Glenburn Primary
Glenburn Primary School Handbook 2015 Page 1 CONTENTS SECTION A Page No. GENERAL SCHOOL INFORMATION 1. 2. 3. 4. 5. 6. 7. 8. Welcome to Glenburn Primary ... an introduction by Head Teacher................... 4 Statement of School Ethos Aims and Values..........................................................5 & 6 Prestwick Cluster........................................................................................... ........... 7 School Information...................................................................................................8 Name / Address / Telephone Number Email address/website Denominational status / Accommodation and Capacity House structure Nursery provision Catchment map and area School Staff................................................................................................................ 9 & 10 Management Team................................................................................................... 11 - 14 The School Year......................................................................................................... 15 School Hours and Enrolment...................................................................................16 SECTION B TEACHING AND LEARNING 1. 2. 3. 4. 5. 6. 7. 8. 8. 9. 9. 10. 11. 12. 13. Curriculum for Excellence………………………………………………................ 17 The Core Curriculum................................................................................................ 18 - 22 Extra Curricular Activities......................................................................................... 23 & 24 Home Learning Policy.............................................................................................25 Assessment and Reporting....................................................................................... 25 - 27 School Improvement ...............................................................................................28 Additional Support Needs.......................................................................................28 - 35 Psychological Services……………………………………………………………….35 Getting it Right for Every Child ............................................................................. 36 Child Protection.......................................................................................................36 Composite Classes.....................................................................................................37 Religious and Moral Education................................................................................ 37 - 38 Sensitive Aspects of Learning..................................................................................38 - 39 Equal Opportunities Provision and Inclusion.........................................................39 Health and Wellbeing (including school behaviour management)......................40 - 41 Page 2 14. Pupil Council...........................................................................................................42 SECTION C HOME / SCHOOL / COMMUNITY 1. 2. 3. 4. 5. 6. 7. 8. Parental Involvement and Home School Links......................................................42 Parents as Partners / Parent Council and Parent Forum.......................................43 Choosing a School...................................................................................................45 Attendance...............................................................................................................46 - 48 Transferring Educational Data about pupils........................................................... 48 - 50 School Uniform Policy............................................................................................50 - 51 Transfer to Secondary School................................................................................. 51 Parental Complaints Procedure...............................................................................51 - 52 SECTION D CARE AND WELFARE 1. 2. 3. 4. 5. 6. 7. 7. 8. 9. 10. 11. Playground Supervision............................................................................................52 School Meals and Free School Meal Information................................................... 53 Footwear and Clothing Grant Information............................................................ 53 Transport Guide to Parents (including privileged seats)........................................ 54 - 55 Insurance...................................................................................................................55 Valuable Items..........................................................................................................55 Use of Mobile Phones..............................................................................................56 Health and Medical Information............................................................................. 56 - 58 Data Protection Act................................................................................................ 59 Freedom of Information (Scotland) Act 2002.................................................... 59 Helpful addresses and websites................................................................................. 60 Appendix A………………………………………………………………………....62-67 Page 3 SECTION A – GENERAL SCHOOL INFORMATION Welcome to Glenburn Primary Dear Parents Our handbook highlights the aims of Glenburn Primary School, gives you information about the curriculum in its many forms and identifies some of the activities which take place in the school. There is an ever-increasing number of opportunities when you, as parents, can become involved in the life of our school. By working together we can develop a partnership that will enhance not only your child’s education but will also give him/her a sense of belonging and commitment to the community to which he/she has joined. Many of you will already have close links with the school and I look forward to working closely with you to further strengthen existing relationships. I would like to extend a warm welcome to those of you joining our school community. I look forward to welcoming you and your child/children in person to the school and working closely together in supporting your child’s development. To the parents of the children who will join us in the session 2015-2016, I hope the information in our handbook will be of particular interest. When your child joins us at Glenburn we are entering a new partnership where our aim is to provide an educational experience for all children which is of the highest quality. Please do not hesitate to contact me if you would like to discuss anything regarding your child’s schooling, as I firmly believe that between us we can achieve the best possible outcomes for your child. Please feel free to contact me with any ideas or suggestions you may have. I feel one of the most valuable resources is the parent body and everyone at Glenburn is very proud and appreciative of the continuing, invaluable support we receive from parents and the wider community. Yours faithfully, Page 4 School Ethos, Aims & Values The aims of Glenburn Primary have been developed in consultation with the Parent Council, parents and the involvement of pupils in classes and groups. Our school aims are founded on the shared values and ambitions of the school and its wider community. They take account of the needs of the pupils and reflect the improvement objectives of South Ayrshire Council. These objectives give a framework from which priorities in the school improvement plan will be developed. “Our school aims to provide a welcoming, caring environment in which everyone is given the opportunity to achieve their full potential.” 1: We aim to create a positive school ethos, which promotes inclusion and equality by: creating opportunities for all pupils and staff to achieve their potential providing a welcoming climate where pupils, staff and parents feel valued and proud of our school ensuring equal opportunities for all encouraging relationships based on mutual respect and understanding for each other 2: We aim to provide an appropriate curriculum which will: ensure breadth, balance and structure provide quality programmes and courses meet the needs of all pupils be delivered through quality teaching and learning opportunities encourage independent learning 3: We aim to maintain high standards of achievement by: promoting a positive ethos of achievement maintaining and raising standards (where appropriate) in numeracy and literacy 4: We aim to promote effective partnerships with parents, agencies and the community by: encouraging parents to be involved in their children’s education supporting and working with the Parent Council contributing to the work of the community Page 5 5: We aim to support our pupils by: providing a welcoming, caring environment providing equal opportunities for all assisting personal and social development equipping them with adequate skills, activities and expectations to enable them to access learning for life promoting independent learning skills, motivating them and improving self-esteem facilitating access to sports and cultural activities 6: We aim to develop an effective framework for learning by: supporting and developing teachers’ skills through commitment to staff development providing quality in-service programmes and ensuring access to quality programmes carrying out regular audits to establish priorities maintaining good relationships between staff/pupils/parents SOUTH AYRSHIRE COUNCIL VALUES The Council has set out its six core values. These are: Help for those who need it most Commitment to quality public services Pride in the Community Service to others Lifelong Education Partnership Page 6 Prestwick Cluster Several years ago the Prestwick cluster schools worked together on a ‘Values’ project. These values are identified below and continue to lie at the heart of our work. Prestwick Cluster Core Values Honesty Respect Equality Compassion Responsibility The cluster schools meet regularly and continue to share information and good practice through an ethos of team working and professional engagement. Page 7 School Information SCHOOL NAME: GLENBURN PRIMARY SCHOOL ADDRESS: TELEPHONE NUMBER: SHERWOOD ROAD PRESTWICK KA9 1EY 01292 473452 E-MAIL ADDRESS: glenburn.mail@south-ayrshire.gov.uk WEBSITE: www.glenburn.sayr.sch.uk HEAD TEACHER/CONTACT: Rosalind Webster, telephone 01292 473452 DENOMINATIONAL STATUS: TEACHING BY MEANS OF GAELIC LANGUAGE: PRESENT PRIMARY ROLL: Glenburn School and Nursery class is a co-educational, non-denominational establishment. There is no teaching by means of Gaelic Language at Glenburn. PLANNING CAPACITY: 429 WORKING CAPACITY: 462 HOUSE STRUCTURE: Adamton Boydfield Marchburn Sherwood Children are allocated to the same House as the rest of their family. 360 Parents (parents, meaning anyone with parental responsibility i.e. natural parents, guardians and carers) should note that the working capacity of the school may vary dependent upon the number of pupils at each stage and the way in which the classes are organised. PRESENT NURSERY PROVISION: 60 WORKING CAPACITY: 30 Morning and 30 Afternoon. All children in their pre-school year attend five sessions each week. USEFUL LINKS: Please see Appendix A at the back of this handbook. CATCHMENT AREA: Details of the school's catchment area and street names are available for inspection at the school and parents can also access them on the Council's website at www.south-ayrshire.gov.uk Catchment map and area are available from the School Management Section , Educational Services, County Buildings, Wellington Square, Ayr, KA7 1DR. Page 8 School Staff TEACHING STAFF Head Teacher Depute Head Teacher Principal Teacher & Nursery Principal Teacher Principal Teacher 1M & 1R Mrs Rosalind Webster Mr Graham Brett Mrs Karen Blackwood Miss Caryn Davidson Mr Duncan Owens Mrs Vera Mackay 2I & 2B Mr Stewart Bentley 3DF 3R 4HF 4M Mrs Lisa Ingram (Miss Nicola Coull covering) Mrs Sharon Dunlop Mrs Shona Richardson Mrs Kathryn Hamilton Miss Alison McLean/ 5M & 5BM Miss Sarah MacKenzie Mrs Karen Bain/Mrs Alison McPherson 6K & 6N 7CM & 7LM Nursery Teacher Nursery Nurses Support for Learning (0.5) Music Mr Daniel Keenan Mr Craig Martin Mrs Karen Blackwood Mrs Irene Petrie Mrs Raka Parkinson Mrs Karen Henderson Miss Carly Nico/Miss Caryn Davidson Miss Lynsey McCulloch Miss Kirsty Robinson Miss Debbie Fairbairn Miss Debbie Fairbairn Mr Duncan Owens Mrs Fiona Drummond Mr Brian Keachie (Brass) Miss Nicola Connell (Violin) Page 9 School Assistants Mrs Gwenda Brown Mrs Denise McGoogan 0.6 Mrs Isobel Davidson Mrs Ann Hough Mrs Carol Taylor Mrs Ann Rogerson Clerical Assistants Mrs Anne Blaikie Mrs Anne Holmes Mrs Cathy Russell Janitor: Mr Stephen Grant – also crossing patrol, Sherwood Road School Cook: Miss Angela McColm School Nurse: Nurse Ann Mackay Educational Psychologist: Miss Vivienne Scott Speech Therapist: Miss Catherine Peat English as an Additional Language Ms R Clancy Children’s Crossing Patrol: Mr George Stewart, Shaw Road/Adamton Rd Ms Dale – Shaw Road Page 10 GLENBURN PRIMARY – MANAGEMENT TEAM REMITS MANAGEMENT TEAM Head Teacher - Mrs R J Webster Management of Communications: Areas of Responsibility Include – Management of Staff: Recruitment of staff. Staff Review and Development. Monitoring and evaluation of learning and teaching processes. Formulation of School timetables. Effective deployment of all staff. Attendance Management. With Senior management – Formulate, implement and monitor school policies. Management of Curriculum: Establish and review effective channels of communication between all school users. Consult and communicate with parents and the wider community. Attend and help co-ordinate Parent Council meetings. Oversee reporting to parents procedures. Oversee Nursery / Primary and Primary / Secondary transitions. Official school correspondent with Local Authority. Promote awareness of School Community. Co-ordinate partnerships with the local and wider community. Engage with the practice and principles of Curriculum For Excellence as prioritised in our improvement plan. Ensure a variety of teaching approaches is used throughout the school. Development of the assessment procedures which reflect principles of CFE. Responsibility for tracking procedures and pace of learning. Oversight of all curricular areas. Personal and Social development of pupils. Management of requisition of resources. Page 11 Management of the Corporate Life of the School: Pastoral care of pupils, staff and school users. Advisor to the Parent Council. Lead the formulation, implementation and monitoring of school improvement plan. MANAGEMENT TEAM Depute Head Teacher – Mr. G. Brett Areas of Responsibility Include – Management of Staff: Mentor for teaching staff , P6 and 7. Participation in the recruitment of staff. Assist with Staff Review and Development. Assist with the monitoring and evaluation of learning and teaching processes. With senior management – formulate, implement and monitor school policies. Ensure two way communications between Senior Management and Staff. Consult and communicate with parents and wider community. Management of the Corporate Life of the School: Management of Curriculum: Management of Communications: As member of the SMT: ICT co-ordinator with responsibility for learning and teaching. Engage with the practice and principles of Curriculum for Excellence as prioritised in our improvement plan. Ensure a variety of teaching approaches is used throughout the school. Personal and Social Development of Pupils. Page 12 Promote school values and Citizenship. Management of Health and Safety Assist with formulation, implementation and monitoring of school improvement plan. Work collaboratively to review and update Behaviour Education approach. Principal Teacher - Mrs K Blackwood Principal Teacher – Miss C Davidson Areas of Responsibility Include – Management of Staff: Areas of Responsibility Include – Management of Staff: Assist with Staff Review and Development. Assist with monitoring and evaluation of learning and teaching processes. Mentor for teaching staff, early level. With Senior Management Team help formulate, implement and monitor school policies. Management of Curriculum: Engage with the practice and principles of Curriculum for Excellence as prioritised in our improvement plan – Rights Respecting School working group Ensure a variety of teaching approaches is used throughout the school. With other member of the management team – Personal and Social Education of Pupils. Management of Communications: Ensure two way communications between Management Team and Staff. Consult and communicate with parents and wider community. Management of the Corporate Life of the School Nursery Class teacher Pupil Support Coordinator pre-school –P3 Assist with the formulation, implementation and monitoring of school Improvement Plan. Promote school values and Citizenship. Responsible for Early Years (includes pre-school). Mentor for teaching staff, P4 and 5. With Senior Management Team help formulate, implement and monitor school policies. Management of Curriculum: Engage with the practice and principles of Curriculum for Excellence as prioritised in our improvement plan - Literacy Working Group and Dyslexia Friendly Schools coordinator. Ensure a variety of teaching approaches is used throughout the school. With other member of the management team – Personal and Social Education of Pupils. Determined to Succeed – Social Enterprise. Management of Communications: Page 13 Assist with Staff Review and Development. Assist with monitoring and evaluation of learning and teaching processes. Ensure two way communications between Management Team and Staff. Consult and communicate with parents and wider community. Management of the Corporate Life of the School Pupil Support Coordinator P4-7 Child Protection Coordinator Assist with the formulation, implementation and monitoring of school improvement plan. Promote House values and Citizenship. Principal Teacher – Mr. D. Owens Areas of Responsibility Include – Management of Staff: Assist with Staff Review and Development. Assist with monitoring and evaluation of learning and teaching processes. Mentor for teaching staff, P2 and 3 and including probationer teachers and student teachers. With Senior Management Team help formulate, implement and monitor school policies. Management of Curriculum: Engage with the practice and principles of Curriculum for Excellence as prioritised in our Improvement Plan. Ensure a variety of teaching approaches is used throughout the school. With other member of the management team – Personal and Social Education of Pupils. Responsibility for Health and Wellbeing and liaise with Active Schools’ Co-ordinator. Responsibility for the management of wider achievement. ICT co-ordinator, technical issues Management of Communications: Ensure two way communications between Management Team and Staff. Consult and communicate with parents and wider community. Management of the Corporate Life of the School Assist with the formulation, implementation and monitoring of school improvement plan. Promote school values and Citizenship. Page 14 School Year Session 2015/2016 TERM BREAK First Mid Term Second Mid Term Third May Day Summer Session 2016/2017 IMPORTANT DATES Teachers’ In-service Teachers’ In-service Pupils return Local holiday Local holiday Close Teachers’ In-service Re-open (Pupils) Close Re-open Close Local Holiday Local holiday Teachers’ In-service Re-open (Pupils) Close Re-open Close Re-Open Teachers’ In-service Local holiday Close Teachers’ In-service Teachers’ In-service Pupils Return Page 15 Mon 17 August 2015 Tues 18 August 2015 Wed 19 August 2015 Fri 18 Sept 2015 Mon 21 Sept 2015 Fri 9 Oct 2015 Mon 19 Oct 2015 Tues 20 Oct 2015 Wed 23 Dec 2015 Thurs 7 Jan 2016 Thur 11 Feb 2016 Fri 12 Feb 2016 Mon 15 Feb 2016 Tues 16 Feb 2016 Wed 17 Feb 2016 Thurs 24 Mar 2016 Tues 29 Mar 2016 Fri 1 Apr 2016 Mon 18 Apr 2016 Mon 2 May 2016 Fri 27 May 2016 Mon 30 May 2016 Wed 29 June 2016 Tues 16 Aug 2016 Wed 17 Aug 2016 Thu 18 Aug 2016 School Hours and Enrolment PRIMARY SCHOOL HOURS Morning 9.00 am Morning Interval 10.30 am Lunch 12.30 pm Afternoon 1:15 pm - NURSERY CLASS HOURS 2014/2015 Morning Class 8.30 am – 11.40 am Afternoon Class 12:20 pm – 3:30 pm 12.30 pm 10:45 am 1:15 pm 3:00 pm *P1 pupils attend mornings only from 9.00 am - 12.30 pm until the first Monday in September when the P1 pupils attend until 3.00 pm A Breakfast Club is run in Glenburn Primary from 7.45-9am. The After School Club collects the children from Glenburn at 3pm and takes them to the Community Centre. For more information please telephone 07738585291. ENROLMENT - PRIMARY Children being registered for education to start in August 2015 must be 5 years old by the end of February 2016. Parents are reminded that they may request a placing in a school other than Glenburn Primary School. from the school office. Details of procedures are obtainable The main enrolment exercise takes place in January when pupils register for education. At all other times parents should contact the school office and make an appointment to meet the Head Teacher. The date and times for registration are widely advertised in the local press and by school notices and circulars. Parents are always welcome to visit the school to see the facilities available. Anyone wishing to do so should phone for an appointment. The induction programme for children coming into primary one will be held during May and June. This will include meetings for parents. Our induction programme provides opportunities for parents and children to become familiar with Glenburn. ENROLMENT – NURSERY All children who will be aged 3 or 4 years during the following school session will be invited to attend their preferred Nursery School and complete an application form during January or February 2015. Page 16 SECTION B TEACHING AND LEARNING Curriculum for Excellence SECTION B – TEACHING AND LEARNING Curriculum for Excellence is now being implemented across Scotland for all 3-18 year olds – wherever they learn. It aims to raise standards, prepare our children for a future they do not yet know and equip them for jobs of tomorrow in a fast changing world. Curriculum for Excellence enables professionals to teach subjects creatively, to work together across the school and with other schools, to share best practice and explore learning together. Glow, Scotland’s unique, world-leading, online network supports learners and teachers in this and plans are already in place for parents across the country to have access to Glow. Teachers and practitioners will share information to plan a child’s ‘learning journey’ from 3-18, helping their progression from nursery to primary, primary to secondary and beyond, ensuring the change is smooth. They’ll ensure children continue to work at a pace they can cope with and with challenge they can thrive on. Curriculum for Excellence balances the importance of knowledge and skills. Every child is entitled to a broad and deep general education, whatever their level and ability. Every single teacher and practitioner will be responsible for literacy and numeracy – the language and number skills that unlock other subjects and are vital to everyday life. It develops skills for learning, life and work to help young people go on to further study, secure work and navigate life. It brings real life into the classroom, making learning relevant and helps young people apply lessons to their life beyond the classroom. It links knowledge in one subject area to another helping children understand the world and make connections. It develops skills so that children can think for themselves, make sound judgements, challenge, enquire and find solutions. There will be new ways of assessing progress and ensuring children achieve their potential. There will be new qualifications for literacy and numeracy from 2012/13 and new National 4 and 5 qualifications from 2013/14. Our well regarded Access, Highers and Advanced Highers will be updated to take account of and support the new approaches to learning and teaching. There is personal support to help young people fulfil their potential and make the most of their opportunities with additional support wherever that’s needed. There will be a new emphasis by all staff on looking after our children’s health and wellbeing – to ensure that the school is a place where children feel safe and secure. Ultimately, Curriculum for Excellence aims is to improve our children’s life chances, to nurture successful learners, confident individuals, effective contributors, and responsible citizens, building on Scotland’s reputation for great education. Page 17 The Core Curriculum The curriculum can be described as all experiences which school provides for each pupil. We provide a curriculum for excellence which ensures: Challenge and enjoyment for pupils Breadth Progression Depth Personalisation and choice Coherence Learning is related to real life Our curriculum is planned to enable our young people to become: Successful learners Confident individuals Responsible citizens Effective contributors The primary curriculum is divided into these main areas: Mathematics Language – including French for P5-7 and Spanish for all children Health & Wellbeing Social Subjects Sciences Technologies Expressive Arts Religious and Moral Education Page 18 ENGLISH LANGUAGE English Language comprises LISTENING, TALKING, READING and WRITING. The development of these skills is given high priority. Our curriculum enables children to develop communication skills including developing a knowledge about language; listening attentively; talking to the point; reading with understanding and writing legibly with confidence. During our induction programme and throughout their first year new parents to the school are informed of the best ways of helping support their child’s class work at home. We use a variety of resources to deliver language in the classroom and ensure that classrooms are dyslexia friendly. A variety of resources is available and used throughout P1-7 to ensure all children’s skills can develop appropriately. We aim to support all children so that they develop at their correct pace and become proficient in understanding text, looking for deeper meanings, extending their vocabulary, appreciating a wide selection of literature and using life skills. The use of ICT has been, and continues to be, developed to ensure children receive the best possible opportunities to learn and progress in a supportive but challenging environment. Although the use of word processors is becoming more commonplace we, in Glenburn, believe that it is very important that children appreciate the importance of handwriting and neat presentation. Children are encouraged to develop lasting writing habits of a neat, legible style of presentation where appropriate. We are continue to develop our approaches to teaching literacy skills throughout the school and regularly share the work we are doing with parents. 1+2 APPROACH TO LANGUAGES French continues to be taught to all P5-7 children. During session 2014/15 Spanish was introduced to all children at Glenburn Primary. We are at the initial stages of implementing the Scotting Government’s ambitious and challenging agenda for language learning and teaching in Scotland’s schools. “We will introduce a norm for language learning in schools based on the European Union 1 + 2 model - that is we will create the conditions in which every child will learn two languages in addition to their own mother tongue. This will be rolled out over two Parliaments, and will create a new model for language acquisition in Scotland.” (Scottish Government manifesto commitment, 2011) Page 19 MATHEMATICS We aim to enable pupils to: Develop essential numeracy skills which allow them to participate fully in society. Develop a secure understanding of the concepts, principles and processes of mathematics and apply these in different contexts. Have an understanding of the application of mathematics, its impact on our society and its potential for the future. Mathematics comprises NUMBER MONEY and MEASUREMENT; INFORMATION HANDLING and SHAPE POSITION and MOVEMENT. In all of these areas pupils have the opportunity to develop PROBLEM SOLVING and ENQUIRY SKILLS. Mental maths skills are taught and reinforced at all stages. The use of ICT is evident throughout the maths programme, with suitable ICT programmes and websites used in all stages. HEALTH AND WELLBEING The school endeavours to take a holistic approach to health promotion and to ensure the health and well-being of the whole school community. The remit of the school’s Health Promotion Co-ordinator is to: Oversee the implementation of the Health Promoting School programme within the school Participate as appropriate in the School’s Health Group Consult with and / or oversee consultations with staff, parents, pupils and the wider school community Liaise with other Health Promoting Coordinators within the Cluster Keep up to date with national and local Health Promoting guidelines and developments PSD AND HEALTH We have very close links with our school nurse, Mrs A Mackay who supports our teachers in the delivery of our Health and PSD programmes. As a health promoting school we work hard to ensure that the promotion of Health and Wellbeing permeates all our work. We are in the process of developing our use of Bounce Back. This is a programme that helps to develop resilience in children and young people to help prepare them for life. Page 20 PHYSICAL EDUCATION We are fortunate to have a large gym hall at Glenburn. Class teachers provide regular weekly lessons in all aspects of Physical Education. All Primary 5 pupils will receive swimming lessons. During the academic year children may also have the opportunity to participate in other sporting activities, e.g. cricket, rugby, football, netball. Each session all children in the school will benefit from the Active Schools’ Programme. We endeavour to provide 2 hours PE each week by making use of the outdoor environment also. SOCIAL STUDIES, SCIENCES AND TECHNOLOGIES These areas of the curriculum are often taught within the context of an interdisciplinary theme. Some of these may be in-depth studies lasting for a number of weeks and include cross-curricular links, others a series of lessons. Opportunities exist for studying the local environment, which could include observation, fieldwork or an opportunity to discuss issues through our Enterprise programme. Visitors are encouraged to visit the school to discuss their business or experience with the children. During these studies, the pupils develop lifelong skills. Equally important is the need to foster positive attitudes and to prepare children for active participation in decision making about the environment and the benefits of technology. Teachers discuss their planned programmes of work with a member of the Senior Management Team to ensure there is balance, continuity and progression throughout stages 1-7 ICT is an integral part of our curriculum. The focus of ICT is: Learning through ICT – use of ICT to improve pupils’ knowledge and understanding in a range of curricular areas and subjects. Learning in ICT – development of pupils’ general ICT skills The school computer system is locally and nationally networked to allow access to Internet and E-mail facilities. SAC has introduced the use of Glow, the Scottish education intranet. All teachers are actively encouraged to make regular use of this to support learning and teaching. With the support of our Parent Council and devolved resources we have invested heavily in ICT over the last 2 sessions. Making a particularly strong impact has been the introduction of Nintendo DSis and iPad minis. Page 21 EXPRESSIVE ARTS Expressive Arts include ART and DESIGN, MUSIC, DRAMA and DANCE. There is a continuous and progressive programme throughout P1-7 in these curricular areas. During session 2013-14 we have had a music teacher working in school 3 days each week. Mrs. Henderson teaches all classes during the session and is involved in running many extra-curricular musical activities. The children have also enjoyed great success at the Ayrshire Music Festival. Instrumental tuition may be offered to individual pupils in violin and brass instruments following assessment. We are very proud of the success of our out of school Drama Club. Our teachers work tirelessly with the children and are supported by our music teacher. This session our show is scheduled for early in the summer term. Some of our artwork displays: Page 22 Extra Curricular Activities With the excellent indoor and outdoor facilities we have been fortunate to have staff and volunteers to run activities such as: Drama Netball Choir Mini Bridge The assistance of parents in extra-curricular activities is always welcome and any parent who is able to use his or her talents or interests in this way will receive the full support of the school. We monitor all wider achievement and ensure that every stage of the school has access to extra-curricular activities at some point each year. This is possible because of the support and dedication of the staff and parent volunteers and the significant contribution of our Active Schools’ Coordinator. What is Active Schools? What is Active Schools? Sportscotland works in partnership with all 32 local authorities to invest in and support the Active Schools Network of managers and coordinators who work with primary, secondary and Additional Support Needs (ASN) schools across Scotland. Active Schools aims to provide more and higher quality opportunities for children to participate in school sport and to increase capacity through the recruitment of volunteers who deliver the activity sessions. Within South Ayrshire the Active Schools team are part of Education Services and comprise an Active Schools Manager and 9.6 (FTE) Active Schools Coordinators; 6 Primary ASC’s, 2 Secondary ASC’s and 1.6 ASC’s with a responsibility for both primary and secondary schools, with one coordinator focusing on Additional Support Need provision across the authority. This structure was designed to allow an increased focus on leadership programmes within secondary schools which would in turn have a direct impact on provision within primary schools, and to ensure targeted support for children and young people with Additional Support Needs. The existing funding agreement for Active Schools within South Ayrshire Council ends on the 31st March 2015. Page 23 Who do Active Schools work with? The Active Schools Network works together with organisations and individuals, including PE staff and Sports Development officers, local sports clubs and Community Sport Hubs to provide a wide range of opportunities connected to physical education, school sport and club sport. Active Schools work to ensure that young people are given a voice within schools to develop the opportunities which they want to take part in. What does Active Schools achieve? Active Schools creates opportunities for children and young people to participate in sport and physical activity before and after school, during lunch time and at weekends. In 2013/14 Active Schools recorded over 93,000 participant sessions and 82% of these were delivered by our network of over 500 volunteers including senior pupils, students, teachers, parents and club coaches.* Active Schools also assists with the transition from school sport into club and community sport by working closely with local sports clubs, Community Sports Hubs and National Governing Bodies of sport to highlight the opportunities that exist in the local community and encourage children and young people to get involved. This integrated way of working creates and develops pathways into sport which, in turn, encourages longer term participation. * Participant sessions are the visits pupils have made to activities. These figures do not represent the number of pupils who actually take part, and should only be considered as indicative of participation in Active Schools. Get Involved in Active Schools. Sportscotland passionately believes in the power of sport and the contribution it makes to life in Scotland. Active Schools demonstrates how creative and innovative work in sport can shift perceptions engaging children and young people in a more active lifestyle for the benefit of themselves and others. To discuss how to increase sport and physical activity opportunities within your school, or to volunteer with Active Schools please contact us on 01292 294191 or email us at active.schools@south-ayrshire.gov.uk Page 24 Home Learning Policy A key partnership is the one that we have with the parents and carers of our pupils. We take every opportunity to encourage parents and carers to be involved in their children’s education in as many different ways as possible. Support with learning at home is one very important way of doing this. Home learning activities are given regularly in every class. We would ask that parents support this aspect of their child’s education by being actively involved and sharing this interest with their child. We continually review our Home Learning Policy seeking the views of parents, pupils and staff. The approach we take provides plenty of opportunity for personalisation and choice as well as giving the children encouragement to apply their skills in new situations. The approach is differentiated throughout the school and develops as the children get older. Parents should note that their encouragement and help at home does much to improve children’s work and motivation. Assessment and Reporting At Glenburn Primary the purposes of assessment are to: • • • • provide quality feedback to learners monitor and track progress in learning provide information to those outside the school on learners’ progress and achievements provide information for use beyond the school, including qualifications and awards The central purpose of assessment is to support learning and this is best achieved by a combination of formative and summative assessment. This means assessing learning both in an ongoing way and by ‘stepping back’ at regular intervals to take stock of Page 25 learners’ progress and achievements. The terms ‘formative’ and ‘summative’ do not describe a type or form of assessment, but instead describe how assessments are used. Evidence and feedback from any assessment can be used formatively to inform planning for improvements in learning, as well as contributing to periodic summaries of progress and achievement for reporting and monitoring. Effective ongoing assessment establishes where children and young people are in their learning, where they are going and how best to get there. It is important that we use evidence about learning to provide feedback to learners in order to adapt learning and teaching approaches to meet their needs and to revisit areas in particular, where learning is not yet secure. The approach taken at Glenburn Primary seeks to promote: • greater breadth and depth of learning • greater focus on the secure development of skills and knowledge • progress across a breadth of learning • application of learning in different and unfamiliar contexts • effective planning and tracking of progress • a summary of achievements • effective preparation children and young people for the next stage in learning. Assessment will be carried out regularly from 3-18 using a range of materials. Assessment is planned as part of learning and teaching activities. From time to time staff will take stock of progress and achievements of children and young people in order to be able to plan ahead and to record and report on progress. This is vital to ensure that their progress is on track and that actions are being taken to address any problems at the earliest possible point. Assessment is an on-going process in every class, planned for throughout the school year. Parents are informed of progress formally at parents’ meetings in October and March. A written report is also made available for parents in March. South Ayrshire Council has been working in partnership with Education Scotland to personalise the National e-portfolio template using Glow blogs. In session 2012/13 one of our school priorities was to develop the use of e-portfolios throughout the school. All of our P5, P6 and P7 children have been introduced to e-portfolios and are at an early stage of maintaining their own. We are also looking at ways of introducing class e-portfolios for our younger children. Individual e-portfolios will allow our children to record achievements from out with and within school on an on-going basis. These e-portfolios will be continued through secondary Page 26 school. All parents will have access to their own child’s e-portfolio which we hope will become an exciting way of sharing your child’s learning. The purpose of this profile is to provide a snapshot of the young person’s best achievements at a given point in time through a reflective summary and to support and inform transition. It is important to note that a profile emphasises strengths and does not identify detailed points for development. In Glenburn Primary we are very keen to ‘open up learning’ for our children and parents. One way of doing this that has proved very successful has been allowing the children to take all of their work home each term to share with their parents. This allows each child the opportunity to talk about and explain their learning with someone important to them outside school. We have also built on this by inviting parents into school regularly to share their child’s learning in school. The feedback we have received from parents about these approaches has been incredibly positive. We need a range of assessment approaches to assess the different types of achievement across the curriculum. This range allows children to demonstrate what they know, understand and can do. The range and variety of assessment approaches should take account of the children’s prior experiences, interests and aspirations and should link across learning where possible. Evidence on which teachers base their judgements will come from day-to-day learning as well as from specific assessment tasks and activities. One part of the assessment process used to inform the next steps in learning all schools in South Ayrshire is the use of material from the Centre for Evaluation and Monitoring (CEM). Assessments for Excellence (AfE) are carried out every second year when your child is in P1, 3, 5 and 7. Currently this element of assessment is carried out in November and is used very much in conjunction with class teachers’ judgements, class based assessments and evidence of your child’s work. CEM assessments will be used to provide additional assessment information to support the judgements staff make about children’s knowledge and skills. It is important to note that the on-going assessment of children through staff professional judgements and evidence gathering are the main sources of assessment information. For more detailed information about Assessment and Reporting please see our the policies section of our Parent Zone on the school website www.glenburn.sayr.sch.uk Page 27 School Improvement Each session the school’s priorities for improvement are identified through a process of self-evaluation which involves gathering the views of staff, children, parents and all who work in partnership with us. This session 2014/15 our priorities for development are Curriculum Development, The Learning and Teaching Process and Self-evaluation. We continue to work collaboratively with our cluster schools on becoming a Rights’ Respecting School; a Dyslexia Friendly School, Maths Framework for South Ayrshire Council and developing our approaches towards Assessment. In all our developments the learning and teaching process is a focus as well as the use of ICT and Glow, developing higher order thinking skills and target setting. In addition to this we will also developing our approaches to ensuring the provision of career long professional learning for our staff. A summary of our school improvement plan can be found on our website. Support for Pupils - Additional Support Needs Schools - Additional Support for Learning South Ayrshire Council has duties outlined in the Standards in Scotland’s School Act, and the Education (Additional Support for Learning) (Scotland) Act 2004 (As amended). These include the production of a policy for additional support needs, authority arrangements for identification and assessment of additional support needs, preparation of plans, including a CSP where appropriate, maintain and review additional support needs on an ongoing basis. South Ayrshire Council is committed to a care policy of inclusion to carry out these duties of support. The authority is also committed to maintain a range of specialist establishments and services to support the whole continuum of needs. Page 28 What are additional support needs? Some children and young people need extra help in school to make progress. It is the duty of the education authority to give some extra help in schools to all children and young people with additional support needs. Children and young people may need this help with their reading or writing, to make sure they can get into and around the school or to support their learning through difficult family circumstances. Additional support needs can last for only a short time or could last for much longer. For instance, additional support may be needed for a child or young person who: is gifted has behavioural or learning difficulties is bereaved is deaf or blind is being bullied is not attending school regularly These are just some examples. How do we make sure we can meet the additional support needs of pupils in South Ayrshire? All children and young people may need additional support at some point to help them make the most of school education. The main support is the class teacher who is able to meet the needs of most pupils without extra help. With good teaching and learning, and the right materials, most children and young people won’t need anything more than this. Establishments have policies outlining resources and approaches which will be used to address additional support needs for your child. The Head of Establishment will always try to support your child’s additional support needs, which have been identified following assessment. Page 29 If a pupil needs more help than the class teacher can give in school, then a process of providing the right support begins. We call this staged intervention. Staged intervention is our way of recognising additional support needs and then giving extra help for a child or young person. This can be broken down into three main stages in school: Stage 1 - In class support At this stage the teacher notices children or young people who need more help than other children or young people in the class. For most pupils the help they need can be given by the class teacher without anyone else being involved. The teacher may change the way she teaches, change the materials the pupil is using or reorganise her classroom. Even after this, some children still need help and the class teacher will talk to the pupil support co-ordinator or principal teacher in the school for advice and help. Stage 2 - In school support If the child or young person is still having problems and not making good progress, the teacher will get help from other people in the school, such as pupil support staff. At Stage 2, this help will come from the school. The school should talk to parents as soon as possible in order to make sure they know all about the help being given to their child. Stage 3 - Interagency support Sometimes the help at stage 2 is not enough and the school will arrange a meeting so that everyone who might be able to help the child to learn will be able to talk things over and agree a plan to support the child or young person. This might be social workers, health workers or voluntary workers who might be asked for information, advice or help. It will involve the educational psychologist. The teacher and the school gather this information, advice and services. This is then used to help the child or young person make the most of school. Establishments will have in place a range of support plans, which will systematically record and monitor the learning outcomes and the progress of children and young people with additional support needs. Page 30 Before the plan can be drawn up everyone will have to share information about the child or young person’s additional support needs. Then everyone should agree what they can do to support the child or young person. They will all have to agree some targets and when to meet again to make sure the targets are being met. For most pupils this will be written down in an Individualised Educational Programme (IEP). For a small number this might mean a Co-ordinated Support Plan (CSP) has to be prepared. An IEP sets short and long term targets for the child or young person. A CSP also sets targets for the child or young person. However, in a CSP the child or young person needs the support of people outside education, such as health workers, in order to help them learn to their full potential. Pupils at stage 3 should also have a meeting to discuss their plan at least once a year. South Ayrshire has developed a range of enhanced services to help meet the identified needs of children and young people. These services assist establishments in responding to the additional supports not normally available to them. These supports include: Psychological Services Peripatetic Services e.g. Visual Impairment and Hearing Impairment Home Link Service Looked After and Accommodated Service Intensive Support Care and Learning School Support Assistants Cluster Support Teachers Home Tutoring Outreach services from Specialist Centres Education would in an integrated framework with Social Work and Health, address a range of concerns. Where necessary, establishments can access advice and direct support from e.g. Speech and Language Therapy, Occupational Therapy and Physiotherapy. Page 31 How can parents help to support children and young people with additional support needs? As parents/carers, you will be fully involved in both the assessment of your child’s needs and the plan of any outcomes detailed on your child’s support plan. Opportunities are also given by South Ayrshire Council to parents/carers to contribute to policy and procedure development. Parents should know about and be involved in the plans to support their children right from the start. Parents can bring supporters or advocates to any meeting at school to discuss their child’s additional support needs. The school or education authority can give you more information if you want it. If a CSP is being prepared for a child or young person, the Authority must take account of the views of parents. This should be when deciding to prepare a CSP and when reviewing the CSP. In addition the views of parents on any aspects of the CSP should be written into the plan. What role do children and young people play? All children and young people will have the opportunity to make their views known about decisions that affect them. They will be encouraged to take part in any meeting where people are discussing their additional support needs. They will help to set their own targets and to review these. They will also help with the plans to move to another school or to life after school when the time is right. If a CSP is being prepared or the authority is trying to establish if one is needed, children and young people will have opportunities to let people know what their views are. They will also be asked for their views when a CSP is being reviewed. These views will be written down in the plan. Page 32 How can parents make requests for assessment? Assessment means gathering and making sense of information about a child or young person and his or her particular circumstances. Its purpose is to identify children and young people who have additional support needs and to make sure they get the support they need. It takes account of their strengths as well as identifying their needs. Assessment is something that happens all the time and a great deal of information will be available in schools. This means that specific, individual assessments might not be necessary. However, the Act makes sure that parents or young people can ask an education authority to arrange for an assessment or examination to take place. The request can be for an educational, psychological or medical assessment or examination or any other assessment or examination that is requested, including more than one of these. All establishments recognise that you as a parent or carer, are an essential part of the assessment process. Requests for assessment must be in writing or some other permanent form which can be referred to in the future. The request should contain the reasons for the request and the education authority must meet this request unless it is unreasonable. As a parent or carer you will be fully consulted and kept informed at all stages of the assessment process by the head of establishment or educational psychologist. Parents can expect a response to such requests within four weeks and will be notified of the person in the authority who is dealing with the request. These requests should be sent to the education authority. What can parents do if they don’t agree with the authority? Separate information has been published giving details of the process involved in resolving differences which might arise between the authority and a parent. This might involve discussing things with your child’s head teacher or with an officer from the authority or it might involve voluntary mediation, which a parent can ask for and can be requested at any time. It might mean the formal process of dispute resolution and appeals tribunals. This information will be available in schools and also from the education authority. Page 33 Where can parents get support and information relating to additional support needs? The first point of contact for more information should be the school your child attends. The Head of Establishment will be able to provide information on your child’s learning and teaching and will hopefully be able to answer any questions, issues or reassure you about any concerns you may have. For more information you can contact the following officers: Jim McCaffrey, Manager (Additional Support Needs) Burns House Burns Statue Square Ayr KA7 1UT Tel: 01292 616443 Jacqui Ward, Principal Psychologist Queen Margaret Academy Dalmellington Road Ayr KA7 3TL Tel: 01292 292652 Ian Leishman Co-ordinator (Pupil Support) Burns House Burns Statue Square Ayr KA7 1UT Tel: 01292 612085/61278 Enquire Scottish Enquire helpline: 0845 123 2303 Textphone: 0131 22 22 439 Email: info@enquire.org.uk Enquire, the Scottish advice service for Additional Support for Learning provides free, independent and impartial advice through its helpline Scottish Child Law Centre 54 East Cross Causeway Edinburgh Midlothian EH8 9HD Tel: 0131 667 6333 Email: enquiries@sclc.org.uk Resolve Children in Scotland 5 Shandwick Place Edinburgh EH2 4RG Tel: 0131 222 2456 The Scottish Child Law Centre provides free legal advice and information for and about children and young people. Page 34 Advocacy Service John Pollock Centre Mainholm Road Ayr KA8 0QD Tel: 01292 294309 Psychological Services Educational Psychologists work with lots of different people to help improve the educational outcomes for children and young people. A lot of their work involves consulting with and working through others, especially those who see the child/ young person on a regular basis such as school staff and parents/ carers. An educational psychologist can also work with school staff and parents/carers to assess a child’s strengths and difficulties as well as work directly with a child/young person to provide support. In addition a school can work with their psychologist to develop policies and supports that will benefit all of the children in a school such as behaviour policies, playground supports, etc. If a school wish to consult or chat to the educational psychologist regarding a child, school staff will always ask parental permission first. Once this is provided, the school or psychologist will keep the parent or carer up to date with discussions and it is very likely that the parent will be involved in these discussions. Educational Psychologists maintain consultation notes for children who have been discussed but will only open a Psychological Services case file if there is to be direct work with a child or family. Again parental permission is always sought prior to opening a Psychological Services case file. Each educational establishment in South Ayrshire has an allocated educational psychologist and the details of this can be found on their website: www.eps.south-ayrshire.gov.uk as can other information on South Ayrshire’s Psychological Service. Page 35 Getting it Right for Every Child The GIRFEC approach builds on multi-agency joint working using the Well-being Indicators to record observations and concerns in order to put together an individual plan for a child. The approach supports the recording of information in a consistent way to provide a shared understanding of the needs of the child or young person. Getting it right for every child aims to have in place a network of support to promote wellbeing so that children and young people get the right help at the right time. This network will always include family and/or carers, school and the universal health services as appropriate. Child Protection School staff provide support to children and young people in their daily work and have a vital role to help protect them from harm. School staff help keep children and young people safe and well by: Helping them learn about their personal safety, including internet safety. Being a trusted adult who children and young people may turn to for help, and who will take them seriously Identifying when children and young people may need help Understanding the steps that must be taken when there are concerns for children’s and young people’s safety and wellbeing. The school has a Child Protection Co-ordinator who will co-ordinate the school’s response to concerns for children and young people’s safety and wellbeing. The Authority has a designated officer for Child Protection who will ensure schools work effectively to keep children safe and well. If you have any concerns about the safety and wellbeing of a child or young person, including a ‘gut feeling’, talk about this to the school’s Child Protection Co-ordinator or another member of staff. Child Protection Co-ordinator – Miss Caryn Davidson Page 36 Composite Classes Primary schools have pupils at seven broad year stages, primary 1 to primary 7. A year stage is defined as a group of pupils entering primary education at a common date. Composite classes are those where children of more than one-year stage are grouped together to form a class. Schools are staffed to agreed standards based on the total number of pupils within the school regardless of the numbers of pupils at each year stage. This means that the head teachers are required to take management decisions to organise classes to make best use of available staff, resources and space. Balancing up the various factors involves both educational and organisational considerations. Selection of pupils to classes including composite classes: In the formation of new classes full account must be taken of existing successful groupings of pupils. Schools should use language and/or mathematics groups as the baseline for decisions as to which class children are allocated. Within this broad guideline a language and/or mathematics working group could be defined as: “A number of pupils of broadly the same attainment who have shown the capacity of working well as a learning group”. Normally such classes will be formed before the start of a new school year so that all involved know that class structures exist for the new school session. In certain circumstances class restructuring may have to take place during the summer break or after a school session has started. However such cases will be very exceptional. Parents will be informed at the earliest opportunity of likely reclassification of classes to allow appropriate discussions to take place. Further information is available at the school. Religious and Moral Education Religious and Moral Education is seen as an integral part of the general school education and not as a separate, different activity. The programme gives a prominent place to Christianity but also includes exploration of other faiths. Pupils have a need to understand how important religious faith is to the believer and to develop sensitivity and tolerance of the beliefs of others especially where they differ from their own. Page 37 Our chaplain, Rev. K Elliott, comes along each week for our assemblies. He also conducts services at Harvest, Christmas, Easter and at the end of the summer term. Any parent wishing the personal services of the chaplain may contact Mr Elliott on the following number: Prestwick 01292 478788. Parents have the right to withdraw their child from religious education and/or religious observance. Any parent who does not wish his or her child to take part should contact the head teacher so that alternative arrangements may be made for their child. These policies have regard to national advice set out in SOIED Circular 6/9, the Education (Scotland) Act 1980 and the Scottish Government Circular dated February 2011, ‘Curriculum for Excellence – Provision of Religious Observance in Schools’. Parents from religions other than Christianity may request that their children be permitted to be absent from schools in order to celebrate recognised religious events. Only written requests detailing the proposed arrangements will be considered. Appropriate requests will be granted on not more than three occasions (days) in any one school session and the pupil noted as an authorised absentee in the register. Sensitive Aspects of Learning Sensitive aspects of learning are dealt with carefully and delicately with the appropriate personnel supporting our curriculum. For example, Our Positive Steps – sex education programme is implemented in close collaboration with our school nurse. The Health and Wellbeing Programme follows the experiences and outcomes of CfE and a wide variety of resources are used to support this. Bounce Back is one of the main programmes, the aims of this programme in the short term are The development of a more positive, supportive, prosocial school culture Improved student mental health for all students, especially for those who could be considered ‘at risk’ A greater likelihood of students offering peer support to friends and classmates Improved student learning outcomes as a result of: Increased peer connectedness Higher levels of emotional wellbeing Enhanced self-esteem Page 38 In the long term, the aims are: Improved school performance by students in external assessments and more successful work place lives for students More successful relationships for students Stronger families Higher levels of teacher resilience and emotional wellbeing More effective teacher counselling for students More effective goal achievement Fewer behaviour problems The Bounce Back Programme covers a range of skills: Helpful and positive thinking skills and beliefs Skills and beliefs related to resourcefulness and adaptivity Social skills Emotional literacy Healthy self-esteem: a sense of personal competence and self-knowledge Equal Opportunities Provision and Inclusion At Glenburn we aim to provide children with an educational and social environment which will enable all children to reach their full potential irrespective of race, creed, sex, religion or disability. To promote this statement we undertake to: make all areas of the curriculum available to boys and girls alike apply disciplinary measures in a uniform manner to both sexes allocate tasks within the school fairly avoid the use of any language or written text by staff or pupils which could be looked upon as racist or sexist Full account is taken of relevant national and local authority guidance. Page 39 Health and Wellbeing Learning in health and wellbeing ensures that children and young people develop the knowledge and understanding, skills, capabilities and attributes which they may need for mental, emotional, social and physical wellbeing now and in the future. Children and young people should feel happy, safe, respected and included in the school environment and all staff in the school are pro-active in promoting positive behaviour in the classroom, playground and the wider school community. Health Education aims to enable pupils to: explore and clarify their beliefs, attitudes and values develop personal and inter-personal skills increase their knowledge and understanding about a range of health and lifestyle issues explore their feelings and emotions take responsibility for their own health and as participating citizens This is covered under three strands; Physical, Social and Environmental Health. The targets include knowledge, skills and attitudes in respect of Health Education. Health Education is linked to wider issues of Sexual Health Education, Drug Education and Personal and Social Development. These are incorporated in the Programme of Study. Our pupils and teachers are part of a health promoting school, fostering care and respect for others. Through Personal and Social Education children are encouraged to value themselves, to be aware of others and their needs, and to keep themselves safe. In Glenburn we aim to create a community which provides a warm, caring and supportive atmosphere by treating the pupils as individuals, listening to their needs, offering equal opportunities to all, stressing positive achievements and encouraging strong links between parents, children and school. Our Pupil Council, consisting of pupils from P1 to P7, meets regularly. External agencies such as the School Nurse, Dental Health Team, Dieticians, Police and the Health Promotion Unit, work in Glenburn to support the delivery of the programme and encourage children to take responsibility for their own health and well-being. Page 40 SCHOOL BEHAVIOUR MANAGEMENT The relationship between pupils and teachers is similar to that between the child and his/her own parents requiring mutual consideration. Behaviour management is the responsibility of all staff and involves a strong partnership with parents. We prefer to notify parents at the early stages of difficulty. We particularly appreciate and value the co-operation of parents. In the event of any misbehaviour continuing, parents are reminded that they may call on the services of the school doctor, school nurse, educational psychologist, social workers, etc., for additional help. The School Nurse is Mrs Anne Mackay. The Educational Psychologist is Miss Vivienne Scott. If unacceptable behaviour continues, parents are reminded that the department of Educational Services is kept informed and will be consulted with a view to either the temporary removal of the pupil from school or his/her transfer to another school. The phone number of the Social Work Department is Ayr 267675. For an organisation such as a school to function efficiently and provide a safe, hardworking environment, a framework of rules must exist and be observed. These rules are fully explained to the children, as are the procedures from our Promoting Positive Behaviour Policy, if rules are broken. Staff at Glenburn have a commitment to the promotion of positive behaviour for pupils. Children are praised when they are seen to be working hard and behaving well. A range of rewards is used and children are rewarded for effort, enthusiasm and good behaviour. The school takes a very serious view of bullying whether this is shown by actual physical violence or by threats made orally or otherwise. Exclusion from school may be required. A record is maintained in the school of incidents involving bullying. We are currently reviewing our anti-bullying policy. All children are encouraged to report incidents of bullying. Children at various stages of the school work with anti-bullying programmes. Promoted staff and teachers have access to various programmes and packages, e.g. Bully Proofing our School. Glenburn Primary is concerned that the policies of South Ayrshire Council relating to Equal Opportunities and Anti-racism are fully and fairly implemented. Accordingly, any incidents involving racism are recorded and reports are sent to the Director of Educational Services for further action if necessary. Parents will be informed of any changes in our Promoting Positive Behaviour Policy as and when it is reviewed. Page 41 Pupil Council Consultation with pupils about their views on their school environment and their learning is important and valuable in our school. Giving young people a “voice” as partners in the process of school improvement, leads to more effective learning organisations. Our Pupil Council is one way of ensuring that our children develop positive attitudes and an opportunity to take part in “real life” decision making within their school setting. Glenburn Pupil Council meets regularly throughout the year. The Council is made up of a group of children from P1-7. They work together with the pupils of Glenburn, proposing and implementing new initiatives and plans for our school. SECTION C HOME/SCHOOL/COMMUNITY Parental Involvement & Home School Links SECTION C – HOME / SCHOOL / COMMUNITY The majority of communication from school is done by e-mail unless parents choose to opt out of this in favour of hard copies. Our homework diary is also a valuable communication tool. Parents and teachers are encouraged to use the diary to share information. In addition to this we endeavour to keep our school website as up-to-date as possible with copies of all letters being accessible there. www.glenburn.sayr.sch.uk. Parents are encouraged to approach the school at any time if they have a concern of any kind. This is best done through the homework diary, by telephoning the school or by seeing a clerical assistant to make an appointment to see the Head Teacher, DHT or teacher as required. We would like to encourage parents to become actively involved in the life of the school. The Parent Council will provide information of any social or fund-raising events which it is organising. Page 42 PARENTS The school encourages close liaison with parents and welcomes approaches from parents with any suggestions about how to go about further improving this area. We see Home and School as being a partnership to provide the best education possible for our children. A member of the promoted staff will be happy to speak to you if you seek advice or wish to discuss a matter which concerns you. It is obviously easier to organise if you arrange an appointment but if there is an emergency please ring or call at the school. Parents are respectfully asked not to go in person to their child’s teacher. In the interest of school security, parents should report their presence in school via the school office. We are extremely fortunate that many parents give their support to the school whenever it is required e.g. activities, library, excursions, Golden Time etc. SCHOOL / COMMUNITY The school is an important feature of the local community and as such it is hoped to foster good relationships with the members of this community. We have already established links with some of the local industries, whose input to the school is greatly appreciated. We are also involved in providing entertainment and gifts to local elderly citizens and other local hospitals/organisations. We constantly seek to extend our community links through the introduction of new citizenship activities. Children, as part of their work, will be involved in exploring their environment and we are always keen for people in the community to offer their expertise to enrich this work. Members of the community, whether parents or not, are welcome to visit the school to view the work that is going on. Parents as Partners, Parent Council & Parent Forum Parent Councils are the formal representative body for parents with children attending school. Parent Councils are different in each school to enable them to meet the needs of parents locally. Parents are welcomed to be: involved with their child’s education and learning; be active participants in the life of the school; and express their views on school education generally and work in partnership with their children's schools. Page 43 All parents / carers are automatically members of the Parent Forum at their child’s school. As a member of the Parent Forum all parents can expect to : receive information about the school and its activities; hear about what partnership with parents means in our school; be invited to be involved in ways and times that suit you; identify issues you want the parent council, to work on with the school; be asked your opinion by the parent council on issues relating to the school and the education it provides; work in partnership with staff; and enjoy taking part in the life of the school in whatever way possible. The Parent Forum decides how their representatives on the Parent Council are chosen and how the Parent Council operates. Parents are encouraged to volunteer or put themselves forward to be chosen as representatives of the Parent Council if they wish. The main aims of the Parent Council are to: support the school in its work with pupils represent the views of parents promote contact between the school, parents, pupils, providers of nursery education and the community report to the Parent Forum be involved in the appointment of senior promoted staff. raise funds for the school for the benefit of pupils (in some schools the PTA/PA fulfils this role). Glenburn Primary Parent Council has been established and the constitution agreed by all parents. Page 44 The following parents have been elected as office bearers: Chairperson: Mrs Michelle Hunter, c/o Glenburn Primary School (Parent) Vice Chair: Mr Kevin Harkness, c/o Glenburn Primary School (Parent) Treasurer: Mrs Laura Turnbull, c/o Glenburn Primary School (Parent) Secretary: Mrs. Jillian McIntyre, c/o Glenburn Primary School (Parent) All parents and Local Councillors will be notified and invited to all meetings. For more information on parental involvement or to find out about parents as partners in their children’s learning, please contact the school or visit the Parentzone website at www.parentzonescotland.gov.uk. National Parent Forum of Scotland- Enquiry @parentforimsscotland.org The National Parent Forum of AScotland has been set up to give parent councils and aprents an opportunity to discuss and raise educational issues of mutual interest or concerns at a national level. Choosing a School Under the placing request arrangements parents have the right to choose a school other than the catchment school for their area. This is known as a placing request and application forms can be obtained from the school office, or Educational Services, County Buildings, Wellington Square, Ayr KA7 1DR, telephone 01292 612268. Unfortunately it is not possible to guarantee that a placing request will be successful but parents will have the right of appeal should it be unsuccessful. Full details of the placing request arrangements are contained in the application form. You should be aware that if you decide to make a placing request your child would no longer be automatically considered for a place in their catchment school. Page 45 Attendance Section 30 of the 1980 Education Act lays a duty on every parent of a child of ‘school age’ to ensure that their child attends school regularly. Attendance must be recorded twice a day, morning and afternoon. Regulation 7 of The Education (Scotland and Placing Information) (Scotland) Amendment etc Regulations 1993 requires each child’s absence from school to be recorded in the school register as authorised: e.g. approved by the authority, or unauthorised; e.g. unexplained by the parent (truancy) or excluded from school. FAMILY HOLIDAY NOT AUTHORISED BY THE SCHOOL The majority of family holidays taken during term time will be categorised as unauthorised absence. However, it is acceptable under exceptional circumstances for schools to authorise a family holiday during term time. Such circumstances may include: A family holiday judged to be important to the well-being and cohesion of the family following serious or terminal illness, bereavement or other traumatic events Where a parent’s employment is of a nature where school holiday leave cannot be accommodated (eg. armed services or emergency services) A family holiday classified under the ‘authorised absence’ category should not include such reasons as: The availability of cheap holidays The availability of desired accommodation Poor weather experienced during school holidays Holidays which overlap the beginning or end of term Parental difficulty obtaining leave (with local judgement applied in cases where evidence is provided by the employer that it cannot accommodate leave during school holidays without serious consequences) EXTENDED LEAVE WITH PARENTAL CONSENT Where most family holidays will be recorded as unauthorised absence (see below), extended leave with parental consent will not be considered the same as a family holiday. Extended leave with parental consent will be recorded separately outside the figures for attendance and absence, and include circumstances such as: Page 46 Extended overseas educational trips not organised by the school Short-term parental placement abroad Family returning to its country of origin (to care for a relative, or for cultural reasons) Leave in relation to the children of travelling families Absence ADVICE TO PARENTS Codes Schools will now follow-up all instances of pupil non-attendance in order to accurately record the reason for absence using the following coding system. It would be extremely helpful in this regard, if parents contact school at the beginning and end of the absence period – indicating their awareness of the absence and reason for absence at the beginning of the period and expectation of return to school at the end of the absence period. Where no information is provided absences will be considered to be unexplained and therefore recorded as unauthorised. Section 30 of the 1980 Education Act lays a duty on every parent of a child of ‘school age’ to ensure that their child attends school regularly. Attendance must be recorded twice a day, morning and afternoon. Regulation 7 of the Education (Scotland and Placing Information) (Scotland) Amendment etc. Regulations 1993 requires each child’s absence from school to be recorded in the school register as authorised: e.g. approved by the authority, or unauthorised: e.g. unexplained by the parent (truancy) or excluded from school. Present In school, but not in class Other authorised absence Sickness with educational provision Closed (e.g. Election) Self Certified Authorised parental holiday Medically certified Parental holiday Holiday A B C D E F G H Page 47 Other authorised absence Other attendance out of school Medical or dental appointment Exceptional domestic circumstances Study leave To be confirmed Truancy or unexplained absence Scool visit Field trip Work Experience Exclusion Extended leave with parental consent No Admission Date N O P R S T U V V W X Z # Should not attend In-service Late (arrives before mid morning) Late (arrives after mid morning) Missing H I J K M Routine and Expected Visits Outwith School Glenburn Primary School recognises the need for young people to be regularly involved in outdoor activities and learning which will involve visits outwith the school. These visits will be routine and are an expected part of the Curriculum for Excellence. Routing and expected visits will be to local venues, involve easily managed activities, happen on a regular basis and be completed within regular school times. Parents/carers will be advised about the general plans for routine and expected visits. However, you will not necessarily be informed every time your child goes outwith the school. Parental consent for these visits is given via the annual parental consent which is issued to parents at the beginning of each new session. Transferring Educational Data about Pupils The Scottish Government and its partners collect and use information about pupils to help to improve education across Scotland. This note explains why we need this information, how we use it and what we do to protect the information supplied to us. Page 48 Why do we need your data? In order to make the best decisions about how to improve our education service, Scottish Government, Education Authorities and other partners such as the SQA need accurate, up-to-date data about our pupils. We are keen to help all our pupils do well in all aspects of school life and achieve better examination results. Accurate and up-to-date data allows us to: plan and deliver better policies for the benefit of all pupils, plan and deliver better policies for the benefit of specific groups of pupils, better understand some of the factors which influence pupil attainment and achievement, share good practice, target resources better. DATA POLICY Information about pupils’ education is collected through our statistical surveys in partnership between the Scottish Government and Local Authorities through the ScotXed Programme which aims to help schools and Local Authorities by supporting efficient collection, processing and dissemination of statistical information. The Scottish Government then provides analysis of the data to support research, planning, management and monitoring of education services as well as to produce National Statistics publications. Education data within Scottish Government is managed effectively by secure systems and is exploited as a valuable corporate resource, subject to confidentiality restraints. As part of its data policy, Scottish Government will not publish or make publicly available any information that allows individual pupils to be identified, nor will data be used by Scottish Government to take any actions in respect of individuals. Data is held securely and no information on individual pupils can or would be made publicly available by Scottish Government. The individual data collected by Scottish Government is used for statistical and research purposes only. Your data protection rights - The collection, transfer, processing and sharing of ScotXed data is done in accordance with the Data Protection Act (1998). We also comply with the National Statistics Code of Practice requirements and other legislation related to safeguarding the confidentiality of data. The Data Protection Act gives you the right to know how we will use your data. This note can give only a brief description of how we use data. Fuller details of each individual ScotXed survey, including the purpose of each and the published data, can be found on the ScotXed website (www.scotxed.net). Page 49 Concerns - If you have any concerns about the ScotXed data collections you can email the Head of Schools Analysis, Mick Wilson, at mick.wilson@scotland.gsi.gov.uk or write to The ScotXed Support Office, Area 2D, Victoria Quay, Leith, EH6 6QQ. Alternative versions of this page are available, on request from the ScotXed Support Office, in other languages, audio tape, Braille and large print. School Uniform Policy Given that there is a substantial parental and public approval of uniform, schools in South Ayrshire are free to encourage the wearing of school uniform. In encouraging the wearing of uniform, account must be taken in any proposals to prevent any direct or indirect discrimination on the grounds of race or gender. Any proposals will be the subject of widespread consultation with parents and pupils. Against this background it should be noted that it is the policy of South Ayrshire Council not to insist on pupils wearing uniform or having specialist items of clothing as a pre-requisite to their attending and engaging in all of the activities of the curriculum. There are forms of dress, which are unacceptable in school, such as items of clothing which: potentially encourage faction (such as football colours); could cause offence (such as anti-religious symbolism or political slogans); could cause health and safety difficulties (such as loose fitting clothing, clothing made from flammable material ie shell suits or earrings). could cause damage to flooring; carry advertising, particularly for alcohol or tobacco; and could be used to inflict damage on other pupils or be used by others to do so. SCHOOL UNIFORM The school colours are royal blue and gold and the school supplier is Kylemark. Boys –White shirt and school tie or school polo shirt, grey trousers, school sweatshirt, school fleece / blue blazer. Girls – White blouse and school tie or school polo shirt, grey skirt or pinafore, school sweatshirt / cardigan, school fleece / blue blazer Page 50 School fleeces, sweatshirts, cardigans and polo shirts may be bought from the Parent Council. Orders are placed twice a year. A small supply is also available for new children who come mid-session. Pupils are required to wear suitable clothing for PE ie: Polo Shirt or T-Shirt (white), gym shorts and gym shoes suitable for indoor activities (no black soled shoes).For safety reasons earrings etc must be removed for PE and Games. Transfer to Secondary School Pupils are normally transferred between the ages of 11 ½ and 12 ½ so that they will have the opportunity to complete at least four years of secondary education. Parents will be informed of the school arrangements no later than December of the year preceding the date of transfer at the start of the new session. The children of Glenburn Primary normally transfer to: Prestwick Academy, Newdykes Road, PRESTWICK, Tel (01292) 477121 While parents have the right to enrol their children at a secondary school of their choice within the regulation governing placing request, it should be borne in mind that close liaison arrangements exist between Glenburn Primary School and Prestwick Academy. These arrangements ensure as smooth a transition as possible for the children and that their education will be a continuous process from primary into secondary. Parents will be informed of the school arrangements no later than December of the year preceding the date of transfer at the start of the new session. Parental Complaints Procedure If you have any comments or complaints please approach the Head Teacher in the first instance. If the Head Teacher does not resolve the issue to your satisfaction, you should: Visit one of South Ayrshire Council’s Customer Service Centres, or any local office. Phone South Ayrshire Council Customer Services Team on 0300 123 0900 Page 51 E-mail: listeningtoyou@south-ayrshire.gov.uk In writing to: Customer Services, South Ayrshire Council, Freepost NAT 7733, Ayr, KA7 1DR Anyone can make a complaint to us, including the representative of someone who is dissatisfied with our service. If you have a concern and wish to complain to the Care Commission directly, please write to: Care Commission Office, Sovereign Road, Suite 3, Academy Road, Irvine, Ayrshire, KA12 8RL SECTION D – CARE and WELFARE Playground Supervision An adult presence is provided in playgrounds at break times in terms of the Schools (Safety and Supervision of Pupils) (Scotland) Regulations, 1990. However, in Glenburn Primary we believe that an enhanced level of adult presence in the playground is an important factor in maintaining good relationships amongst children. Therefore a number of non-teaching staff are always present in the playground. Senior pupils are also given the opportunity to assist with and buddy younger pupils. Expectations of appropriate behaviour are clear and members of the management team are always available. No child having a school lunch or packed lunch is allowed outwith the school gates at lunchtime. The Pupil Council has, in the past, organised the purchase of additional playground games and equipment. This will be developed further with input from our Active Schools’ Co-ordinator. In the past we have been able to order playground equipment as a result of the support of the wider school community for the Tesco voucher initiative. Page 52 School Meals & Free School Meal Information Children of parents receiving Income Support, Job Seekers Allowance (Income Based) Child Tax Credit only (where income is less than £15910*) and child tax credit and working tax credit (where income is less than £6420*) are entitled to a free midday meal. Information and application forms for free school meals may be obtained from schools and from Educational Services, County Buildings, Wellington Square, Ayr KA7 1DR , Telephone 01292 612465. *These values are revised annually. *The eligibility criteria for free school meals will change in April 2015 due to welfare reforms and applications forms for August 2015 will contain the new criteria. Midday meals are provided daily in the school dining hall. These are cooked and served cafeteria fashion. There is a wide choice of main courses and snack meals, including desserts and fruit. Money for meals should be brought daily and kept in a safe place. By arrangement with the School Medical Officer children on special diets can be accommodated. A room is allocated to children who bring a packed lunch to eat in school. Glass food or drinks containers should not be brought to school please. We have a number of children in school with peanut allergies. We would appreciate it if you do not give children packed lunches containing peanuts or nut products. Footwear and Clothing Grant Information Pupils whose parents or guardians are in receipt of either Income Support/Income Based Pension Credit, Income based Jobseekers Allowance, Child Tax Credit only or Support under part VI of the immigration and asylum Act 1999 may be entitled to a Footwear and Clothing Grant and a Free School Meal. Pupils whose parents or guardians are in receipt of Housing Benefit and/or Council Tax Benefit and/or Child Tax Credit and Working Tax Credit may be entitled to the Clothing Grant only. Information and application forms may be obtained from schools, Customer Service Centres and from Educational Services, County Buildings, Wellington Square, Ayr, KA7 1DR, Telephone 01292 612465. Page 53 Transport Guide In law it is the parents’ responsibility to ensure that the children attend school and make suitable travel arrangements for them. However where children attend and live more than a specified walking distance from their catchment school the Council will assist with school travel by making available free school transport for all or part of the journey. South Ayrshire Council has a policy of providing free transport to all primary pupils who live more than two miles from their local school by the recognised shortest walking route. This policy is more generous than the law requires. This means that the provision of transport could be reviewed at any time. Parents who consider they are eligible should obtain an application form from the school or Educational Services, County Buildings, Wellington Square, Ayr KA7 1DR. These forms should be completed and returned before the end of February for those pupils beginning school in August to enable the appropriate arrangements to be made. Strathclyde Partnership for Transport (SPT) organise mainstream school transport on behalf of South Ayrshire Council. If you have a complaint relating to the service provided you should in the first instance contact the school who will forward your complaint to SPT alternatively you can e-mail SPT at school.transport@SPT.co.uk. Applications may be submitted at any time throughout the year but may be subject to delay whilst arrangements are made. The appropriate officer has discretion in special circumstances to grant permission for pupils to travel in transport provided by the authority, where spare places are available and no additional costs are incurred. Children who have Additional Support Needs and/or particular medical conditions may also be entitled to free school transport. The school can advise you on how to access this support. Where free transport is provided it may be necessary for pupils to walk a certain distance to the vehicle pick-up point. Walking distance in total, including the distance from home to the pick-up point and from the drop-off point to the school in any one direction will not exceed the authority’s limits (see above paragraph). It is the parent’s responsibility to ensure their child arrives at the pick-up point in time. It is also the parent’s responsibility to ensure the child behaves in a safe and acceptable manner while boarding, travelling in and alighting from the vehicles. Misbehaviour could result in your child losing the right to free transport. Page 54 The Education Authority does not provide transport for those pupils in receipt of a placing request. PRIVILEGED SEATS Pupils who are not entitled to free school transport may on occasion apply for a privileged seat. A privileged seat is where there is a vacant seat on a dedicated school contract. Parents can make an application for a privileged seat by submitting a letter to South Ayrshire Council, Department of Educational Services, County Buildings, Ayr KA7 1DR at any time during the year. Parents should note that privileged seats are not available on local service contracts and are allocated during October. Privileged seats can be withdrawn if an entitled pupil requires transport and cease at the end of each school session. Insurance South Ayrshire Council holds Public Liability, Employers’ Liability and Officials Indemnity Insurance. In addition, South Ayrshire Council has an on-site and off-site activities insurance policy. Further information regarding insurance and an appropriate claim form can be obtained from the school or Education Services, County Buildings, Wellington Square, Ayr KA7 1DR, telephone 01292 612264. Valuable Items The Council is concerned at the level of claims being received regarding the loss of pupils’ clothing and/or personal belongings. Parents are asked to assist in this area by ensuring that valuable items and unnecessary expensive items of clothing are not brought to school. Parents should note that the Council does not carry insurance to cover loss of such items and any claims submitted are likely to be met only where the Council can be shown to have been negligent. Page 55 Use of Mobile Phones The use of mobile phones is discouraged. Parents / guardians are asked to support us in this and encourage children to leave mobile phones at home. Where necessary, children are given access to the school phone through the school office. They may also, by prior arrangement with the Head Teacher, leave their mobile phone in the school office at 9.00 am and collect it at 3.00 pm. Health and Medical Information Full medical examinations are carried out by the school Medical Officer at Primary 1 and Primary 7 stages, when parents are invited to be present. The various inoculations are administered at the appropriate times and parents are kept fully informed about these and their permission sought. A check is kept on eyesight and hearing as the child progresses through the school. The school dentist visits regularly. Parents will have the choice of treatment in school for their children or of visiting their own dentist. No treatment will be carried out without parental permission. It is imperative that parents keep the school fully informed about any medical condition affecting their children, and of any arrangements that need to be made in such cases. If a child should become ill during the school day and requires to be sent home, then the parents will be contacted. It is thus necessary that the school has a record of where parents - or any other emergency contact - can be located at all times of the school day. In cases of injury to a child where hospital attention may be necessary the child may have to be taken there without delay. This would be done under the care of the school staff and parents contacted as soon as possible. If a child should become ill during the school day and requires to be sent home, then the parents will be contacted. If they are unavailable the emergency contact details will be used. Page 56 It is thus necessary that the school has on record information as to where parents - or any other emergency contact - can be located at all times of the school day. Anyone can get head lice - children and adults alike. Head lice are very small insects which like to live on clean, healthy hair. They can only move if a warm, clean head is close by. They cannot jump, fly or hop and are not spread by hats or combs. Should you suspect your child has head lice please tell the school as well as treating the infestation with insecticide which can be bought in any chemist. Any parent approaching the school may do so knowing the matter will be treated confidentially. If any parents would like further information on the subject please contact the Head Teacher or the School Nurse - Nurse Mackay telephone 01292 313455. HEALTH PROMOTION & NUTRITION Children and young people need the right balance of food and nutrients to develop and grow. Healthy Eating is about getting that balance right and all our menus are nutritionally analysed to meet the Scottish Government Schools (Health& Nutrition) (Scotland) Act 2007 and promote key messages to improve diet to positively influence current and future health. The Schools (Health Promotion and Nutrition) (Scotland) Act 2007 and the Nutritional Requirements for Food and Drink in Schools (Scotland) Regulations 2008 build on the achievements of Hungry for Success by establishing standards for all food and drink in schools. The focus is on getting the balance right and helping pupils make informed choices. A wide range of appealing healthy food and drinks are promoted through marketing, education and active encouragement. We educate and encourage children and young people to opt for healthier choices, not only in school but also outside school. For further information go to:- http://www.scotland.gov.uk/Resource/Doc/222395/0059811.pdf Page 57 ORAL HEALTH PROMOTION INITIATIVES IN NURSERY AND PRIMARY SCHOOLS NHS Ayrshire & Arran is implementing two oral health programmes – Childsmile and the National Dental Inspection Programme (NDIP) in schools. The Childsmile programme’s aim is to improve the dental health of children in Scotland and it is funded by the Scottish Government. It will be rolled out to all schools in Scotland during the next few years. Childsmile has 3 main elements: 1. A core toothbrushing programme – free oral health packs containing a toothbrush and fluoride toothpaste are given out to children at nursery school and in primary 1 on entry to primary school. In Ayrshire & Arran, daily supervised toothbrushing takes place in all nursery schools and many primary schools. During their first year of life, all babies are given an oral health pack and a drinking cup to encourage healthy weaning by swapping bottle for cup as soon as baby is able to drink from a cup. Water and milk are recommended as safe drinks for teeth for all children. 2. An infant programme - this promotes oral health from birth. Parents of newborn children may be referred to the programme by their Health Visitor. Dental Health Support Workers visit parents in their home to give information, oral health advice and to arrange regular visits to the local Childsmile Dental Practice. 3. A nursery and school programme - this provides preventive oral health programmes for children aged 3 years and upwards. This programme started in 2007 and initially only involved a small number of schools. Each year more schools are being included in the programme. It targets children in nursery and primary schools, who will benefit from additional preventive care. This care will involve the application of fluoride varnish to children’s teeth by Childsmile Clinical Teams in the nursery and primary schools. The Childsmile Teams will also deliver oral health promotion messages and be supported by Dental Health Support Workers who will be attached to nursery and primary schools and be the main contact point for parents, teachers, other school staff and School Nurses. The National Dental Inspection Programme: Each year at school, all primary 1 and all primary 7 pupils will be offered a dental inspection in school, by a dentist. It is important that each child’s dental health is assessed so that the child and their parents can maintain dental health and take the necessary steps to remedy any problems that may have arisen. There is also a need to monitor children’s dental health at national and regional or local levels so that reliable dental health information is available for planning and evaluating initiatives directed towards improvements. The National Dental Inspection Programme fulfils both these functions by providing an essential source of information for keeping track of any changes in the dental health of Scottish children. Page 58 Data Protection Act Information on pupils is protected by The Data Protection Act 1998 (as amended) and may only be disclosed where it is legal to do so. Personal information which you supply to us may be used in a number of ways, for example: • to ensure the rights of pupils in school; • to make the appropriate contact in an emergency; • for teaching, registration, assessment and other administrative duties; • to target resources appropriately. Sharing information The information you give us may be shared with other services or public bodies for statistical, operational and analysis purposes, for example delivery of cashless catering, the Active Schools Programme, Library Services, Community Learning and Development, NHS Ayrshire and Arran in relation to health programmes in school, annual data collections by the Scottish Government and provision of national examinations. South Ayrshire Council has a duty to protect the public funds it administers and to this end may exchange information with other parts of the Council to ensure the data it holds is accurate or for the prevention or detection of fraud. Freedom of Information (Scotland) Act 2002 The Freedom of Information (Scotland) Act 2002 enables any person to obtain information from Scottish public authorities. The Act applies to all Scottish public authorities; Scottish Government and its agencies; Scottish Parliament; Local Authorities; NHS Scotland; Universities and further education colleges; and the Police. Public Authorities have to allow access to the following information: o The provision, cost and standard of its service; o Factual information or decision-making; o The reason for decisions made by it. Page 59 Helpful Addresses and Websites EDUCATIONAL SERVICES www.south-ayrshire.gov.uk Wellington Square AYR, KA7 1DR 03001230900 South Ayrshire Council Area Office 5-9 High Street AYR KA7 1LU 01292 617617 www.ltsscotland.org.uk/parentzone www.hmie.gov.uk AREA OFFICE 2-4 The Cross Prestwick KA9 1AN CAREERS GUIDANCE Skills Development Scotland 37 Carrick Street AYR KA7 1NS 01292 281421 COMMUNITY LEARNING & DEVELOPMENT – LETS DEPARTMENT County Buildings Wellington Square AYR KA7 1DR 01292 612655 Page 60 LOCAL COUNCILLORS: South Ayrshire Council County Buildings Wellington Square AYR KA7 1DR Mrs Helen Moonie E-mail address – helen.moonie@south-ayrshire.gov.uk 01292 622289 Mr Ian Cochrane E-mail address – ian.cochrane@south-ayrshire.gov.uk 01292 612471 Mr Hugh Hunter E-mail address – hugh.hunter@south-ayrshire.gov.uk 01292 612616 Mrs Margaret Toner E-mail address – margaret.toner@south-ayrshire.gov.uk 01292 612637 Although this information is correct at the time of printing, there could be changes affecting any of the matters dealt with in the document: - before the commencement or during the course of the school year in question; in relation to subsequent school years Page 61 Appendix A This appendix provides links that you may find helpful. This list is not exhaustive; you may wish to consider additional sources of school, local and national information, material and resources. National policies, information and guidance can be accessed through the following sites: http://www.scotland.gov.uk/Topics/Education http://www.scotland.gov.uk/Topics/Health http://www.scotland.gov.uk/Topics/People/Young-People Children (Scotland) Act 1995 http://www.legislation.gov.uk/ukpga/1995/36/contents Standards in Scotland's Schools (Scotland) Act 2000 http://www.legislation.gov.uk/asp/2000/6/contents Education Scotland’s Communication Toolkit for engaging with parents http://www.educationscotland.gov.uk/learningteachingandassessment/partnerships/engagingparents/toolkit/index.asp The Scottish Government guide Principles of Inclusive Communications provides information on communications and a selfassessment tool for public authorities http://www.scotland.gov.uk/Publications/2011/09/14082209/0 Choosing a School: A Guide for Parents - information on choosing a school and the placing request system – http://www.scotland.gov.uk/Publications/2010/11/10093528/0 A guide for parents about school attendance explains parental responsibilities with regard to children’s attendance at school – Page 62 http://www.scotland.gov.uk/Publications/2009/12/04134640/0 PARENTAL INVOLVEMENT Guidance on the Scottish Schools (Parental Involvement) Act 2006 provides guidance on the act for education authorities, Parent Councils and others – http://www.scotland.gov.uk/Publications/2006/09/08094112/0 Parentzone provide information and resource for parents and Parent Councils http://www.educationscotland.gov.uk/parentzone/index.asp SCHOOL ETHOS Supporting Learners - guidance on the identification, planning and provision of support http://www.educationscotland.gov.uk/supportinglearners/ Journey to Excellence - provides guidance and advice about culture and ethos http://www.journeytoexcellence.org.uk/cultureandethos/index.asp Health and wellbeing guidance on healthy living for local authorities and schools http://www.scotland.gov.uk/Topics/Education/Schools/HLivi Building Curriculum for Excellence Through Positive Behaviour and Relationships outlines the Scottish Government’s priority actions around positive behaviour in schools and is also a source of support http://www.scotland.gov.uk/Publications/2010/06/25112828/0 CURRICULUM Page 63 Information about how the curriculum is structured and curriculum planning http://www.educationscotland.gov.uk/thecurriculum/ Information about the outcomes a learner can expect to experience and achieve across literacy, numeracy and health and wellbeing, as well as the 8 curricular areas http://www.educationscotland.gov.uk/thecurriculum/howisthecurriculumorganised/experiencesandoutcomes/index.asp Advice, practice and resources to support the experiences and outcomes on literary, numeracy and health and wellbeing http://www.educationscotland.gov.uk/learningteachingandassessment/learningacrossthecurriculum/responsibilityofall/index.asp Broad General Education in the Secondary School – A Guide for Parents and Carers http://www.educationscotland.gov.uk/resources/b/genericresource_tcm4725663.asp?strReferringChannel=parentzone&strReferring PageID=tcm:4-634353-64 Information on the Senior Phase http://www.educationscotland.gov.uk/thecurriculum/whatcanlearnersexpect/seniorphase.asp Information on Skills for learning, life and work http://www.educationscotland.gov.uk/thecurriculum/whatcanlearnersexpect/skillsforlearning.asp Information around the Scottish Government’s ‘Opportunities for All’ programme http://www.skillsdevelopmentscotland.co.uk/our-services/services-for-individuals/opportunities-for-all.aspx Information for organisations responsible for the planning, management and delivery of career information, advice and guidance services http://www.skillsdevelopmentscotland.co.uk/our-story/key-publications/career-management-skills-framework.aspx The Skills Development Scotland website ‘My World of Work’ offers a number of tools to support career planning Page 64 http://www.skillsdevelopmentscotland.co.uk/ ASSESSMENT AND REPORTING Building the Curriculum 5: a framework for assessment provides guidance around the assessment framework http://www.educationscotland.gov.uk/Images/BtC5Framework_tcm4-653230.pdf Information about Curriculum for Excellence levels and how progress is assessed http://www.educationscotland.gov.uk/thecurriculum/howisprogressassessed/stages/index.asp Curriculum for Excellence factfile - Assessment and qualifications http://www.educationscotland.gov.uk/publications/c/publication_tcm4624968.asp Information on recognising achievement, reporting and profiling http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/achievement/index.asp TRANSITIONS Curriculum for Excellence factfile - 3-18 Transitions - provides information on the transitions children and young people will face throughout their education and beyond http://www.educationscotland.gov.uk/publications/c/publication_tcm4660285.asp Career Information, Advice and Guidance in Scotland - A Framework for Service Redesign and Improvement provides guidance on career information, advice and guidance strategy http://www.scotland.gov.uk/Publications/2011/03/11110615/0 Choices and changes provides information about choices made at various stages of learning http://www.educationscotland.gov.uk/supportinglearners/choicesandchanges/index.asp Page 65 The Additional support for learning page provides links to relevant legislation and guidance, including the arrangements that should be in place to support pupils with additional support needs http://www.scotland.gov.uk/Topics/Education/Schools/welfare/ASL Supporting Children's Learning Code of Practice includes specific requirements on education authorities and others under the new legislation in relation to transition http://www.scotland.gov.uk/Publications/2011/04/04090720/21 Enquire is the Scottish advice service for additional support for learning http://enquire.org.uk/ Parenting Across Scotland offers support to children and families in Scotland http://www.parentingacrossscotland.org/ SUPPORT FOR PUPILS The Additional support for learning page provides links to relevant legislation and guidance, including the arrangements that should be in place to support pupils with additional support needs http://www.scotland.gov.uk/Topics/Education/Schools/welfare/ASL Information about the universal entitlement to support that underpins Curriculum for Excellence http://www.educationscotland.gov.uk/supportinglearners/whatissupport/universalsupport/roleofkeyadult.asp Supporting Children's Learning Code of Practice (Revised edition) - provides Statutory guidance relating to the Education (Additional Support for Learning) (Scotland) Act 2004 as amended http://www.scotland.gov.uk/Publications/2011/04/04090720/21 Getting It Right For Every Child and Young Person, is essential reading for anyone involved or working with children and young people, including practitioners working in adult services with parents and carers http://www.scotland.gov.uk/Topics/People/Young-People/gettingitright Page 66 SCHOOL IMPROVEMENT Scottish Schools Online - provides a range of school information, including contact details, school roll, facilities, website, inspection reports http://www.educationscotland.gov.uk/scottishschoolsonline/ Education Scotland’s Inspection and review page provides information on the inspection process http://www.educationscotland.gov.uk/inspectionandreview/index.asp The Scottish Survey of Literacy and Numeracy (SSLN) is an annual sample survey which will monitor national performance in literacy and numeracy http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education/SSLN Scottish Credit and Qualifications Framework (SCQF) http://www.scqf.org.uk/ Scottish Qualifications Authority provides information for teachers, parents, employers and young people on qualifications http://www.sqa.org.uk/ Amazing Things - information about youth awards in Scotland http://www.awardsnetwork.org/index.php Information on how to access statistics relating to School Education http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education Page 67 Page 68
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