PINKIEST.PETER’SPRIMARY SchoolHandbook SCHOOL 2013/2014
Welcome to Pinkie St. Peter’s Primary School!
We aim to give your child a happy settled school life where he/she feels valued, secure and confident. By engaging in a Curriculum for Excellence, we strive to bring out the best, both academically and socially, in all our pupils and help them to reach their full potential.
This booklet is designed to help you support your child throughout his/her time at Pinkie. It gives information about school procedures, the curriculum and the outside agencies we can call upon when our pupils need further support. You are not expected to read it from cover to cover, but it is a very useful point of reference when you need to find out more about your child’s education.
We aim to foster an ongoing partnership with our parents and they play an important role in the school community. Whether it is being an active Pinkie Parent member, working with groups, going on school trips or taking the football team, I would encourage you to get involved.
There may be times when you wish to know more about current school activities or specific matters relating to your child. Please feel free to contact the school and we will be happy to talk with you. Yours sincerely
Irene Williams Acting Head Teacher PINKIE ST. PETER’S PRIMARY SCHOOL
We aim to be responsible citizens by showing respect and acceptance for ourselves and others, taking responsibility for our own actions and learning.
We aim to work both independently and collaboratively to achieve our potential, allowing us to be successful learners through effective teaching and learning. This will give us a greater choice in life. We aim to become confident individuals through recognising our own strengths and abilities, to build self-esteem and promote physical and emotional health. We aim to develop our communication skills by valuing opinions and sharing success, helping us to become effective contributors
CONTENTS Attendance Basic Information about School Behaviour Communication and Meetings with Parents Consulting with Pupils Curriculum Extra-Curricular Activities Homework Map of the School Out of School Club Outdoor Education Parental Involvement Pinkie Parents School Aims and Vision School and Community School Policy on Clothing and Kit Secondary School Transfer Staffing Support for Learning The School Day Welcome from Head Teacher John Muir House Handbook Appendix 1 – Summary of Behaviour Management Policy Appendix 2 – Summary of Anti-Bullying Policy Appendix 3 – Transferring Educational Data about Pupils
23 5 23 22 26 11 21 21 8 22 22 25 25 3 25 9 10 6 21 7 2 28 68 69 70
Pinkie St. Peter’s Primary School 44 Pinkie Road Musselburgh East Lothian EH21 7HA Tel/Fax No: 0131-665-2024 Website address: http://edubuzz.org/blogs/pinkie
Pinkie St. Peter’s Primary is a non-denominational, co-educational school catering from stages Primary 1 to Primary 7.
Our current role is as follows: P1 – 42 P5 – 42
P2 – 46 P6 – 33
P3 – 45 P7 – 35
P4 – 45
STAFFING Acting Head Teacher Acting Depute Head Teacher -
Mrs Irene Williams Miss Alison Elgin
11 Full-time Class Teachers (1 of these being a Principal Teacher) 1 Full-time and 1 Part-time Learning Support Teachers 4 Special Needs Auxiliaries (Full/Part-time) 2 Nursery Nurses 1 Part-time Classroom Assistant 1 Part-time Auxiliary 1 Full-time Secretary â€“ Mrs Jackie Harper There is also specialist provision. Specialists this session are:Mrs Marion Barclay, Physical Education Miss Olga Nikitik, Art (also reduction in class contact time cover) and French Miss Kirsten Ireland, Music Specialist
Note:Staffingcanbesubjecttochangeduringthesessionandvaryonayearlybasis. ENROLMENT Admission of Pupils Parents simply contact the school and make an appointment to see the Head Teacher. Parents will then meet the Head Teacher or Depute Head Teacher, the receiving class teacher and be shown the school. Primary 1 Enrolment Enrolment of children entering Primary 1 takes place during November and December. A reminder of this will appear in the local press. Parents of district children should contact the school to arrange an enrolment time and will be able to see around the Infant Department on that occasion. Parents of children at Levenhall Nursery will be contacted directly. If you are a nondistrict parent, relevant forms must be completed and returned to East Lothian Council requesting a place. These forms are available from your childâ€™s nursery. Any parents are welcome to visit the school and see around at other times.
THE SCHOOL DAY School operates a 4.5 day week to allow for Staff Planned Activities on a Friday afternoon. The following is the daily timetable: Monday to Thursday 8.55 am 10.30 – 10.45 am 12.15 pm 12.30 pm 1.00 pm 1.15 pm 2.45 pm 3.20 pm -
Friday 12.20 pm 12.30 pm
School starts for all pupils Morning interval P1 and P2 dismiss for lunch P3 – P7 dismiss for lunch School resumes for P1 and P2 pupils School resumes for P3 – P7 pupils P1 and P2 dismiss P3 – P7 dismiss
P1 and P2 dismiss P3 – P7 dismiss
SCHOOL ACCOMMODATION Main Building Hall and Stage Area 11 Classrooms 1 Gym Hall 1 Dining Hall 1 Resource Room 2 Learning Support Rooms 1 Library 1 Music Room 1 Art Room 1 Meeting Room Attached to the main building are changing rooms for both boys and girls. One classroom in the school houses a Support Base and includes facilities for pupils with additional support needs. The school has disabled access and toilets. An extension for use by Musselburgh Grammar School and the community was completed in 2008
SCHOOL POLICY ON CLOTHING AND KIT School Dress Code What you can wear Full school uniform consisting of white shirt, school tie, blazer and grey/black skirt or trousers. OR Below the waist – black or grey jogging bottoms. Above the waist – school sweatshirt (grey/red) and white or red polo shirt. Remember sweatshirts can be worn with traditional trousers or traditional skirts. Sensible school shoes or dark trainers. An extra pair of shoes/gym shoes should be kept in school for indoor use. What you cannot wear No brand names. No denim jeans. No track suit tops. For P.E. Appropriate change of clothing – White t-shirt, dark shorts. No team colours. All items of clothing should be named. All pupils should have a school bag (a brand name on a school bag is acceptable). Outdoor coats and jackets can have a brand name but these garments must be removed when the child is in class. School uniform items can be purchased from Thompsons Sportswear, Elm Row, Edinburgh. Their website is www.interkit.co.uk. Our other supplier is Patricia Bewsey, Fenton Barns, Tel: 01620-850788 or 07970-920431. Order forms for both suppliers are available from the school office. Assistance with Provision of Clothing and Footwear The Council operates a scheme of provision to ensure that a pupil is sufficiently and suitable clad to take full advantage of the education provided. Families in receipt of Income-Based Job Seekers Allowance or Income Support and 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 school or Department of Services for People, John Muir House, Haddington, EH41 3HA. Wet Weather arrangements Wet weather arrangements only come into practice when there is heavy rain. Children are expected to have waterproof clothing in order that they can go outside for breaks when possible. If heavy rain, the children are brought to areas with a class wet weather box and are supervised by management and supervisors. On wet mornings pupils cannot be allowed into school early as we cannot guarantee supervision at this time and should arrive as close to 8.55 am as possible. Play Areas
The school has separate areas for P1-2 and P3-7. Pupils have access to the playing fields from April to October but are requested to keep off the grass over the winter months. SECONDARY SCHOOL TRANSFER Normally children attend the catchment area school known as the district 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 an associated primary does not mean transfer to the attached Secondary School. Pupils usually transfer to our local Secondary School, Musselburgh Grammar (details of which are noted below). In the Autumn term, parents of P7 pupils are invited to attend an Information Evening at the Grammar School. During the following Spring and Summer terms, P7 teachers and pupils meet with teachers and guidance staff from the Secondary School and in June all pupils attend a two day visit to become familiarised with the Secondary School system before attending in August. If parents wish to make an out of district application to another school, forms are available from school or from the Haddington Office â€“ Pupil Placement Section. Musselburgh Grammar School 86 Inveresk Road Musselburgh East Lothian EH21 7BA Tel: 0131 665 4278
CURRICULUM FOR EXCELLENCE In common with all schools in Scotland, we implement the Scottish Government’s’ policy for education, namely The Curriculum for Excellence. There are eight curricular areas: Expressive Arts, Religious and Moral Education, Health and Wellbeing, Sciences, Languages, Social Studies, Mathematics and Technologies. There are five levels: Early First Second Third & Fourth Senior Phase
pre-school years and P1 or later for some to the end of P4, but earlier or later for some to the end of P7, but earlier or later for some S1 to S3 but earlier for some. The fourth level broadly equates to SCQF Level 4 S4-S6 and college or other means of studies
The purpose of the curriculum is to develop the “four competences” which are: Successful learners Confident individuals Responsible Citizens Effective Contributors It is based on 7 principles of curriculum design. Challenge and enjoyment Breadth Progression Depth Personalisation and choice Coherence Relevance Within a framework of regional and local support networks, each school will follow a development plan that will enable it to implement curricular policies and practices which reflect the intentions of the National Guidelines. Each session a particular aspect of the Programme is developed so that over a number of years the whole curriculum will be covered. PRINCIPLES AND PRACTICE OF SUBJECT AREAS IN A CURRICULUM FOR EXCELLENCE Expressive Arts Be creative and express themselves in different ways. Experience enjoyment and contribute to other people’s enjoyment through creative and expressive performance and presentation. Develop important skills, both those specific to the expressive arts and those which are transferable. Develop an appreciation of aesthetic and cultural values, identities and ideas and, for some, prepare for advanced learning and future careers by building foundations for excellence in the expressive arts. Health and Wellbeing Make informed decisions in order to improve their mental, emotional, social and physical wellbeing. Experience challenge and enjoyment. Experience positive aspects of healthy living and activity for themselves. Apply their mental, emotional, social and physical skills to pursue a healthy lifestyle. Make a successful move to the next stage of education or work. Establish a pattern of health and wellbeing which will be sustained into adult life, and which will help to promote the health and wellbeing of the next generation of Scottish children.
Literacy The use of relevant, real-life and enjoyable contexts, which build upon children and young peopleâ€™s own experiences Effective direct and interactive teaching A balance of spontaneous play and planned activities Harnessing the motivational benefits of following children and young peopleâ€™s interests through responsive planning Collaborative meaningful links for learners across different curriculum areas. Building on the principles of Assessment is for Learning Frequent opportunities to communicate in a wide range of contexts, for relevant purposes and for real audiences within and beyond places of learning The development of problem-solving skills and approaches The appropriate and effective use of ICT Mathematics Number, money and measure Estimation and rounding Number and number processes Multiples, factors and primes Powers and roots Fractions, decimal fractions and percentages Money Time Measurement Mathematics â€“ its impact on the world, past, present and future Patterns and relationships Expressions and equations Shape, position and movement Properties of 2D shapes and 3D objects Angle, symmetry and transformation Information Handling Data and analysis Ideas of chance and uncertainty RELIGIOUS AND MORAL EDUCATION Recognise religion as an important impression of human experience Learn about and from the beliefs, values, practices and traditions of Christianity and the world religions selected for study, other traditions, and viewpoints independent of religious belief Explore and develop knowledge and understanding of religions, recognising the place of Christianity in the Scottish context Investigate and understand the responses which religious and non-religious views can offer to questions about the nature and meaning of life Recognise and understand religious diversity and the importance of religion in society Develop respect for others and an understanding of beliefs and practices which are different from their own Explore and establish values such as wisdom, justice, compassion and integrity and engage in the development of and reflection upon their own moral values Develop their beliefs, attitudes, values and practices through reflection, discovery and critical evaluation Develop the skills of reflection, discernment, critical thinking and deciding how to act when making moral decisions Make a positive difference to the world by putting their beliefs and values into action Establish a firm foundation for lifelong learning, further learning and adult life SCIENCES Develop a curiosity and understanding of their environment and their place in the living, material and physical world Demonstrate a secure knowledge and understanding of the big ideas and concepts of the sciences Develop skills for learning, life and work
Develop skills of scientific inquiry and investigation using practical techniques Develop skills in the accurate use of scientific language, formulae and equations Recognise the role of creativity and inventiveness in the development of the sciences Apply safety measures and take necessary actions to control risk and hazards Recognise the impact the sciences make on their lives, the lives of others, the environment and on society Develop an understanding of the Earthâ€™s resources and the need for responsible use of them Express opinions and make decisions on social, moral, ethical, economic and environmental issues based upon sound understanding Develop as scientifically literate citizens with a lifelong interest in the sciences Establish the foundation for more advanced learning and, for some, future careers in sciences and the technologies SOCIAL STUDIES Develop their understanding of the history, heritage and culture of Scotland, and an appreciation of their local and national heritage within the world Broaden their understanding of the world by learning about human activities and achievement in the past and present Develop their understanding of their own values, beliefs and cultures and those of others Develop an understanding of the principles of democracy and citizenship through experience of critical and independent thinking Explore and evaluate different types of sources and evidence Learn how to locate, explore and link periods, people and events in time and place Learn how to locate, explore and link features and places locally and further afield Engage in activities which encourage enterprising attitudes Develop an understanding if concepts that encourage enterprise and influence business Establish firm foundations for lifelong learning and for further specialised study and careers TECHNOLOGIES Develop their understanding of the role and impact of technologies in changing and influencing societies Contribute to building a better world by taking responsible ethical actions to improve their lives, the lives of others and the environment Gain the skills and confidence to embrace and use technologies now and in the future, at home, at work and in the wider community Become informed consumers and producers who have an appreciation of the merits and impacts of products and services Be capable of making reasoned choices relating to the environment, to sustainable development to ethical, economic and cultural issues Broaden their understanding of the role that information and communications technology (ICT) has in Scotland and in the global community Broaden their understanding of the applications and concepts behind technological thinking, including the nature of engineering and the links between the technologies and the sciences Experience work related learning, establish firm foundations for lifelong learning, and, for some, for specialised study and a diverse range of careers CURRICULUM AND DELIVERY All elements of the Curriculum are covered and given the appropriate allocation of time. Classes are organised within the Scottish Office Guidelines i.e. max 25 in P1 and 30 for Pinkie in P2-P7 due to the size of the classrooms and a maximum of 25 for composite classes. Each year stage comprises of at least 1 class but where numbers demand composite classes are formed, created by the criteria of age as stipulated by local authority guidelines. Learning and Teaching Teachers make both short term and long term plans to ensure effective learning and teaching and progression from P1 to P7. We use yearly, termly and daily formats throughout the school and these are kept for the following class teacher. We aim to promote a classroom climate which improves self-esteem and raises confidence in all pupils. Teachers adopt a flexible, but structured approach to their teaching and employ various teaching methods depending on the nature of the particular lesson
e.g. whole class teaching, individual and group activities which encourage pupils to plan, do and report on tasks; group teaching to help tease out ideas and offer further explanations as well as different enquiry activities to encourage investigation and activities to develop expressive skills. Teachers aim to meet the different needs and abilities of individual pupils and will decide which method ensures the most effective learning for all pupils. We also adopt team teaching methods at different times, as the need arises. This may involve:1. 2. 3. 4. 5.
A promoted member of staff teaching alongside class teachers. Learning Support staff working with teachers in classrooms. Class teachers supporting visiting specialist staff with classes. Pairs or groups of teachers swapping classes. Classes being split according to ability in maths and language to allow for more direct teaching time e.g. in maths, P7 are split into ability groups.
Pupils are also taught to respect resources and are encourage to work independently to choose and return materials uses. All classroom areas are well-labelled and children are trained to use these areas independently from P1 onwards.
At Pinkie we meet these principles through the following English Language English language studies include talking, listening, reading and writing. Reading Jolly phonics is a multi-sensory approach to teaching initial sounds, blends and word-building and is used primarily in the Infant Department. In the early stages, Oxford Reading Tree is used as our core Reading Scheme. “Real” stories will be phased in fairly quickly and your co-operation here is of great value. Listen to your child read, read with him/her, discuss the pictures and later the story. From short stories, the child progresses to longer stories and novels using a variety of material. Many skills such as appreciation of the plot, characterisation, reading for a main idea and summaries are gradually developed. Children are also encouraged to read for an audience. In addition to the books available in our class libraries and area references libraries, we also run Book Clubs from time to time. Writing In the early stages a programme is followed in the teaching of writing. By following the suggestions in this programme, our aim is to develop the child’s ability in expressing experiences and imaginings and so be less inhibited when writing. Alongside this, pupils will develop the necessary knowledge and skills of spelling, punctuation, language structure and handwriting, each at a level appropriate to the child’s needs. In the middle and upper stages, pupils continue to develop writing skills using a variety of resources which adopt approaches used in the early years. Ideas for developing children’s writing are often taken from their current Social Studies topic to give the task a meaningful purpose.
Listening and Talking The above skills in language are considered of equal importance to reading and writing according to A Curriculum for Excellence. Teachers will vary the teaching of these particular areas according to the stage taught. For example, a particular top in Social Studies may lend itself to the teaching of skills to promote group discussion skills. Other skills may be best taught as a whole class at times. More details of this can be found in our School Language Policy which provides guidance in the skills covered. Throughout the primary school, classes will be following Curriculum for Excellence outcomes.
Problem solving, information handling, number, money and measurement and shape, position and movement form the basis of the learning and teaching in mathematics at Pinkie St. Peter’s Primary School. Activity and experience in the use of materials play an important part in the teaching of new concepts and skills. Some aspects of maths will also be taught through an Social Studies topic. Maths Recovery is done through Number Counts which allows for continuous assessment of understanding mathematical concepts. Work with computer software is included throughout all stages and calculators are used to aid understanding of place value, decimals, estimating and investigating numbers. Pupils will be following the programme of study outlined in “Maths Outcomes in a Curriculum for Excellence”. Social Studies
As well as learning about aspects of our environment, each yearâ€™s programme includes science, technology, health education, historical, social and geographical studies. Our programmes of study ensure balance of these subjects and a progression of skills each session. In Primaries 1-3, emphasis is on observation and the building of a basic vocabulary of the environment/ society. Some of the topics which may be covered are:Myself Dinosaurs
My Family My School Romans/Egyptians Local Study
In Primaries 1-7, classes study a range of topics which include studies of the local area. Historical topics such as Wallace & Bruce, Mary Queen of Scots and World War II; Science work such as The Solar System, Light & Sound and Electricity and various environmental and social issues related to the wider global environment e.g. the Climatic Zones and children who live in developing countries. The development of the concepts and skills continues throughout each stage using the outcomes of a Curriculum for Excellence as a basis. To enrich their study of these topics, field study walks and visits will be made. We make full use of the local environment for these field studies, but there are occasions when trips to Edinburgh, the Zoo and further afield are essential. However, we do try to keep the cost of these visits as low as possible. Parental help is always required and appreciated on outings and any parent interested in assisting should contact the class teacher. Outdoor education is included in Social Studies and we aim to give P7 a residential experience at school camp. Information Technology Information Technology plays an important part in the work of each class. At the moment, we have 53 computers which are used in rotation by classes to augment work in language, maths and social studies. Many children are given the opportunity to plan their stories using a word processor. All classes have access to the internet. Learning about this important communication technology is taught strictly under teacher supervision. Expressive Arts Each teacher plans his/her work so that children receive a well balanced curriculum which will include the subjects Art and Craft, Drama, Music and Physical Education. Music Our Music Specialist Teacher is timetabled so that she will have taught all classes at some point each session. As well as enjoying songs, all children have the opportunity to use percussion instruments either with the music specialist or in the classroom music corner. Opportunities are given to children in P4 onwards to learn the cello and violin. Art and Craft Art and Craft is taught to all classes by art specialist, class teacher or support staff. Some of this work will be related to the current project or topic. P.E. All pupils normally have two lessons each week taken by the class teacher or our specialist teacher Mrs Marion Barclay who follows a wide programme of activities. To be excused from P.E., children should bring a note from home giving the reason. We are also fortunate to have a large programme of extra curricular activities offered on a voluntary basis by our staff.
We aim to implement the Scottish Government’s guidance of 2 hours structured P.E. each week. Class teachers have a follow-up lesson from P.E. specialists and incorporate another structured P.E. time, either in class or with stage partners during the week. All children in P4 attend Musselburgh Sports Centre for swimming tuition. Drama Teachers use drama to help pupils make links to other areas of the curriculum such as Social Studies, Art and Language. Through activities such as mime and role play, topics are brought alive and help children place themselves in another place or time. Drama is taught throughout the school from P1 to P7 using the Drama Policy as the basis for a whole school approach. This ensures progression and consistency with regard to the teaching of knowledge and understanding and skills in all areas. Modern Languages Primary French is taught to pupils from P3-P7 by specially trained teachers. Liaison is maintained with secondary colleagues to ensure that pupils from all feeder primaries have common experiences and opportunities and there is good transition at S1. Enterprise in Education In the past we have received a Gold Award for our work within the context of Enterprise in Education. A number of enterprise initiatives have been up and running for some time in the school including P7 healthy tuck shop.
Environmental Education As well as raising pupil awareness of environmental issues by undertaking environmental studies projects, the school actively promotes environmental education e.g. the pupils, supported by a Principal Teacher, operate a paper recycling scheme and the school has attained an “Eco Schools Award”. Health We promote healthy lifestyles throughout the school in various ways. We have fruit only days, Tuesday, Wednesday, Thursday, when children have fruit for snacks. We encourage “taster sessions” of sporting activities to allow the children to experience a wide variety of leisure activities and we have achieved Healthy Schools Accreditation 2.
Religious and Moral Education Religious observance should provide opportunities for the school community to reflect 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 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. Parents who wish to withdraw their children from religious education and observance because of their beliefs should contact Mrs Williams, Acting Head Teacher. Arrangements are made for any children who are in this situation. For more information, please refer to: Curricular I/2005 Provision of Religious Observance in Scottish Schools (http://www.scotland.gov.uk/Publications). Topics will be centred on stories from Christianity and other major world religions; aspects of moral education; celebrations, festivals and sacred writings of Christianity and other world religions e.g.
P1 – Caring and Sharing How do you feel if?
P3 – Trees Night and Day
P5 – Creation Stories
Assemblies are often related to class R.E. topics on general moral issues such as fairness or friendship. Throughout the year, children may attend services held in the local Church. Assessment, Reports and Records Assessment of the child’s ability in each curricular area is ongoing and this is reported to parents in a full written report during the summer term. At the beginning of each session, teachers will set broad targets of what they hope to achieve in the main curricular areas. Teachers plan and record all work covered within a class and keep records in maths and English language to ensure progression from stage to stage. As well as this, at specific times through a child’s schooling, formal and informal assessments will be made e.g. in P1 children are given a basic screening test and in P2 pupils are tested in various aspects of language. Teachers also use assessment materials from the main maths and language courses used in schools to follow progress. Copies of the pupils’ reports which are issued to parents are kept in a file in school and are forwarded when a child transfers to another school, as are P7 profiles which were introduced in the summer term of 2012.
The Local Authority has introduced standardised testing called PIPS at Stage 1, 3, 5 and 7.
Formative Assessment is ongoing throughout the school and plays a very important part in allowing the children to become involved in their own learning.
SUPPORT FOR LEARNING Mrs Karen Lally and Mrs Sue Salucci work with children in small groups or sometimes individually. They support learning in all curricular areas. The Support for Learning Teacher consults and works alongside the class teachers, either within classrooms or in their own teaching area base. Learning support can be for very able children who would benefit from being stretched academically or for children with a temporary special need e.g. returning to school after a lengthy absence etc. Support may be for short or extended periods depending entirely on individual needs. HOMEWORK We encourage all parents to support their children during homework activities to ensure it is done efficiently, thoroughly and regularly. All evidence shows that pupils who perform well in school tend to be pupils who are encouraged a lot at home. In Primary 1 to 3, homework generally takes the form of reinforcement of class activities. Parents are given guidance on this during the first term of P1 during meetings to explain our policy on Early Intervention. From Primary 4 onwards, the form and frequency of homework will vary according to what is being taught in class and may include spelling, basic number and maths tasks or something related to their current project in Social Studies. However, the amount of homework will not be excessive and children should not spend more than 30 minutes every evening completing tasks. Homework is set 4 times per week but may be given out at the beginning of the week, to be completed by the Friday. No homework will be set over weekends. If parents want advice or support with this, please contact the school â€“ 665-2024. EXTRA-CURRICULAR ACTIVITIES The school runs a wide range of the following after school clubs including:* Basketball * Football
* Dance * Volleyball
* Netball * Fun Maths
A number of other clubs/activities are offered at various points during the session. PINKIE ST. PETERâ€™S OUT OF SCHOOL CLUB Since August 2003 the school has had an Out of School Club which has been set up by a group of parents with funding from the National Lottery. At the Breakfast Club children can have a healthy breakfast before school, and at the After School Club they can take part in a range of games and fun activities. A volunteer Management Committee of parents manages the Club, but qualified staff have day-to-day responsibility for care of the children attending.
PINKIE ST. PETER’S OUT OF SCHOOL CLUB (cont) Club opening times are as follows: Breakfast Club:
Mon to Fri:
After School Club: Mon to Thurs: Fri:
7.45 am to 8.45 am 2.45 pm to 5.45 pm 11.55 am to 5.45 pm
The Holiday Club is open at Easter, Summer and the October break, subject to demand. Places can be booked at the annual registration evening in May/June each year, or on Fridays in the school foyer between 8.30 am and 9.15 am. Leaflets with further details (including current fees) are available from the school foyer.
COMMUNICATION AND MEETINGS WITH PARENTS Parents’ Meetings will be held on two occasions throughout the year. These will be held in the Autumn and Spring/Summer terms. During the first meeting, teachers discuss the aims and objectives for the year ahead in the main curricular areas. Parents will also receive a report on their child’s individual progress once a year. Parents wishing to discuss their child’s progress at any other time are welcome to contact the class teacher or management. Parents and teachers have also worked together to set up procedures to help encourage and co-ordinate communications between home and school and the involvement of parents in general school life. We regularly send home newsletters in which we inform you of anything of interest which has happened in the previous month and details of future events. We recently have invested in Groupcall Text Alert to communicate with parents regarding any relevant notifications. All parents of P1 pupils receive information and workshops regarding curriculum evenings. Information is also offered on a regular basis regarding other areas e.g. homework. PARENTAL INVOLVEMENT Parents who are interested in being actively involved in the daily life of the school are most welcome. Many already help with Golden Time, the Library, escorting classes to swimming, school outings, displays etc. We have an active Parent Council/Forum who support the school in its work with pupils and parents. If you would like to be involved in helping, please contact school. You will be made most welcome. A list of suggestions is sent out yearly to ask if parents wish to be involved in different school activities.
BEHAVIOUR Good self discipline is our ultimate goal. Pupils must look after themselves, their peers and our school buildings in an appropriate way. The school has a Personal and Social Development Policy which is followed at all times. We also operate an Anti-Bullying Policy (see Appendices 1 and 2). If a pupil persists in unacceptable behaviour, parents are contacted and school and home would tackle the problem together. If necessary, and with the parents agreement, a child could be referred to Psychological Services. We also follow the Authorityâ€™s procedures on Informal/Formal Exclusions if all other means of resolving indiscipline have failed. ATTENDANCE As well as attending regularly, parents should make every effort to ensure that their children are punctual in arriving at school and take holidays, whenever possible, outwith term times. Should a child be off school either through illness or other permissible cause please inform the school by phone before 8.45 am. This is to ensure the security of all children, therefore if no call is received we will attempt to contact the parent, but, if no success, we must inform the Child and Family Support Worker (Attendance) who will investigate. All unexplained absences are collated by the Authority and sent to the Scottish Office for comparison with areas throughout Scotland. Absences after the lunch break should be reported immediately so as to avoid any undue anxiety and a search being made for the child. If parents wish their child to be absent for more than two weeks in a year, they must receive permission from the School. A letter should be sent in advance to the Head Teacher, Pinkie St. Peterâ€™s Primary School, 44 Pinkie Road, Musselburgh, EH21 7HA. Before a child can be allowed out of school e.g. to attend a doctor or visit the dentist, a responsible adult must sign a release form accepting the child into his/her care. When someone else other than the parent is collecting a child, it would be helpful if the school could be given prior warning and the name of the person collecting him/her. Parents should ensure their children are collected from school at the correct time as staff are often attending meetings immediately after school and are unable to look after the children.
OCCASIONAL AND EMERGENCY ARRANGEMENTS It is sometimes necessary to close whole or part of the school in an emergency such as very heavy snow or failure of heating systems in extremely cold weather. Radio Forth will be informed of any such closure and, where necessary, parents or emergency contacts will be contacted. Parents should be reassured that every step will be taken to ensure the safety and well being of each child. It is the parent’s responsibility to provide the school with up-to-date information on persons to be contacted in emergencies.
ADMINISTRATION OF MEDICAL PROCEDURES Medicines in Schools
We ask parents not to send their child/children to school if they are already ill. Our school auxiliary provides medical care and is trained as a first aider. We normally inform parents if their child has been sick/hurt at school.
There is no obligation on school staff to administer medication of any kind to any pupil, and parents are asked to note that routine medicine will not be administered by the school. This includes antibiotics, cough bottles, painkillers, creams, eye, ear and nose drops. Parents should make arrangements for children to take this medication when at home and should not send it to school.
Where pupils require medication to be administered or self-administered during the school day, parents should complete the relevant request form available from the school. You must have written guidance from a medical professional. The written guidance on the medication will generally be sufficient. If your child has asthma, not only should the relevant form be completed for self-administration, but an inhaler labelled with your child’s name and date of birth must be kept in school at all times when needed. Please note that where medication is held by the school it is the parent’s responsibility to ensure it is up to date.
SCHOOL AND COMMUNITY Many local community groups use the facilities available in school at the evenings and weekends and we welcome all contacts with people in the local area e.g. each year Pinkie takes part in activities organised by the Honest Toun Association and various other local associations. Pupils perform for local groups at Harvest and Christmas. We encourage pupils and teachers to strengthen links with the local community as much as possible and enter into any local initiative enthusiastically. We have strong links with Windsor Park Residents Association and local churches. If anyone wishes to let part of the school or grounds after school, please contact School Lets Department on 01620 827827. PARENT FORUM AND PARENT COUNCIL (PINKIE PARENTS) Pinkie Parents is a forum for parents to interact with each other, school staff and local elected representatives. Our aim is to support the school through fundraising and progressing matters pertinent to the school community. There are no specific skills to being a Pinkie Parent Rep, only a desire to have a positive impact within our school. Pinkie Parents meet approximately 6 â€“ 8 times a year. We have our AGM in October. All parents are welcome to attend. Further information is available on the school website. PARENTAL INVOLVEMENT We actively encourage the involvement of parents in all aspects of school life. Ways in which parents help Organisation and maintenance of library Upkeep and monitoring of website Craft activities Accompanying classes on school trips Running book fairs Sporting activities Gardening maintenance Recruitment of staff Giving input to the School Handbook. We are open to parents being involved in all aspects of the school.
Playground Supervision When pupils are at school, the responsibility for their safety rests with the Authority and the Head Teacher and staff undertake this responsibility on behalf of the Authority. This means that reasonable steps should be taken to prevent any pupils suffering injury and to ensure that accidents or difficulties can be reported to a responsible adult and appropriate action taken. Playground Squad Our Primary 6 and 7 children are encouraged to apply for a playtime post to help in both playgrounds. These children are recognised by red baseball caps and will help children to find someone to play with, start games and look after our equipment. Supervision at intervals Three supervisors are in the playground and at all intervals a member of staff is available in case of emergencies. During the lunch break, one dining hall supervisor works in the dining hall helping to organise the children. PUPIL COUNCIL Pupils from P1 to P7 each year elect a new representative to attend a monthly meeting with a member of the management team. This allows the children the opportunity to raise any issues they wish to be considered either by the management team, teachers or as a school. This instils a sense of responsibility and ownership for the children.
RESOLVING ISSUES – PARENTS AND SCHOOLS WORKING IN PARTNERSHIP You should contact us as soon as possible to tell us about your concern. It is always best to tell us your concerns immediately, but please remember that we may not be able to meet you right away. We can normally arrange for a meeting to be held within two working days with either the class teacher and/or a member of the management team. The meeting will be held at the school, at a time that suits both you and us. You can bring one person to the meeting with you or get support from the Parents’ Advocacy Service. We will listen to your concerns and treat you fairly. We will then work with you towards finding a solution which everyone agrees with. We can settle most matters at this stage, but if we don’t and still have a concern, we will ask you to come to a further meeting in school with: The Head Teacher; or A senior member of staff; or both We will do everything reasonably possible to reach a solution which everyone agrees with. We will keep a note of this meeting and give you a copy. If you are still not satisfied, you can take your concern to one of the Service Managers – the names, addresses and telephone numbers which can be found in the appendix. The Department of Services for People will offer to set up a mediation meeting for you and us. At the meeting, someone from the Department will act as a “mediator” to help us find a solution.
WhatismeantbyAssessment Howdoteachersreportonyourchildâ€™sprogress Where can I find out more information about assessment and reporting?
CurriculumforExcellence CommunityLifeandLeisure OutdoorEducation ReligiousObservance
ParentForumandParentCouncil ParentStaffAssociation ScottishParentTeacherCouncil(SPTC)
CreatingaPositiveEthos AntibullyingPolicy AntibullyingEastLothian(A.B.E.L)
SchoolCommunicationwithParents Divorced/SeparatedParents ComplaintsProcedures
Enrolment PupilPlacement ReservedPlaces/RollCappinginschools SchoolCatchment MoreChoicesMoreChances
Pupilswhohaveadditionalsupportneeds The Education (Additional Support for Learning Act) (Scotland) 2004(amended)2009 EnhancedTransitionforpupilswithAdditionalSupportNeeds EastLothianEducationalPsychologyService Professionals visiting schools/information sharing and confidentiality 28
Exceptionalcircumstancesinwhichinformationmaybedisclosed withoutconsent ChildProtectionProcedures ChildrenandYoungPeoplewhoarelookedafter TeachTeam
Page2028LocalAuthorityPoliciesandpracticalinformation CompositeClasses AbsenceandAttendance TransferringEducationalDataaboutPupils Consultingwithpupils Exclusionofpupils Assistancewithprovisionofschoolclothing Freeschoolmeals EducationMaintenanceAllowances(EMA) EmploymentofChildren HomeEducation Transport:PolicyoftheCouncilandLocalArrangements RoadSafety
HealthandSafety Medicalcare AdministrationofMedicalProcedures Emergencyclosureofschools UnacceptableBehaviour SchoolswithinEastLothian Usefultelephonenumbers Schoolsessiondates2013/14 ScottishGovernmentEducationDepartment
Communication SchoolCommunicationwithParents TheChildren(Scotland)Act1995amendedthedefinitionof"parent"intheEducation (Scotland)Act1980to"Parentincludesguardianandanypersonwhoisliabletomaintainor hasparentalresponsibilitiesinrelationto,orhascareof,achildoryoungperson". Communicationwithparentscantakemanyformsandhavemanypurposes.Schoolsare supportedbyEastLothianCounciltousearangeofwaystoensurethatallparentshavethe informationthattheyneedtosupporttheirownchild’slearningandtohelpthembecome involvedinthelifeoftheschool.
Divorced/SeparatedParents–Information Effectivecommunicationbetweentheschoolandparentsisvital.Thiscansometimesbe difficultwhenparentsseparateordivorce.Ifparentsareseparatedoradivorcewasgranted afterNovember1996bothparentswillretainparentalresponsibilities,unlessthecourthas specificallyremovedthoseresponsibilities.Inrelationtoplacingrequests,appealsagainst certaineducationaldecisionsandaccesstopupils’recordsbothparentswillnormallyhave equalrights.EvenifadivorcewasgrantedpriortoNovember1996theparentwithout custodymaynothavelostallrightstoinformationandtobeinvolvedindecisionmaking. Theabovedefinitionmayalsogiveothersrights.
Schoolswillthereforerequestthenamesandaddressesofbothparentsatthetimeof enrolmentandattheannualupdateofdata.Theparent/swithwhomthepupilresideswill automaticallyreceiveallcommunicationsfromtheschool.Ifaparentlivesawayfromthe familyhometheywill,whentheschoolisfirstinformedoftheiraddress,receiveaRecorded Deliveryletterenquiringwhetherornottheywishtoreceiveinformationabouttheirchild’s education.Ifnoreplyisreceiveditwillbeassumedtheydonotwishtobekeptinformed andtherewillbenofurthercommunicationunlessarequestforinformationissubsequently received.Iftheywishtobekeptinformedtheywillreceivecopiesofallcommunications regardingthepupilincludingcopiesofreportsandnotificationofParents’Meetings.The parentwithwhomthepupilresideswillbeinformedthatthisishappening.
Theschoolisdependentontheparentwithwhomthepupilresidessupplyingthe appropriateinformationi.e.theaddressoftheparentnotlivinginthefamilyhome,detailsof Courtproceedingsprohibitingthatparent’sinvolvementinthechild’seducationoranyother relevantdocumentation.Parents/Carersshouldnotethatchildrencanonlybecollectedfrom schoolbytheparentwithwhomtheyresideunlesstheparent/carershaveauthorisedan alternativearrangement.Ifsomeoneelseistocollectthepupiltheschoolshouldbe informedinadvance.
Mostcomplaintscanandshouldberesolvedatschoollevel.Ifyouhavecauseforconcern, thefirstpersontoapproachwillnormallybetheHeadTeacher.Ifameetingisrequiredwith theClassorGuidanceTeacher,HeadTeacheroranotherseniormemberofstaffthenthis shouldbearrangedasquicklyaspossible.Ifyoustillremaindissatisfiedthenthe procedurescontainedwithin“Howtomakeacomment,complimentorcomplaintabouta Councilservice”shouldbefollowed.
CreatingaPositiveEthos EastLothianCouncilschoolsendeavourtocreateapositivelearningethosinavarietyof ways.SomeschoolshavetakenoninitiativessuchasUNICEF’saccreditedschemewhich promotesthelearningoftheUN’sConventionofRightsfortheChild.Someschoolshave takenonapproachestopromotingpositivebehavioursuchasrestorativepracticeand/orthe NurturingClassroom/School.BeingCoolinSchoolisanAuthoritywideinitiativeinschools whichencouragespupilstoassertthemselvesappropriatelyastheyfaceeveryday situations.ThesearejustsomeexamplesofgoodpracticeinEastLothian.
MoreinformationcanbefoundfromtheScottishGovernment’swebsiteon“Improving relationshipsandpromotingpositivebehaviourinScotland’sschools”at: http://www.scotland.gov.uk/Publications/2008/04/15100117/1
AntiBullyingPolicy AllschoolshaveanAntiBullyingPolicyaspartofEastLothianCouncil’sAntibullyingPolicy andincidentsofbullyinginschoolsarerecordedaspartofthePolicy.
AntibullyingEastLothian(A.B.E.L)islocatedattheBruntonHall,Musselburgh. A.B.E.Lisavoluntaryorganisationthataroseoutofthestrongdesireofparentsto dosomethingforthemselvestoovercomethedevastatingeffectthatbullyingcan haveonchildren,theirfamiliesandtheircommunity.
ParentForumandParentCouncil TheScottishSchools(ParentalInvolvement)Act2006encouragesandsupportsmore parents/carerstobecomeinvolvedintheirchildren’seducation.ThemainaimsoftheActare to: Helpparents/carersbecomemoreinvolvedwiththeirchild’seducationandlearning. Welcomeparents/carersasactiveparticipantsinthelifeoftheschool. Provideeasierwaysforparents/carerstoexpresstheirviewsandwishes. Tohelpachievetheseaims,allparents/carerswillautomaticallybemembersoftheParent Forumattheirchild’sschoolandwillbeentitledtohavetheirviewsrepresentedtothe school,educationauthorityandothers,througharepresentativeParentCouncilforthe school.AsamemberoftheParentForum,parents/carerswillhaveasayinselectingtheir ParentCouncil(therepresentativebody)toworkonbehalfofallparents/carersatthe school.
TheroleoftheParentCouncilisto: Supporttheschoolinitsworkwithpupils Representtheviewsofallparents/carers Encouragelinksbetweentheschool,parents/carers,providersofnurseryeducation andthecommunity ConsultwithandreportbacktotheParentForum. TheParentCouncilarrangementscameintoeffectinAugust2007.Formoreinformationon theParentalInvolvementActortofindoutaboutparentsaspartnersintheirchildren’s learningcontacttheschoolorValMcIntyre,PrincipalOfficer,ServicesforPeopleon01620 827228(email@example.com)ortheParentzonewebsite http://www.educationscotland.gov.uk/parentzone
HeadTeachersnowhavealegalobligationtoconsultwiththeirParentCounciltoseewhat theywouldlikeincludedintheSchoolHandbookandensureitisincorporated.However, theScottishGovernmentareawareofthetighttimescaleforthe20132014School Handbook,butdiscussionsmusttakeplaceatParentCouncilmeetingsandanydecisions takenreflectedinthehandbook.Itisanticipatedthattherewillbegreateropportunityfor parentalinvolvementinfutureyears.
ParentStaffAssociations WhereaParentStaffAssociationexistsataschoolinformationontheParentStaff Associationwillbeprovidedbytheschool. ScottishParentTeacherCouncil(SPTC)
TheScottishParentTeacherCouncilisthenationalorganisationforParentTeacher Associations(PTAs)andParentAssociations(PAs)inScotlandandrunsanindependent helplineserviceforallparents.YoucancontacttheScottishParentTeacherCouncilby telephone01314746199,firstname.lastname@example.org,thewebsitehttp://www.sptc.infoor writetoScottishParentTeacherCouncil,15MansfieldPlace,Edinburgh,EH36BB.
CurriculumforExcellence SchoolsfollowtheprinciplesandpracticeofCurriculumforExcellence.This318curriculum aimstoensurethatallpupilswillbesuccessfullearners,confidentindividuals,responsible citizensandeffectivecontributors.ThesefourmainaimsarereferredtoastheFour Capacitiesandunderpintheworkthatschoolsdo.CurriculumforExcellencecomprises8 curricularareasconsistingof:ExpressiveArts,HealthandWellbeing,Languages(including English,Gaelic,ClassicandModernLanguages),Mathematics,ReligiousandMoral Education,Sciences,SocialStudiesandTechnologies.
Thecurriculumisexpressedinlearningexperiencesandoutcomesforlearners.The principlesofchallengeandenjoyment,breadth,progression,depth,personalisationand choice,coherenceandrelevanceinformthelearningofallpupilsAllpupilswillbe encouragedatallstagestothinkaboutwhytheyarelearningaparticulartopicandhow associatedskillscanbeusedinreallifeandinotherareasacrossthecurriculum.Allpupils areengagedwithteachersinplanningandassessingaspectsoflearningandoftenhavethe choiceoftopicsandwaystopresenttheirlearning.Whilstthereareeightsubjectareas learningwilloftenbelinkedacrosssubjectareastohelpchildrenapplytheirknowledgeand skillsinnewanddifferentsituations.
FurtherinformationonCurriculumforExcellencecanbefoundat: http://www.eastlothian.gov.uk/curriculumforexcellence http://www.educationscotland.gov.uk/thecurriculum http://www.educationscotland.gov.uk/thecurriculum/whatcanlearnersexpect/skillsforlearning.a sp
SchoolLibraryService InstrumentalMusicTuition Dramaprovision/Theatre Educationalvisitsinmuseums/projects. StudySupportandAfterSchoolActivities Sport
OutdoorEducation OutdoorEducationisprovidedtoschoolsthroughtheEastLothianOutdoorEducation ServicebasedinUnit3,MusselburghRacecourseComplex,BalcarresRoad,Goosegreen Road,Musselburgh,EastLothian,EH217SR.Theaimoftheserviceistoprovidefirstclass experiencesofoutdooreducationforschoolsandothergroupsandtoofferasupportand adviceserviceforoutdooractivityinEastLothian.
EducationalExcursions EducationalExcursionsaredesignedandplannedinaccordancewiththeEastLothian Council'scomprehensiveGuidelines.
Religiousobservanceshouldprovideopportunitiesfortheschoolcommunityto reflecton,anddevelop,adeeperunderstandingofthedignityandworthofeach individualandtheircontributiontotheschoolandwidercommunities.Inrecognition ofScotland'sChristianheritage,schoolsareencouragedtousetherichresourcesof thistraditionwhenplanningreligiousobservance.Manyschoolcommunitiescontain pupilsandstafffromfaithsotherthanChristianityorwithnofaithcommitment.This shouldbetakenfullyintoaccountinsupportingspiritualdevelopment.Itisofcentral importancethatallpupilsandstaffcanparticipatewithintegrityinformsofreligious observancewithoutcompromisetotheirpersonalfaithstances. Atpresentschoolassembliesarethemostcommonvehiclefordeliveringreligious observance.Thereshouldbeacleardistinctionbetweenassembliesdevisedforthe purposeofreligiousobservanceandassembliesforotherpurposessuchas celebratingsuccess.Religiousobservancemightincludeopportunitiesforclass, year,stageorwholeschoolobservanceaswellasinvolvementbypupilsandothers, includingschoolchaplains,inplanningandpresentation.Thereisastatutory provisionforparentstowithdrawchildrenfromparticipationinreligiousobservance. Thisrightshouldalwaysbemadeknowntoparentsandtheirwishesrespected. Parentsshouldbeprovidedwithsufficientinformationonwhichtobaseadecision. Whereachildiswithdrawnfromreligiousobservance,schoolsshouldmakesuitable arrangementsforthechildtoparticipateinaworthwhilealternativeactivity.Inno circumstancesshouldachildbedisadvantagedasaresultofwithdrawingfromreligious observance.
Whatismeantbyassessment? Assessmenttellsuswhatchildrenandyoungpeopleknow,understandandareabletodo. Assessmentisaprocesswhichsupportsyourchild’slearningfromNurserythroughtoS3 andnotaseriesofevents“donetothem.”Byinvolvingyourchildinthewholeprocessof learningandassessmentandallowingthemtotakeresponsibilityfortheirownlearning,it raisestheirstandardsofachievementanddevelopstheirskillsforlearning,lifeandwork. Progressthereforebecomesameasureofyourchild’ssuccessinsettinghighexpectations andsuccessfullyachievingthem.
Whatisassessed? CurriculumforExcellencecomprises8curricularareasconsistingof:ExpressiveArts,Health andWellbeing,Languages(includingEnglish,Gaelic,ClassicandModernLanguages), Mathematics,ReligiousandMoralEducation,Sciences,SocialStudiesandTechnologies.
TherearealsothreekeyareaswhichallteachersareresponsibleforteachingLiteracy acrosslearning,NumeracyacrosslearningandHealthandWellbeingacrosslearning. AssessmentandReportingacrossEastLothianSchools Eachcurriculumareaisbrokendownintoasetofexperiencesandoutcomes.These experiencesandoutcomesineachareaarethengroupedasEarlyLevel(Nursery—P1) FirstLevel(P2P4)SecondLevel(P5P7)ThirdandFourthLevels(S1S3).The ExperiencedescribesthelearningwhilsttheOutcomerepresentswhatthelearningwill achieve.Thisisoftenexplainedfromthepupil’sperspectiveasan‘Ican....’statement.
What’sinan“outcome”? Thelearningwithineachoutcomeisgiventoyourchildasaseriesoflearning intentions. Eachlearningintentionissupportedbysuccesscriteriawhichareyourchild’ssteps toachievingsuccessinlearning. Aseachpupilachievesthesuccesscriteria,teachersandyourchildcanbothseethe progressinlearningwhichisbeingmadeacrossoutcomeswithineachcurricular area. Howareweassessing? Teacherslookatarangeofevidenceoflearningwhichyourchildhasproducedbefore summinguphis/herprogressatthatpointintime.Someconcreteexamplesofevidence mightbe: Selfassessmentofawrittenstoryfocusingonparagraphing,useofdescriptive languageandacoherentplot. Amaths“checkup”worksheetonequivalentfractions. APowerPointpresentationonacountry’sclimate,landcompositionandgeographical landmarks. Ateacher’sobservationofballcontrolinP.E. Evidenceofchildrenandyoungpeople'sprogressandachievementswillcomefromdayto daylearningandthroughthethingstheymaywrite,say,makeordo.
Progressisnowdefinedas“howmuch”and“howwell”yourchildislearning,andnotsolely on“howfast”althoughpaceisstillimportant.Thenewcurriculumisdesignedtoenableyour childtoachievegreaterbreadthanddepthoflearningwhilstalsosecuringthedevelopment ofskillsandknowledge.Thereforereportingmustnowincludeinformationonprogress whichiseitherdeveloping,consolidatingorsecuredependingonhowwellyourchildhas developedabreadthoflearning,inchallengingaspectsandappliedthislearninginother curricularareasorcontexts.
Ifyourchildhashadopportunitiestoshowbreadth,challengeandapplicationinthedifferent curricularareas,buthasnotevidencedeachthroughtheirlearningandacrossalevel,the teachermayreportthatyourchildis“developing.”
Ifyourchildhasdemonstratedthattheyhaveknowledgeandunderstandingandskills acrossabreadthoflearning,whilstmeetingchallengesacrossthisbreadthtodeepentheir learningandappliedallofthisinanothercontextorcurricularareaconsistently,thenthe teacherwillreportthatyourchildis“secure.”
Thereisarangeofwaysinwhichyourchild’steacherreportsonhis/herprogress.Hereare afewexamples: “LearningStories”areusedtobuildapictureofprogressionforyourchildineach curriculararea. Pupilreportsareusedtosumupyourchild’sprogressinlearningacrossthe curriculum. Eportfoliosareusedtoprovideongoingevidenceofyourchild’sprogress. Alllearningisajourneyofprogress,whichisrarelylinearandtakesmanyroutesand pathways.Yourchildmaytakelongertoprogressinsomeareasinordertoensurethe securitythatwillenablethemtomakeprogressconfidently.
Whendoschoolsassess? Assessmenttakesplaceaspartofeverydaylearningandteaching,periodicallyandatkey transitions.Aspartofeverydaylearning,teachersarecontinuouslyassessingtheirpupils’ progressusinglearningintentionsandsuccesscriteriaasmeasuresofpupils’success. Fromtimetotime,teacherswilluseteststoassesschildrenandyoungpeople'sprogress 39
Transitionsarethemoveschildrenandyoungpeoplemake,fromhometonursery,from stagetostage,fromprimarytosecondary,tofurthereducationandemployment.Information aboutalearner'sprogressandachievementswillbepassedontomakesurethattheirbroad generaleducationcontinuesatthecorrectlevelandatanappropriatepaceforthem.
WherecanIfindoutmoreinformationaboutassessmentandreporting? Yourchildâ€™sschoolwillbeabletoprovideyouwithmoreinformationonhowtheycarryout specificassessmentsandhowtheyreportonyourchildâ€™sprogress.
Furtherinformationcanbefoundat: http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/index.asp http://www.educationscotland.gov.uk/parentzone http://www.educationscotland.gov.uk/thecurriculum/howisprogressassessed/stages/index.as p
Transitions Enrolment Ifyouwantyourchildtogototheirdistrictschool,youshouldregisteryourchild directlywiththatschool.Youwillneedtoprovideyourchild'sbirthcertificateandtwo piecesofproofofresidenceshowingyourcurrentaddress(oneofwhichmustbe yourmostrecentcounciltaxassessmentletterorbookandarecentutilitiesbill datedwithinthelastsixmonths).Youmustshowtheseattheschoolbythe beginningofDecember(pleasecontactyourdistrictschooltocheckenrolment days).ThisallowstheDepartmentofServicesforPeopletogiveyourchild,asa residentintheschool'scatchment,priorityforaplace.Furtherinformationcanbe email@example.com Furtherinformationcanbefoundat:http://www.eastlothian.gov.uk/enrollingyourchild
PupilPlacement Thelawallowsparentstoexpressapreferenceforadifferentschool(suchaschoolisoften referredtoasanondistrictschool)ratherthanplacingtheirchildintheirlocalschool.The Councilisobligedtograntaplacingrequestwhereverpossible.Whilemostrequestsare grantedinsomecasesthisisnotpossible.TheCouncilcanonlyrefuseaplacingrequestif anyofthecriteriaasperSection28A(3)Education(Scotland)Act1980ismet.Ifaplacing requestisrefusedtheparenthastherighttoappealthisdecision.Anappealspanelwill heartheappealandiftheycometotheconclusionthattheydonotthinkthegroundsof refusalquotedstandorthateventhoughthegroundsofrefusalstanditisstillinappropriate torefusetheplace,theycanoverturnthedecisionandthechildwouldbeallocatedaplace inthatschool.
Pupilplacementprocessmustmeetsettimescales,allrequestsreceivedby15Marchmust beconsideredatthesametime.Parentsmustreceivetheoutcomeoftheirrequestbefore theendofApril.Ifaschoolisoversubscribeddetailedreportsoutliningalltheplacing requestsforthatschoolarepresentedtothePupilPlacementSubCommitteeforapproval.
ReservedPlaces/RollCappingin Schools TheDepartmentofServicesforPeopleobtaininformationonthemigrationofpupilsfrom certainschoolswherewemayneedtoreserveplacesforincomingdistrictpupils.Reserving placesiscrucialinareaswheretherearehighlevelsofhousebuildorhighmigrationinto 41
BytheendofDecemberwehavereceivedclassorganisationreturnsfromprimaryand secondaryschoolsforthenextschoolyear.Thisinformationisvitalasitinformsthe Departmentofhowmanydistrictpupilshaveenrolledandthenumberofnondistrictplaces thatcanbegranted.Itisalsoanearlywarningforanyproblemsi.e.overschoolcapacityor largeincreasesinpupils’numbersbecauseofhousebuild.Detailedreportsrequestingroll cappingofschoolsorretainingplacesforpupilsmovingintothecatchmentareaarealways presentedtoCouncilCommitteeforEducationforapproval.
SchoolCatchment Everyschoolhasacatchmentareaeachcatchmentareahasclearboundaries.Children livinginthecatchmentareaaregivenpriorityforplacesinthisschool.Entitlementtoaplace inaschoolisbasedonhomeaddressandnotonattendanceatanassociatedschoolor nurseryclass.InsomeareasthereareseparateCatholicschoolsavailableforparents wishingtheirchildtobeeducatedinthistypeofschool.Childrenlivinginthecatchment areaandbaptisedintheCatholicfaitharegivenpriorityforplacesinthisschool.
EastLothianhas6secondaryschools,35primaryschoolsand3nurseries.Eachprimary schoolinEastLothianfeedsintoacorrespondingsecondaryschool(clickonthelinktoview details).TheboundarylinesforeachprimaryandsecondaryschoolcatchmentareainEast Lothianforthemostremainsosincecirca1980’s,andwereoriginallyrecordedonprinted copiesofAZstreetmapsandOrdnanceSurveyMaps.Toimproveaccessibilityof information,eachschoolcatchmentareamapwasredigitisedforpublicuseontheEast LothianCouncil’swebsite,asapprovedbyCouncilCommitteeforEducationinMay2011.
Foranoverviewmapofallthecatchments,downloadthe followingmap from the East Lothian Council website. There are no catchment boundaries for nursery provision. MoreChoicesMoreChances EastLothian'sMoreChoicesMoreChancesactionplanaimstoreducethenumberofyoung peoplenotineducation,employmentortraining. Thisinvolvesanumberofinterventions offered to school age young people to better prepare them for the world of work including:extended work experience placements, vocational courses and vocational 42
certificatesandemployabilitycourses.EastLothianCouncilalsorunsGetReadyforWork(a ScottishGovernmentgrantfundedprogramme)foryoungpeoplewhohaveleftschoolto furthersupportthemintosustainedemploymentandfurthereducation.TheMoreChoices MoreChancespartnershipincludesJewelandEskCollegeandotherlearningproviders.
SupportforPupils PupilsWhoHaveAdditionalSupportNeeds AllEastLothianschoolsofferarangeofsupportforchildrenandyoungpeoplewith additionalsupportneeds.Thereareanumberofadditionalservicesbothwithinthe Authorityandfromexternalagenciesthatofferenhancedsupporttopupilswithadditional supportneeds.
Provisionandresourcesareaccessedthroughthelocalauthority’sprocessesofresource allocationandStagedAssessmentandIntervention,inconsultationwithprofessionals,the childoryoungpersonandtheirfamily.
TheCouncil’sPolicydocument“FrameworkforMeetingAdditionalSupportNeeds”providesa frameworkforfullandeffectiveinclusionofpupilswhohaveadditionalsupportneeds.TheAuthority hasanAccessibilityStrategyforschoolswhichenablesaccesstoCommunication,Environmentand theCurriculumforallpupils.SchoolsalsotakeaccountoftheEqualitiesAct2010.
TheEducation(AdditionalSupportforLearningAct)(Scotland)2004(amended 2009) TheEducation(AdditionalSupportforLearningAct)(Scotland)2004(amended2009) statesthat:
Achildoryoungpersonwhohasadditionalsupportneeds,andalsohis/herparents orcarers,shouldbeinvolvedinanydecisionsmaking.Theycanhaveasupporter withthematmeetingsorhaveanadvocatepresenttopresenttheircaseforthem.A youngperson’sviewsmustbetakenintoaccountforpostschooltransitions. Youngpeopleandparents/carersshouldbeprovidedwithinformationandadvice abouttheirown,ortheirchild’sadditionalsupportneeds.Theycanalsorequest,at anytime,anassessmenttoestablishadditionalsupportneedsorifaCoordinated SupportPlanisrequired,orforaCoordinatedSupportPlantobereviewed. Ayoungpersonwhohasadditionalsupportneedsorhis/herparentorcarercan makeaplacingrequesttoanothereducationauthorityoranindependentschool. Thelocalauthorityisrequiredtoproveafreemediation.CommonGroundMediation isEastLothianCouncil’sprovider.Itpromotescollaborationbetweenparents, children,schoolandeducationservices.Anyoneinvolvedinadisagreementcan accessthisservice. Youngpeopleandparentsorcarerscanmakeanapplicationtousethefree,national DisputeResolutionprocesstoresolvecertaintypesofdispute. YoungpeopleandparentsorcarerscanappealtothenationalAdditionalSupport NeedsTribunaltochallengeadecisionaboutaCoordinatedSupportPlanand certainothermattersrelatingtoadditionalsupportneeds.Freeadvocacycanbe providedforthis.
EnhancedTransitionforpupilswithAdditionalSupportNeeds Allchildrenandyoungpeoplegothroughanumberoftransitionstagesintheirschool educationwhentheymovefromonesettingtoanother.Childrenandyoungpeoplewith additionalsupportneedswillneeddifferentlevelsandtypesofsupport.InEastLothian,we managethisthroughtheStagedAssessmentandInterventionFramework.Theteam workingwiththechildoryoungperson,thechildoryoungpersonthemselvesandtheir parentsarebestplacedtodecideonthelevelofplanningandthenatureofintervention needed.
EastLothianEducationalPsychologyService EducationalPsychologistsarepartoftheDepartmentofServicesforPeople.Educational Psychologistsmakeregularvisitstoallnursery,primaryandsecondaryschools.
WhatdoEducationalPsychologistsdo?EducationalPsychologists work collaborativelywithotherprofessionals,parentsandcarers,tohelp childrenandyoungpeopleovercomebarrierstolearning. Theysupport schoolstafftoenhancelearningenvironments,toensuretheyare effectiveforallchildrenandyoungpeople,whatevertheirlearningneeds. HowdoesanEducationalPsychologistbecomeinvolvedwithmychild?Ifyouhave anyconcernsabouthowyourchildisgettingonatschool,thefirstthingtodoissharethem withschoolstaff.IfstafffeelthatanEducationalPsychologistmaybeabletohelp,theywill contacttheirlinkEducationalPsychologistforaconsultationorinvitethemtoastaged assessmentmeetinginschool.IftheEducationalPsychologistisgoingtobecomeformally involvedwithyourchild,thenparentalpermissionforthiswillalwaysbesought.Youare alsowelcometocontacttheEducationalPsychologyServicedirectlyifyouwouldprefer. YoucancontacttheEducationalPsychologyService,Telephonenumber01620827827or writetoEastLothianCouncil,EducationalPsychologyService,JohnMuirHouse, Haddington,EastLothian,EH413HA. Furtherinformationcanbefoundat:http://www.eastlothian.gov.uk/educationalpsychology
Professionalsvisitingschools/informationsharingandconfidentiality Schoolscancallonprofessionalsfromanumberofdifferentagencies/servicesforhelpand advice.TheseincludeEducationalPsychologists,OutreachTeachers,officerswithin DepartmentofServicesforPeople,SchoolDoctor,SchoolNurse,CareersAdvisor,Social WorkerandtheIntegrationTeam.Formalreferraltoanyoftheseagencies/serviceswould onlytakeplacewiththeconsentofparents/carers.Therewillhoweverbeoccasionswhen issuesmaybediscussedinconfidencewithoutformalreferralandthereforewithoutsuch consent.Ifparentsareconcernedaboutthistheyshouldcontacttheschoolforfurther information.
InSecondaryschoolsindividualpupilsmaybediscussedataSchoolLiaisonGroup.Thisis attendedbyrepresentativesfromtheschool,CommunityChildHealth,Community Development,EducationWelfareService,PsychologicalServices,IntegrationTeamand Children’sWellbeing.Themeetingconsidersstrategiestohelppupilshavingdifficultiesin school.Allmattersdiscussedinthesemeetingsareunderstoodtobestrictlyconfidential. Parentsarenotinvitedtothesemeetingsineverysecondaryschool.
Exceptionalcircumstancesinwhichinformationmaybedisclosedwithoutconsent Disclosureofpersonalinformationwithoutconsentmaybejustifiedwherefailuretodoso mayexposetheserviceuserorotherstoriskofseriousharm.Staffshouldalwaysmake everyefforttogainconsentbutthehealthandsafetyoftheindividualhasprimacyoverthe righttoconfidentiality.Exceptionalcircumstancesinclude: ChildProtection:staffshouldadheretotheEdinburghandLothiansInteragency ChildProtectionProcedures. Protectingvulnerableadults ProtectionofChildren(Scotland)Act2003 Lifethreateningordangeroussituations,forexample,whereayoungperson: showssignsofphysical,emotionalorsexualdamage isatriskofsignificantharmorthreateningsuicide. ChildProtectionProcedures Edinburgh,theLothiansandBorders,includingEastLothianCouncil,havereviewedandreissued the“InterAgencyChildProtectionProcedures”.TheProcedurespromoteahighlevelofinteragency cooperationwhenworkingwithchildrenwhomaybeinneedofprotection.Trainingisavailablefor allstaffinEastLothianCounciltoensurethattheirskillandcommitmentisusedeffectivelyin identifyingandprotectingchildrenwhohavebeenabusedormaybeatriskofabuse.The ProcedureswillfurtherencouragethepartnershipthatexistsbetweentheDepartmentofServicesfor People,HealthandthePoliceinEastLothianandwillhelptowardsbuildingapartnershipwith parentsincarryingoutourdutiesandresponsibilitiestoEastLothianchildrenandyoungpeople.
ChildrenandYoungPeoplewhoarelookedafterorlookedafterandaccommodated(LAC) andhaveadditionalsupportneedsasdirectedbytheEducation(AdditionalSupportfor LearningAct)(Scotland)2004(amended2009).SchoolsareveryawareofwhotheirLAC pupilsareandthesupportsandstrategieswhichmayberequiredtomeettheirdiverse needs.TheEducationalPsychologyServiceworkscloselywithschoolsandstafffrom Childrenâ€™sWellbeingtosupporttheseoftenvulnerableyoungpeople.Currentlythereisa researchprojectbeingundertakentoinvestigatetheimpactofexclusiononpupilswhoare LAC.ThisisajointprojectledbyprofessionalsfromEducationandChildrenâ€™sWellbeing.
TeamTeach WeprideourselvesinEastLothianonprovidingasafelearningenvironmentforourpupils. Sometimes,someofourchildrenmaygetanxiousoragitated,andwewilldoourbestto helppupilsusingcommunicationskills,distractiontechniquesandremovingtriggerswhere possible. However,theremaybetimeswhenchildrenneedmorehelp,thismayrequirestaff'sphysical supporttointerveneandensurethepupilâ€™sownsafety,orthatofotherpupilsandstaff,or thatpropertyisnotseriouslydamaged.InEastLothian,wehaveadoptedtheTeamTeach approachtomanagechallengingbehaviour,andstaffaretrainedandaccreditedtousea rangeoftechniques. Allincidentswhereithasbeennecessarytousephysicalinterventionwiththechildrenare recordedinschool,andparentsareinformedasamatterofcourse.Childrenwhoarelikely toneedhelpinthiswaywillhaveaPositiveHandlingPlanthatwillbediscussedwithyou, andconsistentlyfollowedbyallschoolstaff.Wewillalsoaskyoutosharethisinformation withotherpeople/agenciessupportingyourson/daughter,e.g.transport,respite,linkfamily, etc.Ifyouhaveanyquestionsabouthowwemanagebehaviouratschool,oraboutthe TeamTeachapproachpleasecontacttheHeadTeacher.
TheStandardsinScotlandâ€™sSchoolsAct(2000)requiresthateverylocalauthorityaimsto secureimprovementinthequalityofschooleducationwhichisprovidedintheschools managedbythem.
AspartofEastLothianCouncilâ€™slegislativedutytoensurethatschoolsaresupportedin improvingstandardsforpupilseachyear,evaluationvisitsarecarriedoutineveryschool twiceduringeachschoolsession.Byfocusingonimprovementsinperformanceduring thesevisits,schoolsaresupportedinensuringhighstandardsareachievedandmaintained. AQualityImprovementOfficercarriesouteachofthesevisits.
TheRoleofQualityImprovementOfficers CurrentlytherearefiveQualityImprovementOfficers,twoofwhomaresecondeduntil August2013.ThetwosecondedQualityImprovementOfficershavearemitthat encompassesauthorityandschooldevelopmentsrelatingtoCurriculumforExcellence, whilethepermanentQualityImprovementOfficershaveresponsibilityforsupportand challengeacrossallschools,butthereisoverlapbetweentheroles.
Providesupportpre,duringandpostEducationScotlandInspection SupportandmonitordevelopmentplanningensuringlinkstoHowGoodIsOur School?ChildattheCentreandServiceImprovementFrameworkoutcomes Provideadviceonstaffing/finance/resourcesissues Supportdevelopment/progressionofCurriculumforExcellence Analyseandusedatatochallengeschoolstoraiseattainmentandachievement Participateintheappointmentofseniormembersofschoolbasedstaff Providesupportintheresolutionofdisciplinarymatterscomplaintsandotherschool basedissues Deviseandpromotestrategiestoaddressareaswhereperformanceshouldbe improvedmonitorandreportonprogress Undertakeevaluationvisitstoallschoolsandprovidereportsasappropriate. ThethreesubstantiveQualityImprovementOfficerseachhavetwoclustersofschoolswithin theirremits: 1) Dunbar&Tranent 2) Haddington&Prestonpans 3) Musselburgh&NorthBerwick TheQualityImprovementOfficeralsosupportsarangeofclusteractivities,e.g.transition events,trainingafternoonsetc. 49
Monitoringofchildrenwhoarehomeeducated Parentalcomplaints FreedomofInformationRequests ChairingclustermoderationmeetingsforExceptionalNeedsresource allocation ReportingtoScottishGovernment,EducationScotland,e.g.on CurriculumforExcellenceimplementation ManagingLocalAuthorityeducationaldevelopments,e.g.Leadership Development,Assessment&Moderation InvolvedintherecruitmentandselectionprocessofHeadTeachers andDeputeHeadTeachers.
CompositeClasses TherearecompositeclassesinmostschoolsacrossEastLothian.Theyhelpustodeliver effectivelywithintheschoolâ€™sbudgetandarebasedonpupilage.Allclasseswhether compositeornot,containpupilsofdifferentabilitiesandlevelsofdevelopment.Teachers areexpertinhowtostructurelearningforpupilsofdifferingabilitiesandcompositeclasses donotposeanygreaterchallengethansingleyearclasses.Weknowthatfriendshipgroups areimportantandweencouragechildrentomixwiththeirfriendsatbreak,throughwhole schoolorstageevents.Parentsshouldalsocreateopportunitiestomaintainfriendshipsand encouragenewones.
AbsenceandAttendance Parentsareresponsibleforensuringthattheirchildattendsschoolregularlyandwherean absenceshouldoccur,informingtheschoolastothenatureofnonattendanceandpossible length.Incasesofunsatisfactoryattendance,theHeadTeacherwillcallontheChild& FamilySupportWorker(Attendance)tovisitthehomeanddiscusstheproblemwiththe parents.IfsuchunsatisfactoryattendancecontinuestheHeadTeacher,following discussionswiththeChild&FamilySupportWorker(Attendance)andotheragencieswill decidewhetherthecaseshouldbereferredtothelocalAreaAttendanceAdvisoryGroup. ThisGrouphasbeenformedtomakerecommendationstotheExecutiveDirectorof ServicesforPeopleonthestatutoryresponsibilitiesoftheAuthoritywithregardtodefaulting parents.
Parentsshouldbeencouragedtotakeholidayswhereverpossibleoutwithtermtimes. Whereparentswishtokeeptheirchildoffschoolforsomereasonablepurpose,theyare askedtowritetotheschoolbeforedoingso.Wherepupilshavearearrangedappointment duringschoolhourse.g.dentist,hospitalthepupilshouldbringanoteorappointmentcardto schoolbeforetheappointment.
TransferringEducationalDataaboutPupils TheScottishGovernmentanditspartnerscollectanduseinformationaboutpupilsthrough thePupilCensustohelptoimproveeducationacrossScotland.Belowexplainswhywe 51
Whydoweneedyourdata?Inordertomakethebestdecisionsabouthowtoimprove oureducationservice,ScottishGovernment,educationauthoritiesandotherpartnerssuch astheScottishQualificationsAuthority(SQA)andSkillsDevelopmentScotlandneed accurate,uptodatedataaboutourpupils.Wearekeentohelpallourpupilsdowellinall aspectsofschoollifeandachievebetterexaminationresults.Accurateanduptodatedata allowsusto: plananddeliverbetterpoliciesforthebenefitofallpupilsandspecificgroupsof pupils betterunderstandsomeofthefactorswhichinfluencepupilattainmentand achievement sharegoodpracticeandtargetresourcesbetter enhancethequalityofresearchtoimprovethelivesofyoungpeopleinScotland. DataPolicyInformationaboutpupilsâ€™educationiscollectedthroughourstatisticalsurveys inpartnershipbetweentheScottishGovernmentandLocalAuthoritiesthroughtheScotXed ProgrammewhichaimstohelpschoolsandLocalAuthoritiesbysupportingefficient collection,processinganddisseminationofstatisticalinformation.TheScottishGovernment thenprovidesanalysisofthedatatosupportresearch,planning,managementand monitoringofeducationservicesaswellastoproduceNationalStatisticspublications.
EducationdatawithinScottishGovernmentismanagedeffectivelybysecuresystemsandis exploitedasavaluablecorporateresource,subjecttoconfidentialityrestraints.Aspartofits datapolicy,ScottishGovernmentwillnotpublishormakepubliclyavailableanyinformation thatallowsindividualpupilstobeidentified,norwilldatabeusedbyScottishGovernmentto takeanyactionsinrespectofindividuals.Dataisheldsecurelyandnoinformationon individualpupilscanorwouldbemadepubliclyavailablebyScottishGovernment.
YourdataprotectionrightsThecollection,transfer,processingandsharingofScotXed dataisdoneinaccordancewiththeDataProtectionAct(1998).Wealsocomplywiththe NationalStatisticsCodeofPracticerequirementsandotherlegislationrelatedto safeguardingtheconfidentialityofdata.TheDataProtectionActgivesyoutherighttoknow howwewilluseyourdata.FullerdetailsofeachindividualScotXedsurvey,includingthe purposeofeachandthepublisheddata,canbefoundontheScotXedwebsite https://www.scotxed.net
ScottishGovernmentworkswitharangeofpartnersincludingEducationScotland,Skills DevelopmentScotlandandtheScottishQualificationAuthority.Onoccasion,inordertohelp meetouraimofimprovingthelifeofyoungpeopleinScotland,wemaymakeindividualdata availabletopartnerssuchastheNationalRegistersofScotlandtocarryoutresearch relatingtothenationalpopulationcensusandalsoacademicinstitutionsandorganisations tocarryoutadditionalresearchandstatisticalanalysistomeettheirownofficial responsibilities.AnysharingofdatawillbedoneunderthestrictcontrolofScottish Government,andwillbeconsistentwithourdatapolicy.Thiswillensurethatnoindividual leveldatawillbemadepublicasaresultofthedatasharingandthatthesedatawillnotbe usedtotakeanyactionsinrespectofanindividual.Decisionsonthesharingofdatawillbe takeninconsultationwithrelevantcolleaguesandindividualswithinandoutwithScottish Government.Atalltimespupils’rightsundertheDataProtectionActandotherrelevant legislationwillbeensured.ConcernsIfyouhaveanyconcernsabouttheScotXeddata collectionsyoucanemailtheHeadofSchoolsAnalysis,MickWilson,at firstname.lastname@example.orgTheScotXedSupportOffice,VictoriaQuay, Leith,EH66QQ.Alternativeversionsofthispageareavailable,onrequestfromthe ScotXedSupportOffice,inotherlanguages,audiotape,Brailleandlargeprint.
Consultingwithpupils UndertheChildren(Scotland)Act1995theviewsofchildrenshouldbetakenintoaccount whenmajordecisionsarebeingmadewhichwillaffecttheirlives.Generallychildrenover 12arepresumedinlawtohaveaviewbutyoungerchildrenmayalsobematureenoughto haveaviewandshouldbegiventheopportunitytoexpressit.Whileschoolsmaynotbe boundbythistheydoconsultwiththeirpupilsandthemethodsusedwillshouldbeincluded inthehandbook.ThiscouldincludeformalconsultationthroughPupilCouncils,pupilsco optedtoParentCouncils,questionnaires,suggestionboxes,reviewandplanningmeetings, aswellasarrangementstoconsultwithindividualpupilsatappropriatetimes(subject choice,exclusionsetc.).
Exclusionsofpupils Exclusionfromschoolisusedonoccasionswhenthesafetyofthepupilconcernedorothers isatriskifthepupilremainsinschool.Theperiodofexclusionshouldbeasshortas possibleandusedasa“breathingspace”toenabletheschool/family/otheragenciestowork togethertosupportthechild/youngpersontoreturntoschoolsuccessfully.
EastLothianCounciloperatesaschemeofprovisiontoensurethatapupilis sufficientlyandsuitablycladtotakefulladvantageoftheeducationprovided. FamiliesinreceiptofIncomeBasedJobSeekersAllowance,IncomeSupportand IncomeRelatedEmploymentandSupportAllowancewillqualifyforsuchascheme. Othercasesmaybeconsideredinthecaseofexceptionalpersonalcircumstances. Parentswhowishtoapplyfortheschemeshouldcompleteanapplicationform whichisavailablefromtheDepartmentofServicesforPeople,BusinessUnit,John MuirHouse,Haddington,EH413HA.
FreeSchoolMeals UndertheEducationCommitteepolicy,childreninattendanceatschoolsunderthe managementoftheCouncilareentitledtofreeschoolmealsiftheirparentsareinreceiptof IncomeSupportorIncomebasedJobseekersAllowanceorIncomeRelatedEmployment andSupportAllowanceorChildTaxCreditbutNOTWorkingTaxCreditwithanannual incomeoflessthanÂŁ15,860orChildTaxCreditandWorkingTaxCreditwithandannual incomeoflessthanÂŁ6,420.Nootherchildrenareeligibleforfreemeals.Further informationcanbeobtainedfromtheDepartmentofServicesforPeople,BusinessUnit, JohnMuirHouse,Haddington,EH413HA.
EducationMaintenanceAllowances(EMAs)havebeenavailablesinceAugust2004for youngpeopleaged16planningtocontinuetheireducationinschool.Itisaweeklypayment ofÂŁ30.00paiddirectlytopupilsfromlowincomefamilieswhostayonaftertheendoftheir compulsoryschooling.ApplicationFormsandfurtherinformationisavailablefrom DepartmentofServicesforPeople,BusinessUnit,JohnMuirHouse,Haddington,EH41 4HA.
EmploymentofChildren Childrenunderthestatutoryschoolleavingagecanonlybeemployedwithintheirtermofthe byelawsontheEmploymentofChildren.Theseregulationsdonotpermittheemployment ofchildrenunder13yearsofage,andforthoseovertheagetherearelimitsonthehours andtypeofemploymentwhichareallowed.Parentsandemployersmustbothcompletean applicationformforanemploymentpermitbeforetheemploymentbegins.Formsand informationareavailablefromtheschooloffice.Furtherdetailscanbeobtainedfromthe DepartmentofServicesforPeople,BusinessUnit,JohnMuirHouse,Haddington,EH41 4HA.
HomeEducation Ifparentswishtoremovetheirchildfrommainstreameducationandhomeeducatetheir child,theymustwritetotheExecutiveDirectorofServicesforPeopleinthefirstinstance statingreasonsforthiswithdrawalandaskforpermission.
FamiliesarecontactedbytheDepartmentofServicesforPeopleannuallyandofferedthe opportunitytomeetaQualityImprovementOfficeranddiscusstheeducationprovisionfor thechild/children.Ifafamilydeclinesameeting,theymustsubmitinformation,inwriting, abouthowtheyaremeetingtheeducationalneedsoftheirchild/children.
Allenquiriesmadeabouthomeeducationarerecordedinthedepartmentandaletterissent tothefamily.Includedwiththeletterisaleafletforparents/carersgivingdetailsofwebsites offeringadviceandsupport.
Transport:PolicyoftheCouncilandLocalArrangements TheCouncil'scurrentpolicyistoprovidehometoschooltransportforthosepupilsattending thedistrictschoolwholivemorethantwomilesfromthatschool.Buspassesareissued wherepublictransportexistsandcontracttransportisarrangedwherethereisnosuitable publictransport.Wheretherearevacantseatsoncontractbuses,thesemaybemade availabletopupilswhoarenotnormallyentitledtofreetransportona"graceandfavour basis"butmustbeappliedforeachsession.Thesecanbewithdrawnshouldtheseatbe requiredforpupilswhoqualifyforthisprovision.
TravellingexpensesarealsometinthecaseofanypupilwhomtheCouncilrequiresto attendaschoolotherthanthedistrictschool,ifthepupilmeetsthedistancequalificationand whereappropriate,freetravelisprovidedforpupilsreceivingspecialeducation.Parents whochoosetosendtheirchildrentoaschoolotherthanthedistrictschoolwillnotreceive assistanceinrelationtotraveltoandfromschool.
Furtherinformationandanapplicationformcanbeobtainedfromtheschoolorfromthe DepartmentofServicesforPeople,BusinessUnit,JohnMuirHouse,Haddington,EH41 3HA.
RoadSafety InEastLothiantherearecurrentlyalmost15,000nursery,primaryandsecondaryschool pupils.In2011,26schoolagechildrenwereinjuredonEastLothianâ€™sroads.Nearly33%of allpedestriancasualtiesoccurredtochildreninthe515yearagegroup. EastLothianCouncilworkingwithLothianandBordersPoliceandotheragenciesare committedtoreducingthenumbersandseverityofroadcasualties.Theyhaveidentifieda numberofimportantinitiativestohelpreducethenumberofroadcasualties.Thesewill requireanotablechangeofbehaviourbyeverybody,particularlyfromdriversinbuiltup areas. Theseinitiativesaimtoreducethenumberofcarjourneystoandfromschoolbypupils, parentsandstaffto: Encouragechildrentowalkorcycletoschool,therebyimprovingthesafetyforthe pupilonthejourneytoschool Providepupilsandparentswithappropriatetrainingtoallowthemandtheirchildren tojourneytoandfromschoolsafely Improvepedestriansafetyinandaroundschool Raiseawarenessamongstpupils,parents,andstaffofthewiderhealthand environmentalproblemsassociatedwithincreasecaruse
Improvethelocalenvironmentforeveryonebyreducingpollution,congestionand addressingsafetyissuesaroundtheschool. Parentsareaskedtoreviewtheircurrentorintendedmodeoftraveltoandfromschooland considerwhetherornotitshouldbechangedormodifiedtohelptheschool,pupils,staffand otherparentstoreducethenumberofchildcasualties. Furtherinformationcanbefoundat:http://www.eastlothian.gov.uk/roadsafety
HealthandSafety TheDepartmentofServicesforPeoplehaspreparedstatementsofsafetypolicyforallareas ofitsresponsibilityinaccordancewiththeHealthandSafetyatWorkAct1974.Schoolstaff arefullyinstructedintheirresponsibilitiesinthisrespect,andsafetyregulationsapplyto aspectsofschoollife,bothonandoffthepremises.Itisexpectedthatpupilswillbehave responsiblyandcomplywithallsafetyrequirements.Thesupportofparentsinpromoting goodpracticeinhealthandsafetymattersisofgreatimportancetotheschool.
MedicalCare Throughouttheiryearsatprimaryandsecondaryschool,allpupilswillbeseenfromtimetotimebya teamofspecialists,HealthServiceandDepartmentofServicesforPeoplestafftomakesurethey benefitasmuchaspossiblefromallthatschoolhastooffer,andtohelpthemprepareforlifeafter leavingschool. TheSchoolHealthServiceispartoftheCommunityChildHealthServiceandhas directlinkswiththosewhocarryouthealthchecksonchildrenbeforetheystartschool.
AdministrationofMedicalProcedures Allmembersofstaffwhohaveagreedtobetrainedintheadministrationofspecificdrugsto pupilssufferingfromallepilepticseizureorasevereallergicreactionandwhoarerequired toapplyspecificdrugstothosepupilswillbecoveredbyEastLothianCouncil'sPublic LiabilityPolicy.
EmergencyClosureofSchools ThefirstpriorityoftheHeadTeachermustbetokeeptheschoolopenifatallpossible. However,theearlyclosure(orpartclosure)ofaschoolinanemergencymayberequired becauseoffire,flood,lossofbuildingservices,extremeweatherconditionsorsomeother event.Whenchildrenhavetoreturnfromschoolatatimeearlierthannormal,parentsmay notbeabletoarrangeforthemtobereceivedathomebythemselvesorbyanadultwhowill lookafterthem.HeadTeachersmustbereasonablysatisfiedthattherewillbearesponsible adultavailabletoreceivethechild,andmustbepreparedtomakearrangementsforthe supervisionofcertainchildreninschool,untilthenormalclosingtimeoftheschool.
Inthesecircumstances,theHeadTeachershouldconsultwiththeExecutive Director/HeadofEducation.TheExecutiveDirector/HeadofEducationwilluseallof theinformationavailablebothcentrallyandlocallytodecidewhethertheschool shouldbeclosedandwhetherthiswouldbeforpupilsonlyorforthewholeschool community.ItshouldbenotedthatclosecontactwillbemaintainedwiththeSchool TransportOfficeratEastLothianCouncil. TheHeadTeacherwillprepareandsendtotheExecutiveDirector/Headof Educationtherelevantinformationfornotifyingthemedia,throughtheCorporate CommunicationsTeamofEastLothianCouncil.Thisinformationshouldincludethe nameoftheschoolwhichisclosing,whetheritisapartialorwholeschoolclosure, i.e.topupilspupilsandstaffcommunitygroupsandthereasonwhytheschoolis closing.Informationwillalsoberequiredonhowlongtheclosurewillbeandhow themedia,parents,carersandpupilswillbeinformedwhentheschoolwillbe reopening.Onceapprovalhasbeengrantedtocloseaschool,theDepartmentof ServicesforPeoplewillnotifytheCorporateCommunicationsTeamtoaskthemto informthemediaanduploadmessagestotheCouncilâ€™scommunicationschannels, suchasitsTwitterfeed,intranetandtheCouncilâ€™swebsite
UnacceptableBehaviour EastLothianCouncildoesnottoleratephysicalorverbalabusetowardsstaff.Suchabuseis acriminaloffenceandmayleadtoprosecution.
SchoolswithinEastLothian Alistofallnursery,primaryandsecondaryschoolscanbefoundat: http://www.eastlothian.gov.uk/educationandlearning
UsefulTelephoneNumbers TheundernotedstaffarebasedwithintheDepartmentofServicesforPeople,JohnMuir House,Haddington,EH413HA. ExecutiveDirectorofServicesforPeople
ParentalInvolvementAct(ParentForums/Councils) ValMcIntyre FreeSchoolMeals,ClothingGrants,Education MaintenanceAllowance,PupilPlacementand 59
20December2013 =80pupildays =83staffdays
Friday 17 April 2014
Monday 21 April 2014 =59pupildays
=60staffdays TERM3 AllResume
4July2014 =51pupildays =52staffdays
ScottishGovernmentEducationDepartment VictoriaQuay EDINBURGH,EH66QQ TelephoneNumber01315568400
SUMMARY OF BEHAVIOUR MANAGEMENT POLICY
Through our school aims and golden rules, we try at Pinkie St. Peter’s to create an environment, which is positive and caring, creating in children, a responsibility to both themselves and others. Central to our thinking is the fact children thrive on praise, success, recognition and affection. The children in our care are encouraged to recognise and respect the golden rules agreed by themselves and the members of staff. Should negative behaviour occur, it will be dealt with as appropriate. Classroom Behaviour Plan At the beginning of each year all teachers will discuss the Golden Rules with pupils. This will include positive recognition (stickers, stamps, house points, certificates), and consequences if the rules are broken (verbal warning, yellow and red cards). A copy of the agreement is sent home for both child and parent to sign.
Whole school procedures for behaviour management
REWARDS House points can be awarded to the children by any adult in the school for good conduct. House points are collected weekly and the winning house will be announced at the weekly assembly or song practice and the house shield presented. Certificates will be presented at assembly for individual achievements.
GOLDEN TIME This is a whole class incentive, linked to the Golden rules. Children who keep the Golden rules are rewarded with 30 minutes worth of Golden Time each week. The time-tabling of this is at the teacher’s discretion. It is a shared, fun time of chosen activities to celebrate the child’s ability to keep the Golden rules. Stages may wish to share this time and allow children to mix social groups. Teachers may also wish to involve non-teaching staff in activities such as baking.
Organisation of Golden Time At the beginning of each week selected activities are displayed and the children may sign up for their chosen activity. To emphasise the importance of Golden Time, these activities should be kept specifically for Golden Time. A large selection of resources are kept centrally to allow all classes access. It is recommended that at the beginning of each year/session, it would be beneficial to arrange a hall time for one group to allow activities such as football, large games... etc. SANCTIONS All staff in school will use same consistent approach throughout school. If a child breaks any of the golden rules, the child will be given a gentle reminder of the Golden rules and the need to adhere to them. If the child continues to break the Golden rules a yellow warning card will be issued which will stay with the child for a set period of time (e.g. until playtime, lunchtime…..) If the child continues to break the rules a red card will be issued which will ensue a loss of 5 minutes Golden Time or one minute for younger children. REWARDS
Children will also be awarded house points for good work, working quietly and adhering to Golden rules. House points will be collected on a weekly basis and the winning house will be announced at assembly. The winning house will, during dry days, be given an extra 5 minutes playtime on a Friday. Class teachers also use stickers as incentives and certificates will be awarded to children for individual achievements. Annual Certificates will be awarded to children who keep the Golden Rules all year and receive no warnings or lose Golden Time all year. This approach acknowledges the children who consistently keep the rules and work hard. This annual certificate will be sent home to give it prestige. Certificates are also awarded to children who have perfect attendance over the year. CONSEQUENCES * Loss of Golden time * Refer to promoted staff * Incident logged * Counselling * Time away from class * Parents contacted * Time away from school MANAGING BEHAVIOUR IN THE PLAYGROUND Positive playground behaviour will be recognised and praised. Playground supervisors will be able to award stickers for good playground behaviour and these will be given out daily. The Playground Squad will be appointed at the beginning of each year and they will provide support and security for the children at play.
Walk quietly around the school.
Offer help to members of the school who need it.
Be friendly and courteous.
Listen to and follow all instructions carefully and immediately, especially in the gym hall.
GOLDEN RULES Golden rules are displayed in every classroom and throughout the school. They form the foundation of Pinkie’s Personal and Social Development work. They should be discussed regularly with the children and should be the focus of discussion with the children if a child breaks one of these rules. These rules are also displayed in prominent places in the playground so that they can be discussed by non-teaching members of staff. The golden rules will provide a focus for assemblies throughout the year. GOLDEN RULES Do be gentle Do be kind and helpful Do work hard Do look after property Do listen to people Do be honest
Don’t hurt anyone Don’t hurt any one’s feelings Don’t waste time Don’t waste or damage things Don’t interrupt Don’t cover up the truth
It is important that children are praised for keeping the golden rules, not just sanctioned for breaking them CIRCLE TIME Circle time is a listening system designed to promote good relationships and positive behaviour. Pinkie adheres to the Jenny Mosley model of Circle Time. The 5-14 Health Guidelines make specific reference to the benefits of Circle Time and how it endorses the learning outcomes and attainment in levels A to E. The values that underpin Quality Circle Time are:
Respect for self Respect for others Respect for our immediate and wider environment At the early stages, this could take place on a daily basis for 10-15 minutes in class. The emphasis at this stage should be on developing communication skills, enabling children to recognise and express their own moods and feelings and responding sensitively to those of others. At middle and upper stages Circle Time would progress to approximately 30 minutes per week. Before Circle Time, teachers and children need to agree ground rules. These may vary slightly from stage to stage, taking into account the needs of different classes.
These may include a signal to show they wish to speak—thumb up Not interrupt A child has the right to “pass” but may be given a second chance to speak Not to be negative in any way
Class teacher will select which topic is appropriate for her/his class at that time. Themes and topics may be revisited on a number of occasions depending on the needs and maturity for the children. Circle Time will need to be approached in a variety of
ways to cater for both needs, self-confidence and maturity of the children, either dealing with issues in the â€œopen forumâ€? if the class is confident and supportive or by using puppets or poetry to explore issues in the third person.
(APPENDIX 2 ) SUMMARY OF ANTI-BULLYING POLICY Why is an Anti-bullying Policy necessary? We believe that all our pupils have the right to learn in a supportive, caring and safe environment without the fear of being bullied. The school has a Behaviour Management Policy where it is made clear that WRONG and will not be tolerated.
bullying is a form of anti-social behaviour. It is
It is important therefore that we have a policy which supports this belief and in which all parents and pupils are aware that all bullying complaints will be dealt with firmly, fairly and promptly. What is bullying? “Bullying is any repeated action which causes fear or upset in another person”. Bullying can occur through several types of anti-social behaviour. It can be: physical, verbal, exclusion or damage to property or theft. As a pupil Action to take if you are being bullied:-
Don’t keep it to yourself. Talk about it to an adult you trust. Always tell the truth to the adult. Tell yourself that you do not deserve to be bullied. Be proud of yourself as an individual. Stay with a group of friends/people. There is safety in numbers.
Action to take if you know of bullying:-
Report any bullying straight away usually to your class teacher. Don’t join in. Don’t stand and watch either.
Action against the bully:-
Children will have to make an apology to the person they bullied. Children will have to think about why they bullied someone. Parents will be told. A record of the incident will be kept and put in the child’s file. Children may have to agree to a good behaviour contract. Children may be excluded from school.
As a parent
Look for unusual behaviour in your child - perhaps she/he may suddenly not wish to attend school or feel ill regularly. Always take an active role in your child’s education. Ask how her/his day has gone and who she/he played with etc. Inform the school immediately if you feel your child is a victim of bullying. Your complaint will always be taken seriously and appropriate action taken. Advise your child not to fight back. It can make matters worse. Reassure your child that it is not her/his fault that she/he is being bullied. Make sure your child is aware of our Anti-bullying Policy and encourage them not to be afraid to ask for help.
As a member of staff Bullying should be referred at once to a member of the promoted staff. It is important to identify any early signs of distress in pupils. This applies to incidents in the corridors and playgrounds as well as the classroom. Encourage pupils to discuss how they get on with other people and to form positive attitudes towards others, through our Personal and Social Programme. This includes regular reviews and discussions about bullying. Encourage pupils to treat everyone with respect.
Published on Mar 18, 2013