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More Able Statement

At Capital City Academy we aim to help every single student reach their full potential through high-quality teaching and learning, stimulating extra-curricular opportunities and a shared commitment to developing global citizens.

Every student is recognised as an individual and we cater for each individual’s needs. In line with this, we have developed a statement of intentions for students who have been identified as more able. The aim of the statement is to outline the academy’s endeavours in helping those students develop aspirational ambitions, succeed academically and effectively prepare for successful futures. 

Please click on the expandable sections below for more information.

Identification of More Able students

More able students at Capital City Academy are identified in two ways:

  • High prior attaining students are identified based upon KS2 SATs data when entering the academy. This is a national benchmark and students cannot be added to or removed from this list.
  • The Capital Asset Group is a list of the top performing students in each year group based on the average grade across all EBacc subjects from the three assessment points over the academic year. 

  • This list will comprise no more than 10% of the total year group.
  • The list will be reviewed after each assessment point and students can be added and removed.
  • The rationale behind creating this list was to be able to offer provision for students who arrive at the academy with no prior attainment data as well as to recognise the achievements of students whose KS2 SATs data does not reflect their current levels of attainment.

Where the term ‘more able’ is used in this document, it encompasses both of the aforementioned groups.

Three-wave structure of provision for more able students

Capital City Academy uses a three-wave system regarding our provision for more able students:

Wave structure


Wave 1

All students are exposed to high-quality teaching and learning which:

  • is pitched at a challenging and demanding level (and is differentiated to meet the needs of all students)
  • offers opportunities to develop a deep and complex understanding of different topics
  • encourages students to foster an independent approach to knowledge acquisition
  • develops an ability to apply new knowledge rather than simply acquire it.

Our curriculum is designed to be challenging and demanding from KS3 in order to foster the necessary knowledge and skills for students to attain the highest grades at GCSE level.

Wave 2

More able students are encouraged to take part in a range of optional additional provision including:

  • an extensive variety of extra-curricular clubs and classes, including a KS3 Literary society, After School TEDtalks, KS4 independent study sessions and debating
  • various internal and external talks and trips from universities and visiting speakers
  • subject-specific initiatives (e.g. Times Table Rockstars, humanities lectures, STEM lectures, creative writing competitions, MFL enrichment programme, national business design competitions)

High prior attaining students who are underachieving in a particular subject will be offered additional support by their subject teachers. This may take the form of supplementary resources, specific teaching strategies or additional classes.

Wave 3

Capital City Academy offers targeted, individual provision for:

  • high prior attaining students who are significantly underachieving in the majority of their subjects (in the form of student intervention plans, additional classes, mentoring and parental communication)
  • the Capital Asset Group in the form of trips and events to raise university aspirations (including outreach programmes with Oxford University), trips and events to deepen and stimulate knowledge and other additional opportunities to stretch our highest attaining students.

What support is offered to staff?

  • Learning walks which are dedicated to observing and sharing best practice around more able provision
  • CPD sessions that focus on using formative assessments effectively to identify the abilities of more able students so that lesson can be fine-tuned to meet their needs
  • Departmental liaisons provide a two-way dialogue between each subject and the More Able Lead Teacher to share ideas and support
  • Staff can apply to attend subject-specific CPD in order to enhance subject knowledge
  • Access to the more able Google Drive folder which includes lists of students and resources to support the teaching of more able students
  • Access to the members area of the NACE website which hosts a range of resources.

How are parents involved?

  • The More Able Lead Teacher will deliver at least one event per academic year for parents of more able students
  • Parents will be invited to complete a survey to seek their views regarding what is offered to parents of more able students
  • Parents are made aware of who the More Able Lead Teacher is and are given contact details
  • Information regarding more able provision and strategies is available in the Parent/Carer Zone of the website and is updated on a termly basis
  • Parents of underachieving high prior attaining students will be involved in a dialogue about how best to support their child.

Student voice

  • A yearly survey will be given to more able students to gain an understanding of what they would like to see on offer
  • Surveys are completed on an ad hoc basis after certain events
  • Students know who the More Able Lead Teacher is and can approach them with questions and ideas at any time.

The role of the Vice Principal

  • Oversee the work of and regularly communicate with the Lead Teacher for More Able
  • Ensure the curriculum caters for more able students
  • Ensure Schemes of Work demonstrate a clear consideration of how more able students will be stretched
  • Ensure staff are given opportunity to develop their subject knowledge
  • Review the more able statement on a regular basis
  • Ensure teachers are implementing a variety of teaching strategies, amongst which effective use of formative assessment to ensure more able students achieve their potential (primarily through learning walks)
  • Ensure professional development addresses the challenges of ensuring more able students are provided with appropriate challenge and support for them to make adequate progress
  • Ensure funding is made available where necessary and particularly for those students who are underachieving.


The role of the More Able Lead

  • Update and monitor registers of more able students
  • Ensure staff are aware of which students are on the respective more able registers
  • Provide individual, targeted opportunities for the Capital Assets Group
  • Act as a point of contact for any queries relating to more able provision
  • Communicate with students’ parents regarding opportunities in school and provide advice about support at home
  • Keep records of all activities and interventions

The role of the Raising Attainment Leads

  • Create Student Intervention Plans for any high prior attaining students who are significantly underachieving.
  • Monitor the progress of more able students
  • Highlight any High Prior Attaining students who are underachieving to their subject teachers for subject-specific intervention.

The role of all teaching staff

  • To identify the more able students in their classes
  • To plan and deliver high quality teaching which allows more able students to meet their potential
  • To provide ambitious and challenging lesson objectives and effective support to ensure students, including more able, make the best progress possible.
  • To use formative assessment effectively to identify progress of more able students and adapt the lesson to cater for their needs.
  • To implement strategies and offer support for high prior attaining students who are underachieving in their subject
  • To commit to professional development with regard to more able students (e.g. attending CPD sessions and developing own subject knowledge) 

The role of Year Team Leaders and Assistant Year Team Leaders

  • To be aware of more able students within their year group
  • To help ensure that students demonstrate a positive attitude towards learning and to help in addressing this as and when necessary
  • To support in parental communications regarding more able students
  • To encourage more able students to achieve their potential inside and outside the classroom

The role of governors

  • To be aware of the progress of more able students
  • To offer support and guidance to the Vice Principal and the Lead Teacher for More Able regarding more able provision
  • To ensure funding is available for more able initiatives where necessary.

Monitoring and evaluation

More able provision will be monitored and evaluated on a regular basis. 

The opinions of staff, students and parents regarding more able provision will be sought on a yearly basis at a minimum. 

All activities and initiatives will be recorded and reflected upon through quantitative and/or qualitative methods. Any activities which incur a cost will be evaluated at the end of the programme. The findings will be presented to the Vice Principal before proceeding with a further programme. 

Appendix One

More able students should be leading their own and others’ learning. Students should be facilitating learning through group work and delivering sections of lessons. Students should also be taking a proactive and independent approach to their own learning within the classroom through self-assessment, self-pacing and self-monitoring. Additionally, outside of lessons, students should be reading around topics, additional high-level practice questions and demonstrating an understanding of how individual topics come together as a whole. 

Extension and challenge work should be of a more demanding and complex nature for more able students. The focus should be on providing work which is more difficult, open-ended and creative-not just more in terms of quantity. Teachers should make extension and challenge work explicit to students and should ensure more able students are completing this on a regular basis. 

More able students should be exposed to additional material which applies content beyond the subject-specific curriculum. This may take the form of applying knowledge to real-life examples and contemporary issues; integrating work beyond the current Key Stage; and making interesting and creative cross curricular links to other subjects. 

More able learners should be encouraged to construct their own ideas rather than passively receiving content. Learning for more able pupils should involve a range of critical thinking skills to help students achieve this, including: problem solving, high-level analysis, enquiry-based approaches, justification, synthesis, evaluation and critiquing and disproving theories. 


Appendix Two

What do the above strategies look like in different subjects?

  • Integration of additional texts to supplement core texts.
  • Applying current affairs and key historical events to texts.
  • Applying philosophical and ethical questions to texts.
  • Introducing literary theory and criticism.
  • Allowing students to form their own questions to respond to.
  • Allowing students to construct responses in small groups or pairs.
  • Exploring abstract concepts (e.g. ideas and implications of ‘infinity’, pi, imaginary numbers, the cosmos and binary code)
  • Introducing mathematical concepts beyond the curriculum for the year group.
  • Encouraging students to set questions themselves, particularly those which can be applied to real-life examples
  • Asking more able students to teach concepts to other students
  • Encouraging participation in UKMT Maths challenges that stretch students creative, visual and problem-solving abilities.
  • Insisting on absolute precision when using key terminology in written and oral tasks
  • Exploring ethical and moral dilemmas in science
  • Discussing current affairs relating to the subject
  • Offering extended independent research-style projects
  • Asking students to apply high-level concepts to everyday examples
  • Asking students to research and present new concepts to their peers
  • Encouraging attendance at lunchtime lectures and encouraging students to lead these lectures
  • Applying social and ethical dilemmas to certain topics
  • Providing additional reading materials in humanities (e.g. articles from the periodical Geography Association magazine)
  • Promoting enquiry-based learning
  • In geography, students will be given “P5 homework’ in which they must do an extended task such as a poster, presentation or essay, the best of which will be given a P5.
  • Asking students to research the basic facts about a topic at home in order that they can then study it in depth in lessons.
  • Providing students with authentic challenging texts
  • Explore current affairs in the relevant country
  • Using authentic culture based pictures for description work to challenge and extend vocabulary. (e.g. Tintin for French or Mafalda in Spanish)
  • Exposing students to higher level grammatical structures
  • Creating an element of mystery and problem-solving (e.g. exploring etymology)
  • Enabling participation in trips and masterclasses to experience new concepts first hand
  • Encourage students to engage in performing arts outside of the classroom (e.g. going to see performances in their own time)
  • Encouraging attendance at after-school clubs to gain a deeper understanding on a smaller student-to-teacher ratio
  • Integrate detailed knowledge about the history of art and movements, encouraging students to apply contextual analysis
  • Using opening questions at the beginning of topics to enable students to create accounts and reasoned arguments at a relatively abstract or hypothetical level.
  • Encouraging students to identify the successes of others and to celebrate them.
  • Using visually exciting resources, including new technology to promote curiosity.
Performing Arts
  • Enabling participation in trips and masterclasses
  • Encouraging participation whole school performances
  • Encourage students to engage in performing arts outside of the classroom (e.g. going to see performances in their own time)
  • Asking more able students to lead sessions for younger students
  • Allowing students the opportunity to read, watch, hear entire set work before practically exploring in a way that they can be engaged in questioning and analysis at a deeper level
  • Encourage participation in a range of extra-curricular initiatives
  • Embedding specific wider reading tasks in SOW for homework and extension tasks (linking to tactics, rules and regulations in the sport- leadership and development of school core values.)
  • Providing opportunities for students to respond in ways other than writing e.g. display work, role play and short video films.
  • Give a set number of words to be used to make more able students think hard before they write, and make every word count.
  • Discussing current affairs in sports
  • Exploring more analytical aspects of sport (e.g. statistics and research, sports commentary)