The Extent, Nature and Effectiveness of Planned Approaches in ...

Table 25. School-based Provision by Decile.School-based Provisionsfor Gifted and TalentedStudentsDecile yes no1 44.2% 55.8%2 52.7% 47.3%3 61.2% 38.8%4 66.1% 33.9%5 59.2% 40.8%6 62.6% 37.4%7 66.7% 33.3%8 66.9% 33.1%9 72.8% 27.2%10 73.5% 26.5%None 70.6% 29.4%Total 63.6% 36.4%Seventy-eight point four percent of schools with a coordinating team or committee reported providingschool-based programmes. However, of schools without a committee or coordinating team, only52.6% report school-based provisions. Eighty-three point four percent of schools with a policy specificto gifted and talented students report school-based provisions; 51.4% without a policy report schoolbasedprovisions; and 72.4% of those developing policies report school-based provisions. In schoolswith a definition of gifted and talented, 75.5% indicate also having school-based provisions, 53.1% ofschools without a definition report school-based provisions. Eighty-five percent of schools that haveformally identified gifted and talented students in the last 12 months also indicate school-basedprovisions. Thirty point nine percent of schools that did not formally identify gifted and talentedstudents in the last 12 months, reported school-based provisions.The nature of school-based provisions. The frequencies for this section are based upon the 809schools reporting school-based provisions for gifted and talented students. The areas of giftedness andtalent and the specific school-based provisions utilised are reported.Areas of giftedness and talent. As shown in Table 26 students were provided for across all areas, withthe most frequently reported provisions for students with intellectual/academic abilities, and the leastfrequent for students with culture-specific abilities and qualities. In relation to formal identification,the same pattern was seen, with intellectual/academic abilities most frequently identified, and culturespecificabilities least frequently identified.Thirty-one schools (3.8%) provided school-based programmes for students gifted and talented in otherareas. However, only six of these reported the areas and these included: languages (2); schoolcompetitions; information and communications technologies; art; and thinking skills.Table 26. School-Based Provisions: Areas of Giftedness and Talent.Areas for Which Provision isMade189FrequencyPercentIntellectual/Academic 765 94.6%Visual/Performing Arts 466 57.6%Physical/Sport 462 57.1%Creativity 433 53.5%Social/Leadership 370 45.7%Culture-Specific 294 36.3%