Supporting Highly Able Programmers in Secondary Schools in England

The literature focusing on highly able programmers and in particular effective strategies to support them is limited. In the wider educational context beyond Computing, the conception of ‘gifted’ learners has been undergoing a shift with research suggesting that existing strategies have been reproducing inequalities, particularly for pupils from disadvantaged backgrounds. It has been suggested that individual interventions are not effective in supporting highly able learners. Instead, a suite of different types of interventions (academic extension; cultural enrichment; personal development and removal of financial barriers) is required.<br/><br/>In this study we sought to develop an understanding of the strategies currently being employed to support highly able programmers in secondary schools in England. We conducted a national survey of secondary computing teachers and received 108 complete responses from across the country. Participants were asked to describe the strategies they employ to support their most able programmers. These responses were coded and assigned to one (or more) of the four types of intervention. The majority (85\%) of teachers described interventions which involved academic extension, with 24\% describing interventions which involved personal development. Only 1 teacher mentioned cultural enrichment activities and none discussed removal of financial barriers.<br/><br/>The participants were also asked to rate the training they received in supporting highly able programmers. Half of the participants reported receiving no training during their pre-service teacher education and 30\% reported receiving no in-service training in this area.