Provision for More Able Students

What does More Able mean?

The term ‘more able’ is defined as those students whose progress exceeds age related expectations. However here at Kelmscott we recognise the need for a broader and more enriched approach for our more able students.  


These learners are identified on a yearly basis by subject teachers and/or on a permanent basis by Year 7 Cognitive Ability Test (CAT) scores and/or Key Stage 2 results.


If your son/daughter has been identified this year as More Able by one of their teachers, this means they are either already achieving a high level of success or demonstrating potential.


We hope they will make good use of the opportunities for challenge in lessons and widen their experience by taking part in the extra-curricular activities. Although it may be assumed that all More Able students will achieve success in the education system easily, this is not always the case. Appropriate support of teachers, parents/carers and peers together is needed.


At Kelmscott School our aim is to ensure the provision of opportunities to boost the attainment, motivation and self-confidence of all students.


We provide this in several ways:


  • Differentiated lessons

  • Extra-curricular activities

  • Educational opportunities, visits, trips, master classes and college/university taster sessions

Supporting Your Child at Home

As well as providing appropriate support in school, it is vital that the Most Able students have a range of external support to help them achieve their full potential.


As parents/carers, you can help support your child in several ways:


  • Providing an effective learning environment at home

  • Taking an active interest in their school work (including homework)

  • Encouraging discussion and questioning about their education

  • Visiting museums, galleries and exhibitions

  • Providing a suitable range of information/resource material to study from

  • Praising achievement and progress

  • Providing the opportunities for extra-curricular development

  • Actively encouraging their hobbies

  • Do not always focus on your child’s obvious strengths, encourage them to sample new activities

  • Attend college and university open days for secondary school students.


You can support the school by always maintaining contact with us in order to help support the all-round development of your son/daughter both academically and personally.

Additional Support in School

If you feel your son/daughter would benefit from extra support in school the following people are available to help:

  • Tutor

  • Subject teacher/Head of Department

  • Miss M. Reid (Co-ordinator for More Able students)

  • Learning Mentors

Our Trip to Oxford Visiting a top university in the UK is an ineffable and amazing experience. For someone who grew up in East London, I didn’t consider Oxford as one of my university options simply because I thought it was for rich, private-school kids and not a state-school kid like myself or my peers. This trip opened my eyes to what Oxford is really like and made me realise that there is nothing stopping me from going there, besides myself. For me to gain an opportunity to go on this trip, around 25 HAP students had to compete in an essay-writing competition. The scariest part was the fact that only 10 HAP students were going - 10 of the best. We were given a scenario in which we had to pick the person we blamed the most for the crime committed - the crime was a car accident leading to the murder of a little child. The 10 winners were chosen by Ms Meyrick and Ms Reid who put a sheet of paper on the library door to show who had won and it felt like a great accomplishment to see my name amongst so many other great students.


On the day, we travelled with two other schools - Willowfield and Walthamstow School for Girls - by coach to get to Oxford. I loved it there as there were outstanding scenery and architecture, especially of the different colleges and libraries around the campuses. We had an amazing speaker who was from Wales and he spoke to us about Oxford; what you can do, how you can get in, the type of support provided, etc. Afterwards, two students (one from Walthamstow School for Girls and one from Willowfield) that currently attend Oxford talked to us about their application and what it was like for them. I found that part very useful because I could relate to some of the things they thought about Oxford before deciding to go there. Most importantly, they still got in despite going to a state school, like me. After our talk, we ate lunch and went for a tour around the campus. We saw libraries, student bars and general places where students hung out and chilled.


Our tour guide explained student life on campus and other things like who you would go to in an emergency or what the options were if you didn’t feel well physically and mentally when you had a deadline to submit, for example. We also went on a tour around Oxford and then we visited the Pitts River museum. The Pitts River museum was by far my favourite part of the trip. It gave me a different outlook on Oxford. We were allowed to explore the museum with our friends and at the end, we were even given the chance to go on a scavenger hunt in groups of two to look for certain artefacts in the museum. The most interesting thing was the South American shrunken heads - real life heads that had been decapitated, shrunken and kept in the museum! It was frightening and interesting at the same time because I’ve never seen anything like that up close. 

The museum was my favourite part of the trip because we experienced so many different cultures and the way they worked and the different things that they practised. Overall, this trip was very influential and useful for me. I am even considering an application to Oxford University in the future but I learnt so many useful things (e.g. I actually didn’t know it was a group of separate colleges until that trip) about one of the most prestigious universities. Here is an excerpt of my essay: ‘I believe that although the government plays a part in this, and the texting driver, a parent/carer has an immense responsibility which is rudimentary to taking care of a child.


This immense responsibility is ensuring the child’s safety and protecting him/her every single day under every single circumstance. By the child being near the busy road, unsupervised and exposed to all sorts of dangers, the parent/carer is definitely dismissing their responsibility and causing the child’s death, more than anyone. Subconsciously, children lay a large amount of trust within their parents to protect them from things they are too small to understand. This parent/carer, in my opinion, has let their child down deeply and largely caused their death more than any other group/person'.

By Ida Saidy

Year 9 Parents are being encouraged to attend the UCL Parents Evening 

UCL Parents' Evenings 2018


UCL is proud to host Parent Information Evenings for parents/guardians of pupils from Years 6 to 11.

These events are for parents and guardians who would like to learn more about university in order to support their young people as they progress through secondary school and further education. Parents/Guardians will have the opportunity to ask questions, learn more about UCL, university life and higher education, as well as how to effectively support their children now and with their future aspirations. 

All events are FREE and run from 5.30-7.30pm.

Events in 2018:


Please note: Parents/Guardians must have a child that attends a non-selective state school in the UK and is currently in Year 6 – Year 12. Priority will be given to parents/carers of students who meet one or more of our 

Pre-16 eligibility criteria.

To apply for your place at one or more of the Parents' Evening events, please complete this online registration form.     

If you have any questions about the event please contact:

Alexander Hall - Email:  Telephone: 020 3108 7646

Kelmscott was very pleased to have the following year 9 Higher Attaining Pupils awarded for their hard work and attainment in Maths and English at the Young Gifted and Black awards.


Well done to:

Destiny Montaque

Ida Saidy

Olivia Stanford Roberts

Zyron Gordon

Ridwan Mahdi


We are also very pleased that the following past students were also awarded for their brilliant GCSE results. Well done to:

Bethany Phillips

Jasmine Grey

Jesse Brefo

Saran Ford-White

Matias Francisco

At Kelmscott we have students who are capable of reaching the very top in education. A large number of students gain A* and A in a range of subjects.We recognise these students from their levels achieved at primary school and by their work at Kelmscott, and closely monitor their progress.

All subjects support high achievement by creating challenge in every lesson, so that students can do their best. Subjects such as Maths and Science are set by ability and there are oppourtunities to study Latin, triple Science, Ancient History and a choice of languages. All subjects score top grades. In addition, teachers organise a range of activities at lunchtimes, for example Poetry club, Book group, Drama, Engineering (STEM) club, Chess (and board games), Guitar club and Choir. Excursions are also organised, so that students can see Shakespeare play live, or go to France to learn about the Second World War.


Kelmscott keeps in touch with ex-students, who come in to speak to year 10 and year 11, and our links have meant we have been able to run trips to Law firms and the Supreme Court, for example.

There are activities organised so that students can plan ahead and aspire to higher education, including visits to 6th forms and Universities. We have links with both Leyton 6th form, and year 9 students go to Sir George Monoux College.

We have had visits to Queen Mary's University of London, and students are encouraged to apply for summer schools at UCL, LSE and St George's Medical School often with success. Some Year 9 students have taken part in the Sutton trust scholarship programme.

We know that more able students need support at times, so we organise a system of personal mentoring especially in years 7 and 11, to help and advise them how to fulfil their potential and make decisions about their future.

'I was able to get an insight into what studying A levels and BTECs is like, and the variety of subjects that the college offers'

Eeman Chaudhury 

'I now have a rough idea of what I want to be in the future'

Serish Mahmood

'I like the idea of one-to-one tutorials whilst visiting Oxford University'

Ana Ungurreanu

'I think I have a fondness for Anglo-Saxons after my trip to Oxford'

Aqiff Kharuddin