At Bradon Forest School, we have the privilege of working with some very academically able children. Our Most Able provision has been designed to hone in on individual talents and nurture students to their full potential. We want our students to present themselves as confident, interesting, articulate and intelligent young adults. We believe it is important to cater for our Most Able students and offer them opportunities to stretch their minds and develop their specific talents.  All subject areas are continually adapting their teaching materials to meet the needs of our Most Able learners; many offer an extra-curricular activity, trip or Stretch and Challenge homeworks that further support students and nurture their potential.


Progression Evening


Virtual Careers Fair

– Details coming soon

Most Able Support Evening


Challenge for All

Challenge is a key value at Bradon Forest. In lessons, students of all abilities will have the opportunity to complete Challenge Tasks that help them achieve. Challenge Tasks are identified via our “challenge horse” or a yellow box on a lesson visual and they encourage students to think deeply and more widely, regardless of their ability.  Most Able students are given specific challenges appropriate to their ability.  ‘Teaching from the top’ allows challenge to be presented at every level as students are supported to access higher-order concepts and materials. Challenge within lessons also requires specific guidance from teachers. This guidance allows students to become competent in accessing higher-order thinking skills within tasks and in examination questions. In line with this, all teachers are required to focus on developing student progression on higher-order thinking skills across a 5 year curriculum plan, ultimately allowing students to develop a ‘mastery of learning’ upon leaving Bradon Forest after Year 11.  In addition, metacognition and self-regulated learning are among the skills that students develop during their time at Bradon Forest. These specific skills ensure that students leave with the ability to understand their own thinking, thus preparing them for the prospect of higher-education and the world of work.

Identification of Most Able Students

Currently, the government’s Department of Education gives no benchmarks for the identification of the Most Able when they enter secondary school. At Bradon Forest, we use Year 6 SATs results to make a judgement based on students’ ability across both English and Maths. Our philosophy here is to identify the students who have the greatest potential across all curriculum subjects, as dictated by the foundation skills in literacy and numeracy. Being a Most Able student means higher academic expectations, but also greater opportunities to widen their educational experience. Whilst we identify students on their potential before entering Bradon Forest, we are committed to being flexible in how we identify Most Able students and welcome suggestions from subject teachers and parents as students develop their cognitive and metacognitive ability from Year 7 to 11. Each student will be monitored on a case by case basis in order to unlock their true potential.

Any queries: marked for the attention of the Most Able Coordinators, Mr J Koniarski and Mrs C Clark.