School Handbook 2013-2014

Dunbar Grammar School Handbook 2013/2014

CONTENTS INTRODUCTION

3

INFORMATION ABOUT THE SCHOOL Introduction Address School Roll The School Day School Session Dates 2013:2014 Parent Forum and Parent Council Primary Transfer and Enrolment School Improvement Plan

5 5 5 5 6 6 7 8-9 10-14

DRESSING FOR SCHOOL

15-16

EXTRA CURRICULAR ACTIVITIES

17-19

STAFF AND ROOMS

20-21

THE AIMS OF DUNBAR GRAMMAR SCHOOL STATEMENT OF INTENT

22 23-25

ACHIEVEMENT AND ATTAINMENT

26

THE SCHOOL CURRICULUM Curriculum Development S1-S3 Curriculum Choosing Subjects for the Senior Phase The Senior Phase S4-S6 Education Maintenance Allowance (EMA)

27 27 28 29 29-30 31

RELIGIOUS OBSERVANCE

32

ASSESSMENT AND REPORTING Assessment and Reporting Home Study

33-36 33 37

STUDENT SUPPORT Integrated Student Support Guidance Structure Team Teach House System Support for Learning

38 38 38 39 39 40-41

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Dunbar Grammar School Handbook 2013/2014

STANDARDS OF BEHAVIOUR AND ATTENDANCE Student Positive Relationships Anti Bullying Policy Exclusion of Students from School Attendance for Disciplinary Reasons Temporary Exclusion Exclusion (Removal from the Register) Attendance Electronic Registration & Truancy Call School Ethos

42 42 42 43 43 44 44 45 45

GENERAL INFORMATION FOR PARENTS Communication with Parents Transferring Educational Data About Pupils Professionals Visiting School/Information Sharing and Confidentiality Consulting with Students ASL Act 2009 Child Protection Procedures Transport to and from school, Road Safety Occasional and Emergency Closures School Meals Employment of Children Medical Care Health and Safety, School and Community Complaints Procedures, Useful Contacts

46 46 47 49 50 50 51 51 52 52 53 54 54 55

STATISTICAL INFORMATION Notes

56-69 70

ACCURACY OF INFORMATION The information is accurate at the time of compilation. It is subject to changes in roll, staffing and resources in future years. (September 2012)

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Dunbar Grammar School Handbook 2013/2014

INTRODUCTION Dear Parent/Carer, Student, It gives me great pleasure to welcome you to Dunbar Grammar.

This prospectus is the result of collaboration between Dunbar Grammar School, East Lothian Council, Dunbar and the surrounding communities, and the Dunbar Grammar Parent Council.

This school prospectus will provide you with important information about the school.

Our school is a very special place and we believe we are lucky to work and learn in such a happy and supportive environment. It is our sincere hope that we can develop and improve upon these existing strengths.

We believe that every child has a gift in at least one area of the curriculum. The challenge facing us as teachers is to allow children the opportunity to discover and develop that gift. Through a Curriculum for Excellence we hope to increase the opportunities available to staff, students and parents/carers.

In order to fulfil this intention the school is committed to our Aims and Values which are as follows: Confidence Our community will: s PROMOTE WELL BEING RESILIENCE ASPIRATION AND HOPE FOR THE FUTURE s INSPIRE CONlDENCE BY ACTING WITH HONESTY AND INTEGRITY s FOSTER A SENSE OF BELONGING AND PRIDE AND ENCOURAGE PARTICIPATION Opportunity Our community will: s MAXIMISE OPPORTUNITIES FOR INDIVIDUAL AND COLLECTIVE ACHIEVEMENT s SUPPORT AND ENCOURAGE ALL MEMBERS OF OUR COMMUNITY TO BE AMBITIOUS AND achieve their potential s RECOGNISE AND CELEBRATE ACHIEVEMENT

Respect Our community will: s ENCOURAGE INDIVIDUAL RESPONSIBILITY AND PROMOTE RESPECT FOR SELF OTHERS AND OUR environment s DEMONSTRATE FAIRNESS AND COMPASSION IN RELATIONSHIPS s CREATE REGULAR OPPORTUNITIES FOR REmECTION AND DISCUSSION OF OUR WORK Learning Our community will: s OFFER WELL PLANNED DIVERSE LEARNING EXPERIENCES WHICH ARE ENJOYABLE AND challenging s ENCOURAGE CURIOSITY CREATIVITY AND SELF RELIANCE s DEVELOP LIFELONG LEARNERS WHO ARE MOTIVATED AND ADAPTABLE 3

Dunbar Grammar School Handbook 2013/2014

PROMOTING SUCCESS We are proud of our school and would be delighted if you chose to join us.

Please do not hesitate to get in touch if you require further information or clariďŹ cation about any aspect of the school.

Yours sincerely

P Raffaelli Headteacher

Awards Ceremony

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Dunbar Grammar School Handbook 2013/2014

INFORMATION ABOUT THE SCHOOL INTRODUCTION Dunbar Grammar School is a six-year comprehensive, non-denominational and coeducational school. It serves the town of Dunbar and the surrounding area. It is one of six secondary schools in East Lothian.

The present building was opened in 1961 and is situated in an attractive site in the centre of Dunbar. It has spacious playground areas and a games field within the school grounds. The school is fully equipped for disabled access.

The school has been completely redeveloped as part of East Lothian Council’s Private and Public Partnership scheme.

GROUP CALL/WEEKLY E-MAIL UPDATE Group Call allows us to text parents/carers to remind them of approaching events.

Every Friday we send out an e-mail t parents/carers with lots of information updates.

This is then posted on the school website www.dubargrammar.org.uk Anyone who does not have internet or e-mail access can request a hard copy which will be put in the student’s register folder on Monday morning.

Address: Dunbar Grammar School Summerfield Road DUNBAR East Lothian EH42 1NJ Telephone Number: Fax Number: e-mail address

01368 863339 01368 864798 dunbar.gs@dunbargrammar.elcschool.org.uk

School website

www.dunbargrammar.org.uk

Headteacher: Depute Headteacher: Depute Headteacher: Business Manager: Office Manager:

Mr Paul Raffaelli Mr Derek Simpson (DHT Curriculum) Mrs Heather Mackie (DHT Support) Mr Michael Graven Mrs Ann Penman

SCHOOL ROLL The school roll for the current session is 749. The number of students at each stage is shown below.

Year

1 131

2 160

3 141

4 122 5

5 100

6 95

Total 749

Dunbar Grammar School Handbook 2013/2014

THE SCHOOL DAY Monday to Thursday 8.39 8.44 8.50 8.50 9.50 9.50 10.50 10.50 11.10 11.10 12.10 12.10 1.10 1.10 2.00 2.00 3.00 3.00 4.00

Friday School closes for students at 12.10pm. The early closure on Fridays is to allow time for Staff Development.

Warning Bell Registration Period 1 Period 2 Interval Period 3 Period 4 Lunch Period 5 Period 6

SCHOOL SESSION DATES 2013/2014 Term 1 InService Day 1 InService Day 2 Pupils Resume September Holiday staff & pupils break September Holiday (schools closed for staff & pupils)

Monday Tuesday Wednesday Thursday

19 August 2013 20 August 2013 21 August 2013 12 September 2013

All Resume All Break (October break) October break InService Day 3 Pupils Resume All Break (Christmas)

Friday Monday Tuesday Friday Monday-Friday Monday Tuesday Friday

13 September 2013 16 September 2013 17 September 2013 11 October 2013 14 – 18 October 2013 21 October 2013 22 October 2013 20 December 2013

Term 2 All Resume Pupils break February break InService Day 4 Pupils resume All break (Easter) Good Friday Easter Monday

Monday Friday Monday – Friday Monday Tuesday Friday Friday Monday

6 January 2014 7 February 2014 10–14 February 2014 17 February 2014 18 February 2014 4 April 2014 17 April 2014 21 April 2014

Term 3 All Resume May Holiday InService Day 5 Pupils Resume Victoria Day Holiday All resume Term ends

Tuesday Monday Tuesday Wednesday Monday Tuesday Friday

22 April 2014 5 May 2014 6 May 2014 7 May 2014 19 May 201 20 May 2014 4 July 2014

School Session dates can also be found at: http://www.eastlothian.gov.uk/sessiondates Schools within East Lothian: A list of all nursery/primary and secondary schools can be found at: http://www.eastlothian.gov.uk/educationandlearning

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Dunbar Grammar School Handbook 2013/2014

PARENT FORUM AND PARENT COUNCIL The Scottish Schools (Parental lnvolvement) Act 2006 encourages and supports parents/ carers to become involved in their children’s education.

The main aims of the Act are to: s (ELP PARENTS CARERS BECOME MORE INVOLVED WITH THEIR CHILD S EDUCATION AND LEARNING s 7ELCOME PARENTS CARERS AS ACTIVE PARTICIPANTS IN THE LIFE OF THE SCHOOL s 0ROVIDE EASIER WAYS FOR PARENTS CARER TO EXPRESS THEIR VIEWS AND WISHES To help achieve these aims, all parents/carers will automatically be members of the Parent Forum at their child’s school and will be entitled to have their views represented to the school education authority and others through a representative Parent Council for the school. As a member of the Parent Forum parents/carers will have a say in selecting their Parent Council (the representative body) to work on behalf of all parents/cares at the school.

The role of the Parent Council is to: s 3UPPORT THE SCHOOL IN ITS WORK WITH PUPILS s 2EPRESENT THE VIEWS OF ALL PARENTS CARERS s %NCOURAGE LINKS BETWEEN THE SCHOOL PARENTS CARERS PROVIDERS OF NURSERY EDUCATION and the wider community s #ONSULT WITH AND REPORT BACK TO THE 0ARENT &ORUM The Parent Council arrangements came into effect from August 2007. For more information on the Parental Involvement Act or to ďŹ nd out about parents as partners in their children’s learning contact the school or Val McIntyre, Principal OfďŹ cer, at the Department of Services for People on 01620 827228 (vmcintyre@eastlothian.gov.uk) or visit the Parentzone website on http://educationscotland.gov.uk/parentzone Head Teachers now have a legal obligation to consult with their Parent Council to see what they would like included in the School Handbook and ensure it is incorporated.

However, the Scottish Government are aware of the tight timescale for the 2013-2014 School Handbook, but discussions must take place at Parent Council meetings and any DECISIONS TAKEN REmECTED IN THE HANDBOOK )T IS ANTICIPATED THAT THERE WILL BE GREATER opportunity for parental involvement in future years.

Further information can be found at: http://eastlothian.gov.uk/parentcouncils SCHOOL COUNCIL (Including Parent Council, PTA, Student Council and Staff Representative) DGS Council 2012-13 Kate Darrah/Graeme Parkes Vacancy Leigh Leslie Sally Brown Carol Dunham Julia Dorin Lorna Gatens Susan Guy-Inglis Iain MacKenzie Sharron McLennan Kate Triscott Paul Raffaelli Alice Clubb/Jen Matthew/Gillian Williams Dominic Mayo Rebekah McClintick

Joint Chair Treasurer Clerk DGSA Chair Parent Member Parent Member Parent Member Parent Member Parent Member Parent Member Parent Member Headteacher Staff Representatives (rotation) Head Boy (Student Council) Head Girl (Student Council)

The School Council can be contacted at: parentcouncil@dunbargrammar.elcschool.org.uk

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Dunbar Grammar School Handbook 2013/2014

SCOTTISH PARENT TEACHER COUNCIL (SPTC) The Scottish Parent Teacher Council is the national organisation for Parent Teacher Associations (PTAs) and Parent Associations (PAs) in Scotland and runs an independent helpline service for all parents. You can contact the Scottish Parent Teacher Council telephone number 0131-474-6199, by e-mail sptc@sol.co.uk, the website www.sptc.info or write to Scottish Parent Teacher Council, 15 Mansfield Place, Edinburgh, EH3 6BB.

PRIMARY TRANSFER AND ENROLMENT Most transfers to secondary school take place at the end of Primary 7 and most transfers are from the district Primary School associated with a particular Secondary School. Dunbar Grammar School is the district secondary school for five primary schools – Dunbar, East Linton, Innerwick, Stenton and West Barns. Such transfers are automatic and parents of Primary 7 children will be informed of transfer procedures by the Headteachers of their Primary School.

If you wish your child to attend a non-district secondary school, information will be sent to your home address when your child is in P7.

It should be noted that attendance at any associated primary does not mean transfer to the attached secondary school.

To ensure a smooth transfer from Primary to Secondary the children of Primary 7 visit the Grammar School and follow their actual timetable during a two day induction programme.

The Integration Team delivers a programme throughout the year aimed at integrating students from all our Primary Schools and addressing the overall anxieties, which arise about moving to a large secondary school. The Team addresses these issues through a programme of discussion, joint activities and visits.

Grammar School Guidance staff along with Support for Learning colleagues visit the Primary schools and parents are invited to an evening meeting at the Grammar School to meet staff to discuss additional information or raise questions with regard to transfer. These events normally take place in May or June before transfer to the Grammar School. Any parent who is unable to attend the Parents meeting is invited to contact the school to make an individual appointment.

Parents who wish to enrol children during the school session should contact Mrs H Mackie, Depute Headteacher, to arrange a convenient time to come to the school. An opportunity will be provided to see round the school. Further information about the school can be given to parents at this time and details of the student’s class and course can be established. A starting date for the student can also be discussed at this meeting.

Art Lesson 8

Dunbar Grammar School Handbook 2013/2014

Pupil Placement The law allows parents to express a preference for a different school (such a school is often referred to as a non-district school) rather than placing their child in their local school. The Council is obliged to grant a placing request wherever possible. While most requests are granted in some cases this is not possible. The Council can only refuse a placing request if any of the criteria as per Section 28A (3) Education (Scotland) Act 1980 is met. If a placing request is refused the parent has the right to appeal this decision. An appeals panel will hear the appeal and if they come to the conclusion that they do not think the grounds of refusal quoted stand or that even though the grounds of refusal stand it is still inappropriate to refuse the place, they can overturn the decision and the child would be allocated a place in that school.

Pupil placement process must meet set timescales, all requests received by 15 March must be considered at the same time. Parents must receive the outcome of their request before the end of April. If a school is oversubscribed detailed reports outlining all the placing requests for that school are presented to the Pupil Placement Sub Committee for approval.

Further information can be found at: http:www.eastlothian.gov.uk/choosingaschool & http://eastlothian.gov.uk/placingrequests Reserved Places/Roll Capping in Schools The Department of Services for People obtain information on the migration of pupils from certain schools where we may need to reserve places for incoming district pupils.

Reserving places is crucial in areas where there are high levels of house build or high migration into catchment. This also informs whether it will be necessary to roll cap certain stages within a school or the whole school to maximum number.

By the end of December we have received class organisation returns from primary and secondary schools for the next school year. This information is vital as it informs us of how many district pupils have enrolled and the number of non-district places that can be granted. It is also an early warning for any problems i.e. over school capacity or large increases in pupils’ numbers because of house build. Detailed reports requesting roll capping of schools or retaining places for pupils moving into the catchment area are always presented to Council Committee for Education for approval.

School Catchment Every school has a catchment area; each catchment area has clear boundaries. Children living in the catchment area are given priority for places in this school. Entitlement to a place in a school is based on home address and not on attendance at an associated school or nursery class. In some areas there are separate Catholic schools available for parents wishing their child to be educated in this type of school. Children living in the catchment area and baptised in the Catholic faith are given priority for places in this school.

East Lothian has 6 secondary schools, 35 primary schools and 3 nursery establishments.

Each primary school in East Lothian feeds into a corresponding secondary school. The boundary lines for each primary and secondary school catchment area in East Lothian for the most remain so since circa 1980’s, and were originally recorded on printed copies of A-Z street maps and Ordnance Survey Maps. To improve accessibility of information, each school catchment area map was re-digitised for public use on the East Lothian Council’s website, as approved by Council Committee for Education in May 2011.

Note: There are no catchment boundaries for nursery provision.

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Dunbar Grammar School Handbook 2013/2014

SCHOOL IMPROVEMENT PLAN Each year Dunbar Grammar School puts together a school improvement plan which is the result of a collaborative exercise between staff, students and parents/carers.

This is treated as a rolling plan for improvement and is updated throughout the academic session. It is impact based and seeks to produce evidence of improvement which is then reported to East Lothian Council in the form of a standards and quality report. The plan for 2012/13 is as follows: Dunbar Grammar School School Improvement Plan 2012-2013 Parent and Student Version Introduction It has been brought to my attention that previous improvement plans, though fine for educationalists, were not particularly accessible to parents and students. This has prevented parents and students being more actively involved in the design and execution of the plan. As a result I developed a parent and student format for last session which seems to have been well received. For this session’s plan I have again tried to pick out the main elements, where possible getting rid of any jargon. I hope you find this useful and are able to comment and/ or contribute to the plan.

Is there anything you disagree with?

Is there anything missing?

Please e-mail me with any comments on praffaelli@dunbargrammar.elcschool.org.uk Section 1 This section lists the views of staff on where we think we are in relation to the national document ‘How Good Is Our School ?’ http://www.hmie.gov.uk/documents/publication/hgiosjte3.html Each area of school life is graded on a 6 point scale and is upgraded each term in conjunction with a visit from Karen Haspolat, our Authority Quality Improvement Officer.

If you disagree with our levels (up or down!) please e-mail me giving your reasons and any evidence you may have to support your view.

Below is a description of each level /HYHO

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10

Dunbar Grammar School Handbook 2013/2014

Our Performance

Quality Indicator 1

Key performance outcomes

1.1

Improvements in performance

5

1.2

Fulfilment of statutory duties

5

2

Impact on learners

2.1

/HDUQHUV¶ H[SHULHQFHV

5

2.2

7KH VFKRRO¶V VXFFHVVHV LQ LQYROYLQJ SDUents, carers and families

5

3

Impact on staff

3.1

The engagement of staff in the life and work of the school

5

4

Impact on the community

4.1

7KH VFKRRO¶V VXFFHVVHV LQ HQJDJLQJ ZLWK WKH ORFDO FRPPXQLW\

5

4.2

7KH VFKRRO¶V VXFFHVVHV LQ HQJDJLQJ ZLWK WKe wider community

5

5

Delivery of education

5.1

The curriculum

5

5.2

Teaching for effective learning

5

5.3

Meeting learning needs

5

5.4

Assessment for learning

5

5.5

Expectations and promoting achievement

5

5.6

Equality and fairness

5

5.7

Partnerships with learners and parents

5

5.8

Care, welfare and development

5

5.9

Improvement through self-evaluation

5

6

Policy development and planning

6.1

Policy review and development

5

6.2

Participation in policy and planning

5

6.3

Planning for improvement

5

7

Management and support of staff

7.1

Staff sufficiency, recruitment and retention

5

7.2

Staff deployment and teamwork

5

7.3

Staff development and review

5

8

Partnerships and resources

8.1

Partnerships with the community, educational establishments, agencies and employers

5

8.2

Management of finance for learning

5

8.3

Management and use of resources and space for learning

5

8.4

Managing information

5

9

Leadership

9.1

Vision, values and aims

5

9.2

Leadership and direction

5

9.3

Developing people and partnerships

5

9.4

Leadership of change and improvement

5

10

Capacity for Improvement

5

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Dunbar Grammar School Handbook 2013/2014

Area for Improvement 1 Impact All students will experience stimulating, differentiated lessons. Courses will be constructed to meet the needs of all students and will reflect the best principles of curriculum design*. All students will be able to add value to their knowledge and understanding and skills pertaining to individual subjects. Over 90% of our students will attain at least level 4 ( Equivalent to General at Standard Grade or Intermediate 1) in five or more subjects by the end of S4. *http://www.educationscotland.gov.uk/thecurriculum/howdoyoubuildyourcurriculum/curricul umplanning/whatisbuildingyourcurriculum/btc/btc3.asp (See page 13)

Tasks

When

All subjects develop appropriate courses and materials

2012-2013

Materials are evaluated on an on-going basis, involving peers and student feedback.

Materials are formally evaluated at the end of cycles or when deemed appropriated, taking account of students views

2012-2013 2012-2013

Area for Improvement 2 Impact All staff will have an understanding of Nat 4 and 5 * and be ready to offer appropriate lessons in order to maximise the level of attainment of students sitting these examinations. All staff understand fully the requirements of the SQA in the delivery of these examinations. *http://www.sqa.org.uk/sqa/41237.html See link for more information regarding new qualifications

7DVNV

Familiarisation of Access and National 4 and 5 specifications Planning of courses in preparation for next session Identify efficient, effective means of gathering and storing evidence Identify way of overcoming inadequate access to IT provision (ie computers)

When 2012-13 2012-13 Oct 2012 2012-13

Area for Improvement 3 Impact All S3 students receive an S3 Profile* at the completion of S3. This Profile is perceived to be a valuable reflection of DFKLHYHPHQW DQG LQFOXGHV VWXGHQWVÂś YLHZV DQG RSLQLRQV Dunbar Grammar school celebrates this wide achievement with these students and their parents/carers. *http://www.educationscotland.gov.uk/publications/c/recognisingachievement.asp

Tasks

When

Format and content of S3 Profile is agreed Oct 2012 We have in place an efficient and effective method of gathering materials, in both an electronic and hard copy format Oct 2012 A group is set up to look at ways of celebrating the end of the broad education phase with the possibility of an award ceremony Term 2012

12

Dunbar Grammar School Handbook 2013/2014

Area for Improvement 4 Impact The Senior Phase* Options sheet is created and maximises the provision for S4-S6 students. There is a wide range of different academic level and vocational options available. *http://www.educationscotland.gov.uk/thecurriculum/whatcanlearnersexpect/seniorpha se.asp

Tasks

When

Appropriate column and choice sheet is produced Subject Information booklets are produced New system for selecting courses is developed

Dec 2012 Dec 2012 Dec 2012

Area for Improvement 5 Impact Having carried out a literacy audit across the school we will be in a better position to improve standards of literacy across the school. This should dove-tale with the Cluster focus 2012-13 to improve literacy levels with a focus on Reading.

Tasks

When

Create literacy audit Distribute to staff for completion Collect, compile and distribute report to ELT/all staff Identify next steps

August 2012 30.8.2012 Term 1 Term 2

Area for Improvement 6 Impact With the new management structure in place the shared leadership of the school is more efficient and effective, resulting in an improvement of management and leadership and a higher level of service for all students.

Tasks

When

Create a short-life working group to evaluate the efficacy of the new structure

Term 3, 2013

Report back to all staff

Session 2013-14

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Dunbar Grammar School Handbook 2013/2014

SCHOOL IMPROVEMENT The Standards in Scotland’s Schools Act (2000) requires that every local authority aims to secure improvement in the quality of school education which is provided in the schools managed by them. As part of East Lothian Council’s legislative duty to ensure that schools are supported in improving standards for pupils each year, evaluation visits are carried out in every school twice during each school session. By focusing on improvements in performance during these visits, schools are supported in ensuring high standards are achieved and maintained. A Quality Improvement OfďŹ cer carries out each of these visits.

The Role of Quality Improvement OfďŹ cers Currently there are ďŹ ve Quality Improvement OfďŹ cers, two of whom are seconded until August 2013. The two seconded Quality Improvement OfďŹ cers have a remit that encompasses authority and school developments relating to Curriculum for Excellence, while the permanent Quality Improvement OfďŹ cers have responsibility for support and challenge across all schools, but there is overlap between the roles.

Responsibilities to individual schools include the following for Quality Improvement OfďŹ cers: s 0ROVIDE SUPPORT PRE DURING AND POST %DUCATION 3COTLAND INSPECTION s 3UPPORT AND MONITOR DEVELOPMENT PLANNING ENSURING LINKS TO (OW 'OOD )S /UR School? Child at the Centre and Service Improvement Framework outcomes s 0ROVIDE ADVICE ON STAFlNG lNANCE RESOURCES ISSUES s 3UPPORT DEVELOPMENT PROGRESSION OF #URRICULUM FOR %XCELLENCE s !NALYSE AND USE DATA TO CHALLENGE SCHOOLS TO RAISE ATTAINMENT AND ACHIEVEMENT s 0ARTICIPATE IN THE APPOINTMENT OF SENIOR MEMBERS OF SCHOOL BASED STAFF s 0ROVIDE SUPPORT IN THE RESOLUTION OF DISCIPLINARY MATTERS COMPLAINTS AND OTHER school based issues s $EVISE AND PROMOTE STRATEGIES TO ADDRESS AREAS WHERE PERFORMANCE SHOULD BE improved; monitor and report on progress s 5NDERTAKE EVALUATION VISITS TO ALL SCHOOLS AND PROVIDE REPORTS AS APPROPRIATE The three substantive Quality Improvement OfďŹ cers each have two clusters of schools within their remits: 1) Dunbar & Tranent 2) Haddington & Prestonpans 3) Musselburgh & North Berwick The Quality Improvement OfďŹ cer also supports a range of cluster activities, e.g. transition events, training afternoons etc. Other important elements within the Quality Improvement OfďŹ cer role include: s -ONITORING OF CHILDREN WHO ARE HOME EDUCATED s 0ARENTAL COMPLAINTS s &REEDOM OF )NFORMATION 2EQUESTS s #HAIRING CLUSTER MODERATION MEETINGS FOR %XCEPTIONAL .EEDS RESOURCE ALLOCATION s 2EPORTING TO 3COTTISH 'OVERNMENT %DUCATION 3COTLAND E G ON #URRICULUM FOR Excellence implementation s -ANAGING ,OCAL !UTHORITY EDUCATIONAL DEVELOPMENTS E G ,EADERSHIP $EVELOPMENT

Assessment & Moderation s )NVOLVED IN THE RECRUITMENT AND SELECTION PROCESS OF (EAD 4EACHERS AND $EPUTE Head Teachers 14

Dunbar Grammar School Handbook 2013/2014

DRESSING FOR SCHOOL Four years ago we conducted a community consultation on school uniform, which showed a huge majority in favour of retaining uniform at Dunbar Grammar School.

A further consultation conďŹ rmed this and has resulted in some small changes. This update clariďŹ es what our students should be wearing in session 2013/2014.

Our reasons for promoting school uniform can be summarised as follows: Security – uniform allows visitors/strangers in the school to be immediately identiďŹ ed.

Equality – uniform provides a level playing ďŹ eld for all students and avoids students being bullied or embarrassed if they do not have the latest designer fashions.

Identity – uniform reinforces a sense of community and pride in the school.

Work ethos – Dunbar Grammar School is a place of work. Uniform helps to create an ethos of purposeful activity.

The uniform detailed below will apply for session 2013-2014. Uniform is monitored throughout the year by SMT and students will be challenged if not appropriately dressed. It is particularly important that every student in Dunbar Grammar School always wears an item of clothing, which readily identiďŹ es them as members of the school i.e., tie, DGS polo shirt or DGS sweatshirt for S1 – 4 or DGS blazer for S5&6 Prefects.

S1-6 Uniform s &ORMAL BLACK OR GREY TROUSERS SKIRT OF APPROPRIATE LENGTH s &ORMAL WHITE BLACK COLLARED SHIRT s 3CHOOL TIE WORN APPROPRIATELY s .AVY BLUE BLACK OR GREY JUMPER OR CARDIGAN HOODED TOPS MUST BE REMOVED IN school) s "LACK DRESS SHOES BOOTS OR PLAIN BLACK TRAINERS s 4IGHTS SHOULD BE NAVY MAROON DARK GREEN BLACK GREY OR NEUTRAL s 3CHOOL mEECE OPTIONAL S1– 4 option s 7HITE $'3 POLO SHIRT AND BLACK $'3 SWEATSHIRT S5&6 Prefects s !LL PREFECTS MUST WEAR A SCHOOL BLAZER WITH BRAIDING ATTACHED The above items can all be ordered from the school ofďŹ ce.

Certain restrictions also apply: s &OOTBALL CLOTHING COLOURED OR HEAVILY BRANDED TRAINING SHOES AND JEANS SHOULD NOT be worn. s #LOTHING WITH COMMERCIAL LOGOS OR WRITTEN MESSAGES SHOULD NOT BE WORN s 3HIRTS IN BRIGHT COLOURS OR WITH READABLE LOGOS SHOULD NOT BE WORN UNDER A WHITE shirt. s /UTDOOR COATS HOODED TOPS HATS SCARVES AND GLOVES SHOULD BE REMOVED INSIDE the building. s !LL JEWELLERY SHOULD BE APPROPRIATE AND SAFE 15

Dunbar Grammar School Handbook 2013/2014

EXAMPLE 1 – APPROPRIATE

EXAMPLE 2 – INAPPROPRIATE

An S1 student wearing black shoes and trousers, a white collared shirt with a tie and v-neck black jumper.

An S3 student wearing a plain white polo shirt under a blue v-neck jumper, with black shoes and trousers.

EXAMPLE 3 – APPROPRIATE

EXAMPLE 4 - INAPPROPRIATE

An S4 student wearing a black skirt And black shoes, a white DGS polo Shirt and a black DGS sweatshirt.

An S6 student wearing a white shirt with a tie, blue v-neck Jumper with a branded logo, black trousers and black shoes.

ASSISTANCE WITH PROVISION OF SCHOOL CLOTHING East Lothian Council operates a scheme of provision to ensure that a pupil is sufficiently and suitably clad to take full advantage of the education provided.

Families in receipt of Income-Based Job Seekers Allowance, Income Support and Income Related Employment and Support Allowance will qualify for such a scheme.

Other cases may be considered in the case of exceptional personal circumstances.

Parents who wish to apply for the scheme should complete an application form which is available from the Department of Services for People, Business Unit, John Muir House, Haddington, EH41 3HA. Further information can be found at: http://www.eastlothian.gov.uk/ schoolclothingandfreeschoolmeals

Battlefields Trip 16

Dunbar Grammar School Handbook 2013/2014

EXTRA CURRICULAR ACTIVITIES We regard extra-curricular activities as a valuable part of a youngster’s educational experience. Many members of staff regularly give up their own time after school and at weekends to maintain the extra curricular life of the school.

Assistance from parents and the full co-operation of students are vital if this highly desirable aspect of school life is to continue.

ACTIVITIES The range of activities, which take place, varies from year to year. These can include the following: Basketball Chess Debating Clubs Fitness Club History Club Jewellery Making Netball Rock School Surfing Urban Free Flow

Badminton Choirs Duke of Edinburgh Football Hockey Maths Club Puppet Club Rugby Table Tennis Windband/Jazz Band

Charity Committee Dance Film Club Games Club Homework Club Model Club Reading Club School Newspaper Theatre Trips

FOREIGN TRIPS In 2013, the entire 3rd year will have the opportunity to visit the Battlefields of France and Belgium. Financial assistance will be available for those in receipt of free school meals. For financial assistance please contact the school.

We also have well established exchange links with schools in Lignieres in France and Spree-Neisse in Eastern Germany.

Senior students studying German have the opportunity to undertake a work experience placement in this area. Senior students will be going to California in June/July 2012.

EDUCATIONAL EXCURSIONS Educational Excursions are designed and planned in accordance with the East Lothian Council’s comprehensive guidelines.

Further information can be found at: http://www.eastlothian.gov.uk/ eductionalexcursions

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Dunbar Grammar School Handbook 2013/2014

DUKE OF EDINBURGH AWARD SCHEME Dunbar Grammar offers The Duke of Edinburgh’s Award Scheme to students from S3 to S6. The Duke of Edinburgh’s Award Scheme gives recognition for many of the activities that young people are involved in.

The four main sections of the Award are: 1.

2.

3.

4.

Physical Recreation Service Skills Expedition

e.g. e.g. e.g. e.g.

sports like football, dancing and hockey. helping in the community, fund-raising for charity. playing a musical instrument, model making. planning an expedition which involves campcraft and navigation.

Presently Dunbar Grammar has over 100 students participating at the three levels of the Award – Bronze, Silver and Gold. Students will follow an intensive programme of expedition training which in the past has taken them to the Borders, the Lammermuirs, the Pentlands and the Trossachs.

ACTIVITIES WEEK The school organises an Activities Week programme in the last week of May for S1, S2 and S3 students. The programme lasts for the duration of the week and is split into day activities.

This week has four key aims: s 4O BE ENJOYABLE s 4O ALLOW STUDENTS TO EXPERIENCE NEW ACTIVITIES s 4O PROMOTE YEAR GROUP IDENTITY s 4O DEVELOP AN UNDERSTANDING OF A #URRICULUM FOR %XCELLENCE All S1 students will have the opportunity to take part in an outdoor activities programme. S2 students will undertake school based activities and S3 students visit the BattleďŹ elds of France and Belgium. More information can be provided by the school.

Duke of Edinburgh Award Scheme Expedition 18

Dunbar Grammar School Handbook 2013/2014

OUTDOOR EDUCATION Outdoor Education is provided to schools through the East Lothian Outdoor Education Service based in Unit 3, Musselburgh Racecourse Complex, Balcarres Road, Goosegreen Road, Musselburgh, East Lothian, EH21 7SR. The aim of the service is to provide ďŹ rst class experiences of outdoor education for schools and other groups and to offer a support and advice service for outdoor activity in East Lothian.

Further information can be found at: http://www.eastlothian.gov.uk/outdoorlearning

COMMUNITY LIFE AND LEISURE Community Life and Leisure can facilitate enhanced learning opportunities for children through provision of and support of: s 3CHOOL ,IBRARY 3ERVICE s )NSTRUMENTAL -USIC 4UITION s $RAMA PROVISION 4HEATRE s %DUCATIONAL VISITS IN MUSEUMS PROJECTS s 3TUDY 3UPPORT AND !FTER 3CHOOL !CTIVITIES s 3PORT The Service is committed to facilitating access to the widest range of creative and learning opportunities and supports a broad range of information services and access.

Further information can be found at: http://www.eastlothian.gov.uk/communitylifeand leisure Educational Excursions Educational Excursions are designed and planned in accordance with the East Lothian Council’s comprehensive Guidelines.

Outdoor Activities

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Dunbar Grammar School Handbook 2013/2014

STAFF & ROOMS PT

Senior Management Team HT Mr P Raffaelli DHT Mr D Simpson DHT Mrs H Mackie

Mrs A Clubb Mr D Burns Ms D Greenshields Mrs M Sweeney Ms W Thrower Ms G Williams

M17 M14 M16 M15 M12 M13

Pupil Support Social Subjects PT PT PT PT PT

Mrs L Gillies Ms K McLuckie (PSW) Mrs D Patterson (SFL) Mrs F Payton Mrs A Rawson (G) Mr I Robertson (G) Mrs S Wood (G)

Learning Assistants Mrs L Clark Mrs A Campbell Mr M Corrigan Mrs I Duncanson Mrs I Knox Mrs J McIntyre

PT

Mrs E Barton Ms D Bullen Mrs A M Napier Mrs S Smith Mrs N Stewart

PT

Ms L Baldwin Ms S Aitken Mrs R Dallas Mr C Earle Ms J Gardner Ms S Hamilton

Science Mathematics

Mrs F Cairns T7 Mrs F MacAulay (ART) T11 Mr B Davies-Jenkins (ART) T12 Mrs T Miller (DR) G35 Mr R Anderson (DR) G35 Mrs L Allison-Farquhar (MU) G36 Mr C Glen (MU) G37

Music Instuctors Brass Guitar Cello Piano Violin Woodwind Percussion

Modern Languages Acting PT Mrs A Tierney Mrs N Barnes Ms A Colquhoun Mrs B Murray Ms L Paton Mr P Raffaelli

20

T3 T4 T6 T6 T1 T5 T5 T3 T3 T8 M23

Expressive Arts

English PT

Mrs M Morris Mrs S Hamilton (GEO) Mrs S Muir (GEO) Ms C Tams (GEO) Mr E Offer (HIS) Mr R Murray (HIS) Mrs A Hepburn(HIS/MS) Mrs E Fell (MS) Mrs J Luke (MS) Mr J Bain (RME) Mr L McKnight (RME)

Mr C Farren Mr C Day Ms P Hair Ms M Goodfellow Ms J Smith Mrs L Hood Mr D Swanson

Dunbar Grammar School Handbook 2013/2014

PT

Mr R Woof M7 Mrs L Anderson (BIO) M3 Mrs J McDougall-Welch (BIO)M3 Mr A McGrath (BIO) M6 Ms L Scott (BIO) M9 Mr D Dickson (CHEM) M6 Ms J Matthews (CHEM) M8 Mrs S McDowell (CHEM) M10 Ms R Archer (PHY) M4 Mrs A Gibson (PHY) M4 Dr P Smith (PHY) M5

Technologies PT Ms E Taylor Ms J McQuade (BE) Mr R Bueckhardt (CDT) Mr T Fendick (CDT) Mr J King (CDT) Mr P Robertson (CDT) Mr P Brondt (COMP) Technician Mr C Craig

Science Technicians Mrs C Mincher Mrs S Morrison Health and Wellbeing PT Mr S May Ms A Drummond (HE) Mrs G Davies (HE) Mrs H Mackie (HE) Ms A Brodie (PE) Mr E Fraser (PE) Ms A Lane (PE)

G16 G10 G9 G9 G16 G16 G16

Sports Co-ordinator Mr P Huish

G16

Librarian Janitors

Catering Staff

Ms A Johnston

Business Manager Mr M Graven School Office 6MÄJL 4HUHNLY 4YZ ( 7LUTHU Mrs C Bowman Mrs K Bain Mrs J Gourlay Mrs L Leslie Mrs B Leslie Careers Adviser

Mr G Thomson Mr J Peebles Mr K Young

Cleaners

Mrs S Tracey Mrs L Batchelor Mrs S Martin Ms C Paton Mr A Swan Mrs H Virtue

21

Mrs M Armstrong Mrs C Bell Mrs G Bryce Miss G Gibson Mrs P Gornall Mrs V Hancock Mrs K McHale Miss C Wilson Mrs K Young

G15 G12 G26 G29 G31 G30 G14

22

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Confidence

Learning

After an extensive consultation exercise between staff, students, parents/carers and members of the wider community we have agreed on the following aims and values for all at Dunbar Grammar School:

AIMS AND VALUES OF DUNBAR GRAMMAR SCHOOL

Dunbar Grammar School Handbook 2013/2014

Dunbar Grammar School Handbook 2013/2014

STATEMENT OF INTENT 2007-2012 INTRODUCTION This statement of intent represents a long-term rationale for the development of Dunbar Grammar School and describes the values, behaviours and intentions of the school community over the next five years. It is based on extensive consultation with all members of the school community, students, parents and staff and grows out of existing good practice.

CULTURE The culture of the school will be based on the principles of dialogue, inclusion and mutual respect. The needs of all individuals, both students and staff, will be recognised and respected. The school will provide a welcoming and supporting environment for all parents and carers. All dealings between staff, students and parents will be characterised by a code of common courtesy and good manners.

Partnership and working together will underpin the future direction of the school.

We are committed to providing a service to our students who are recognised as the most important group within the school community. Staff will demonstrate due consideration and respect for their students. Students’ rights to voice an opinion will be recognised and staff will enter into dialogue, act upon student views and recognise student concerns.

The efforts which members of staff make to improve the learning process and promote partnership will be recognised by students adopting an active role in their own learning.

We will establish a ‘low tolerance’ threshold in relation to unacceptable and antisocial behaviour. We aim to “keep the door open” and will explore every avenue to ensure that our students remain within the school community and fulfil their potential.

7HEN DEALING WITH CONmICT SITUATIONS WE WILL SEEK TO RESOLVE PROBLEMS BY CAREFUL mediation and respect for the feelings of all involved.

The school will develop its existing positive links with the local community and promote civic pride in its achievements and reputation.

LEARNING & TEACHING Learning and Teaching within Dunbar Grammar School will be characterised by an assumption of success. We will inspire students to learn and raise their aspirations to succeed through promoting exciting and effective classroom practices.

Learning and Teaching will be characterised by well-organised, appropriate courses, which relate content to the ‘real world’. Staff should create “safe situations” where learners can take risks without fear of failure. Staff will make effective use of Information and Communication Technology to develop students as learners.

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Dunbar Grammar School Handbook 2013/2014

Staff and students share responsibility for ensuring that effective teaching and learning takes place. Motivated students will approach their learning in an active manner making effective use of home study to develop an enthusiasm for life long learning. To make the most of the learning opportunities on offer students will be supported to take responsibility for their own behaviour and encouraged to see themselves as “active citizens” of the school and the community.

Members of staff will take every opportunity to offer verbal praise and recognise student achievement. A ‘parental’ perspective will be adopted by staff, towards students’ educational welfare.

CURRICULUM A radical and critical perspective will be adopted to the whole school curriculum.

The structure of the curriculum will be developed to provide all students opportunities to explore their talents and experience success. The place of each subject within the curriculum will be judged by its appropriateness to support students age and stage of development.

The first and second year curriculum will ensure that the transition from primary school to secondary school is a smooth and continuous process. Students will be challenged and stretched by stimulating courses.

New curricular initiatives will be effectively embedded through careful planning and appropriate resources, support and time.

We will actively extend the formal curriculum through the promotion of extracurricular activities. A wide variety of opportunities for students to participate in vocational learning both in and out of school will be created. We recognise that significant opportunity for the development of positive staff/student relationships can be generated through extra-curricular participation.

MANAGEMENT & LEADERSHIP The management of the school is founded upon the principle that all members of staff are believed to be professionals with significant personal integrity. A culture of trust will be developed and staff will be supported to fulfil their vocation in a meaningful and satisfying manner. The leadership of the school will promote a collective vision for development and improvement which is shared and understood by all members of the school community.

Managers at every level will lead by example displaying the key characteristics of vision, leadership, and accessibility, operating consistently even when under extreme pressure. Partnership with colleagues will be promoted by dialogue and effective communication based on consulting and working with others. Managers will demonstrate a commitment to share good practice and to learn from others, both within and beyond their area of responsibility. Teachers will be encouraged and supported to observe and to share good practice with other teachers.

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Dunbar Grammar School Handbook 2013/2014

Managers will be knowledgeable about practice and progress within their area of responsibility, ensuring there are no surprises. Sensitive, collaborative systems will be developed to enable managers to answer the question “How do you know?”

Managers will ensure that all tasks are seen through to the end and that initiatives and developments are completed before moving on to new projects. Staff will be encouraged to experiment with their daily practice by managers who support innovation and creativity.

Managers will ensure that they have a clear understanding of the finances within their area of responsibility and that appropriate procedures are in place to maintain and promote effective financial management.

Managers will ensure that they fulfil a supportive role to their staff and have due regard for their welfare. Opportunities will be sought to praise members of staff and to promote an ethos of achievement and celebrate of success. Peer support systems will be promoted and managers will develop sensitive means of enabling and responding to complaints.

All managers have an obligation to ensure that they prioritise and resolve any problems that impinge upon the welfare and education of children within the school.

SUPPORT SYSTEMS All members of the school community are entitled to support.

The focus of student support strategies will be parental consultation and involvement.

We will find opportunities to explain and discuss information and to enter into appropriate and worthwhile dialogue. Confidentiality will be respected wherever possible but cannot be guaranteed if the welfare of a student is at risk.

We will work with our parents to develop skills, which will enable them to assist and support their child’s development. The support systems within the school will be comprehensive, pro-active in nature and make effective use of integrated student support resources. Best use will be made of external agencies to support students and their families both within and outside school.

Support systems will ensure that staff and students are provided with a framework for learning. Personal development will be perceived as entitlement and induction will be provided at appropriate stages of an individual’s development.

The delivery model for personal and social education will have the express aim of influencing the attitudes and values of young people.

The staff development and induction process will aim to develop reflective and co-operative individuals who can think critically and face the challenges they will encounter in their professional careers.

The support systems developed within the school will encourage people to take appropriate risks and enable them to move out of the ‘comfort zone’ which could prevent them from experiencing success and realising their potential.

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Dunbar Grammar School Handbook 2013/2014

ACHIEVEMENT AND ATTAINMENT Achievement and Attainment will be promoted, recognised and celebrated.

Students will be encouraged and supported to realise their full potential and attain the highest standard of qualifications. Examination success will be seen to be a passport to students’ futures and of major importance to their future prospects and wellbeing.

Achievement will extend beyond the boundaries of academic success through a range of formal and informal methods of recognising progress and success in all its different forms. Improving levels of achievement and attainment will be regarded as a means of measuring improvement in the quality of the teaching and learning process and the strength of school culture.

Assessment will be used as a diagnostic tool and lead to a dialogue between the learner and the teacher to work out the next steps. When reporting student progress staff will provide information, which is sensitive, relevant and well informed enabling parents to take an active role in supporting their child. A key factor in all dealings with parents is that there will be no surprises regarding a student’s progress or development.

All students will be encouraged to progress to a level beyond their current stage.

Teachers will challenge students to extend themselves beyond their current level of expectation. Students will have a significant personal responsibility to ensure that this opportunity is accepted and acted upon.

ENVIRONMENT AND RESOURCES Dunbar Grammar School has been transformed by the Private and Public Partnership scheme. The redevelopment process was undertaken within a spirit of consultation and mutual collaboration.

The upgrading of the school is linked to enhancing the teaching and learning process with the central aim of providing a stimulating working environment for students, staff and members of the local community.

As a result Dunbar Grammar School has accommodation and facilities that are of a high standard and meet the needs of the 21st century learner. These include facilities for the disabled and wider community.

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Dunbar Grammar School Handbook 2013/2014

THE SCHOOL CURRICULUM We firmly believe that education is a lifelong process and moving from primary to secondary school should not be seen as a ‘fresh start’ for students in educational terms.

We have formed strong links with our Associated Primary Schools to allow us to build upon the rich educational experience our students have already received and develop further their skills and competencies.

At Dunbar Grammar School the curriculum offered is being developed in line with the Curriculum for Excellence programme. Over the next four years the curriculum will be developed further order to ensure challenge and enjoyment, breadth, progression, depth, personalisation and choice, coherence and relevance.

CURRICULUM DEVELOPMENT During the past few years there have been several major changes in Scottish Education including the 5-14 Development Programme, Standard Grade courses and examinations, the introduction of the National Qualification framework through the implementation of “Higher Still”. The Scottish Examination Board and SCOTVEC have combined to form the Scottish Qualifications Authority (SQA). Dunbar Grammar School is committed to being at the forefront of curricular development work and every effort will be made to inform parents of the changes and how they will affect their children through Information Evenings and newsletters.

YEARS 1-3 This involves a common course including Rich Tasks and Learning 2 Learn courses, providing a broad education experience with future elements of choice and personalisation.

YEARS 4-6 The examination phase, or senior phase, will allow students to select an individual course of study, leading to National Qualifications of an academic and vocational nature.

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Dunbar Grammar School Handbook 2013/2014

S1-S3 CURRICULUM S1-S3 CURRICULUM In the first, second and third years, students follow a number of faculty areas resulting in continued education from primary through to S3. Subjects are based on experiences and outcomes and delivered in a number of ways.

Subjects covered include: English Mathematics Modern Languages History Geography Rich Tasks Numeracy

Modern Studies Sciences Physical Education Religious Education Social Education Learn 2 Learn

Music Information and Communication Technologies Health and Wellbeing Home Economics Literacy

These will vary from year to year.

S1-S3 students are taught, either in mixed ability classes or in sets, in broad bands based on internal assessments.

Staff in both departments are timetabled to work collaboratively with colleagues and students in our associated primary schools. Class composition is reviewed regularly and all students have the opportunity of moving upwards.

In the mixed ability classes in S1-S3 all departments provide suitably differentiated work to ensure that the needs of all students are being met and suitable progress is being made.

In alternative years, French or German is the main modern language for the incoming first year students. In session 2013/14 first year students will begin a four year course in French.

All students will study a course in learning how to learn. This is a new course that ranges from looking at how to learn to using information technology.

We endeavour, in conjunction with our primary school colleagues to allow students to build on their learning experiences of primary school. The courses offered in S1-S3 are designed to provide further learning opportunities and provide students with a good grounding in a wide range of subjects before they move on to choose their subjects for the senior phase (S4-S6).

Biology Lesson 28

Dunbar Grammar School Handbook 2013/2014

CHOOSING SUBJECTS FOR THE SENIOR PHASE As this choice is of crucial importance for the rest of the student’s school life, and indeed for later life as well, it is necessary for the choice to be based on the best available information.

The options are only those currently available and may change according to changes in roll, stafďŹ ng or policy. Current courses may not be available when a pupil enters S1, and options presently offered at later stages may not still be provided when a pupil reaches these stages in due course.

For S5 and S6 classes, it may not be possible to pursue all subjects through all levels from access across the National QualiďŹ cations Framework Accordingly, the Guidance Department organises a full programme of information for students at this point: s ! #OURSE #HOICE "OOKLET IS ISSUED TO STUDENTS 4HIS GIVES DETAILS OF #OURSES AND National QualiďŹ cations, as well as information about careers and advice about the choice process. s 4HIS "OOKLET IS STUDIED WITH STUDENTS AS PART OF THE 3OCIAL %DUCATION PROGRAMME s 3TUDENTS ARE ENCOURAGED TO SEEK FURTHER INFORMATION FROM CLASS TEACHERS s &ACULTY (EADS EXPLAIN #OURSES TO THE STUDENTS s ! 0ARENTS )NFORMATION %VENING IS HELD IN THE SCHOOL TO PROVIDE BACKGROUND

information and advice to parents in supporting students with course choice. s 2EPORTS ARE SENT TO PARENTS FROM SUBJECT DEPARTMENTS s ! 0ARENTS %VENING ENABLES PARENTS AND TEACHERS TO DISCUSS THE MOST SUITABLE CHOICE of subjects.

This process is under review in line with a Curriculum for Excellence.

THE SENIOR PHASE (S4-S6) The S4-S6 Curriculum at Dunbar Grammar School will be designed, in line with Scottish Curriculum recommendations, to provide all of our students with a broad but balanced educational experience.

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Dunbar Grammar School Handbook 2013/2014

ADDITIONAL FEATURES All students follow programmes in the following areas:s 3OCIAL %DUCATION STUDY OF IMPORTANT ISSUES IN 0ERSONAL AND 3OCIAL $EVELOPMENT which include speakers from outside agencies. s 3UPERVISED 3TUDY s 0HYSICAL %DUCATION Private study can be directed by a particular department or used by the individual for independent study.

Dunbar Grammar School is able to offer its students a wide range of courses at Intermediate level, Higher level and Advanced Higher level.

Many of our students progress directly to specialise further in ďŹ ve Higher level courses, while others may follow a combination of Higher level and Intermediate level courses.

Several senior students opt to follow a course consisting entirely of Intermediate level courses.

It is extremely important that all students pursue a meaningful course of study in S4, S5 and S6. They should set themselves realistic and achievable targets to ensure that they LEAVE SCHOOL WITH QUALIlCATIONS WHICH TRULY REmECT THEIR ABILITY AND DETERMINATION

MORE CHOICES MORE CHANCES East Lothian’s More Choices More Chances action plan aims to reduce the number of young people not in education, employment or training. This involves a number of interventions offered to school age young people to better prepare them for the world of work including: extended work experience placements, vocational courses and vocational certiďŹ cates and employability courses. East Lothian Council also runs Get Ready for Work - a national training programme - and Activity Agreements - a Scottish Government grant funded programme - for young people who have left school to further support them into sustained employment and further education. The More Choices More Chances partnership includes Jewel and Esk College and other learning providers and the third sector.

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Dunbar Grammar School Handbook 2013/2014

COMMUNITY EXPERIENCE All S6 students will be required to commit between one and five hours as a school service and service to the community. The amount will be based on a point system determined by the amount and levels of subjects studied: Advanced Higher, 4 points; Higher, 3 points; Intermediate 2, 3 points; Intermediate 1/Access, 2 points.

All students will be required to have a minimum of 10/11 points.

The areas covered include in-class support, coaching, office, library and work in the community to mention a few.

EDUCATIONAL MAINTENANCE ALLOWANCE (EMA) Educational Maintenance Allowances (EMAs) have been available since August 2004 for young people aged 16, planning to continue their education in school.

It is a weekly payment of £30.00 paid directly to pupils from low-income families who stay on after the end of compulsory schooling.

Application Forms and further information is available from the Department of Services for People, Business Unit, John Muir House, Haddington, EH41 3HA. Further information can be found at : http://www.eastlothian.gov.uk/emas

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Dunbar Grammar School Handbook 2013/2014

RELIGIOUS OBSERVANCE Religious observance should provide opportunities for the school community to REmECT ON AND DEVELOP A DEEPER UNDERSTANDING OF THE DIGNITY AND WORTH OF EACH individual and their contribution to the school and wider communities. In recognition of Scotland’s Christian heritage, schools are encouraged to use the rich resources of this tradition when planning religious observance. Many school communities contain pupils and staff from faiths other than Christianity or with no faith commitment. This should be taken fully into account in supporting spiritual development. It is of central importance that all pupils and staff can participate with integrity in forms of religious observance without compromise to their personal faith stances.

At present school assemblies are the most common vehicle for delivering religious observance. There should be a clear distinction between assemblies devised for the purpose of religious observance and assemblies for other purposes such as celebrating success. Religious observance might include opportunities for class, year, stage or whole school observance as well as involvement by pupils and others, including school chaplains, in planning and presentation. There is a statutory provision for parents to withdraw children from participation in religious observance. This right should always be made known to parents and their wishes respected. Parents should be provided with sufficient information on which to base a decision.

Where a child is withdrawn from religious observance, schools should make suitable arrangements for the child to participate in a worthwhile alternative activity. In no circumstances should a child be disadvantaged as a result of withdrawing from religious observance.

Further information can be found at www.eastlothian.gov.uk/religioninschools

CHAPLAINCY TEAM The school has a Chaplaincy team representing various Churches from the Dunbar and surrounding communities.

The school chaplains regularly take school assemblies with a moral and/or religious theme. Students have the opportunity to take part in Christmas and Easter services.

Dunbar Grammar School recognises the value of developing the students’ spiritual, moral, social and cultural awareness and promotes education in these areas through Religious Education, Modern Studies, Social Education, Assemblies and end of term services.

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RME Lesson

Dunbar Grammar School Handbook 2013/2014

ASSESSMENT AND REPORTING Assessment and Reporting is an integral part of the cycle of effective teaching and learning.

Assessment is a regular feature of all courses and is used by teachers to monitor and track student performance and where necessary intervene to provide appropriate support.

Formative Assessment (AFL) is embedded in the teaching and learning process.

Full account is also taken of Primary Reports and P7 proďŹ les when placing students.

Reporting is used to formally s INFORM STUDENTS AND THEIR PARENTS OF THE PROGRESS MADE IN SUBJECTS s INFORM STUDENTS AND THEIR PARENTS OF STRENGTHS AND DEVELOPMENT NEEDS s PROVIDE ADVICE ON HOW A STUDENT S PERFORMANCE CAN BE MAINTAINED AND OR improved.

The information provided in reports is designed to form the basis of discussion between parents and teachers during Parents’ Information Evenings and aimed at developing mutual support between home and school.

Features of the reporting system include s AN IMPROVED REPORTING FORMAT TO PROVIDE PARENTS WITH CLEAR AND CONCISE INFORMATION on attainment and progress in each subject in line with National guidelines. s A REVIEW STATEMENT PRODUCED BY THE STUDENT COMMENTING ON PROGRESS AND HOW performance can be maintained and/or improved s INDIVIDUAL STUDENT INTERVIEWS WITH GUIDANCE TEACHERS AND SENIOR MANAGERS TO REVIEW progress and agree targets to maintain and/or improve performance.

The school has introduced a tracking and monitoring system which provides for target setting interviews and regular updates for parents/carers. These updates are sent home termly for S1 and S2, every eight weeks for S3 and S4, and monthly for S5 and S6.

Principal Teachers and Guidance will monitor and interview where appropriate.

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Dunbar Grammar School Handbook 2013/2014

Current key assessment and reporting dates vary but usually fall in the following months: S1 s s s s

/PEN %VENING

4RACKING 2EPORT

4RACKING 2EPORT n 5PDATE 4RACKING 2EPORT n 5PDATE

3EPTEMBER /CTOBER -ARCH -AY

s s s s s

4RACKING 2EPORT

0ARENTS %VENING

3 )NFORMATION %VENING 4RACKING 2EPORT n 5PDATE 4RACKING 2EPORT n 5PDATE

3EPTEMBER 3EPTEMBER *ANUARY -ARCH *UNE

s s s s s s

4RACKING 2EPORT

4RACKING 2EPORT n 5PDATE 0ARENTS %VENING

4RACKING 2EPORT n 5PDATE 4RACKING 2EPORT n 5PDATE 4RACKING 2EPORT n 5PDATE

3EPTEMBER .OVEMBER .OVEMBER *ANUARY -ARCH *UNE

s s s s s s S5/6 s s s s s s s s

3ENIOR )NFORMATION %VENING 4RACKING 2EPORT

0ARENTS %VENING

3KILLS 3UPPORT %VENING 4RACKING 2EPORT n 5PDATE 4RACKING 2EPORT n 5PDATE

3EPTEMBER /CTOBER /CTOBER .OVEMBER &EBRUARY -ARCH

3ENIOR )NFORMATION %VENING 4RACKING 2EPORT

4RACKING 2EPORT n 5PDATE 0ARENTS %VENING

3KILLS 3UPPORT %VENING 4RACKING 2EPORT n 5PDATE 4RACKING 2EPORT n 5PDATE 4RACKING 2EPORT n 5PDATE

3EPTEMBER 3EPTEMBER /CTOBER /CTOBER .OVEMBER .OVEMBER &EBRUARY !PRIL

S2

S3

S4

National Qualification courses are designed in Units or Modules of work and there are normally 3 units in each course. Each unit requires students to attain a number of learning outcomes (on average 5) or statements of performance as they work through the course. On successful completion of a Unit’s Learning Outcomes students also sit a Unit Assessment or test to confirm understanding of the work covered. Senior students will also sit formal preliminary examinations in February.

(This will be updated in line with Curriculum for Excellence).

The timing of reports and parents’ evenings is designed to provide regular contact between the school and home throughout each student’s secondary education.

We meet with parents of S4 & S5 students in early February to support the transition of students into the senior school.

A copy of the School Calendar and Assessment & Reporting cycles will be sent to all students, including new S1 students, in June prior to the commencement of the new session.

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Dunbar Grammar School Handbook 2013/2014

What is meant by assessment?

Assessment tells us what children and young people know, understand and are able to do. Assessment is a process which supports your child’s learning from Nursery through to S3 and not a series of events “done to them.� By involving your child in the whole process of learning and assessment and allowing them to take responsibility for their own learning, it raises their standards of achievement and develops their skills for learning, life and work. Progress therefore becomes a measure of your child’s success in setting high expectations and successfully achieving them.

What is assessed?

Curriculum for Excellence comprises 8 curricular areas consisting of: Expressive Arts, Health and Wellbeing, Languages (including English, Gaelic, Classic and Modern Languages), Mathematics, Religious and Moral Education, Sciences, Social Studies and Technologies.

There are also three key areas which all teachers are responsible for teaching Literacy across learning, Numeracy across learning and Health and Wellbeing across learning.

Assessment and Reporting across East Lothian Schools Each curriculum area is broken down into a set of experiences and outcomes. These experiences and outcomes in each area are then grouped as Early Level (Nursery— P1); First Level (P2-P4); Second Level (P5-P7); Third and Fourth Levels (S1-S3). The Experience describes the learning whilst the Outcome represents what the learning will achieve. This is often explained from the pupil’s perspective as an ‘I can....’ statement.

What’s in an “outcome�? s 4HE LEARNING WITHIN EACH OUTCOME IS GIVEN TO YOUR CHILD AS A SERIES OF LEARNING

intentions. s %ACH LEARNING INTENTION IS SUPPORTED BY SUCCESS CRITERIA WHICH ARE YOUR CHILD S STEPS TO achieving success in learning. s !S EACH PUPIL ACHIEVES THE SUCCESS CRITERIA TEACHERS AND YOUR CHILD CAN BOTH SEE THE progress in learning which is being made across outcomes within each curricular area.

How are we assessing?

Teachers look at a range of evidence of learning which your child has produced before summing up his/her progress at that point in time. Some concrete examples of evidence might be: s 3ELF ASSESSMENT OF A WRITTEN STORY FOCUSING ON PARAGRAPHING USE OF DESCRIPTIVE

language and a coherent plot. s ! MATHS hCHECK UPv WORKSHEET ON EQUIVALENT FRACTIONS s ! 0OWER0OINT PRESENTATION ON A COUNTRY S CLIMATE LAND COMPOSITION AND GEOGRAPHICAL landmarks. s ! TEACHER S OBSERVATION OF BALL CONTROL IN 0 % Evidence of children and young people’s progress and achievements will come from day-to-day learning and through the things they may write, say, make or do.

How do teachers report on your child’s progress?

Progress is now deďŹ ned as “how muchâ€? and “how wellâ€? your child is learning, and not solely on “how fastâ€? although pace is still important. The new curriculum is designed to enable your child to achieve greater breadth and depth of learning whilst also securing the development of skills and knowledge. Therefore reporting must now include information on progress which is either developing, consolidating or secure depending on how well your child has developed a breadth of learning, in challenging aspects and applied this learning in other curricular areas or contexts.

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If your child has had opportunities to show breadth, challenge and application in the different curricular areas, but has not evidenced each through their learning and across a level, the teacher may report that your child is “developing.�

If your child demonstrates a range of evidence, where he/she has met challenges and deepened his/her learning, then your child will be “consolidating� their progress.

If your child has demonstrated that they have knowledge and understanding and skills across a breadth of learning, whilst meeting challenges across this breadth to deepen their learning and applied all of this in another context or curricular area consistently, then the teacher will report that your child is “secure.�

There is a range of ways in which your child’s teacher reports on his/her progress. Here are a few examples: s h,EARNING 3TORIESv ARE USED TO BUILD A PICTURE OF PROGRESSION FOR YOUR CHILD IN EACH curricular area. s 0UPIL REPORTS ARE USED TO SUM UP YOUR CHILD S PROGRESS IN LEARNING ACROSS THE curriculum. s % PORTFOLIOS ARE USED TO PROVIDE ONGOING EVIDENCE OF YOUR CHILD S PROGRESS All learning is a journey of progress, which is rarely linear and takes many routes and pathways. Your child may take longer to progress in some areas in order to ensure the security that will enable them to make progress conďŹ dently.

Teachers will report also on your child’s effort as Very Good, Good, Fair or Unsatisfactory.

They will also report on the level of support given as Little, Some, Frequent or Considerable.

When do schools assess?

Assessment takes place as part of everyday learning and teaching, periodically and at key transitions. As part of everyday learning, teachers are continuously assessing their pupils’ progress using learning intentions and success criteria as measures of pupils’ success.

From time to time, teachers will use tests to assess children and young people’s progress and achievements in order to be able to plan ahead, record and report on progress and support learners.

Transitions are the moves children and young people make, from home to nursery, from stage to stage, from primary to secondary, to further education and employment.

Information about a learner’s progress and achievements will be passed on to make sure that their broad general education continues at the correct level and at an appropriate pace for them.

Where can I ďŹ nd out more information about assessment and reporting?

Your child’s school will be able to provide you with more information on how they carry out speciďŹ c assessments and how they report on your child’s progress.

Further information can be found at: http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/index.asp http://www.educationscotland.gov.uk/parentzone/ http://www.educationscotland.gov.uk/thecurriculum/howisprogressassessed/stages/index. asp

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HOME LEARNING - THE ROLE OF PARENTS/CARERS Parents, carers and other family members can make a real difference to a young person’s learning. When schools and families work together young people make better progress and are more likely to achieve their full potential.

How much time should be spent on learning at home?

The amount of time spent on home learning will depend on the class and the individual child.

The amount will vary from subject to subject but will generally increase as pupils move up the school. Each department will explain their home learning policy to your child.

Why is learning at home important?

Learning at home helps students to: s Reinforce and build on what they have learned at school. s Take more responsibility for their learning. s Learn how to organise and manage their time. s Develop a confidence to overcome difficulties and solve problems. s Develop their talents to achieve their full potential How can you help?

Even if you have little time or don’t know much about the subject your child is studying you can still be involved. It’s not your ability but a positive attitude that matters.

People learn by explaining what they are learning to someone else so asking about homework really helps.

Student fails to hand in homework Process for failure to s Ask about home learning hand in homework regularly – do not be put off by claims that no homework has been given.

Record in teacher planner s Check your child’s planner – you Agree a second can help your child plan their submission date work for the Week.

Homework handed in s Provide a quiet place at home free from distractions for your child to complete assignments.

Second opportunity to hand in homework is s Look at the school’s website missed. or your child’s Edubuzz site to Complete Homework find out what they have been letter. Put in External studying: http://edubuzz.org/ Post tray in Office blogs/dunbargrammar/ s Come along to the studies skills evening which the school organises in the Winter term, the exact date will be posted on the website in due course.

Please feel free to contact the school if you have any concerns regarding home learning.

Homework handed in

Refer repeated failure to hand in homework to guidance

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STUDENT SUPPORT INTEGRATED STUDENT SUPPORT The aim of student support is to ensure we have happy, settled students who fulďŹ l their potential.

We achieve this through close co-operation between the Guidance and Learning Support departments and the extended New Community School Team.

GUIDANCE STRUCTURE In S1 each student will be placed in a register class which will determine the Guidance Group and Guidance Tutor the student is allocated.

Arrangement of the Pupil Support Team 2013/14 Co-ordinator Mrs H Mackie PT Pupil Support Mrs L Gillies Guidance Tutors Mr I Robertson C2 classes plus 5C1, 6C1 & 3C5 Mrs S Wood C4 classes plus 2C1, 3C1, 4C1 & 5C5 Mrs A Rawson C3 classes plus 1C1, 2C5, 4C5 & 3C6 PT Support for Learning Mrs D Patterson Teacher Support for Learning Mrs F Payton Pupil Support Worker Mrs K McLuckie As far as possible Social Education will be taught by the relevant Guidance Tutor.

Every attempt will be made to keep siblings with the same Guidance Tutor.

Guidance Tutors meet once a week with their Head of House to discuss the needs of individual students.

All children will have the opportunity to meet with their Guidance Tutor on at least six occasions.

These meetings take the form of structured 1-1 interviews at key stages, the purpose of which is to s EXCHANGE INFORMATION s IDENTIFY DEVELOPMENT NEEDS s SET TARGETS Our aims can only be achieved through good communication with parents, and we ďŹ rmly believe that the key to success lies in developing a sound partnership between home and the school.

Parents are encouraged to contact the appropriate member of the Guidance Staff should they have any concern regarding the progress of their child.

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TEAM TEACH We pride ourselves in East Lothian on providing a safe learning environment for our pupils. Sometimes, some of our children may get anxious or agitated, and we will do our best to help pupils using communication skills, distraction techniques and removing triggers where possible.

However, there may be times when children need more help, this may require staff’s physical support to intervene and ensure the pupil’s own safety, or that of other pupils and staff, or that property is not seriously damaged. In East Lothian Council, we have adopted the Team Teach approach to manage challenging behaviour, and staff are trained and accredited to use a range of techniques.

All incidents where it has been necessary to use physical intervention with the children are recorded in school, and parents are informed as a matter of course. Children who are likely to need help in this way will have a Positive Handling Plan that will be discussed with you, and consistently followed by all school staff. We will also ask you to share this information with other people/agencies supporting your son/daughter, e.g. transport, respite, link family, etc. If you have any questions about how we manage behaviour at school, or about the Team Teach approach please contact the Head Teacher.

HOUSE SYSTEM In 2006 the House system was reorganised to take account of the growing roll in the school.

All students and staff are in one of the following houses Class

House

Colour

C1 C2 C3 C4 C5 & C6

Winterfield Victoria Cromwell Castle Lauderdale

White Blue Yellow Red Green

Students and teachers will be able to earn points for their house from a wide range of activities, both academic and informal. This will culminate in the winning house participating in a celebration at the end of the session.

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SUPPORT FOR LEARNING All members of Guidance, Support For Learning and Inclusion form the Pupils Support Team.

The PST works within a multi- agency framework to support young people and their families.

GETTING IT RIGHT FOR EVERY CHILD (GIRFEC) builds on the foundation laid by For Scotland’s Children (2001) GIRFEC principles should underpin all existing policy, practice, and legislation affecting children, young people and their families.

The approach is about how practitioners across all services meet the needs of children and young people and work together where necessary to ensure they reach their full potential.

In East Lothian the framework for implementing GIRFEC is the Staged Assessment and Intervention process.

Library

The majority of our students can be supported through the Guidance Entitlement (Universal Support) and their needs can be met by mainstream Guidance Teachers.

However we also have a number of students with Additional Support Needs who require more intensive Targeted Support and these students will be allocated to the PT Pupil Support, PT Support For Learning and Learning Support Teacher(s)

STUDENTS WHO HAVE ADDITIONAL SUPPORT NEEDS All East Lothian schools offer a range of support for children and young people with additional support needs. There are a number of additional services within the Authority that offer enhanced support to students with additional support needs.

Provision and resources are accessed through the local authority’s processes of resource allocation and Staged Assessment and Intervention, in consultation with professionals, the child or young person and their family The Council’s Policy document “Framework for Meeting Additional Support Needs” provides a framework for full and effective inclusion of pupils who have additional support needs.

The Council’s Policy document “Framework for Meeting Additional Support Needs” provides a framework for full and effective inclusion of pupils who have additional support needs. The Authority has an Accessibility Strategy for schools which enables access to Communication, Environment and the Curriculum for all pupils. Schools also take account of the Equalities Act 2010.

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There is a range of specialist provision available to meet the learning and development needs of all children and young people. There are outreach Teachers who work with those pupils from whom English is an additional language, those who have long-term absence from school due to illness, those who have visual or hearing impairment and also pre-school pupils who have severe/complex additional support needs.

There are various approaches used to support children and young people who have social, emotional and behavioural difficulties. These include in-school support bases, enhanced curriculum groups and input from the Children’s Services Integration Team.

LEARN TO SUCCEED At Dunbar Grammar School, we provide an opportunity for a small number of S3/4 students to participate in a unique programme of personnel development – Learn to Succeed.

Students are referred by staff for a variety of reasons and will spend a minimum of 3 periods a week working on a range of subjects, issues, topics and challenges.

The course runs for 2 years and is delivered by a range of professionals including Teachers, Pupil Support Workers, Family Support Workers (Integration Team) and Classroom Assistants.

The programme has two compulsory elements: 1. Personalised Learning Plan (consolidation of class work; completion of folios; homework; past paper practice) 2. Issue-based Workshops (citizenship; relationships; health and well-being; careers; thoughts and feelings; independent living; discrimination) The third element allows students access to some of the following: Rural Skills John Muir Award Personal Fitness Programme Relaxation and Visualisation Outdoor Education/Camp Crafts Cross Generation Initiative Music/Drama/Dance Workshops Cool Down Crewe Knitting Wellbeing Walks

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STANDARDS OF BEHAVIOUR AND ATTENDANCE STUDENT POSITIVE RELATIONSHIPS Dunbar Grammar School has clearly deďŹ ned standards of behaviour, which are maintained by the vast majority of students, thus providing a pleasant working environment in which to learn.

We foster self discipline in our students to show courtesy towards, and consideration of, fellow students, teaching and non-teaching staff and members of the public.

We ask parents to take on a major role in encouraging their children to conduct THEMSELVES IN A WAY WHICH REmECTS WELL ON THEIR FAMILY AND ON THEIR SCHOOL When breaches of discipline occur we take positive steps to deal with them. By consistently applying the school’s discipline policy the vast majority of cases of indiscipline are quickly and effectively dealt with within the classroom. Should further action be required, indiscipline can be referred to promoted and senior staff.

Sanctions used by the school include punishment exercises, detention, isolation from class and withdrawal of privileges. Parents are informed at least 24 hours in advance if detention is outwith normal school hours. In the rare event of very serious breaches of discipline, the Headteacher may decide to exclude the student from school until agreement is reached with the student and parent/guardian on conditions for readmission.

This Code of Practice is listed in student planners.

As a student of Dunbar Grammar School, you are required to: s !RRIVE ON TIME WITH THE NECESSARY EQUIPMENT s %NTER QUIETLY AND PREPARE TO START LESSONS s ,ISTEN TO AND FOLLOW INSTRUCTIONS s )F YOU NEED HELP OR WANT TO ANSWER n RAISE YOUR HAND AND WAIT QUIETLY s 4REAT OTHERS AND THEIR POSSESSION S WITH RESPECT s &OLLOW THE DEPARTMENT 3AFETY #ODE Our Positive Discipline and Attendance Policy is currently under review.

ANTI-BULLYING POLICY All schools have an Anti-Bullying Policy as part of East Lothian Council’s Anti-Bullying Policy and incidents of bullying in schools are recorded as part of the Policy. Further information can be found at : http://www.eastlothian.gov.uk/antibullying We treat all aspects of bullying very seriously indeed. We encourage our students to come forward and report any instances of bullying to a member of staff and any parent who is concerned about bullying should contact the school immediately. We will deal with all cases in a sensitive and supportive manner. The school is committed to tackling any incidents of bullying, which involves Dunbar Grammar School students, wherever or whenever they occur, i.e. within or outwith the school grounds or school day.

The school operates an Anti-bullying Policy in accordance with East Lothian Council’s policy and procedures. All incidents of bullying are recorded as part of that policy.

The school ethos actively supports strategies to eliminate bullying through the structure of the guidance system, information and advice in social education, senior student mentoring or buddy support for S1 students and the development of a youth Information and advice service.

The school’s Anti-bullying Co-ordinator is Mrs Mackie, DHT. 42

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Dunbar Grammar School is proud of the behaviour of our students and we are indeed fortunate that we have the support of parents and the co-operation of students in maintaining high standards of behaviour.

Anti-bullying East Lothian (A.B.E.L) Anti-bullying East Lothian (A.B.E.L) is located at the Brunton Hall, Musselburgh.

A.B.E.L is a voluntary organisation that arose out of the strong desire of parents to do something for themselves to overcome the devastating effect that bullying can have on children, their families and their community.

Further information can be found at: http://antibullyingeastlothian.org.uk/

EXCLUSION OF STUDENTS FROM SCHOOL ATTENDANCE FOR DISCIPLINARY REASONS East Lothian Council, Department of Services for People acknowledges the vital partnership between schools and parents for support, behaviour and guidance of students (Policy Circular 2/99).

Students’ views must be taken into account in accordance with the principles of the UN Convention 1989 and the Children (Scotland) Act 1995 provides for the rights and responsibilities of students to be exercised in accordance with the age, maturity and understanding of the student.

In implementing the Council’s guidelines and procedures Headteachers and other Agencies must take into account the child’s best interests. The education and welfare of the individual student has to be given the highest priority in any balance the Headteacher requires to make between the needs and safety of the school as a whole and the needs of individual students.

The Council is committed to supporting the Headteacher in doing everything possible to ensure good behaviour and effective attendance at school. Where there is indiscipline, the Headteacher must use all means at their disposal to bring about improvements in behaviour and this must include extensive contact with parents and other agencies, seeking their support.

Two criteria will be used to judge indiscipline; whether the effective education of the student is possible given the indiscipline, and whether the level of disruption to the education of other students is such that serious action must be taken to prevent this.

NB It is not appropriate to exclude a student for failure to attend school, as this does not meet either of the above criteria.

TEMPORARY EXCLUSION Under delegated power, the Headteacher may exclude a student for a maximum of 5 working days in case of a Level 1 exclusion, and 10 days for a Level 2 exclusion. The aim of such a Temporary Exclusion is to allow a cooling-off period during which the school, the student and the parent can consider and develop strategies which will help to bring above improvements in behaviour. Crucial to the success of any strategies will be the willingness of parent, student and school to work together. Every effort should be made to welcome parents as active partners in the process of improving behaviour, whilst recognising that changing behaviour is not easy and will require extensive and extended support. In East Lothian, the Department of Education & Children’s Services has delegated the power to exclude a child from school attendance to the Director of Education & Children’s Services. Under delegated power a Headteacher is acting on behalf of the Council in any decision on Temporary Exclusion (Circular 2/99).

Further information can be found at: http://eastlothian.gov.uk/exclusion 43

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It must be emphasised that the delegation of power is to the Headteacher, or in his/her absence to the teacher nominated to represent him/her. Therefore, only the Headteacher, or if absence his/her representative, may sign letters dealing the Exclusion matters. Headteachers must ensure that a record is kept detailing incidents of students’ difficult behaviour and assessment of progress.

It is important to record all strategies employed to support the student to remain in school and that copies are kept of notes of all meetings with parents and of letters to them in respect of behavioural matters. In view of the fact that there may well be important and critical events in an appeal case when the Headteacher has to give evidence and may be questioned by the Appeal Committee, the appellant and/or the appellant’s representative, reports should be legible, preferably typed and on official note paper.

EXCLUSION (REMOVAL FROM THE REGISTER) A Headteacher may recommend Exclusion (Removal from the Register, Level 3 exclusion) to the Director of Services for People when he/she has serious doubts as to the ability to continue the student’s education the school. A Headteacher may not remove such a student’s name from the roll unless the Director has agreed to its removal and the student is on the roll of another school. Where the Headteacher wishes to recommend Exclusion (Removal from the Register) and is supported in that recommendation by the Director of Services for People, the Headteacher of the excluding school will actively help the Director of Services for People to arrange for the admission of the student to another mainstream school where this is indicated.

ABSENCE AND ATTENDANCE Parents are responsible for ensuring that their child attends school regularly and where an absence should occur, informing the school as to the nature of non-attendance and possible length. In cases of unsatisfactory attendance, the Head Teacher will call on the Child & Family Support Worker (Attendance) to visit the home and discuss the problem with the parents. If such unsatisfactory attendance continues the Head Teacher, following discussions with the Child & Family Support Worker (Attendance) and other agencies will decide whether the case should be referred to the local Area Attendance Advisory Group. This Group has been formed to make recommendations to the Executive Director of Services for People on the statutory responsibilities of the Authority with regard to defaulting parents.

Parents should be encouraged to take holidays wherever possible out with term times.

Where parents wish to keep their child off school for some reasonable purpose, they are asked to write to the school before doing so. Where pupils have a rearranged appointment during school hours e.g. dentist, hospital they should bring a note or appointment card to school before the appointment.

Senior members of staff regularly conduct lateness checks and where a student is late on three occasions, a letter is sent home and a detention is given.

Parents/carers can help a great deal by observing the following: a)

If a student is absent from school for any reason, not already known to the school, parents/carers should phone the school on the morning of absence. b) If a student is absent through illness or for some other reason, the parent should send a signed note, giving the reason for, and dates of absence when the student returns. c) The Scottish Government have very clear guidelines regarding holidays during school time. All requests must be made in writing to the Headteacher.

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d) Wherever possible, parents should arrange dental visits etc outwith school time.

If this is not possible, the school should be contacted, preferably by note, in advance. e) Students should not be kept off school for shopping trips, casual visits to relations etc. f)

Punctuality is important to aid efficient school administration and also as a facet of the individual student’s sense of responsibility; parents should ensure that their children leave home timeously. Where lateness is unavoidable, a note explaining the circumstances should be sent with the student.

Further nformation can be found at http://www.eastlothian.gov.uk/attendance

ELECTRONIC REGISTRATION AND TRUANCY CALL The school was involved in a national pilot for Electronic Registration in session 20062007. This now covers all lessons.

In addition we use Truancy Call, an automated system, which informs parents/carers of any unexplained absence and lateness from school by text. It is, therefore, crucial that parents/carers telephone to inform us if a student is unable to attend or is likely to be late. This should still be followed up by a letter on the return of the student, which should be given to the register teacher.

Any parent/carer who does not wish to be informed by text can request to be removed from the system in writing to Mr P Raffaelli, Headteacher.

SCHOOL ETHOS East Lothian Council schools endeavour to create a positive learning ethos in a variety of ways. Some schools have taken on initiatives such as UNICEF’s accredited scheme which promotes the learning of the UN’s Convention of Rights for the Child. Some schools have taken on approaches to promoting positive behaviour such as restorative practice and/or the Nurturing Classroom/School. Being Cool in School is an Authoritywide initiative in schools which encourages pupils to assert themselves appropriately as they face everyday situations. These are just some examples of good practice in East Lothian.

More information can be found from the Scottish Government’s website on “Improving relationships and promoting positive behaviour in Scotland’s schools” at: http://www. scotland.gov.uk/Publications/2008/04/15100117/1

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Senior Prom

GENERAL INFORMATION FOR PARENTS COMMUNICATION WITH PARENTS/CARERS The Children (Scotland) Act 1995 amended the definition of “parent” in the Education (Scotland) Act 1980 to “Parent includes guardian and any person who is liable to maintain or has parental responsibilities in relation to, or has care of, a child or young person”.

Effective communication between school and parents is vital. This can sometimes be difficult when parents separate or divorce. If parents are separated or a divorce was granted after November 1996 both parents will retain parental responsibilities, unless the court has specifically removed those responsibilities. In relation to placing requests, appeals against certain educational decisions and access to pupils’ records both parents will normally have equal rights. Even if a divorce was granted prior to November 1996 the parent without custody may not have lost all rights to information and to be involved in decision making. The above definition may also give others rights.

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Schools will therefore request the names and addresses of both parents at the time of enrolment and at the annual update of data. The parent(s) with whom the pupil resides will automatically receive all communications from the school. If a parent lives away from the family home they will, when the school is first informed of their address, receive a Recorded Delivery letter enquiring whether or not they wish to receive information about their child’s education. If no reply is received it will be assumed they do not wish to be kept informed and there will be no further communication unless a request for information is subsequently received. If they wish to be kept informed they will receive copies of all communications regarding the pupil including copies of reports and notification of Parents’ Meetings. The parent with whom the pupil resides will be informed that this is happening.

The school is dependent on the parent with whom the pupil resides supplying the appropriate information i.e. the address of the parent not living in the family home, details of Court proceedings prohibiting that parent’s involvement in the child’s education or any other relevant documentation. Parents/Carers should note that children can only be collected from school by the parent with whom they reside unless the parent/carer has authorised an alternative arrangement. If someone else is to collect the pupil the school should be informed in advance.

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.

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 Scottish Qualifications Authority (SQA) and Skills Development Scotland need accurate, up-todate 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: s PLAN AND DELIVER BETTER POLICIES FOR THE BENElT OF ALL PUPILS s PLAN AND DELIVER BETTER POLICIES FOR THE BENElT OF SPECIlC GROUPS OF PUPILS s BETTER UNDERSTAND SOME OF THE FACTORS WHICH INmUENCE PUPIL ATTAINMENT AND achievement s SHARE GOOD PRACTICE s TARGET RESOURCES BETTER s ENHANCE THE QUALITY OF RESEARCH TO IMPROVE THE LIVES OF YOUNG PEOPLE IN 3COTLAND

DATA POLICY Information about pupils’ education is collected 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.

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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).

Scottish Government works with a range of partners including Education Scotland, Skills Development Scotland and the SQA. On occasion, in order to help meet our aim of improving the life of young people in Scotland, we may make individual data available to partners such as the National Registers of Scotland to carry out research relating to the national population census and also academic institutions and organisations to carry out additional research and statistical analysis to meet their own official responsibilities. Any sharing of data will be done under the strict control of Scottish Government, and will be consistent with our data policy. This will ensure that no individual level data will be made public as a result of the data sharing and that these data will not be used to take any actions in respect of an individual. Decisions on the sharing of data will be taken in consultation with relevant colleagues and individuals within and out with Scottish Government. At all times pupils’ rights under the Data Protection Act and other relevant legislation will be ensured.

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.

WANT MORE INFORMATION? Further details about ScotXed data exchanges are available on the ScotXed website, www.scotxed.net. , which contains a section on “frequently asked questions” at: https://www.scotxed.net/jahia/Jahia/lang/en/pid/220

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PROFESSIONALS VISITING SCHOOL/INFORMATION SHARING AND CONFIDENTIALITY Schools can call on professionals from a number of different agencies/services for help and advice. These include Educational Psychologists, Outreach Teachers, Officers within Department of Service for People, School Doctor, School Nurse, Careers Advisor, Social Worker and the Integration Team. Formal referral to any of these agencies/services would only take place with the consent of parents/guardians. There will however be occasions when issues may be discussed in confidence without formal referral and therefore without such consent. If parents are concerned about this they should contact the school for further information.

In Secondary Schools individual students may be discussed at the School Liaison Group (SLG).

This is attended by representatives from the school, Community Child Health, Community Development, Education Welfare Service, Psychological Services, Integration Team and Children’s Well-being. The meeting considers strategies to help students having difficulties in school. All matters discussed in these meetings are understood to be strictly confidential. Parents are not invited to these meetings in every secondary school.

EXCEPTIONAL CIRCUMSTANCES IN WHICH INFORMATION MAY BE DISCLOSED WITHOUT CONSENT Disclosure of personal information without consent may be justified where failure to do so may expose the service-user or others to risk of serious harm. Staff should always make every effort to gain consent but the health and safety of the individual has primacy over the right to confidentiality. Exceptional circumstances include: s

#HILD 0ROTECTION STAFF SHOULD ADHERE TO THE %DINBURGH AND ,OTHIANS )NTER AGENCY Child Protection Procedures.

s

0ROTECTING VULNERABLE ADULTS

s

0ROTECTION OF #HILDREN 3COTLAND !CT

s

,IFE THREATENING OR DANGEROUS SITUATIONS FOR EXAMPLE WHERE A YOUNG PERSON

shows signs of physical, emotional or sexual damage is at risk of significant harm or threatening suicide.

EAST LOTHIAN EDUCATIONAL PSYCHOLOGY SERVICE Educational Psychologists are part of the Department of Services for People. They make regular visits to all nursery, primary and secondary schools in the authority.

What do Educational Psychologists do?

Educational Psychologists work collaboratively with other professionals, parents and carers, to help children and young people overcome barriers to learning. They support school staff to enhance learning environments, to ensure they are effective for all children and young people, whatever their learning needs.

How does an Educational Psychologist become involved with my child?

If you have any concerns about how your child is getting on at school, the first thing to do is share them with school staff. If staff feel that an Educational Psychologist may be able to help, they will contact their link Educational Psychologist for a consultation or invite them to a staged assessment meeting in school. If the Educational Psychologist is going to become formally involved with your child, then parental permission for this will always be sought. You are also welcome to contact the Educational Psychology Service directly if you would prefer.

You can contact the Educational Psychology Service on Telephone: 01620 827827 or write to East Lothian Council, Educational Psychology Service, John Muir House, Haddington, East Lothian, EH41 3HA. Further information can be found at: http://www.eastlothian.gov.uk/educationalpsychology

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Dunbar Grammar School Handbook 2013/2014

CONSULTING WITH STUDENTS Under the Children (Scotland) Act 1995 the views of children should be taken in to account when major decisions are being made which will affect their lives. Generally children over 12 are presumed in law to have a view but younger children may also be mature enough to have a view and should be given the opportunity to express it. At Dunbar Grammar School this includes formal consultation through Student Council, students co-opted to School Council, questionnaires, suggestion boxes, review and planning meetings as well as arrangements to consult with individual students at appropriate times (subject choice, exclusions etc.)

Parents of pupils with additional support needs can make an application for Dispute Resolution – they should contact the Quality Improvement Manager, Inclusion & Equality , to discuss how to apply.

Common Ground Mediation promotes collaboration among parents, children, schools and educational services. To use this service parents can contact Quality Improvement Manager, Inclusion & Equality, for further information.

THE EDUCATION (ADDITIONAL SUPPORT FOR LEARNING ACT) (SCOTLAND) 2004 (AMENDED 2009) The Education (Additional Support for Learning Act) (Scotland) 2004 (amended 2009) states that:s ! CHILD OR YOUNG PERSON WHO HAS ADDITIONAL SUPPORT NEEDS AND ALSO HIS HER PARENTS OR carers, should be involved in any decisions-making. They can have a supporter with them at meetings or have an advocate present to present their case for them. A young person’s views must be taken into account for post-school transitions. s 9OUNG PEOPLE AND PARENTS CARERS SHOULD BE PROVIDED WITH INFORMATION AND ADVICE ABOUT their own, or their child’s additional support needs. They can also request, at any time, an assessment to establish additional support needs or if a Co-ordinated Support Plan is required, or for a Co-ordinated Support Plan to be reviewed. s ! YOUNG PERSON WHO HAS ADDITIONAL SUPPORT NEEDS OR HIS HER PARENT OR CARER CAN MAKE A placing request to another education authority or an independent school. s 4HE LOCAL AUTHORITY IS REQUIRED TO PROVE A FREE MEDIATION #OMMON 'ROUND -EDIATION IS %AST Lothian Council’s provider. It promotes collaboration between parents, children, school and education services. Anyone involved in a disagreement can access this service. s 9OUNG PEOPLE AND PARENTS OR CARERS CAN MAKE AN APPLICATION TO USE THE FREE NATIONAL $ISPUTE Resolution process to resolve certain types of dispute. s 9OUNG PEOPLE AND PARENTS OR CARERS CAN APPEAL TO THE NATIONAL !DDITIONAL 3UPPORT .EEDS Tribunal to challenge a decision about a Co-ordinated Support Plan and certain other matters relating to additional support needs. Free advocacy can be provided for this.

Information is available from the Department of Services for People, Business Unit, John Muir House, Haddington, East Lothian, EH41 3HA. Further information can be found at: http://www.eastlothian.gov.uk/additionalsupportneeds

ENHANCED TRANSITION FOR PUPILS WITH ADDITIONAL SUPPORT NEEDS All children and young people go through a number of transition stages in their school education when they move from one setting to another. Children and young people with additional support needs will need different levels and types of support. In East Lothian, we manage this through the Staged Assessment and Intervention Framework. The team working with the child or young person, the child or young person themselves and their parents are best placed to decide on the level of planning and the nature of intervention needed.

Further information can be found at http://eastlothian.gov.uk/transition

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Dunbar Grammar School Handbook 2013/2014

CHILD PROTECTION PROCEDURES Edinburgh, the Lothians and Borders, including East Lothian Council, have reviewed and re-issued the “Inter-Agency Child Protection Procedures”. The procedures promote a high level of inter-agency co-operation when working with children who may be in need of protection. Training is available for all staff in East Lothian Council to ensure that their skill and commitment is used effectively in identifying and protecting children who have been abused or may be at risk of abuse. The Procedures will further encourage the partnership that exists between the Department of Services for People, Health and the Police in East Lothian and will help towards building a partnership with parents in carrying out our duties and responsibilities to East Lothian children and young people.

Further information can be found at: http://www.eastlothian.gov.uk/childprotection

CHILDREN AND YOUNG PEOPLE WHO ARE LOOKED AFTER Children and Young People who are looked after or looked after and accommodated (LAC) and have additional support needs as directed by the Education (Additional Support for Learning Act) (Scotland) 2004 (amended 2009). Schools will be very aware of who their LAC pupils are and the supports and strategies which may be required to meet their diverse needs. The Educational Psychology Service works closely with schools and staff from Children’s Well Being to support these often vulnerable young people. Currently there is a research project being undertaken to investigate the impact of exclusion on pupils who are LAC. This is a joint project led by professionals from Education and Children’s Well Being.

TRANSPORT TO AND FROM SCHOOL The Authority’s current policy is to pay travelling expenses of those students attending the district school from within its catchment area and who live more than two miles from that school.

Bus passes are issued where public transport exists and contract transport is arranged where there is no suitable transport. Where there are vacant seats on contract buses these may be made available to students who are not normally entitled to free transport on a “grace and favour basis” but must be applied for each session. These can be withdrawn should the seat be required for pupils who qualify for this provision.

Travelling expenses are also met in the case of any student whom the Authority requires to attend a school other than the district school, if the student meets the distance qualification. Where appropriate, free travel is provided for students receiving special education.

Parents/carers who choose to send their children to a school other than the district school will not receive assistance in relation to travel to and from school.

Where appropriate, local arrangements for conveying pupils to and from schools should take account of the Policy which governs the provision.

As far as Dunbar Grammar School is concerned, students from the East Linton end of the catchment area travel by service bus. Three contract buses service the Stenton, Spott and Innerwick/ Oldhamstocks areas. In all cases, bus passes are issued.

Further information can be found at http://eastlothian.gov.uk/schooltransport

ROAD SAFETY In East Lothian there are currently almost 15,000 nursery, primary and secondary school pupils. In 2011, 26 school age children were injured on East Lothian’s roads, four seriously. Nearly 33% of all pedestrian casualties occurred to children in the 5-15 year age group.

East Lothian Council working with Lothian and Borders Police and other agencies are committed to reducing the numbers and severity of road casualties. They have identified a number of important initiatives to help reduce the number of road casualties. These will require a notable change of behaviour by everybody, particularly from drivers in built-up areas.

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Dunbar Grammar School Handbook 2013/2014

These initiatives aim to reduce the number of car journeys to and from school by pupils, parents and staff to: s %NCOURAGE CHILDREN TO WALK OR CYCLE TO SCHOOL THEREBY IMPROVING THE SAFETY FOR THE PUPIL ON THE journey to school. s 0ROVIDE PUPILS AND PARENTS WITH APPROPRIATE TRAINING TO ALLOW THEM AND THEIR CHILDREN TO journey to and from school safely. s )MPROVE PEDESTRIAN SAFETY IN AND AROUND SCHOOL s 2AISE AWARENESS AMONGST PUPILS PARENTS AND STAFF OF THE WIDER HEALTH AND ENVIRONMENTAL problems associated with increase car use. s )MPROVE THE LOCAL ENVIRONMENT FOR EVERYONE BY REDUCING POLLUTION CONGESTION AND ADDRESSING safety issues around the school.

Parents are asked to review their current or intended mode of travel to and from school and consider whether or not it should be changed or modiďŹ ed to help the school, pupils, staff and other parents to reduce the number of child casualties. (Statistical source: Road Casualties Scotland) Further information can be found at http://eastlothian.gov.uk/roadsafety

EMERGENCY CLOSURE OF SCHOOLS The ďŹ rst priority of the Head Teacher must be to keep the school open if at all possible.

However, the early closure (or part closure) of a school in an emergency may be required BECAUSE OF lRE mOOD LOSS OF BUILDING SERVICES EXTREME WEATHER CONDITIONS OR SOME OTHER event.

When children have to return from school at a time earlier than normal, parents may not be able to arrange for them to be received at home by themselves or by an adult who will look after them. Head Teachers must be reasonably satisďŹ ed that there will be a responsible adult available to receive the child, and must be prepared to make arrangements for the supervision of certain children in school, until the normal closing time of the school.

In these circumstances, the Head Teacher should consult with the Executive Director/Head of Education. The Executive Director/Head of Education will use all of the information available both centrally and locally to decide whether the school should be closed and whether this would be for pupils only or for the whole school community. It should be noted that close contact will be maintained with the School Transport OfďŹ cer at East Lothian Council.

The Head Teacher will prepare and send to the Executive Director/Head of Education the relevant information for notifying the media, through the Corporate Communications Team of East Lothian Council. This information should include the name of the school which is closing, whether it is a partial or whole school closure, i.e. to pupils; pupils and staff; community groups and the reason why the school is closing. Information will also be required on how long the closure will be and how the media, parents, carers and pupils will be informed when the school will be reopening. Once approval has been granted to close a school, the Department of Services for People - Education will notify the Corporate Communications Team to ask them to inform the media and upload messages to the Council’s communications channels, such as its Twitter feed, intranet and the Council’s website www.eastlothian.gov.uk. Whenever possible, schools will update their own school website with this information.

FREE SCHOOL MEALS Under the Council Committee for Education policy, children in attendance at schools under the management of the Council are entitled to free school meals if their parents are in receipt of Income Support or Income-based Jobseekers Allowance or Income Related Employment and Support Allowance or Child Dining Room Tax Credit but NOT Working Tax Credit with an annual income of less than ÂŁ15,860 or Child Tax Credit and Working Tax Credit with and annual income of less than ÂŁ6,420. No other children are eligible for free meals. Further information can be obtained from the Department of Services for People, Business Unit, John Muir House, Haddington, EH41 3HA. Further information can be found at: http://www.eastlothian.gov.uk/schoolclothingandfreeschoolmeals

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Meals are served in the school restaurant, called ‘The Bistro’, which operates a selfservice, cafeteria system. A wide range of hot and cold dishes is available in addition to ďŹ lled rolls and sandwiches. Upwards of 200 students use the facility daily.

The school operates a ‘cashless catering’ system, all students are provided with a ‘smart’ card with photograph identiďŹ cation. Students credit the ‘smart’ cards at revaluation units situated in the pupil social space and restaurant which accept both coins and notes. Parents may credit student ‘smart’ cards by cheque which should be handed in to the school’s Catering Supervisor, Mrs Sylvia Tracey. Special envelopes for cheque submission are available from the school.

You may request that your child has a non-meat meal, or a special diet, for medical ethical or religious reasons, and it is the council’s policy to supply these wherever possible. In a school such as ours with cash cafeteria service, a non-meat meal choice should be available throughout the lunch service period. If this choice is not suitable, other arrangements can be made through the school ofďŹ ce, and the cook supervisor.

Please contact the Admin Assistant.

If your child takes school meals and requires a special diet on medical grounds, it would be appreciated if a copy of any diet could be supplied to the school.

For students who bring packed lunches, accommodation is provided in the canteen.

In addition to the lunchtime arrangements, students are able to buy snacks at the midmorning break from the school canteen where a variety of items is on sale.

EMPLOYMENT OF CHILDREN Children under the statutory school leaving age can only be employed within the terms of the bye-law on the Employment of children. These regulations do not permit the employment of children under 13 years of age, and for those over that age there are limits on the hours and type of employment which are allowed. Parents and employers must both complete an application form for an employment permit before the employment begins. Form and information are available from the school ofďŹ ce.

Further details can be obtained from the Department of Services for People, Business Unit, John Muir House, Haddington, EH41 4HA. Further information can be found at: http://www.eastlothian.gov.uk/ employmentofchildren

HOME EDUCATION If parents wish to remove their child from mainstream education and home educate their child, they must write to the Executive Director of Services for People in the ďŹ rst instance stating reasons for this withdrawal and ask for permission.

Families are contacted by the department annually and are offered the opportunity to meet the Quality Improvement OfďŹ cer and discuss the education provision for the child/children. If a family declines a meeting, they must submit information, in writing, about how they are meeting the educational needs of their child/children.

All enquiries made about home education are recorded in the department and a letter IS SENT TO THE FAMILY )NCLUDED WITH THE LETTER IS A LEAmET FOR PARENTS CARERS GIVING DETAILS of websites offering advice and support.

Further information can be found at http://eastlothian.gov.uk/homeeducation

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Dunbar Grammar School Handbook 2013/2014

MEDICAL CARE When a student is taken ill at school the procedure followed will depend on what is wrong.

He or she may be sent to rest in the medical room or parents asked to take the pupil home or a doctor sent for. Apart from some cases in the first category, parents/carers will be informed as soon as is possible.

On first admission to the school, parents will be asked if there are any health problems or treatments that the school should be aware of and whether there are any reasons why the student should not take part in physical education or games. Similarly, we expect parents/carers to notify us of problems or treatments that arise once the child is in school. Only with this knowledge can we cope adequately if something goes wrong.

Parents/carers are asked to note that, in general, staff do not administer medication or drugs of any sort. There will, however, be certain students for whom parents have made an explicit request in writing that medication be administered within school hours. A strict set of regulations and monitoring apply in such cases, including a written record which logs every administration of the drug. This is to safeguard the interest of both staff and students. No medication is given in school except by those staff with specific responsibility to do so.

Throughout their years at primary and secondary school, all children will be seen from time to time by a team of specialists, Health Service and Department of Services for People staff to make sure they benefit as much as possible from all that school has to offer, and to help them prepare for life after leaving school. The School Health Service is part of the Community Child Health Service and has direct links with those who carry out health checks on children before they start school.

All members of staff who have agreed to be trained in the administration of specific drugs to students suffering from all epileptic seizures or a severe allergic reaction and who are required to apply specific drugs to those students will be covered by East Lothian Council’s Public Liability Policy.

Further information can be found at http://eastlothian.gov.uk/adminofmedication

HEALTH AND SAFETY The Department of Services for People has prepared statements of safety policy for all areas of its responsibility in accordance with the Health and Safety at Work Act 1974. School staff are fully instructed in their responsibilities in this respect, and safety regulations apply to aspects of school life, both on and off the premises. It is expected that students will behave responsibly and comply with all safety requirements. The support of parents in promoting good practice in health and safety matters is of great importance to the school.

SCHOOL AND COMMUNITY The school encourages use of its facilities by the community. Amongst the organisations presently accessing school facilities are a wide range of clubs and activities including: DGS School Association, Dunbar School of Dance and Dunbar Badminton Club.

School facilities can be booked by contacting the FES Helpdesk Telephone No 01786 477 160.

A Community Education programme is offered within the school and details can be obtained from: Continuing Education, 31 Court Street, HADDINGTON, EH41 3AE. Telephone 01620 827606 Adults are encouraged to access the normal daytime courses run by the school. Full details of the available programme can be obtained from: Mr M Graven, School Business Manager The Community Development Service supports and organises a range of activities for all ages both within and outwith school premises. Details of the programme can be obtained from the Community Development Manager, Telephone 01620 827578.

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Dunbar Grammar School Handbook 2013/2014

Dunbar Grammar School actively strives to involve the wider community in decisions and activities relating to the education and support of young people. We work with a range of partners and actively encourage former students, partners from other organisations and volunteers to help with the delivery of education in the widest sense of the word.

COMPLAINTS PROCEDURES Most complaints can and should be resolved at school level. If you have cause for concern, the ďŹ rst person to approach will normally be the Head Teacher. If a meeting is required with the Class or Guidance Teacher, Head Teacher or other senior member of staff then this should be arranged as quickly as possible. If parents remain dissatisďŹ ed then the procedures contained within “How to make a comment, compliment or complaint about a Council serviceâ€? should be followed.

Further information can be obtained at: HTTP WWW EASTLOTHIAN GOV UK DOWNLOADS lLE FEEDBACK?LEAmET

UNACCEPTABLE BEHAVIOUR East Lothian Council does not tolerate physical or verbal abuse towards staff. Such abuse is a criminal offence and may lead to prosecution.

USEFUL CONTACTS Useful Telephone Numbers The undernoted staff are based within the Department of Services for People, John Muir House, Haddington, EH41 3HA. Executive Director of Services for People Head of Education Head of Children’s Well-being Quality Improvement Manager Principal Psychologist Business Manager Principal Inclusion & Equality OfďŹ cer Parental Involvement Act (Parent Forums/ Councils) Free School Meals and Clothing Grants, EMAs, Pupil Placement, Home to School Transport Policy School Lets Service Development Manager, Development Team (Planning) The undernoted staff are based at Randall House, Macmerry Service Manager (Children’s Services) Integration Team Area Resources Manager, Children’s Services

Don Ledingham Darrin Nightingale Sharon Saunders Sheila Ainslie Vacancy Richard Parker Fraser Parkinson

01620-827596 01620-827881 01620 827572 01620-827587 01620-827494 01620-827961

Val McIntyre

01620-827228

Fiona Brown Frances McInnes

01620 827415 01620-827811

Gill McMillan

01620-829910

Marion Wood Raymy Boyle Celia Borland

01620-827881 01620-829909 01620 827930

Further information can also be found at: http://www.eastlothian.gov.uk/info/827/education_ and_learning The Scottish Government can be contacted at: Scottish Government Education Department Victoria Quay EDINBURGH EH6 6QQ Telephone Number 0131-556-8400 www.scotland.gov.uk/

Accuracy of Information The information contained in this booklet was accurate as at October 2012.

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Dunbar Grammar School Handbook 2013/2014

STATISTICAL INFORMATION The Regulations prescribing information that needs to be included in school handbooks have been amended this year. They will be developed for future school handbooks.

This year the handbook data does not include budgeted running costs, attendance and absence, and initial leaver destinations data. The data for these categories will be starred out in the handbook files. Attendance and absence figures are to be published biennially. Initial leaver destination data is no longer going to be published but follow up 2011/12 leaver destination data is due for publication in June 2013.

The statistical information contained in the following pages has been produced by the Scottish Office Education and Industry Department and is presented in a standard way.

As well as providing data for Dunbar Grammar School, figures for East Lothian and Scotland are included.

When compared with both East Lothian and National averages, the school’s performance is clearly one to be proud of, and one which will act as an incentive to all concerned to work to the best of their ability to achieve even higher standards in the future.

The achievement of good examination results for each of our students is a major objective of Dunbar Grammar School. However we believe we also have a very important contribution to make in the social and personal development of our youngsters. We aim always to create:s A WELCOMING AND CARING SCHOOL ETHOS s AN ENVIRONMENT WHICH PROMOTES LEARNING s POSITIVE STAFF STUDENT RELATIONSHIPS s A WIDE AND VARIED PROVISION OF EXTRA CURRICULAR ACTIVITIES AND SPECIAL EVENTS

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INFORMATION FOR PARENTS 2012 SECONDARY SCHOOLS National Data Leaver Destinations Number Of Pupils Leaving In School Year 2011/2012 And Percentage With Destination As: Total Number of Leavers (=100%) Higher Education Further Education Training Employment Other Known Not Known

** ** ** ** ** ** **

Key to symbols: Percentages for schools where the number of leavers is greater than 0 but less than 5 have been replaced by asterisks (**) because they could be misleading or lead to identification of individuals.

The symbol (##) indicates that the data are not available or comparable with other years because the school has recently opened or merged with another school, or is temporarily closed.

Budgeted Running Costs For Financial Year 2012-2013 School Roll at September 2011 Total School Running Costs at April 2012 (ÂŁ) Cost per Pupil (ÂŁ)

** ** **

Key to symbols: The symbol ## indicates that the data are not available.

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INFORMATION FOR PARENTS 2012 SECONDARY SCHOOLS National Data Attendance And Absence For School Year 2011/2012 Stage Total Number of Possible Attendances (Pupil Half Days) Percentage Authorised Absences Percentage Unauthorise d Absences

S1

S2

S3

S4

S5

S1-5

**

**

**

**

**

**

**

**

**

**

**

**

**

**

**

**

**

**

Key to symbols: Asterisks (**) have been inserted instead of figures for some schools and categories: x Counts and percentages based on data for more than 0 but fewer than 5 pupils, because they could be misleading or lead to the identification of individuals. x In other cases, it is not possible for the school to have any data for the category, for example, cases where the relevant year group roll figure is zero.

The symbol (##) indicates that the school has recently opened or merged with another school and this information is not available.

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INFORMATION FOR PARENTS 2012 SECONDARY SCHOOLS National Data Estimated S5 January Roll As A Percentage Of The S4 Roll In September Of The Previous Session 2009/2010 72

2010/2011 75

2011/2012 77

Examination Results (within Scottish Credit and Qualifications Framework) (2011/2012 results are pre-appeal) By end of S4

By end of S5

By end of S6

Percentage of the relevant September S4 roll achieving: 5+ @ level 3 or better 5+ @ level 4 or better 5+ @ level 5 or better 2009/20 2010/20 2011/20 2009/20 2010/20 2011/20 2009/20 2010/20 2011/20 10 11 12 10 11 12 10 11 12 92 93 94 78 79 80 36 36 37

Percentage of the relevant September S4 roll achieving: 1+ @ level 6 or better 3+ @ level 6 or better 5+ @ level 6 or better 2009/20 2010/20 2011/20 2009/20 2010/20 2011/20 2009/20 2010/20 2011/20 10 11 12 10 11 12 10 11 12 43 45 46 25 26 27 11 12 13

Percentage of the relevant September S4 roll achieving: 3+ @ level 6 or better 5+ @ level 6 or better 1+ @ level 7 2009/20 2010/20 2011/20 2009/20 2010/20 2011/20 2009/20 2010/20 2011/20 10 11 12 10 11 12 10 11 12 33 35 36 22 24 25 15 16 16

Key to symbols: Counts and percentages for year groups which contain more than 0 but less than 5 pupils are replaced by asterisks (**) because they could be misleading or lead to identification of individuals.

The symbol (##) indicates that the data are not available or comparable with other years.

Possible reasons for this include: the school has recently opened or merged with another school; S5 and S6 results for S1-S4 schools; S4, S5 and S6 results for S1-S2/S3 schools; cases where the relevant year group roll figure is zero.

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INFORMATION FOR PARENTS 2012 SECONDARY SCHOOLS National Data Minimising Overall Absence

Absence

Absence recorded (2010/2011) Average number of half days absence per pupil **

Absence recorded (2011/2012) Average number of half days absence per pupil **

Where schools have 9 openings per week, please note that all local authority and national figures are based on 10 openings per week, and so are not directly comparable.

Key to symbols: The symbol (##) indicates that the data are not available or comparable with other years.

For Information: Scottish Credit and Qualifications Framework (SCQF) levels: Level 7 CSYS at A-C; Advanced Higher at A-C Level 6 Higher at A-C Level 5 Intermediate 2 at A-C; Standard Grade at 1-2 Level 4 Intermediate 1 at A-C; Standard Grade at 3-4 Level 3 Access 3 Cluster; Standard Grade at 5-6

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INFORMATION FOR PARENTS 2012 SECONDARY SCHOOLS Education Authority: East Lothian Leaver Destinations Number Of Pupils Leaving In School Year 2011/2012 And Percentage With Destination As: Total Number of Leavers (=100%) Higher Education Further Education Training Employment Other Known Not Known

** ** ** ** ** ** **

Key to symbols: Percentages for schools where the number of leavers is greater than 0 but less than 5 have been replaced by asterisks (**) because they could be misleading or lead to identification of individuals.

The symbol (##) indicates that the data are not available or comparable with other years because the school has recently opened or merged with another school, or is temporarily closed.

Budgeted Running Costs For Financial Year 2012-2013 School Roll at September 2011 Total School Running Costs at April 2012 (ÂŁ) Cost per Pupil (ÂŁ)

** ** **

Key to symbols: The symbol ## indicates that the data are not available.

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Dunbar Grammar School Handbook 2013/2014

INFORMATION FOR PARENTS 2012 SECONDARY SCHOOLS Education Authority: East Lothian Attendance And Absence For School Year 2011/2012 Stage Total Number of Possible Attendances (Pupil Half Days) Percentage Authorised Absences Percentage Unauthorise d Absences

S1

S2

S3

S4

S5

S1-5

**

**

**

**

**

**

**

**

**

**

**

**

**

**

**

**

**

**

Key to symbols: Asterisks (**) have been inserted instead of figures for some schools and categories: x Counts and percentages based on data for more than 0 but fewer than 5 pupils, because they could be misleading or lead to the identification of individuals. x In other cases, it is not possible for the school to have any data for the category, for example, cases where the relevant year group roll figure is zero.

The symbol (##) indicates that the school has recently opened or merged with another school and this information is not available.

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INFORMATION FOR PARENTS 2012 SECONDARY SCHOOLS Education Authority: East Lothian Estimated S5 January Roll As A Percentage Of The S4 Roll In September Of The Previous Session 2009/2010 74

2010/2011 76

2011/2012 76

Examination Results (within Scottish Credit and Qualifications Framework) (2011/2012 results are pre-appeal) By end of S4

Percentage of the relevant September S4 roll achieving: 5+ @ level 3 or better 5+ @ level 4 or better 5+ @ level 5 or better 2009/20 2010/20 2011/20 2009/20 2010/20 2011/20 2009/20 2010/20 2011/20 10 11 12 10 11 12 10 11 12 96 95 96 83 82 82 39 39 38

Percentage of the relevant September S4 roll achieving: By end of S5

1+ @ level 6 or better 2009/20 2010/20 2011/20 10 11 12 46 47 47

By end of S6

3+ @ level 6 or better 2009/20 2010/20 2011/20 10 11 12 37 39 39

3+ @ level 6 or better 2009/20 2010/20 2011/20 10 11 12 26 28 28

5+ @ level 6 or better 2009/20 2010/20 2011/20 10 11 12 12 13 13

Percentage of the relevant September S4 roll achieving: 5+ @ level 6 or better 2009/20 2010/20 2011/20 10 11 12 25 26 28

2009/20 10 19

1+ @ level 7 2010/20 2011/20 11 12 16 17

Key to symbols: Counts and percentages for year groups which contain more than 0 but less than 5 pupils are replaced by asterisks (**) because they could be misleading or lead to identification of individuals.

The symbol (##) indicates that the data are not available or comparable with other years.

Possible reasons for this include: the school has recently opened or merged with another school; S5 and S6 results for S1-S4 schools; S4, S5 and S6 results for S1-S2/S3 schools; cases where the relevant year group roll figure is zero.

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INFORMATION FOR PARENTS 2012 SECONDARY SCHOOLS Education Authority: East Lothian Minimising Overall Absence

Absence

Absence recorded (2010/2011) Average number of half days absence per pupil **

Absence recorded (2011/2012) Average number of half days absence per pupil **

Where schools have 9 openings per week, please note that all local authority and national figures are based on 10 openings per week, and so are not directly comparable.

Key to symbols: The symbol (##) indicates that the data are not available or comparable with other years.

For Information: Scottish Credit and Qualifications Framework (SCQF) levels: Level 7 CSYS at A-C; Advanced Higher at A-C Level 6 Higher at A-C Level 5 Intermediate 2 at A-C; Standard Grade at 1-2 Level 4 Intermediate 1 at A-C; Standard Grade at 3-4 Level 3 Access 3 Cluster; Standard Grade at 5-6

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INFORMATION FOR PARENTS 2012 SECONDARY SCHOOLS School: Dunbar Grammar

Id No.: 210 - 5555736

Leaver Destinations Number Of Pupils Leaving In School Year 2011/2012 And Percentage With Destination As: Total Number of Leavers (=100%) Higher Education Further Education Training Employment Other Known Not Known

** ** ** ** ** ** **

Key to symbols: Percentages for schools where the number of leavers is greater than 0 but less than 5 have been replaced by asterisks (**) because they could be misleading or lead to identification of individuals.

The symbol (##) indicates that the data are not available or comparable with other years because the school has recently opened or merged with another school, or is temporarily closed.

Budgeted Running Costs For Financial Year 2012-2013 School Roll at September 2011 Total School Running Costs at April 2012 (ÂŁ) Cost per Pupil (ÂŁ)

** ** **

Key to symbols: The symbol ## indicates that the data are not available.

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Dunbar Grammar School Handbook 2013/2014

INFORMATION FOR PARENTS 2012 SECONDARY SCHOOLS School: Dunbar Grammar

Id No.: 210 - 5555736

Attendance And Absence For School Year 2011/2012 Stage Total Number of Possible Attendances(P upil Half Days) Percentage Authorised Absences Percentage Unauthorised Absences

S1

S2

S3

S4

S5

S1-5

**

**

**

**

**

**

**

**

**

**

**

**

**

**

**

**

**

**

Key to symbols: Asterisks (**) have been inserted instead of figures for some schools and categories: x Counts and percentages based on data for more than 0 but fewer than 5 pupils, because they could be misleading or lead to the identification of individuals. x In other cases, it is not possible for the school to have any data for the category, for example, cases where the relevant year group roll figure is zero.

The symbol (##) indicates that the school has recently opened or merged with another school and this information is not available.

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Dunbar Grammar School Handbook 2013/2014

INFORMATION FOR PARENTS 2012 SECONDARY SCHOOLS School: Dunbar Grammar

Id No.: 210 - 5555736

Estimated S5 January Roll As A Percentage Of The S4 Roll In September Of The Previous Session 2009/2010 76

2010/2011 80

2011/2012 79

Examination Results (within Scottish Credit and Qualifications Framework) (2011/2012 results are pre-appeal) By end of S4

By end of S5

By end of S6

Percentage of the relevant September S4 roll achieving: 5+ @ level 3 or better 5+ @ level 4 or better 5+ @ level 5 or better 2009/20 2010/20 2011/20 2009/20 2010/20 2011/20 2009/20 2010/20 2011/20 10 11 12 10 11 12 10 11 12 97 98 98 91 90 88 45 51 48

Percentage of the relevant September S4 roll achieving: 1+ @ level 6 or better 3+ @ level 6 or better 5+ @ level 6 or better 2009/20 2010/20 2011/20 2009/20 2010/20 2011/20 2009/20 2010/20 2011/20 10 11 12 10 11 12 10 11 12 46 51 55 33 30 40 16 14 23

Percentage of the relevant September S4 roll achieving: 3+ @ level 6 or better 5+ @ level 6 or better 1+ @ level 7 2009/20 2010/20 2011/20 2009/20 2010/20 2011/20 2009/20 2010/20 2011/20 10 11 12 10 11 12 10 11 12 36 39 39 22 28 26 17 16 15

Key to symbols: Counts and percentages for year groups which contain more than 0 but less than 5 pupils are replaced by asterisks (**) because they could be misleading or lead to identification of individuals.

The symbol (##) indicates that the data are not available or comparable with other years.

Possible reasons for this include: the school has recently opened or merged with another school; S5 and S6 results for S1-S4 schools; S4, S5 and S6 results for S1-S2/S3 schools; cases where the relevant year group roll figure is zero.

67

Dunbar Grammar School Handbook 2013/2014

INFORMATION FOR PARENTS 2012 SECONDARY SCHOOLS School: Dunbar Grammar

Id No.: 210 - 5555736

Minimising Overall Absence

Absence

Absence recorded (2010/2011) Average number of half days absence per pupil **

Absence recorded (2011/2012) Average number of half days absence per pupil **

Where schools have 9 openings per week, please note that all local authority and national figures are based on 10 openings per week, and so are not directly comparable.

Key to symbols: The symbol (##) indicates that the data are not available or comparable with other years.

For Information: Scottish Credit and Qualifications Framework (SCQF) levels: Level 7 CSYS at A-C; Advanced Higher at A-C Level 6 Higher at A-C Level 5 Intermediate 2 at A-C; Standard Grade at 1-2 Level 4 Intermediate 1 at A-C; Standard Grade at 3-4 Level 3 Access 3 Cluster; Standard Grade at 5-6

68

Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 9

69

Diet 2012

Stage 4

Stage 5

Stage 6

Stage 9

English

English

Maths

English & Maths

English & Maths

Maths

5+ SCQF Level 5+ SCQF Level 5+ SCQF Level 1+ SCQF Level 3+ SCQF Level 5+ SCQF Level 1+ SCQF Level 3 or Better 4 or Better 5 or Better 6 or Better 6 or Better 6 or Better 7 or Better

National Priority Performance Indicators - Year Group - Accumulate Diet(s)

Dunbar Grammar School

Diet 2012

5+ SCQF Level 5+ SCQF Level 5+ SCQF Level 1+ SCQF Level 3+ SCQF Level 5+ SCQF Level 1+ SCQF Level 3 or Better 4 or Better 5 or Better 6 or Better 6 or Better 6 or Better 7 or Better

National Priority Performance Indicators - Year Group - Accumulate Diet(s)

East Lothian Council

S4 Cohort Roll

S4 Cohort Roll

Dunbar Grammar School Handbook 2013/2014

Dunbar Grammar School Handbook 2013/2014

NOTES

70