing barriers to excellence and opportunity (DfEE, 1997).

In this regard, Montgomery (2003) offers a useful framework for identifying under-achieving pupils. She suggests that they fall into at least one of three groups:

■ Members of the first group have some high scores on ability tests, but have underlying difficulties that can be uncovered and given support.

■ The second group is made up of those pupils for whom a disability or learning difficulty masks their potential to excel in an area of study, and who require specialist support to help them realize their gifts.

■ The third group are the disengaged, the disaffected or those with social or behavioral difficulties.