This introduction to the field of teaching the very able child provides practical help on meeting their needs within the mainstream school, as well as advice on formulating and developing an effective whole-school policy. The book examines strategies for identification and provision which are in line with government policy; questions the definitions of the terms "gifted" and "very able"; encourages heads, teachers and governors to discuss and adopt principles which suit the very able pupils' specific needs; demonstrates how the whole-school policy can be put into effective practice; and provides guidelines for checking that day-to-day lessons have sufficient challenge for the very able child. The author has selected relevant information which schools can use as a basis for their decision making and offers an extended reading list for those wishing to read the topic in greater detail.