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The Howard Partnership Trust (THPT) is a Surrey based Multi-Academy Trust, comprising 4 secondary and 6 primary phase schools. We are proud of our ethos of collaboration and inclusion, "Bringing out the best" in students of all abilities and backgrounds. Visit website

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Stretch and Challenge for More Able Students


The more able at Oxted School are identified as those who appear as ‘Prior Attainment High’ on SIMS. These are students who achieved Level 5 or above (Years 9-11) or 110 on average (Years 7-8) in their KS2 SATS.

 Other students may also be identified as More Able at the discretion of Heads of Faculty and the Stretch and Challenge Coordinator.


Intervention falls into the following phases:

Phase 0 – Transition

Successful transition is central to ensuring that the speed of progress made at primary schools is maintained or increased when students reach secondary school. 

  • We have high expectations of what our students have achieved at primary school, and look to build on their prior learning immediately rather than setting work which is not challenging or repetitive
  • Many subjects will conduct base level assessments at the start of Year 7 to establish the knowledge, skills, and understanding that students already have

Phase 1 – Quality First Teaching

The most important part of our provision for More Able students is the quality of teaching they receive in every lesson, every day.  

  • More able students are identified as ‘Prior Attainment High (PAH)’ on seating plans
  • All Schemes of Work have been re-written working backwards from GCSE to allow for higher challenge, and greater levels of Mastery
  • Assessment for Learning is used to determine the current level of students
  • Teaching is differentiated to allow for High Challenge
  • All teachers are required to provide additional ‘Challenge Tasks’ for our more able students to ensure they are constantly accelerated
  • Homeworks are differentiated to accelerate the More Able
  • More Able students are used as Learning Mentors and Subject Experts during lessons 

Phase 2 – Enrichment beyond the classroom at School

Enrichment activities help to improve students’ motivation, build self-esteem, and provide them with the Cultural Capital they will need to be successful in the future.  

  • All Departments provide additional Stretch and Challenge activities and resources on Frog
  • The school enters More Able students into additional activities such as the Maths Challenge, Debating Competitions, and STEM workshops
  • ‘Futures Fridays’ provide an opportunity for students to raise their aspirations and find out about future careers

Examples of further Enrichment Activities at Oxted include: 

  • Advanced Maths Club
  • Orchestra
  • Junior and Senior Choir
  • Booster 9-7 Sessions
  • Year 8 and Year 9 Royal Institute Maths Lectures
  • Debating Society
  • STEM – Careers Events and University Events
  • Languages Leadership Scheme
  • Sports Leadership Scheme
  • Science 9-7 Lecture Programme
  • ‘The Acorn’ School Newspaper

Phase 3 – Additional Opportunities outside of School

Examples include: 

  • ‘The Brilliant Club’
  • Partnerships with specialist schools, such as the Yehudi Menuhin School.
  • Surrey University – Taster Week
  • Royal Holloway Open Day – Raising Aspirations (Year 9)
  • Year 10, Year 11 and Year 12 Trips to St Hugh’s College, Oxford
  • Surrey University Skills Fair  

Tracking and Monitoring

All teachers are made aware of the More Able students they teach and are expected to ensure all students meet their respective benchmark grades. 

  • Teachers provide detailed class seating plans on which they identify More Able students and add annotations to indicate the extra provision they have put in place to support the development of their More Able students
  • Oxted School has a designated Stretch and Challenge Coordinator who has special responsibility for the progress of More Able students. They monitor and review More Able student progress throughout the year and intervene in conjunction with Progress Leaders and Heads of Faculty where necessary to maximise attainment and achievement
  • Tutors are made aware of their More Able students. Tutors are expected to track the progress of More Able students across their subjects and maintain a dialogue with each student’s teachers about their performance in the classroom. Tutors are also responsible for urging More Able students to participate in enrichment activities and monitor the range of opportunities available to students
  • Heads of Faculty and Heads of Department are also responsible for the tracking of More Able students as a focus group, ensuring that they monitor and mitigate any underperformance from More Able students
  • More Able students are regularly asked to take part in surveys throughout the year that ask them to give feedback on their learning and to share with us their learning experiences. This allows us to work in partnership with the More Able students to ensure that their needs are being met

Additional Resources

The following links may be of interest to parents: