Below are a few general principles about how parents can support the development of their child in respect of:
• General Cognitive Development
• Language Development
• Logic and Numerical Development
• Development at School

General Cognitive Development
There is increasing evidence that the intellectual development of children is supported particularly well when they are regularly exposed to intellectual stimulation which promotes a growth of knowledge and problem solving skills. But as equally important as the stimulation is the opportunity to experience unstructured 'free time' where children have the responsibility to amuse themselves and so typically develop their imagination and creativity skills.

Parents can support their children by helping them to encounter intellectual stimulation in reading and in new experiences through visiting museums, galleries or through interacting with other venues and situations with which they are less familiar. Some parents arrange additional formal studies for their children and that too can be helpful, although it is important to ensure that the children do not become intellectually exhausted. Sometimes the most effective support that a parent can provide may be actually limiting the number of engagements and formal activities that their child is exposed to, in order to ensure that the child has the intellectual space and 'free time' in which to play, experiment and develop hobbies and interests of his/her own.

Language Development
Some gifted and talented children manifest a particular love of, and aptitude with, language. They enjoy learning new words and phrases and perhaps like to use unusual forms of expression. Parents can support their children in the development of their language skills by reading with them and in particular by talking about and discussing what they are reading.

Some children respond particularly well to different types of literature and schools and libraries are usually only too pleased to offer advice about how a child's reading can be broadened and varied. Some children enjoy and show an aptitude with oral language but are less interested in formal reading. Where this is the case the most effective support can be helping the child to gain in confidence with material he or she feels comfortable with, rather than in trying to move the child onto more complex material than he or she is ready for.

Logic and Numerical Development
Some pupils have a particular interest in numbers and logical reasoning. They will typically enjoy exercises involving these aspects and may well enjoy talking about problems involving calculations and conversions.

Parents can support their children by trying to ensure that they enjoy any additional logic and numerical work that they are doing at home. Making games and playing games are good examples of ways in which children can do this. It is also important to balance activities which acquire new knowledge and new skills with activities which provide an opportunity to strengthen already existing skills by focusing on ways of applying logical and numerical

Development at School
Schools aim to support the intellectual development of children in a holistic framework which takes account of intellectual needs as well as PSHE (Personal Social and Health Education) needs. Some gifted children have developed intellectually in terms of knowledge and understanding which would normally be expected of much older pupils. Other gifted children can show significant reading or numerical abilities in circumscribed aspects of the subject whilst others can seem to be making significant process through curriculum materials but are doing so in terms of learning to perform functions and activities rather than actually understanding the material and its application.
As every child is unique there can be no single way of meeting the needs of a gifted child, but in determining provision that is appropriate for your son or daughter a school will typically aim to ensure that the pupil is intellectually challenged and making progress in terms of understanding as well as knowledge whilst also working in an environment which meets their PSHE needs.

All schools will use differentiation with gifted and talented pupils and parents should be able to see evidence of challenging activities in their childrens' exercise books. All schools should have monitoring procedures to ensure that gifted and talented pupils continue to make appropriate progress. In some schools gifted and talented pupils are supported through the use of an IEP (Individual Education Plan) especially where they are working through materials or at a level which requires significantly different planning from the class teacher. At present there is no additional funding available for gifted and talented pupils.

Gifted and talented learners are defined those who have one or more abilities developed to a level significantly ahead of their year group (or with the potential to develop those abilities).

Gifted describes learners who have the ability to excel academically in one or more subjects such as English, drama, technology;

Talented describes learners who have the ability to excel in practical skills such as sport, leadership, artistic performance, or in an applied skill.

Providing for gifted and talented learners in our schools is a matter of equity - as with all other pupils they have a right to an education that is suited to their needs and abilities, to allow them to fulfil their true potential.

National Association for Gifted Children -

1. Encourage your child and their friends to talk about what they read and share good reads.
2. www.cool-reads.co.uk provides reviews of books for teenagers by teenagers.
3. Suggest older children read with younger members of the family.
4. Read yourself. Set a good example by reading for pleasure and talking about the reading you do at work and home.
5. If they say they don't have time for reading books or novels (after all, many adults say the same), encourage them to read other materials or non-fiction books that relate to their current concerns and interests - for example, biographies, true-life stories in magazines and news reports.