National Academy for Gifted and Talented Youth

NAGTY changed its admissions policy radically during its run. Initially, all students had to submit a large portfolio, complete with an individual letter detailing why the student would like to join, and numerous pieces of evidence such as UKMT certificates, World Class Tests results, school work, SAT or GCSE results, IQ tests and references from teachers. This portfolio would then be examined by a number of professionals who either approved or declined these entrants, depending on whether or not they deemed that the applicant was in the top 5% of the national population. As admission numbers grew, NAGTY decided that it would be necessary to simplify the admissions, in order that they could be processed at a greater rate. The new process, renamed "Loc8or" (changed from "Talent Search" - the initial title), asked for 3 different areas of evidence:

• A letter of application in which students had to introduce themselves, along with two questions that they would address to an expert in a particular field (these questions were never actually answered)
• A portfolio (one or more pieces) of evidence of ability from a formal or standard test (such as those above) (the Academy was quoted as saying at the time: "However, we know that sometimes your test results don't always reflect your true potential, so we also ask for a third piece of evidence.")
• Evidence from informal sources, such as a teacher's recommendation, or evidence of participation in an informal society or club (coursework could also be submitted for this section of evidence)

However, at the end of 2003, the Loc8or process was again simplified so that the only requirement was a single piece of evidence and a form of endorsement from the applicant's school.[2] This policy raised considerable debate amongst some parties, including some of NAGTY's own students, that the less stringent application process led to students being admitted that were not necessarily in the top 5%. The Academy denied this.

For its members, NAGTY offered a number of different activities, most of which were subsidised by the DfES. Some of these activities included:

• Two or, as was the case up to 2007, three-week summer schools at universities around the country, covering a variety of subjects. The aims of the summer school's programs were to provide additional breadth (introducing participants to subjects they might not be able to engage with in the National Curriculum, for example), adding depth to a student's studies (by introducing them to additional material in a National Curriculum subject that might not ordinarily be covered in school) and providing acceleration to learning (introducing concepts that a student might normally expect to encounter at a later stage in his or her school career). These summer schools were open only to members of NAGTY in key stages 3 and 4 (ages 11–16).
• Outreach events on weekends and weekdays during school holiday periods. These varied in length from half of a day to a week and were either residential or non-residential. They offered a rather condensed learning experience. Outreach events were later expanded to include lectures in a number of specific fields.
• Online learning material (online study groups). This included contact with professionals in particular fields.
• Residential week-long courses which were aimed at sixth form and college students. These were in collaboration with Villiers Park.
• Internet forums which allowed members to talk informally, debate or gain moral and social support from each other.

The aim of the Student Academy was to help students to maximize their potential, by providing additional activities and services that maintain engagement with and motivation for education.

The Academy also provided a service for the education system of England and Wales, a service that was entitled the "Professional Academy". The aim of the Professional Academy was to work with schools to enable them to provide better education for gifted and talented youngsters than would otherwise be possible. In the long run, they aimed for a situation where as much emphasis and thought would be given to the education of gifted students as it was to people with special educational needs. The Academy attempted to achieve these aims through the use of teacher training and publications.

The Academy also has an 'Expertise Centre', the aim of which was to study 'giftedness' and what it is that makes some children more 'clever' than others, and to research the best ways of educating such children. A wider aim was also to allow society to more widely understand the concept of 'giftedness' and encourage more research in this area.

The Academy produced a number of publications, all aimed at separate groups, but the majority of which were for use by the "Professional Academy". The main publication, which was intended for all of the students that were members of the Academy, was entitled Aspire and was published three times per year. The first seven issues of the magazine were distributed to both the professional and student academy, but from the eighth issue on, two publications were produced, one aimed at each of the two main focuses of the academy. Copies of this publication can be found on the Academy's website.

The University of Warwick formally launched IGGY, a social network for gifted students, in October 2012.

In January 2010 the government announced that NAGTY would be closed the following month.[3] It has since been replaced by IGGY: International Gateway for Gifted Youth.

• Gifted education

• Official homepage
• Interview with Professor Deborah Eyre, Director of NAGTY
• "University Decides Against Tendering to be NAGTY's Successor". University of Warwick. Retrieved 5 January 2007.
• "University announces new international venture for gifted and talented children as part of new strategy". University of Warwick. Archived from the original on 23 December 2007. Retrieved 5 September 2007.
• IGGY