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Stefani Shedden is an experienced teacher, leader and consultant with a particular interest in G&T and realising the potential of disadvantaged learners.

Section 1: Leadership to establish the momentum for change This section helps leaders to review and re-evaluate what G&T provision means for their school. It explores the link between G&T and school improvement and recommends a 'project' approach to school improvement. It contains strategies for tackling in-school variation. Section 2: Identify target pupils By working with small target groups of pupils, intervention strategies can be trialled, tested, evaluated and then applied across the school. The aim is to identify what works and then transfer that practice more widely. This section focuses on KS4 pupils; however target pupils could equally be drawn from KS3. Senior leaders in charge of inclusion and G&T, subject leaders, pastoral leaders and G&T leads will find it useful to work together on the issues, activities and discussion points in this section. Section 3: Improve learning for all - improving teachers' skills and expertise This section shares similar themes with the following chapter on developing pupils' skills. The emphasis is on developing the quality and consistency of teacher understanding and practice through collaborative CPD, and linking this to the school's improvement priorities. This section will be useful for G&T lead teachers who are supporting staff development, senior leaders in charge of CPD and subject leaders. Section 4: Improve learning for all - developing pupil skills There is a strong overlap between supporting the development of teachers' skills and expertise and strengthening pupils' skills for successful learning. The emphasis in this section is on activities and tasks to develop pupils' skills for excellent performance, for mastery and for the confidence and aspirations required to be a successful learner. Section 5: Engage parents There is a great deal of evidence to show that parental engagement with learning is one of the most reliable indicators of future academic success. This section will explore a range of effective strategies for engaging parents in their child's learning and giving them the confidence and skills to support their child. Practical examples and tools are provided to enable schools to create their own improved parental communications strategy. Section 6: Building capacity through partnership Schools that build effective links and networks improve their own outcomes and practice. OFSTED will not recognise schools as outstanding if they have not built effective partnerships and both support others and learn from them. This section explores how schools can build capacity to support staff and pupils by working in partnership with staff, stakeholders, other schools and organisations