More & Most Able

How does Brockington identify a student as More Able?

Students in this group are generally the top 10% previously attaining students based on a combination of factors, but primarily Key Stage Two external data. Student performance is cross-referenced with assessments and internal data collections recorded in Key Stage Three and Key Stage Four to ensure that the students who were highest on entry make sufficient progress to hit the top grades in their GCSE examinations.

Whilst we will track the progress and outcomes for students based upon data, this is an inclusive enrichment programme available to any students who demonstrate flair or passion for a particular subject. Presenting ‘more able’ capabilities relies heavily upon attitude to learning, commitment to curiosity and a willingness to apply new experiences to learning; attainment is simply the result of such an attitude. There are a variety of clubs and trips available, which are open to all students who wish to enhance their knowledge of either existing subjects or beyond.

The More and Most Able Coordinator will monitor these students to ensure they remain on track, coordinating and/or offering intervention where necessary.

More Able Provision : Aspiration for All

In keeping with this inclusive approach, Brockington offers a range of opportunities for your child to ensure that they adopt an ambitious, positive and curious approach to learning. There are a variety of programmes, clubs and trips available, open to all students who wish to enhance their knowledge, including: Brockington Excellence Programme, enrichment opportunities within and outside of school ( , academic Intervention (invitation as required) and subject-specific support for More Able students (see resources in each subject’s Curriculum resources for more information:

More Able Enrichment Opportunities

Lecture Programme:

Following a successful first year, our Key Stage Four Lecture Programme will run October to April, providing a range of sessions for Year 10 and 11 to attend. Communication will go home with a full schedule, and pupils will be able to sign up for the lectures that they would like to attend.

External Enrichment

External enrichment opportunities are run via departments to provide an extension to learning within the classroom. All enrichment information will be provided at the start of the academic year for you to be able to select enrichment that appeals to your child. Previous enrichment included trips to Westminster, Russell Group and local universities, participation in local, council-organised youth action groups, or visits to cultural places of interest, such as the Victoria and Albert museum, or theatre outings and workshops.

In- house enrichment

We work closely with companies to provide in-house enrichment for students, hosting a range of speakers such as local MPs, businesses or universities. Previous in-house enrichment included visits from Coventry University, local MP Alberto Costa, RSC live theatre screenings and our extensive, varied range of enrichment clubs.

Please note that student selection for places for all enrichment trips or in-school events is subject to criteria specific to the trip in question. If for any reason, trips are over-subscribed, selection will be based upon attitude to learning and attendance records.


If your child has entered the school with prior attainment data of the top 10% in their cohort, but this is not maintained through evidence of expected progress, we will put intervention plans in place to work with you and your child to pinpoint possible areas of concern, and identify how to support your child to make a sustained improvement. This may be additional resourcing support within subjects that have been identified as more challenging, or targeted mentoring with specific goals agreed with your child to enable them to fulfil their full potential.

My child has always been in the More Able group, why have I not received a letter?

Under the new ‘Aspiration for All’ model to provide and support More Able students, we feel that parental contact is only necessary when academic intervention is required. We look to provide a ‘no glass ceiling’ approach to learning, and consequently, all students are capable of high achievement with the correct attitude and support.

Who coordinates the provision for More Able students?

Miss K Howard, Teacher of English