More Able and High Potential Learners Policy

1. Philosophy and Rationale

At The Independent School of Jakarta (ISJ), all pupils are entitled to an ambitious, inclusive, and child-centred education. ISJ recognises that pupils demonstrate ability and potential across a wide range of domains and that some learners require additional stretch, challenge, and enrichment beyond age-related expectations.

ISJ believes that:

• High ability should be nurtured with the same care and intentionality as additional learning needs
• More able learners thrive in classrooms where depth, complexity, and intellectual risk-taking are embedded
• Excellence and wellbeing go hand in hand
• High attainment and high potential are not limited to academic performance alone

This approach reflects ISJ's commitment to holistic development, high expectations, and inclusive practice.

2. Definition

At ISJ, a More Able (MA) learner is a pupil who demonstrates attainment significantly above age-related expectations and/or the potential to achieve at a significantly higher level given appropriate challenge.

Ability may be demonstrated in one or more of the following areas:

• Academic (English, Mathematics, Science, Humanities)
• Creative and Performing Arts
• Sport
• Leadership and social intelligence
• Problem-solving and critical thinking
• Innovation and entrepreneurial thinking

High potential may not always align with current attainment (e.g. EAL learners, new joiners, twice-exceptional pupils).

3. Aims

ISJ aims to:

• Ensure high challenge for all learners within quality first teaching
• Identify and nurture high potential early and accurately
• Provide depth, complexity, and pace in learning
• Develop resilience, independence, and intellectual curiosity
• Promote humility, empathy, and social responsibility alongside excellence
• Monitor progress and wellbeing of more able learners

4. Identification

Identification is ongoing and multifaceted.

Criteria may include:

• Attainment data (internal assessments, standardised scores)
• Teacher assessment and professional judgement
• Evidence of rapid progress
• Exceptional subject-specific performance
• Creative or critical thinking skills
• Performance in competitions or enrichment activities
• Parental input
• External assessments (where appropriate)

Principles of identification:

• Flexible and reviewed termly
• Subject-specific where appropriate
• Not limited to a fixed percentage
• Sensitive to cultural, linguistic, and contextual factors

A register of More Able learners will be maintained and reviewed termly by SLT.

5. Provision

Provision for More Able learners at ISJ is primarily delivered through high-quality classroom practice, supplemented by enrichment and extension opportunities.

5.1 Quality First Teaching

Teachers will:

• Plan for depth rather than acceleration alone
• Use open-ended and higher-order questioning
• Provide tasks requiring analysis, evaluation, and creation
• Encourage intellectual risk-taking
• Avoid unnecessary repetition of mastered content
• Differentiate by complexity, independence, and outcome

5.2 Curriculum Enrichment

Opportunities may include:

• Subject competitions (e.g. Maths challenges, writing competitions)
• Debate, Model United Nations
• Leadership roles
• Creative exhibitions and performances
• Specialist workshops
• Cross-curricular projects
• Community and service initiatives
• External partnerships where appropriate

5.3 Acceleration

Acceleration (e.g. moving ahead in curriculum content) will be considered only when it is clearly in the pupil's best academic and social interests, a full review has been undertaken by SLT, parents are consulted, and wellbeing implications have been considered. Depth of understanding remains the preferred model of challenge.

6. Twice-Exceptional Learners

ISJ recognises that some pupils may be both more able and have additional learning needs (e.g. dyslexia, ADHD). These pupils will:

• Be supported through inclusive and personalised planning
• Have strengths and needs recognised equally
• Benefit from coordinated provision between teaching staff and the LS team

7. Roles and Responsibilities

• Academic Director: Oversees policy implementation; monitors standards and impact; reports to Governors
• Deputy Head (Academic): Monitors classroom practice; reviews data termly; supports staff development
• Teachers: Plan effectively for stretch and challenge; identify and monitor high potential; maintain high expectations
• Parents: Engage in dialogue regarding progress and wellbeing; support enrichment opportunities
• Pupils: Engage positively with challenge; demonstrate resilience and growth mindset

8. Monitoring and Evaluation

Impact will be measured through:

• Attainment and progress data
• Pupil voice
• Lesson observations
• Work scrutiny
• Participation in enrichment
• Wellbeing indicators

The More Able register will be reviewed termly.

9. Professional Development

ISJ is committed to developing staff expertise in: differentiation for depth; questioning for higher-order thinking; supporting twice-exceptional learners; and promoting resilience and intellectual humility.

10. Equality and Inclusion

This policy operates within ISJ's commitment to safeguarding, equal opportunities, inclusion, and wellbeing. High ability will never be used as a label that limits broader development or creates unhealthy pressure.

11. Review

This policy will be reviewed annually to ensure it reflects school improvement priorities, inspection frameworks, best practice in international education, and ISJ's evolving strategic direction.