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Transcript of Mount Vernon Primary School
Gayle Clarkson Head Teacher October 2015
0
MMoouunntt VVeerrnnoonn PPrriimmaarryy SScchhooooll 22001155--22001166
Headteacher: Gayle Clarkson 80 Criffell Road Mount Vernon Glasgow G32 9JQ 0141 778 9616 www.mountvernon-pri.glasgow.sch.uk
Twitter: @mvpglasgow
Gayle Clarkson Head Teacher October 2015
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CONTENTS
Chapter Page Chapter Page
Contents 1 5. The Curriculum:
Welcome to Mount Vernon Primary 2 Curriculum for Excellence 24
1. School Information: Core Subjects: Literacy & English 26
Contact details 3 Core Subjects: Numeracy & Mathematics 27
Teaching staff & school hours 4 Core Subjects: Health and Wellbeing 28
Remits of promoted staff 5 Religious and Moral Education 29
Support staff 6 Other Curricular Areas 30
The school calendar 2015-2016 7 Assessment 31
Communication 8 Reporting to parents and carers 33
Enrolment 9
6. Support for Pupils:
2. Parental Involvement: Additional support needs 35
The Parent Council 10 Child protection procedures 38
Gathering your views 12 CPP – Appendix 9 39
Home/school partnerships 13
Homework 15 7. School Improvement:
Key documents 40
3. School Ethos: Plans for school improvement 2014-2015 40
Our vision, values and aims 16 Our achievements 2013-2014 41
Children’s Rights 17
Promoting Positive Behaviour 19 8. School Policies & Practical Information:
Our Partnerships 21 Medical needs and first aid 42
Attendance, holidays and late-coming 43
4. Our Pupils’
Voices:
School meals 44
Welcome to our school 22 School uniform 45
Our staff 22 Anti-bullying and other policies 46
Our uniform 22 Clubs and trips 47
The Pupil Council & other committees 23 Transport 48
If you have a worry 23 Classification and composite classes 49
Our values 23 Emergencies and playground supervision 50
The Equalities Act and racial harassment 51
Data Protection and Freedom of Information 52
Comments and complaints 53
Useful Websites 54
Glossary of terms 55
You can visit us online @
www.mountvernonpri.glasgow.sch.uk
Follow us on Twitter: @mvpglasgow
Gayle Clarkson Head Teacher October 2015
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WWEELLCCOOMMEE!!
Dear Parents and Carers,
We are happy to welcome you and your child to our school. The next seven years are very
important and we are looking forward to sharing this time with you. We hope you will find
Mount Vernon Primary School a warm and caring place where everyone can reach their
full potential. This handbook has been written with you in mind. It aims to provide a rich
source of information on every aspect of school life. Wherever you see this icon
you will be directed to a source of further relevant information: perhaps a website or a
downloadable document.
At Mount Vernon we wish to promote in children a positive attitude to work, self, others
and the environment. We will provide a high-quality service and wish to work in close
partnership with you in preparing your child to be a successful learner, confident
individual, responsible citizen and effective contributor.
Many activities are organised throughout the school year, giving parents the opportunity to
meet and work with the staff of the school. We look forward to seeing you at various
occasions during the session.
The teaching and support staff are incredibly hardworking and talented professionals. We
put children and young people first and greatly value our relationships with them. It is vital
that children are happy, safe and achieving their potential.
Please feel free to make an appointment to speak with me or my Depute Head, Victoria
Collins, if you have any worries or concerns about your child’s progress or welfare. We will
be happy to help at any point in the year and can be contacted through the main office or
by e-mail.
I am incredibly proud of our school and hope that you and your child will be too.
Kindest regards,
GGaayyllee CCllaarrkkssoonn
Head Teacher
Gayle Clarkson Head Teacher October 2015
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Chapter 1: School Information
There are 7 sections within this chapter: Contact details Teaching staff & school hours
Remits of promoted staff Support staff
The school calendar Communication
Enrolment & Transition to Secondary School
Name: Mount Vernon Primary School Address: 80 Criffell Road Mount Vernon Glasgow G32 9JQ Tel: 0141 778 9616 Fax: 0141 778 5583 Email: [email protected] Website: www.mountvernon-pri.glasgow.sch.uk
www.glasgow.gov.uk/en/residents/goingtoschool
Present Classes P.1c P.1a P.2 P.3/2 P.3 P.4/3 P.4 P.5 P.6 P.7/6 P.7 Role 19 19 27 25 30 25 32 30 29 25 33
Total Roll: 295 Capacity: 348 Parents should note that the working capacity of the school may vary dependent upon the number of pupils at each stage and the way in which the classes are organised. In Mount Vernon we keep ‘reserved spaces’ in each school stage. Stages covered: P1-7 The school is non-denominational and co-educational. We are part of the Bannerman Learning Community.
COMMUNITY FACILITIES The school is open after hours for the following uses: Tuesday: Parent Council 7.00pm-9.00pm (at least once per term) Should anyone wish to apply for the use of the school accommodation, please make application to:
Glasgow Life Community Letting Section 20 Trongate Glasgow G1 5ES Tel: 0141 302 2814/2815
E.Mail: [email protected]
Gayle Clarkson Head Teacher October 2015
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School Information: Teaching Staff
Head Teacher: Mrs. Gayle Clarkson Depute Head Teacher : Mrs. Victoria Collins Principal Teacher: Mrs. Kirsty Campbell Mrs. Heather McDonald (Acting) Class Teachers: Mrs. A. Barr Chartered Teacher P.7 Mr. M Hopgood P.7/6 Mrs. C. Kelly P6
Mrs. L. Cullen P.5 Mrs. L. Reid/Miss. E. McPherson P.4 Miss. C. MacIver P.4/3 Mrs. H. McDonald Principal Teacher P.3 Mr. M. Prentice P.3/2 Mrs. M. Donnelly & Mrs. A. Doran P.2 Miss. T. Agnew P.1a Mrs. K. Campbell Principal Teacher P.1c Non-Class Contact Time: Miss. R. Hamilton Miss. E. Cullen This list is for session 2014-2015 and may vary from session to session Total Staff = 14.6
School Information: School Hours Primary P.1-P.7 Morning Starting time: 9.00am Interval: 10.30am to 10.45am Lunch break: 12.15pm to 1.00pm Afternoon Starting time: 1.00pm Dismissal: 3.00pm *Please note: P.1s remain in school for mornings only until the first week in
September
We have a breakfast club in our cafeteria which offers breakfast to all pupils between the times of 8.00am – 8.45am. This costs £1.00 per day.
Gayle Clarkson Head Teacher October 2015
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School Information: Remits of Promoted Staff -in brief-
HEAD TEACHER: Gayle Clarkson
School effectiveness and continuous improvement Curriculum management and development Staff management Pupil attainment and achievement Quality Assurance School improvement planning Behaviour management Professional adviser to the Parent Council Implementation of council policies Child welfare and protection Health and safety Fire warden Enrolment, transition and attendance Management of resources and financial management Management of communications Management of the corporate life of the school Responsible for work experience students and supply teachers Staff development co-ordinator
DEPUTE HEAD TEACHER: Victoria Collins
Management of school effectiveness and continuous improvement Management of Additional Support for Learning Management parent helpers School improvement planning Pre 5 / Primary liaison Direct line manager of P.1-4 staff Curriculum development and overview of Environmental
Studies and Enterprise Education Parent Council member – Fundraising branch Trained first aider Fire Warden
PRINCIPAL TEACHER: Mrs. Kirsty Campbell
Science and Outdoor Education Health and Wellbeing Curriculum Member of the improvement planning team Staff Representative on Eco-Committee Responsible for support and guidance to
colleagues Staff Representative – Parent Council
(Fundraising) Fire Warden
PRINCIPAL TEACHER: Mrs. Heather McDonald
Social Studies Curriculum Pupil Council Member of the improvement planning team Responsible for support and guidance to
colleagues Staff Representative – Parent Council
(Fundraising)
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School Information: The Support Staff Team The support staff has a wide and varied remit within the school. They are extremely helpful and support, pupils and parents in a number of ways.
Miss Gillian Farrell Senior Clerical Support Assistant
Mrs. Janice Young Clerical Support Assistant
Mrs. Lynsey McSorley Clerical Support Assistant
Mrs. Ann Marie Robb Support for Learning Worker
Mrs. Annmarie Sharp Support for Learning Worker
Mrs. Jane Coull Support for Learning Worker
Mrs. Monica Clarke Support for Learning Worker
Mrs. Janice McGurn Support for Learning Worker
Mr. Brian Cassidy Janitor
Gayle Clarkson Head Teacher October 2015
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School Information: School Calendar
January 2016 – June 2017
Return to School: Wednesday 6th January 2016 February Holiday: Monday 15th and Tuesday 16th February 2016 Staff In-Service: Wednesday 17th February 2016
Spring Holiday: Good Friday 25th March & Easter Monday 28th March
Monday 4th April 2016 to Monday 18th April 2015 May Day: Monday 2nd May 2016 Staff In-Service: Thursday 5th May 2016 May Weekend: Friday 27th May 2016 and Monday 30th May 2016 Close: Friday 24th June 2016 Teachers Return: Thursday 11th August 2016 Pupils Return: Monday 15th August 2016 September Weekend: Friday 23rd and Monday 26th September 2015 Staff In-Service: Friday 14th October September 2016 October Holiday: Monday 17th October to
Friday 21st October 2015 Christmas Holidays: Wednesday21st December 2016 to
Wednesday 4th January 2017
Return to School: Thursday 5th January 2017 February Holiday: Friday 10th, Monday 13th and Tuesday 14th February Staff In-Service: Wednesday 15th February 2017 Spring Holiday: Monday 3rd April 2017 to
Friday 14th April 2017 (inclusive)
Good Friday & Easter Monday: Friday 14th April 2016 and Monday 17th April 20167 May Day: Monday 1st May 2017 Staff In-Service: Thursday 4th May 2017 May Weekend: Friday 26th May 2017 and Monday 29th May 2017 Close: Tuesday 27th June 2017
School closes at 2.30pm on Tuesday 20
th December
2016
School closes at 2.30pm on Friday 31
st March 2017
School closes at 1.00pm on Tuesday 27
th June 2017
School closes at 1.00pm on Friday 24
th June 2016
School closes at 2.30pm on Friday 1
st April 2016
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School Information: Communication Keeping up-to-date Each week the Head Teacher sends an e-mail containing the diary for the week ahead. If you would like to receive this please contact the school and ask for your e-mail address to be included.
We also have the facility to send 1 text message per family. This is sent to the main contact. It is very important that you ensure this person’s mobile phone number is kept up-to-date. In the event of the school being closed due to an emergency you will be contacted by text.
Monthly newsletters are a great way to hear about our school and the exciting things happening. These are available through the school bag post, e-mail and also online. If you visit our school website you will be able to download a number of interesting leaflets about the curriculum, homework, assessment and other important topics.
www.mountvernon-pri.glasgow.sch.uk If your child is absent, late or they have an appointment If your child is going to be absent on any school day or is going to be late please contact the Absence Reporting Line to report this. They will update the school. The teachers take a register at 9.00am. At 9.15am a member of the clerical team visits each class and lets teachers know who has called in. If there is any child absent and we do not have a record of their absence we will call you immediately. If your child arrives shortly after 9.00am they should come through the main door. They will be met by a Support for Learning Worker who will take them into the main office to sign the ‘Late Book’ and then escort them to class. This way we can ensure that they are safe. For more information on attendance at school please see page 43. If you have a concern, question or comment Please contact the Head Teacher. You can make an appointment at a time which suits your work and personal commitments. Every attempt will be made to see you as soon as possible. You can also e-mail the Head Teacher or Depute Head Teacher at the following addresses: Gayle Clarkson HT [email protected] Victoria Pollock DHT [email protected] Your concern will always be taken seriously and treated with respect and professionalism. We seek to resolve concerns in a speedy and professional manner. We are happy to provide confirmation of the resolution in writing. Should you wish to speak to your child’s teacher the Head Teacher and Depute Head are happy to facilitate this. For further information on concerns complaints or compliments please see page 53.
0141 287 0039
Gayle Clarkson Head Teacher October 2015
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School Information: Enrolment & Transition to Secondary School New entrants
When your child is ready to begin school for the first time, you will be asked to bring him/her to school for registration during the month of January. You will need your child’s birth certificate and 2 proofs of address e.g. a utility bill with your name and address on it. The local authority will make an announcement in the press giving specific dates. Also look out for our own school literature in your child’s nursery or playgroup. At other times If you are considering enrolling your child in our school, please contact the Head Teacher, Gayle Clarkson, either by calling personally at the school or by telephoning 0141 778 9616 to make suitable arrangements for you to come and discuss any relevant details. Catchment or Placing Request? If you are unsure which school is your catchment school please visit Glasgow Online at www.glasgow.gov.uk/ecitizentemplates. If you input your postcode this will identify your catchment schools. You have the right to make a placing request for your child to attend a school of your choosing. Information on how to go about this can be found at www.glasgow.gov.uk/goingtoschool. Transfer to Secondary School The associated secondary school for Mount Vernon Primary School is Bannerman High School. Pupils work on a variety of projects throughout their P.6 and P.7 years to help them get to know staff at Bannerman High and also the year group of pupils with whom they will transfer. A three day visit is scheduled for June of each year. Pupils who need additional support can join the enhanced transition programme. Please contact the Head Teacher or Depute Head for further information. Arrangements for transfer to secondary normally begin in December. The contact details for Bannerman High School are: Ms Jackie Purdie Head Teacher Bannerman High School Glasgow Road G69 7NS 0141 582 0020 www.bannermanhigh.glasgow.sch.uk
The Bannerman Learning Community: Barlanark Family Learning Centre
Caledonia Primary School
Carmyle Primary School
Eastmuir Primary School
Garrowhill Primary School
Mount Vernon Primary School
Sandaig Nursery School
Sandaig Primary School
Swinton Primary School
Gayle Clarkson Head Teacher October 2015
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Chapter 2: Parental Involvement
There are 4 sections within this chapter:
Parental Representation: The Parent Council Gathering Your Views
Home/School Partnerships Learning at Home: Homework
Parents are the greatest influence on their children. They are central to the life chances of their children and, as such, are partners in the work of educational establishments and Education Services.
Glasgow City Council’s Parental Involvement Strategy 2008
You can read this document in full at: http://www.glasgow.gov.uk/en/Residents/GoingtoSchool/ParentCouncils
Parental Representation: The Parent Council
The Scottish Schools (Parental Involvement) Act 2006 has changed the arrangements for parental representation in all schools. Since August 2007, all parents/carers are automatically members of the Parent Forum for their school and they have the right to establish a Parent Council to represent them. Parent Forum The membership of the Parent Forum is made up of all parents/carers who have a child or young person at an education authority school. Membership of the Parent Forum allows parents/carers to have a say in the local arrangements to enable their collective view to be represented on matters such as the quality and standards of education at the school and other matters of interest to parents/carers. One of the ways parents in the Parent Forum will be able to express their views will be through the Parent Council. Parent Council The Parent Council is a group a parents/carers selected by members of the Parent Forum to represent all the parents/carers of children and young people at the school. Parent Councils are very flexible groups and the Parent Forum can decide on the type of group it wants to represent their views. A Parent Council could get involved in:
Supporting the work of the school; Gathering and representing parents’ views to the Headteacher, Education Authority and Education Scotland; Promoting contact between the school, parents/carers, children and young people and the local community; Fundraising; Involvement in the appointment of senior school staff.
Parent Councils are recognised in law from August 2007. As a statutory body, the Parent Council has the right to information and advice on matters which affect children and young people’s education. So, the school and the local authority must listen to what the Parent Council says and give it a proper response. Each school’s Parent Council will be different because it will be parents/carers in each school who make the key decisions. The Parent Council is also entitled to support from the education authority in fulfilling its role.
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Membership of the Parent Council Generally, members of the Parent Council must be parents/carers of children and young people who attend the school and the chairperson must have a child in the school. However, the Parent Council can decide to co-opt other members from school staff and the community who will have knowledge and skills to help them. In Mount Vernon Primary the Parent Council:
Will have a minimum membership of five parents/carers of children attending the school. The maximum membership is twelve
In the event of the number of volunteers exceeding the number of places set out in the constitution there will be a ballot of the Parent Forum
Has a membership period of two years May co-opt up to four members Will meet at least once a term as a Council and Fundraising sub-committee
Parent Council Members 2013-2014
Chair Person: Mrs. Mairi Greenshields [email protected] Clerk: Mr. Andrew Polson
Treasurer: Mrs. Lorna Ormiston
Business members: Mrs. Jennifer Allen Mrs. Frances Porter Mrs. Rose Stewart Mrs. Claire Atkinson
Fundraising members: Mrs. Rachel Mochrie Mr. Alan Cartwright Mrs. Laura McDonald Mrs. Jacqueline Kirkland Mrs. Gillian Haddow Ms. Irene Davison Mrs. Brenda Welsh
Co-opted members: Mrs. Victoria Collins DHT Mrs. Ailsa Barr Mrs. Kirsty Campbell PT Miss. Elspeth Cullen Miss. Christine MacIver
The Head Teacher has a right and a duty to attend the Parent Council meetings but does not have the right to vote. Should you wish to contact the Parent Council please do so through the Chair Person, Mrs. Mairi Greenshields, the Secretary, Mr. Andrew Polson, or the Head Teacher. Should you wish to be involved in the Fundraising Branch please contact Mrs Victoria Collins DHT through the school office.
The Parent Council meet at least once per term on a Tuesday at 7.00pm
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Parental Involvement: Gathering your views
Your views matter! In the best schools school staff, children, parents and carers work together to create
the best possible learning environment. One of our key values at Mount Vernon
Primary School is collegiality. This means working together. Everyone’s opinion is
valued and we are keen to keep improving our school.
Throughout the year we will seek your views on the work of our school. The Parent
Council voice your views and opinions at meetings and we often have ‘tear off slips’
attached to monthly newsletters which you can complete. Each Parents’ Evening you
will be asked to complete a brief questionnaire about an aspect of our school
practice. We gather your views because it is important to us that we ensure our
school provides the highest quality service to you and your children.
Results and changes in policy will always be communicated to you through school
leaflets and newsletters. These are discussed at Staff and Parent Council meetings
prior to publication. We have a number of leaflets which will be of interest to you.
These can be downloaded from our website, e-mailed to you or you can pick up a
paper copy in the foyer. Chapter 10 has further information.
The Parent Council at Mount Vernon Primary School are very committed to voicing
the views of the parents and carers of the school. You can contact them through the
Chair Person or any other member. Please see page 11 for contact details.
You can arrange to meet with a member of the Leadership Team at any point
throughout the year and we will endeavour to arrange a time which suits you and
your family. We are always keen to hear your feedback or comments so please e-
mail or telephone us at any point.
Gayle Clarkson Head Teacher October 2015
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Parental Involvement: Home & School Partnerships
At Mount Vernon Primary School we strive to work in partnership with parents and carers. We recognise the value of partnership working and seek ways to fully involve you in the education of your child. We also recognise that you will have many other commitments in your lives and so we work hard to provide a range of opportunities from which you can select the most appropriate ways to be involved in your child’s education. Homework Diaries and Reading Records
The children all have a Homework Diary and/or a Reading Record. This will give you clear guidance on the homework tasks they are to undertake. Please sign the book and feel free to add your own comments.
Basic Skills Cards
Your child will have a Basic Skills Card such as a tables card or number bonds card. This is to support them in learning basic skills. The children can work at their own pace. Throughout the week their teacher or support assistant will test their knowledge. When they have completed an entire card they come to the main office where Mrs. Clarkson HT or Mrs. Collins DHT will test their knowledge and then give them a special reward. Termly Information
At the start of each term you will receive a leaflet about the learning your child will be undertaking in the coming term. This leaflet has information about the CORE curricular areas as well as interesting information about Curriculum for Excellence. These leaflets are set out via schoolbag post.
Parent Helpers
If you would like to help with class trips, discos and other events please do not hesitate to get in touch. We have a list of parents and carers who are available to help so please contact the main office if you would like your name to be added. You can also volunteer to support the children in the Open Area. If this is something you would enjoy please contact Victoria Collins DHT.
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Information Evenings and Training Events
Throughout the year we hold training events and information evenings. Over the last few years we have held events on Big Writing, ICT, Sexual Health and Relationships Education and residential experiences. We decide which events are most useful for parents and carers by looking at the feedback you provide. If there is an event you would like to be scheduled please contact the Head Teacher. Assemblies and Open Days
Each year your child’s class will present a class assembly or hold an Open Day in order for you to share their learning. These are normally held on a Thursday morning. Last year events included a Burns Supper, the Great MVP Bake Off and a Charlie and the Chocolate Factory Afternoon. You will find out about these events through Termly Information, the Head Teacher’s weekly e-mail and the online diary. Sharing your skills and expertise
We are always keen to hear from parents and carers who would like to share their skills and expertise. If you have an idea for a club or feel your life experience could be of interest to our children please do not hesitate to get in touch.
Currently we are very keen to make contact with any parents, carers or grandparents who enjoy gardening. If this appeals to you please contact Mrs. Kirsty Campbell PT through the main office.
For further information on keeping up-to-date with school news please see page 8. For information on Parents’ Evenings and reporting please see pages 33 and 34.
PVG Membership
If you would like to volunteer you will need to become a PVG member. This stands for ‘Protection of Vulnerable Groups’. This scheme is run by Disclosure Scotland.
The telephone number is 0870 609 6006.
Gayle Clarkson Head Teacher October 2015
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Parental Involvement: Homework
Homework is valuable for many reasons, including:
It allows pupils to develop the practice of working independently It can involve parents and others in the work of the school to their mutual benefit It can allow valuable practise of skills learned in the classroom It provides a daily link between home and school
In P1-P7 homework is given out once a week with the week’s homework being set on that day:
2 numeracy activities 2 literacy activities and reading
This means there is an element of flexibility should your family have other commitments on a particular evening. Tasks set will be in line with the ability of the pupil. Homework will not be set for school holidays, nor will it be set if a pupil is taken out of school during term time for a holiday. Homework missed due to absence will not normally require to be completed. Time taken for homework:
In P.1-3 homework should not exceed 20 minutes per night In P.4-5 homework should not exceed 30 minutes per night In P.6-7 homework should not exceed 40 minutes per night
How can parent/carer help with homework?
Children and families participate in Shared Home Learning twice a year.
Help your child organise his/her time to the best advantage so that homework is not left to the last minute or even forgotten
Try to ensure there are suitable working conditions at home e.g. not in front of the television
Check and sign completed homework Let us know of any problems you cannot resolve If your child is unsure what to do please let us know
It should be noted that these are maximum times
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Chapter 3: School Ethos There are 4 sections within this chapter:
Our vision, values and aims Children’s rights
Promoting positive behaviour Our partnerships
School Ethos: Our vision, values and aims
Our vision for Mount Vernon Primary is to be a school community who are:
Collegiate
Respectful
Confident
Resilient
Trusting
We value:
working together and trusting one another
respecting ourselves and each other
being confident and resilient
We will:
strive to create an ethos in which everyone feels valued, supported and inspired to reach their full potential.
work together to develop, motivate and inspire happy, healthy, confident individuals.
work in partnership to develop the skills vital for our children to lead fulfilling and productive lives.
As a school we embrace the principle that young people have rights as laid out in the Children’s Charter for Young People in Glasgow’s Educational Establishments. It is essential that children who attend Mount Vernon Primary School are safe, healthy, well cared for as reflected in the 10 Standards for Personal Support. We aspire to provide the highest quality of learning and teaching in order to ensure that all children and young people achieve their full potential.
Further information about Children’s Rights as laid out in Glasgow City Council’s Children’s Rights leaflet can be seen on the following two pages. You can also visit http://www.goglasgow.org.uk/Pages/Show/1295.
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If you are viewing this online you will be able to access an original version of this poster at
www.glasgow.gov.uk/NR/rdonlyres/32EE4AF5.../0/childrensRights.pdf
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School Ethos: Promoting positive behaviour
In Mount Vernon Primary we operate a positive disciplinary structure, which works
effectively and is successful because staff, pupils and parents all work together.
Standards of behaviour are consistently high throughout the school. Our system is
based on upholding our school values, positive and respectful relationships,
encouragement and rewards, as well as sanctions for those who misbehave. Staff are
currently being trained on restorative approaches and this will be incorporated
within our policy.
Sticker Cards
Every child in the school has a sticker card and collects stickers from the Head
Teacher for upholding the school values and demonstrating the four capacities of
Curriculum for Excellence: being responsible citizens, successful learners, confident
individuals and effective contributors. Praise and encouragement are used at all
times and positive attitudes to school life are promoted in class, during assemblies
and in the daily life of the school. Children receive an additional reward when they
reach 10, 20, 30 and 40 stickers and those who reach 50 are presented with a merit
badge. Children who reach 100 stickers receive a special award.
Children follow their class values, which they develop with their teacher. They are
straightforward, reasonable and practical. Where children misbehave they will be
given a verbal warning and then a warning card if the behaviour continues. More
serious misbehaviour or repeated warnings may result in them losing ‘Golden Time’.
Special Commendations
Each month teaching and support staff choose two pupils from each class
to receive a Special Commendation. Parents will receive a special letter
letting them know about the award and telling them the reasons why
their child was chosen. Children receive a special ‘Mount Vernon’ badge
and their photograph is displayed on the ‘Commendation Wall’ in
the main entrance.
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The Golden Book
Creative writing has a high profile within the school and children are encouraged to
submit pieces of writing to the Head Teacher for consideration for the Golden Book.
This book sits in the entrance hall and contains the very best examples of pupils’
writing. Those who get their writing published in the Golden Book receive a special
sticker and a letter is sent home to their family in order to share their success.
Celebrating educational attainment and wider achievements
The children have a Learning Log and a Learning Journey. Each week
they record their key learning achievements and other achievements in
their Log. Learning logs are shared with parents twice a year where we ask
you to record your views on your child’s achievements. At the end of the
term the children summarise their term in their Learning Journey. They note their
key achievements in learning and beyond. We celebrate this in assembly each week.
They can also bring in a photograph to be displayed on the Achievement Wall
which is in the main corridor.
‘Golden Time’ and ‘Loss of Golden Time’
On a Friday between 2.00pm and 2.45pm teaching staff plan a relaxed and
enjoyable activity time where the children can listen to music, play games and chat.
This is a positive experience and children value this informal time with their friends
and teacher. This year we have been piloting Golden Time Clubs as part of our work
on Promoting Positive Behaviour.
The school’s policy for preventing and dealing with bullying is referred to on page
46 of this handbook.
Any serious or continual breach of school discipline may result in exclusion from school.
Those who have lost their ‘Golden Time’ are sent to the Head
Teacher’s office where they explain why they lost their time. They
then have to watch a sand timer for the duration of time lost before
returning to their class and apologising to their teacher. Parents will
be notified in writing should their child lose ‘Golden Time’ on 3
occasions within a month.
My Learning Log
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School Ethos: Our partnerships
At Mount Vernon Primary School we actively seek to build relationships with a wide
range of partners to enrich our children’s educational experience. Here are some of
our partners.
Kenmuir Church
Rev. Murdo McLean from Kenmuir Mount
Vernon Church visits the school once a month to
speak at our assemblies.
He tells the children about Christian beliefs and
shares stories from the Bible.
Centre Playgroup
Children in Primary 5 visit the playgroup every
Friday to read to the children. These Reading
Buddies are very popular and once a month the
nursery children visit them at the school.
School’s Out
This after school care provider picks children up
from Mount Vernon Primary School at 3.00pm
each day. For more information contact
Linda on 07818 719298 or 0141 778 8556
Glasgow Life
Active Schools Coordinators work with us to
promote physical activity in young people. They
provide coaching, support the Playground Pals
initiative and help us ensure all children get
2 hours per week of quality P.E.
Road Safety Team
Alan Barclay from the Road Safety Team has
been working with us for over 4 years. He has
supported us in delivering workshops with
children about road safety and discussing
concerns with the Parent Council.
Ingles Buchan
Ingles Buchan worked with us to develop and
produce our own school tartan.
Senior pupils designed this in 2011.
ECO Schools Scotland
We were first awarded an
ECO Schools Scotland flag in 2007.
We were delighted to be awarded our
3rd flag in June 2012.
Royal Bank of Scotland
Staff from RBS support our school through our
Financial Education programme. They work
alongside Mrs Victoria Collins DHT to develop
our children’s knowledge and skills in this area.
Baillieston Credit Union
The Credit Union is open each Thursday at
1.00pm. It is staffed by P.6 pupils who work
alongside staff from the Baillieston branch.
The staff have trained our pupils
to a very high standard.
ComputerXplorers
Each term we run 2 after school computer clubs.
ComputerXplorers provide very high quality ICT
learning experiences for our children.
Gayle Clarkson Head Teacher October 2015
21
Chapter 4: Our Pupils’ Voices There are 6 sections within this chapter:
Welcome to our school The staff in our school
Our uniform The Pupil Council & other committees
If you have a worry Our values
This section has been written by some of our Primary 7 and Primary 1
pupils.
Welcome to our school!
Our school is a friendly, joyful place where you can enjoy your schools life.
All our staff and teachers are caring and loving to all the children in the
school.
This is our uniform. It is grey, blue and silver. The P.7 pupils wear a tartan tie
made from our school tartan!
Our Head Teacher Our Depute Head
This is Millie. The wee ones can cuddle her if they are upset.
Gayle Clarkson Head Teacher October 2015
22
If you have a worry we have lots of different ways to help you. You can have a Bubble Time with your teacher or visit the Golden Bubble
Box and write a message for Mrs. Clarkson.
The ECO Committee helps all the children in our school
participate in lots of fun ECO lessons and activities like
recycling and growing food.
The Pupil Council are a strong team who work together to make our school a wonderful place. Every year in every class we vote for a Pupil
Council representative who goes to the meetings. They help you with your worries, complaints or
suggestions to make our school stronger!
If you’re in P.1 your P.7 Buddy will help you when you start school. They will
show you round and tell you
what things you have to do.
The P.6 Playground Pals help you meet new friends and play all
sorts of different games
at playtime.
The P.5 Reading Buddies visit Centre
Playgroup every Friday and read stories to the
children
Our Values
Our values are really important. They remind us about the kind of people we want to be and the kind of school we want to belong to.
J.R.S.O. stands for Junior Road Safety Officer. They give us advice about road safety at
assemblies.
Going to
school is cool!
Gayle Clarkson Head Teacher October 2015
23
Chapter 5: The Curriculum There are 6 sections within this chapter:
Curriculum for Excellence Core Subjects: Literacy & English
Core Subjects: Numeracy & Mathematics Core Subjects: Health and Wellbeing
Other curricular areas Assessment and Reporting
The Curriculum: Curriculum for Excellence
Bringing learning to life and life to learning
Curriculum for Excellence has been introduced across Scotland for all 3-18 year olds –
wherever they learn. It aims to raise standards, prepare our children for a future they do
not yet know and equip them for jobs of tomorrow in a fast changing world.
Teachers and practitioners will share information to plan a child’s “learning journey” from
3-18, helping their progression from nursery to primary, primary to secondary and beyond,
ensuring the change is smooth. They’ll ensure children continue to work at a pace with
which they can cope and with challenge on which they can thrive.
Curriculum for Excellence balances the importance of knowledge and skills. Every child is
entitled to a broad and deep general education, whatever their level and ability. Every single
teacher and practitioner will be responsible for literacy and numeracy – the language and
numbers skills that unlock other subjects and are vital to everyday life.
It develops skills for learning, life and work to help young people go on to further study,
secure work and navigate life. It brings real life into the classroom, making learning
relevant and helps young people apply lessons to their life beyond the classroom. It links
knowledge in one subject area to another helping children understand the world and make
connections. It develops skills so that children can think for themselves, make sound
judgements, challenge, enquire and find solutions.
Within Curriculum for Excellence there are 8 curricular areas:
Literacy and English Numeracy and Mathematics Health and Wellbeing Social Studies Sciences Technologies Expressive Arts Religious and Moral Education
You can also visit the Curriculum for Excellence website or ParentZone for more
information
Second Level Primaries 5-7
Early Level Pre-5 and Primary 1
First Level Primaries 2-4
Gayle Clarkson Head Teacher October 2015
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The Curriculum: Literacy and English
READING: Reading is a critical tool for lifelong learning and our main aims are to encourage and teach children to read fluently with expression and understanding, and to develop a love for books. We use Oxford Reading Tree throughout the school as our main reading scheme, however teaching staff use a variety of other texts to ensure reading mileage. This includes novel studies newspapers, leaflets, catalogues, websites and blogs.
Phonics and spelling The earliest stages of reading focus on learning the letter names and sounds. We use the ‘Jolly Phonics’ scheme to support children with this learning. By the end of P.3 we would expect pupils to be able to read, write and accurately spell the first 100 most common words in the English language. A spelling programme continues throughout the upper stages of the school. Our core spelling resource is Nelson Spelling however teaching staff use active spelling approaches and make use of the common words lists to support children in transferring their skills in spelling to their writing. Lists of common words are available from your child’s teacher and on our website.
WRITING: Writing skills include handwriting and creative writing. In handwriting we use the Nelson scheme. Here are samples of each stage of the progression:
Nelson print looks like this Nelson pre-cursive script looks like this
N
In creative writing there are two areas: fiction and non-fiction. This table shows some types of writing in each area:
NNoonn--FFiiccttiioonn FFiiccttiioonn
Persuasive Report
Procedural Explanation Discursive
Imaginative Personal Poetry
Playscripts
We use the BIG Writing methodology to support the children’s skills. TALKING AND LISTENING: We encourage children to express themselves confidently using the spoken word by creating opportunities in drama, discussion, story telling, games, poetry, speech making, debates and listening skills. We use a variety of resources.
MODERN LANGUAGES IN THE PRIMARY SCHOOL: In Mount Vernon Primary we have five teachers who are qualified to teach French as a foreign language and three are qualified to teach Spanish as a foreign language. Pupils in P.5 learn French. Spanish is introduced in P.6 and is carried on into P.7. This has been agreed in full consultation with the local secondary school and meetings between primary and secondary colleagues to help smooth the transition from primary to secondary in this subject area.
Children begin learning how to join their writing in primary 3.
Gayle Clarkson Head Teacher October 2015
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The Curriculum: Mathematics and Numeracy
We follow national guidance in Mathematics and Numeracy. From P.1-7 we use the
Heinemann Active Mathematics scheme to support the children’s learning in this area. It is
based on development through activity and is specifically written to support the Curriculum
for Excellence.
Basic skills are practised and stressed. We also, however, allow ample opportunity for
children to develop mathematical concepts of shape, measure, time etc. This is done in a
practical and meaningful way and can be linked to other areas of the curriculum. Children
are shown how to collect, organise, display and interpret information from graphs and
databases and even from the earliest stages in the school.
Children are taught how to use a calculator properly and computers, maths games and
equipment such as the “Bee Bots” are all given their place in the mathematics timetable.
Problem solving begins right from the start and permeates all aspects of the numeracy and
mathematics curriculum. It is through problem solving that children can apply their skills.
Financial education has a key role within our children’s learning and we have two
‘Financial Fortnights’ in the year to focus on developing knowledge and skills necessary to
help children become financially responsible, capable and competent. Our partnership
work with Baillieston Credit Union and RBS support this.
In a daily Numeracy and Mathematics lesson children will be involved in:
Oral mental games Written mental numeracy and mathematics questions Key teaching session with opportunities for challenge and additional support Plenary sessions to recap and reinforce key teaching points
Linking learning in numeracy and mathematics to life is essential to demonstrate the
purpose of mathematical learning. This is emphasised in all lessons: children will be
encouraged to make links in their learning and relate their learning to real life situations.
Gayle Clarkson Head Teacher October 2015
26
The Curriculum: Health and Wellbeing Learning in health and wellbeing ensures that children and young people develop the
knowledge and understanding, skills, capabilities and attributes which they need for
mental, emotional, social and physical wellbeing now and in the future. Learning through
health and wellbeing enables children and young people to:
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.
The areas of study within this aspect of the curriculum are:
Mental, emotional, social and physical wellbeing Planning for choices and changes Physical education, physical activity and sport Food and health Substance misuse Relationships, sexual health and parenthood.
Throughout the week children will have three sessions of health and wellbeing education
including 2 hours of quality P.E. They will have a weekly class ‘Circle Time’ to discuss and
explore important issues as well as discrete teaching of the key elements.
Sexual Health and Relationships Education (SHRE)
We use Glasgow City Council Education Services materials to deliver this aspect of the
curriculum. As one of the schools involved in the original pilot, all permanent teaching staff
are fully trained to deliver this material.
SHRE lessons take place in February of each year and you will be invited to view lesson
content in January. You will be able to hear about the programme, view the lessons and
resources used to teach your child.
The Talk2 website is a very useful source of advice and guidance for parents and carers
wishing to support their children in this area.
http://www.talk2glasgow.com/
Gayle Clarkson Head Teacher October 2015
27
The Curriculum: Spiritual, social, moral and cultural values
At Mount Vernon Primary we wish to develop in the children:
A knowledge and understanding of Christianity and other major world religions and
to recognise religion as an important expression of human experience
An appreciation of moral values such as honesty, liberty, justice fairness and concern
for others
Life skills to enable our children to participate effectively and safely in society
We also seek to develop certain positive attitudes in the children, e.g. loving and caring for
all living creatures, tolerance, respect, consideration etc.
We will follow programmes of study as laid out in Curriculum for Excellence Religious and
Moral Education, Health and Wellbeing and Glasgow City Council’s policies on Religious
Education (1993). Our school chaplain, Rev. McLean is an active member of our team and
visits the school regularly, helping and supporting us particularly in Christianity.
Whole school, class and stage assemblies play an important part in bringing all of our
children together.
Any parent who does not wish his/her child to take part in our religious programme should
contact the Head Teacher, who will make alternative arrangements for the child. These
policies are consistent with national advice set out in SOEID Circular 6/9, the Education
(Scotland) Act 1980 and SEED Circular 1/2005 and additional advice received from the
Scottish Government on RME/RERC and RO in February 2011.
Parents and carers from religions other than Christianity may request that their children be permitted to be absent from school in order to celebrate recognised religious events. Only written requests detailing the proposed arrangements will be considered. Appropriate requests will be granted on not more than three occasions (days) in any one school session and the pupil noted in the register using code REL on these days.
Gayle Clarkson Head Teacher October 2015
28
Other curricular areas covered in the school are:-
Science
Technologies
Social subjects
Expressive arts
We have been awarded a PLATINUM AWARD and a DIAMOND AWARD for our
Enterprise Education and believe we have excellent practice in this area of the
curriculum. In June 2015 we were gained our fourth GREEN FLAG AWARD as an
ECO school.
While children are engaged in their topics, visits are paid to places of interest. Libraries,
local health centre, police station, fire station, local parks, museums are all important
locations. Each year every class will have an educational visit linked with a topic they are
studying.
We also have ‘SmartBoards’ in use in every class, two PCs, a laptop and a visualiser. Many
classes also have a scanner. The senior open area has a laptop trolley containing a half class
set of laptops. A wireless network has been set up here and in the extension. Children use
this technology for collaborative learning as well as independent study. Portable devices
such as digital cameras and microphones are also in use.
Children have an entitlement to experience a broad, general education between the ages of
3-18. Further information about this can be found at
http://www.educationscotland.gov.uk/thecurriculum/whatcanlearnersexpect/broadeduca
tion.asp
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RReessppoonnssiibbllee CCiittiizzeennss
CCoonnffiiddeenntt IInnddiivviidduuaallss
EEffffeeccttiivvee CCoonnttrriibbuuttoorrss
Gayle Clarkson Head Teacher October 2015
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The Curriculum: Assessment Assessment is a way of collecting information allowing teachers, pupils and staff to measure
pupil progress.
Assessment in Mount Vernon Primary is integrated into the planning process: in the
teaching; in summarising success and progress and in providing useful feedback.
Assessment measures the success of learning, teaching and pupil achievement and informs
the next steps for learning. It is continuous throughout the year and is important in
ensuring that each child receives the education suited to his/her own individual needs. The
teachers assess through observation of normal daily work and regular group and individual
tasks and activities.
We aim to use assessment in many ways:
To recognise success and achievement
To support learning
To provide feedback to pupils and parents
To encourage high expectations of all pupils
To provide information to measure attainment throughout the school
To provide evidence to inform the next steps in learning
If we feel a child has a particular difficulty, or capability, we may use an objective or
diagnostic test to help us plan a suitable programme of work. The progress of each child
will be carefully monitored and recorded.
Children and teachers use formative assessment strategies
such as traffic lighting, 2 stars and a wish and self/peer assessment.
Super WOW words!
Accurate punctuation
Remember to use
connectives.
I like your story, it is full of interesting
details.
Neat writing.
Remember full stops.
We use PM Benchmarking and HODDER Reading to assess skills in
reading and comprehension. MALT assessments are used to assess progress in numeracy as
well as next steps.
Gayle Clarkson Head Teacher October 2015
30
Assessment is on-going throughout the year in all areas of the curriculum. Every pupil has
a ‘Learning Log’ in which they record their new learning throughout the week. They reflect
upon their successes and achievements. At the end of the term they
complete their ‘Learning Journey’. This picks out key areas of success
and allows them to include evidence of their learning. This ‘Learning
Journey’ follows them throughout their time at primary school
and shows his/her progression from Primary1 through to Primary 7.
Each parents’ evening you will be asked to comment on your child’s
progress as part of this process.
As well as devising assessments and tracking your child’s progress on a day-to-day and
termly basis we also have three different standardised tests which we use to further support
our professional opinions about children’s progress. We use:
Hodder Group Reading Test
Mathematics Assessment for Learning and Teaching (MALT)
PM Benchmarking in Reading and Comprehension
Children are tested once per year and their progress plotted on an individual graph. You are
able to examine your child’s tests and discuss their strengths and next steps at any time.
Please make an appointment to speak to the Head Teacher or Depute Head Teacher.
Should you be concerned about your child’s progress please do not hesitate to contact the
school at any point throughout the year.
The level your child is working at will be reported to you in his/her school report from the
teacher. Your child should be aware of the level they are working at and their next steps in
learning.
The new curriculum
encourages us to
remember how important
DEPTH of learning is.
Once children have
knowledge of a particular
skill they must practice
applying this skill in lots
of different contexts.
My Learning
Log
Gayle Clarkson Head Teacher October 2015
31
The Curriculum: Reporting to parents and carers
You can make an appointment to view your child’s work, meet their teacher or meet the
Head Teacher and Depute Head Teacher at any point throughout the year. There are also
several formal opportunities planned when you may speak to your child’s teacher:
November Interim Report & interview by appointment
March Interview by appointment
June Annual Progress Report & interview on request
Before the first formal opportunity in November you will receive your child’s short Interim
Report.
The Interim Report
November
Family Feedback Sheet
Before coming to
Parents’ Evening you
and your child will
complete a feedback
sheet.
This gives you the
opportunity to
formally comment on
the report. Your child
also has the
opportunity to share
their views.
The Parents’ Evening appointments last for 10
minutes. Should you have a matter you wish to
address which is likely to require a longer
discussion please do not hesitate to contact the Head
Teacher who will make every effort to arrange an
additional time.
Your child’s work will be placed outside the
classroom. Please take time to look through their
work and complete their ‘Reflecting on Learning’
booklet.
The Interim Report has been devised in partnership
with the Parent Council. It provides a brief summary of
your child’s progress between August & November.
The Interim Report
Each term every child completed a termly review like
the one pictured above. In it they have summarised
their learning, strengths and next steps. On each
Parents’ Evening there is a space for you to write them
a letter which they take time to read the following
morning.
Reflecting on Learning
Gayle Clarkson Head Teacher October 2015
32
Following the March Parents’ Evening you will receive your child’s Annual Progress Report.
These are published in June and give a full picture of your child’s strengths and next steps
in learning. You may wish to make an appointment to speak to your child’s teacher in June,
however this is not compulsory.
The Annual Progress Report
June
This provides a very full picture of your child’s
achievements, strengths and next steps in learning
across all curricular areas.
The feedback sheet allows you and your child to formally record you views about their
progress. These are kept in the child’s Learning Journey.
In Primary 7 we encourage children to join the family at the Parents’
Evening meeting. This gives them the opportunity to contribute to the
discussion.
Gayle Clarkson Head Teacher October 2015
33
Chapter 6: Support for Pupils There are 3 sections within this chapter:
Additional Support Needs Child protection procedures
Transitions – to secondary school & other establishments
Support for Pupils: Additional Support Needs Glasgow City Council has a duty, as outlined in the Standards in Scotland’s Schools 2000
Act, to ensure that your child achieves their potential. Glasgow’s Education Services is
committed to the inclusion of all children and young people with additional support needs,
where possible, within mainstream schools. This is in accordance with the statutory
requirement in the 2000 Act. It is also part of Glasgow’s policy to maintain a range of
special educational establishments. This recognises the key role to be played by specialist
provisions in addressing severe low incidence disabilities. The authority recognises that
there are a wide range of factors which may act as a barrier to your child’s learning. We are
committed to working closely with parents and carers to ensure that you are fully involved
in overcoming barriers to learning.
Additional support needs may be linked to a learning difficulty or disability but could also
apply to a child suffering bereavement who requires pastoral support, a more able
child/young person or those with a particular talent which needs to be fully developed. The
policy requires all educational establishments to provide and environment where children
and young people with additional support needs are actively encouraged to be effective
learners and benefit from their school education.
Any parent/carer seeking further advice regarding this policy should contact the Head
Teacher in the first instance. If a parent/carer is unhappy with the support their child is
getting they must first discuss this with the school in order to seek a resolution.
Further information relating to Additional Support Needs is also available on the Glasgow
City Council website:
http://www.glasgow.gov.uk/en/Residents/GoingtoSchool/AdditionalSupportNeeds
As identified under ‘The Additional Support for Learning (Sources of Information)
(Scotland) Amendment Order 2011, other organisations and registered charitable bodies
who can offer support and advice are:
Children in Scotland: Working for Children and Their Families (SC003527)
Scottish Independent Advocacy Alliance (SC033576)
Scottish Child Law Centre (SC12741)
Gayle Clarkson Head Teacher October 2015
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Support for Pupils: Additional Support Needs @ Mount Vernon Primary
Victoria Collins DHT has responsibility for Additional Support Needs and Additional
Support for Learning. As a school we seek to get to know your child’s strengths in learning
as soon as they arrive. If they are a new entrant we meet your child prior to them starting
school at the three pre-entrant afternoons. This gives us the opportunity to meet them, get
to know their personalities and assess their strengths. On the first day you will be asked to
complete a short booklet about your child letting us know lots of details about them: from
their favourite games to the name of the family pet. We want to form a rounded picture of
your child as an individual. Transition records from nursery also help us get to know the
children and school staff make every effort to visit each child at their nursery.
Children learn at different paces throughout their school careers and sometimes a small
amount of additional support is all that is required to help them master a new concept.
Teaching staff are very skilled in supporting children’s learning in the classroom.
Sometimes it may be possible that there is another teacher available to work with a small
group within the class to support them on aspects of their learning. At other times a Pupil
Support Assistant will be made available to help them with their concentration or help them
practise their times tables, reading or spelling.
Children need to be given appropriate time to learn basic skills and so we monitor their
progress very carefully throughout their primary education. When a child has had a degree
of additional support and is still struggling with their learning we look to our partners for
advice and guidance.
In the first instance we will contact you to discuss our concerns. Very often parents and
carers will have had similar concerns. You can contact us first if you are worried about
your child’s progress. When we have shared our concerns we will conduct some further
assessments based around those concerns. These include:
Literacy and numeracy diagnostic assessments Classroom/playground observations
Basic skills assessments and checklists Learning conversations
We will then decide together the best course of action. This can include referral to:
The school’s Education Psychologist
Speech and Language Therapy
Child and Adolescent Mental Health Services
The School Nurse
Occupational Therapy
Gayle Clarkson Head Teacher October 2015
35
At all times in the process you and your family will be fully supported by
Mrs Collins DHT: we are working in partnership to support your child’s
learning. You will receive information about meetings and the outcomes of
these meetings as well as clear guidance on how to help your child at home
and the types of support your child will receive in school. Your child
will be given a level within ‘Staged Intervention’. This will make clear the
level and type of support they will require.
A Wellbeing Plan may be written to support your child. This is a plan that focuses learning
development on the specific needs of your child. In consultation with you, your child and
their class teacher long term targets are drawn up to give a focus for learning for the
academic year. These are the broken down into steps which last a term. Everyone has a role
to play in supporting the child’s learning including the child themselves and everyone will
take responsibility for a different part of the plan.
Getting it Right for Every Child (GIRFEC)
The wellbeing of children and young people is at the heart of Getting it right for every child.
The approach uses eight areas of wellbeing in which children and young people need to
progress in order to do well now and in the future. These eight areas are set in the context
of the ‘four capacities’, which are at the heart of the Curriculum for Excellence.
Every child in school has a key adult who has the overall picture of the
child’s progress. In almost all cases this will be the class teacher.
Victoria Collins DHT has overall responsibility for coordinating Additional
Support Needs within Mount Vernon Primary School.
Gayle Clarkson HT has overall strategic responsibility for Additional
Support Needs within Mount Vernon Primary School.
Gayle Clarkson Head Teacher October 2015
36
Support for Pupils: Child Protection
Glasgow City Council have clear guidelines and procedures for child welfare and
protection. There follows a summary of Management Circular 57 (August 2006)
which outlines the referral procedures.
FOR ALL STAFF
If you have a concern about a child’s welfare or direct evidence or suspicion of a
child being at risk then the only way you can protect the child or children is to
report the matter. Whether you are a permanent member of staff, a supply teacher
or a visiting specialist you should intimate your concerns to the Head of
Establishment or, in their absence a senior member of staff.
STEP 1
Alert the Head of Establishment or senior manager immediately to your concerns.
Confirm your report by completing Appendix 3 as soon as possible and at the latest
within 24 hours and forward it to the Head of Establishment.
STEP 2
Follow the guidance of the Head of Establishment or senior manager in supporting
the child and cooperating with subsequent actions by Social work and Police.
In exceptional cases, where a member of staff feels that concerns about a child are
not being taken seriously or followed through appropriately or with sufficient speed
by the Head of Establishment, it is perfectly legitimate for a member of staff to refer
the matter to the designated Child Protection Officer within Education Services or
direct to Social Work Services, the Police, or the Scottish Children’s Reporter
Administration
Appendix 9 can be seen overleaf.
Gayle Clarkson Head Teacher October 2015
37
Gayle Clarkson Head Teacher October 2015
38
Chapter 7: School Improvement
There are 3 sections within this chapter:
Key documents
Plans for school improvement 2014-2015
Our achievements 2013-2014
School Improvement: Key documents There are several documents which take a close look at our school’s achievements, standards and plans for improvement. This part of the handbook provides a brief summary. The key documents are:
Should you wish to find out more you can access these documents: Paper copies are available from the main office
School Improvement: Our improvement priorities for 2015-2016
1. Health and Wellbeing
The Health and Wellbeing Curriculum covers a variety of areas. This session we are working on clear progression planning in Health and Wellbeing and developing the Physical Education Curriculum.
2. Global Citizenship
Global citizenship is an area that we have identified as requiring development within the school and we plan to develop this using the ‘Learning for Sustainability’ tool. The issues surrounding children’s rights will also be introduced through this development. We will also use this context to enhance the children’s awareness of their views influencing the work of the school as the Pupil Council will have a very high profile in organising and publicising events.
3. Social Studies
We are developing learning experiences in Social Studies and settling up a whole school lending library.
The Standards and Quality Report
2014-2015 The School Improvement Plan 2015-2016
Summary Leaflet June 2015
This report highlights the achievements and academic standards within the school
over the last academic session.
This summarises both the Standards and Quality Report and the School Improvement Plan. It also gives attendance and other types of statistical
data.
This document spells out our plans for improvement and development work over the
next year.
Gayle Clarkson Head Teacher October 2015
39
School Improvement: Our school achievements in 2014-2015 were: We have maintained very high levels of attendance across the year. The average at
Mount Vernon Primary is 96% compared to the Glasgow City Council average of 93%.
Our sporting achievements have continued. We won several gold medals at the
Glasgow wide athletics championships, cross country races and rugby tournaments.
Within the Learning Community we have won the football league each year since 2009.
We successfully implemented a variety of assessment approaches to track attainment
and progress. In Literacy and English and Numeracy and Mathematics almost all
children performed within average and above-average levels with a
significant group highlighted as more-able.
The children’s learning experiences in numeracy and mathematics were
significantly enhanced within financial education. In partnership with
Baillieston Credit Union we set up our own credit union which is staffed by P.6 pupils.
We also had a very successful ‘Financial Fortnight’ where we worked in partnership
with numerous agencies within the financial sector.
We continued to build on the successes of our pupil committees and groups enabling
children to undertake additional responsibilities in the school and the local community.
The P.6 ‘Reading Buddies’ initiative was highly praised by Education Scotland during the
inspection of a local nursery.
The outdoor spaces have been further developed and pupils grew and shared crops of
strawberries, apples, asparagus, radishes, runner beans and carrots. We also developed
bird watching areas outside two classrooms to capitalise on the birds attracted to our
Scottish woodland area.
There were a huge range of after-school and lunchtime clubs provided for children and
every child in the school who expressed an interest was able to attend.
Our children continued to show their commitment to being responsible citizens and
effective contributors through their charity work, raising over £3000 for various
charities last session.
Gayle Clarkson Head Teacher October 2015
40
Chapter 8: School Policies and Practical Information There are 15 sections within this chapter: Medical needs and first aid Attendance and late-coming
School meals School uniform
Anti-bullying Interesting leaflets
Clubs and trips School transport
Classification & composite classes Emergencies & playground supervision
The Equalities Act Data Protection & Freedom of Information
Comments and Complaints Useful websites
Glossary of terms
School Policies and Practical Information: Medical and first aid
Routine medical examinations are carried out at various intervals, usually in Primary 1 and 7. Parents who are requested to be present are given notification of when the examination is to take place. Dental inspections are carried out annually and treatment, where necessary, is communicated. Our own First Aiders are always on hand for minor ailments and first aid. Mrs Victoria Collins DHT and Mrs. Lindsey Cullen CT are trained first aiders. If your child has a medical need It is particularly important that the school be informed of any child who may have particular medical requirements. Pupils who require long term medication such as an asthma inhaler or anti-histamine medication are able to keep this medication in school. Their parent/carer must visit the main office and complete an ‘Administration of Medicines’ form giving permission for medication to be stored and administered in school. Children will have their own medicine box with their photograph clearly displayed on the outside. Anaphylaxis If your child suffers from allergies or severe allergies please alert the school immediately. School staff are trained in managing such conditions and have annual training on the use of epi-pens. We will always inform you if your child requires their medication. Bumps, bruises and falls These will be dealt with promptly and professionally by our first aiders. We will only contact you if we feel your child may require further care. Otherwise we will give them an ‘I’ve had a bump’ letter to put in their schoolbag. Feeling unwell If your child is unwell and we feel that they are unfit to continue with their day at school we will contact you to make arrangements for them to be collected.
It is ESSENTIAL to ensure you keep your child’s record up-to-date with new telephone numbers and a list of emergency contacts. Please note that the school’s telephone number will not show up on
caller-ID. It will appear as ‘Blocked’ or ‘Withheld’.
Gayle Clarkson Head Teacher October 2015
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School Policies and Practical Information: Attendance and late-coming
Section 30 of the 1980 Education Act lays a duty on every parent of a child of ‘school age’ to ensure that their child attends school regularly. Attendance must be recorded twice a day, morning and afternoon. Regulation 7 of The Education (School and Placing Information) (Scotland) Amendment, etc Regulations 1993 requires each child’s absence from school to be recorded in the school register as authorised: i.e. approved by the authority, or unauthorised: i.e. unexplained by the parent (truancy) or excluded from school. Parents and carers should inform the school by letter or phone, if their child is likely to be absent for some time and to give the child a note on his or her return to school confirming the reason for absence. Parents / guardians do not have the automatic right to take their child out of school without permission during term time. The Head of Establishment can only authorise time off during term time in exceptional circumstances. Exceptional circumstances include:
short term parental placement abroad family returning to its country of origin for family reasons the period immediately after an illness or accident a period of serious or critical illness of a close relative a domestic crisis, which causes serious disruption to the family home, causing
temporary relocation Time off during term time for the following reasons is not acceptable and will be recorded as unauthorised absence:
availability of cheap holidays or desired accommodation holidays, which overlap the beginning or end of term
Clearly with no explanation from the parent, the absence is unauthorised.
It should be pointed out that the Education Liaison Officer will investigate unexplained absence and the authority has the power to write to, interview or prosecute parents / carers, or to refer pupils to the Reporter of the Children’s Panel if necessary. If you child has an appointment during school hours – e.g. doctor/dentist, he/she MUST be collected by a parent of carer. This, of course, is in the interests of safety.
If your child is going to be absent from school, please contact the school office BETWEEN 8.30am and 9am and give a reason for his or her absence.
If we do not hear from you, our own monitoring system will mean that you will
receive a call at home or work to check that your child is safe.
The Head Teacher monitors attendance termly and will notify parents/carers if their child’s attendance falls below 90%.
Late-coming If your child arrives after 9.00am they will be required to enter through the main door. This is for their safety. They will sign the ‘Late Book’ before going to class. Late-coming will be recorded by the Head Teacher and should a child be late on more than 4 occasions in a term their parent/carer will be notified.
Gayle Clarkson Head Teacher October 2015
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School Policies and Practical Information: School Meals
Primary Fuel Zone All services available in the Fuel Zone are developed in line with The Schools (Health Promotion and Nutrition) (Scotland) Act 2007 which aims to help children eat healthily during the school day and beyond. Cordia supports Education Services to meet the requirements of the Act by providing healthy food and drink in schools to encourage Glasgow’s children to make the right choice in order to maintain a healthy lifestyle. Breakfast Service Glasgow’s Big Breakfast is available in all Glasgow primary schools every week day morning. Children can enjoy a nutritional breakfast of fruit juice, cereal and milk, toast and fresh fruit prior to the start of the school day. Children have the opportunity to socialise with their friends in a supervised and safe environment. This opens at 8.00am and costs £1 per day. Play and Lunch Snax To support schools, parents and guardians in the promotion of healthy snacks Fuel Zone provides a limited range of healthier snack items which meet the nutritional requirements. Play and lunch snax are available after lunch. Lunch Snax product range includes: fruit juice, yoghurt, fruit frozen dessert, fresh fruit and home baking. Lunch Fuel Zone focuses on serving healthy food in a bright and informal environment where children can enjoy lunch. The menu in the Fuel Zone rotates on a fortnightly basis giving children more variety at lunchtime. Three meal choices are available daily: main meal, vegetarian or snack meal. Children can select from soup and bread, fruit and vegetables, yoghurt or jelly and milk to accompany their meal. A halal menu is also available if required please speak to the catering manager for further information. Lunch costs £1.70 per day.
Special Diets If your child has a special medical diet requirement please seek a referral from your dietician. Please then contact your catering manager who will deal with your request. Refresh Lack of water can cause dehydration, better hydration means better performance in school and water is an excellent alternative to sugary drinks, which can cause tooth decay. The Refresh initiative allows access to fresh, chilled drinking water in schools to encourage children to drink more water. All Glasgow schools have been supplied with mains fed coolers that filter and chill the water ready for drinking. This allows access during the day to refill water bottles which can be taken into the classroom. The main aim of Refresh is to encourage children to drink water at home and school. If you require further information about the catering service please contact your catering manager. Catering Manager’s Name: Agnes Lafferty (based at Eastbank Primary School) Catering Manager’s Phone Number: 0141 778 9454 For information on entitlement to free school meals please visit www.glasgow.gov.uk/Goingto School/educationonline.htm
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School Policies and Practical Information: School uniform
Pupils attending Mount Vernon Primary School dress for success and all wear school
uniform. This uniform is:
Blue shirt/school polo shirt
School tie – elasticated version available
Grey skirt/trousers
Grey school sweatshirt
Pupils in Primary 7 wear the senior school tie which is in our school tartan. These ties are
purchased by the Parent Council each year and are presented to the P.6 pupils at the annual
award ceremony in June.
Items of uniform may be purchased from the school office where a small stock is kept.
Otherwise there are two opportunities to order uniform throughout the
year: normally October and March. New entrants can order uniform at
the pre-entrant afternoons in May.
Following the launch of our school tartan in January 2011 you are now
able to purchase a wide variety of items including tartan scrunchies,
scarves, ties and tammies.
Uniform order forms are available from the main office and the schools website. Please
contact Janice Young, Clerical Assistant for more details or visit www.mountvernon-
pri.glasgow.sch.uk to download the appropriate forms.
Glasgow City Council is concerned at the level of claims being received regarding the loss of pupils’ clothing and/or personal belongings. Parents/Carers are asked to assist in this area by ensuring that valuable items and unnecessarily expensive items of clothing are not brought to school. Parents /Carers should note that the authority does not carry insurance to cover the
loss of such items and any claims submitted are likely to be met only where the authority can be shown to have been negligent.
For information on entitlement to clothing grants please visit www.glasgow.gov.uk/Goingto School/educationonline.htm
Kit for Physical Education
Your child should bring a pair of shorts on P.E. days. They can also wear their blue polo shirt and indoor shoes. Earrings and other jewellery MUST be removed to prevent injury. Covering earrings with tape is not permitted under any circumstances.
Indoor Shoes As the classrooms are carpeted we ask that the children bring a pair of shoes to wear indoors. Most people purchase a paid on plain black plimsolls.
Swimming In Primary 5 & 6 your child will benefit from the opportunity to attend swimming lessons during curricular P.E. time. Girls must wear a one piece suit: bikinis and tankinis are not permitted. Boys must wear trunks: baggy shorts are not permitted. Children with long hair must cover it with a swimming cap.
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School Policies and Practical Information: Anti-bullying Bullying behaviour will not be tolerated within Glasgow City Council’s educational
establishments. All children in Glasgow’s educational establishments have an entitlement
“to work (and play) in a learning environment in which they feel valued, respected and safe
and are free from all forms of abuse, bullying or discrimination”. (A Standard for Pastoral
Care in Glasgow Schools).
In 2009, Glasgow City Council published its revised Anti-Bullying
Policy, incorporating the requirement to record and report all
discriminatory behaviours within educational establishments. All
establishments are required to review their policy in light of this.
Parents and carers have a significant role to play in helping to address
this problem. For this reason any anti-bullying strategy must stress the
importance of partnership with the parents and carers of their children.
Our full ‘Anti-Bullying’ policy is available to download at
www.mountvernon-pri.glasgow.sch.uk/parents/policies
School Policies and Practical Information: Other interesting leaflets
There are a number of interesting leaflets which give a further insight into the work of our school. They are all available to download from the school website and paper copies are available from the main office.
Big Writing is the approach we
use to teach creative writing
Sexual Health and Relationship
Education is taught in February
This leaflet gives an overview of Curriculum for
Excellence
The homework policy in the
school is made clear in this
leaflet
This explains how Curriculum for Excellence has
changed assessment & reporting
Active learning is an approach
central to Curriculum for
Excellence
Gayle Clarkson Head Teacher October 2015
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School Policies and Practical Information: Clubs and trips
There are many opportunities throughout the school year for our children to participate in a wide range of interests, e.g. Sports related activities, football, art and craft, various outings and visits, drama, health education, visiting theatre groups. Each year the Primary 7 group go on a residential week to the Lochgoilhead centre. This is an extremely popular trip which enables pupils to build their confidence and skills in a number of outdoor activities. It is also a wonderful opportunity to further develop relationships with staff. Throughout the year children have a number of educational trips and visits to complement their studies in class. Visits are planned in advance and we always take particular care when risk assessing venues. Management Circular 48 provides clear guidance to managers about taking children on trips outwith the school. Should you have any concerns about a trip please do not hesitate to contact the school. Our staff are also committed to providing activities or clubs which take place after the school day. These clubs run throughout the year and cover a wide range of interests. When clubs are available we will contact you through the schoolbag post and the e-mail system.
Clubs this session have included football, gymnastics, ComputerXplorers, contact rugby, street dance and handball. The school football team also trains as part of an after school club and competes in the Glasgow East football league. We have won the league every year since 2009! We also run lunchtime clubs and Golden Time clubs.
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School Policies and Practical Information: Transport to school GENERAL The education authority has a policy of providing free transport to all primary pupils who live more than 1.2 miles from their local school by the recognised shortest walking route. This policy is more generous than the law requires. This means that the provision of transport could be reviewed at any time. Parents/carers who consider they are eligible should obtain an application form from the school or Education Services. These forms should be completed and returned before the end of February for those pupils beginning school in August to enable the appropriate arrangements to be made. Applications may be submitted at any time throughout the year but may be subject to delay whilst arrangements are made. The appropriate officer has discretion in special circumstances to grant permission for pupils to travel in transport provided by the authority, where spare places are available and no additional costs are incurred. The authority has an Exceptional Circumstances policy relating to e.g. homelessness, parental disability, etc. Details are available form the school. There is also a procedure to request transport on medical grounds. The school can advise on procedures. PICK UP POINTS Where free transport is provided it may be necessary for pupils to walk a certain distance to the vehicle pick up point. Walking distance in total including distance from home to the pick up point and from the drop off point to the school in any one direction will not exceed the authority’s limits (see above paragraph). It is the parent/carer’s responsibility to ensure that their child arrives at the pick up point on time. It is also the parent /carer’s responsibility to ensure the child behaves in a safe and acceptable manner while boarding, travelling in and alighting from the vehicle. Misbehaviour could result in your child losing the right to free transport. PLACING REQUESTS The education authority does not provide transport for those pupils in receipt of a placing request other than in individual exceptional circumstances and where appropriate legislation applies.
Parking around the school perimeter
As Mount Vernon Primary is within a residential area we are keen to maintain positive relationships with our neighbours.
Around 9.00am and 3.00pm the roads around the school, particularly Dornford Avenue and Penryn Gardens, are severely congested.
I would ask all parents, carers and family members to consider leaving their car at home and walking to school.
If this is not possible for you and your family please ensure you drive and park responsibly.
Gayle Clarkson Head Teacher October 2015
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School Policies and Practical Information: Classification & composite classes When I approach classification for the coming year I have a number of initial considerations:
The number of children in the school
The number of children at each stage
The number of classrooms in the school
This session there are 295 children in the school ready to start in August 2015. The numbers of children at each stage were as follows:
P.1 38 P.2 38
P.3 50 P.4 52
P.5 30 P.6 47
P.7 40
As always there are 11 classrooms in the school. This does not change. The type of classes (straight or composite) depends on the number of children at each stage against the number of classrooms in the building. The teachers submit their handover documents and I analyse the number of children in each literacy and numeracy group. Classes are then created around working groups. Your child’s main consideration is probably that they are with their friends. Unfortunately we cannot classify according to friendship groups. Making new friends and having more than 1 friend is a vital part of leading a happy life - a skill children should learn in the early years.
Every year in Mount Vernon Primary School we have composite classes. This is because we have 11 classrooms and around 300 children. Composite classes are made up when the number of children at each stage means that three classes need to be created from two year groups of children. For example:
Children are taught at their own level and teaching staff are skilled in selecting appropriate learning experiences and outcomes to match the needs and interests of all children in their class. One significant benefit is the maximum number of children who can be in a composite class is 25.
Primary 4 and 5 Primary 4 has 40 pupils and Primary 5 has 39.
We have 3 rooms available.
33 is the maximum number of children
we can have in a class. In a composite
we can have 25.
We can have a P.4 of 30 pupils,
a P.5 of 30 pupils and a P.5/4 of 19.
You can download this leaflet from our website for
more information.
Gayle Clarkson Head Teacher October 2015
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School Policies and Practical Information: Emergency Situations
We make every effort to maintain a full educational service, but on some occasions circumstances arise which lead to disruption. Schools may be affected by, for example, severe weather, temporary interruption of transport, power failures or difficulties of fuel supply. In such cases we shall do all we can to let you know about the details of closure or re-opening. We shall keep you informed by using letters, notices in local shops and community centres, announcements in local places of worship and announcements in the press and on local radio. You can also use the Glasgow City Council website and Twitter Page as a source of information. The most effective way to be notified of an emergency closure is through the school’s texting service. Please ensure your child’s main contact has an up-to-date telephone number listed with the main office.
School Policies and Practical Information: Supervision of playgrounds
An adult presence is provided in playgrounds at break times in terms of the Schools (Safety and Supervision of Pupils) (Scotland) Regulations, 1990. At Mount Vernon Primary there are normally at least 4 adults in the playground at all times. These could include, Mr. Cassidy the school janitor, Mrs. McGurn, Mrs. Sharp, Mrs. Clarke, Mrs. Coull, and Mrs. Robb who are all Support for Learning Workers.
We always do our best to
ensure the safety and well being
of the children in our care!
Primary 6 pupils are trained as ‘Playground Pals’.
They take out equipment for the children to play with and help them have an enjoyable and active break.
We try to ensure children are able to go outside for fresh air.
They will only be kept in on occasions when bad weather is severe.
Before 9.00am the janitor is in the
playground only as a presence.
Gayle Clarkson Head Teacher October 2015
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School Policies & Practical Information: The Equalities Act
The Equality Act 2010 protects certain characteristics. In the delivery of education the
characteristics that are protected are:
Disability
Gender reassignment
Race
Religion or belief
Sex or sexual orientation
Pregnancy and maternity
When making decisions in relation to admissions, exclusions, the provision of education,
benefits, facilities and services and any other relevant decisions the school has a duty to
have due regard to the need to:
Eliminate discrimination, harassment, victimisation and any other conduct that is
prohibited under the Equality Act 2010;
Advance equality of opportunity between persons who share a relevant protected
characteristic and persons who do not share it;
Foster good relations between persons who share a relevant protected characteristic and
persons who do not share it.
Further information and advice on this matter can be obtained by contacting the Head
Teacher.
Dealing with racial harassment
The Race Relations Act of 1976 makes it unlawful to discriminate against someone because
of his/her colour, race, nationality, ethnic or national background. The act makes it the
duty of Glasgow City Council to eliminate unlawful racial discrimination.
In 1999 the guidelines ‘Dealing with Racial Harassment’ were issued to all teaching staff in
dealing with such incidents.
The adoption of an anti-racist approach should be seen as one part of the continuing
attempt to improve the quality of education.
Glasgow City Council recognises that support from the home is essential if these aims are to
be achieved
EEvveerryy cchhiilldd iinn GGllaassggooww hhaass tthhee rriigghhtt ttoo bbee hhaappppyy
aanndd sseeccuurree iinn sscchhooooll..
Gayle Clarkson Head Teacher October 2015
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School Policies and Practical Information: Data Protection Act 1998
Information on pupils, parents and guardians is stored on a computer
system and may be used for teaching, registration, assessment and
other administration duties. The information is protected by the Data
Protection Act 1998 and may only be disclosed in accordance with the
Codes of Practice. For further information please contact the school.
As a local authority our schools and early years establishments process information about children and young people in order to provide education and care. In doing so we must comply with the Data Protection Act (1998). This means, amongst other things, that the data held about children and young people must only be used for specific purposes.
However, you should be aware that we may use this information for other legitimate purposes and may share this information where necessary with other public bodies or where otherwise required by law. We may also use any information for research purposes. However, all personal data is treated as confidential and used only in accordance with the Data Protection Act and the Information Use and Privacy Policy approved by the City Council. For further information please see our full privacy statement at : www.glasgow.gov.uk/index.aspx?articleid=2895.
School Policies and Practical Information: Freedom of Information (Scotland) Act 2002
The Freedom of Information (Scotland) Act 2002 enables any person to obtain
information from Scottish public authorities. The Act applies to all Scottish public
authorities including: Scottish Executive and its agencies; Scottish Parliament; Local
Authorities; NHS Scotland; Universities and further education colleges; and the
police.
Public authorities have to allow access to the following information:
The provision, cost and standard of its service;
Factual information or decision making;
The reasons for decisions made by it
The legal right of access includes all types of ‘recorded’ information of any data held
by the Scottish public authorities. From 1st January 2005 any person who makes a
request for information must be provided with it, subject to certain conditions.
Further information is provided on the Glasgow City Council website:
www.glasgow.gov.uk/en/yourcouncil/freedomofinformation
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School Policies and Practical Information: Comments and complaints If you have a comment or complaint please approach the Head of Establishment in the first instance. This is called ‘frontline resolution’ and we will try to resolve your complaint immediately. If we cannot do that we will endeavour to resolve the complaint within 5 working days. If the Head of Establishment does not resolve the issue to your satisfaction, you should contact our Customer Liaison Unit who will:
Take a totally neutral stance in fully investigating your complaint; Acknowledge receipt of your complaint within 5 working days; Give a full written response within a further 20 working days, unless another timescale has
been agreed. The Customer Liaison Unit can be contacted by phone or email: Phone: 0141 287 5384 Email: [email protected] Customer Liaison Unit Education Services Glasgow City Council 40 John Street GLASGOW G1 1JL
Please note that in line with recommendations issued by the Scottish Public Services Ombudsman all establishments, during the course of a formal complaints investigation, must:
Ensure that all statements made as part of the investigation are dated and include, wherever possible, dates of events recounted within the statements;
Ensure that written records which form part of the investigation are retained for an appropriate period of time; and
Give consideration to the inclusion of this within the procedures outlines in the relevant section of the schools’ Pastoral care Policy.
ADDRESSES
EXECUTIVE DIRECTOR OF EDUCATION Mrs. Maureen McKenna EDUCATION OFFICES: City Chambers EAST 40 John Street Glasgow G1 1JL LOCAL COUNCILLORS: Bailie John McLaughlin
Bailie Anne Simpson Councillor Frank McAveety Although this information is correct at time of printing, changes could affect any of the matters dealt with in the document –
a) before commencement or during the course of the school year in question. b) in relation to subsequent school years.
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School Policies and Practical Information: Useful Websites
Contact details
Choosing a School: A Guide for Parents - information on choosing a school and the placing request system - http://www.scotland.gov.uk/Publications/2010/11/10093528/0
A guide for parents about school attendance explains parental responsibilities with regard to children's attendance at school - http://www.scotland.gov.uk/Publications/2009/12/04134640/0
Parental involvement
Guidance on the Scottish Schools (Parental Involvement) Act 2006 provides guidance on the act for education authorities, Parent Councils and others - http://www.scotland.gov.uk/Publications/2006/09/08094112/0
Parentzone provide information and resource for parents and Parent Councils - http://www.educationscotland.gov.uk/parentzone/index.asp
Curriculum
Information about how the curriculum is structured and curriculum planning - http://www.educationscotland.gov.uk/thecurriculum/
Information about the outcomes a learner can expect to experience and achieve across literacy, numeracy and health and wellbeing, as well as the eight curricular areas - http://www.educationscotland.gov.uk/thecurriculum/howisthecurriculumorganised/experiencesandoutcomes/index.asp
Advice, practice and resources to support the experiences and outcomes on literary, numeracy and health and wellbeing - http://www.educationscotland.gov.uk/learningteachingandassessment/learningacrossthecurriculum/responsibilityofall/index.asp
Assessment and reporting
Information about Curriculum for Excellence levels and how progress is assessed - http://www.educationscotland.gov.uk/thecurriculum/howisprogressassessed/stages/index.asp
Information on recognising achievement, reporting and profiling - http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/achievement/index.asp
Parenting
Parenting Across Scotland offers support to children and families in Scotland - http://www.parentingacrossscotland.org/
Support for pupils
The Additional support for learning page provides links to relevant legislation and guidance, including the arrangements that should be in place to support pupils with additional support needs - http://www.scotland.gov.uk/Topics/Education/Schools/welfare/ASL
Supporting Children's Learning Code of Practice (Revised edition) - provides Statutory guidance relating to the Education (Additional Support for Learning) (Scotland) Act 2004 as amended - http://www.scotland.gov.uk/Publications/2011/04/04090720/21
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School Policies and Practical Information: Glossary of terms
In writing this handbook I have attempted to use plain and straightforward language, however there may be some vocabulary which is unfamiliar. This glossary has been included to explain some of the terminology.
TTeerrmm DDeeffiinniittiioonn//EExxppllaannaattiioonn Achievement Achievements are successes children have in their lives. Examples might be sports awards, musical
achievements, acting achievements, contribution and participation in school committees
Additional Support for Learning When a child needs some extra help with their work or needs to be challenged further, they can work in
a smaller group with an additional member of staff.
Additional Support Need When a child has an identified challenge such as dyslexia or autism. This can also mean a more
temporary need such as a child dealing with bereavement or a family break-up.
Attainment This is a formal measure of academic ability such as standardised tests.
Catchment This refers to the area surrounding the school. Each house will have a local school depending on their
location.
Chartered Teacher (CT) This is a teacher who has undertaken extended study for up to six years. They are a classroom specialist.
Classification This is the word used to describe the way the classes are made up. This depends on the number of
children and the number of rooms available.
Curriculum This means the collection of learning experiences the children have when they attend school.
Curriculum for Excellence This is the curriculum brought into Scottish Schools in 2009.
Enrolment This is the process of joining the school.
Exclusion This used to be called ‘suspension’. Children can be excluded for up to ten days. A ‘Permanent Exclusion’
is when a child is not allowed to return to the school.
Formative Assessment This type of assessment is to help children know their strengths and their next steps in learning.
Golden Time This happens on a Friday afternoon. Children earn this throughout the week by working hard and
behaving well.
In-service This is a day when the school is closed to pupils. Staff are involved in meetings, preparation, planning
and training.
Leadership Team The leadership team is made up if the Head Teacher, the Depute Head Teacher and the Principal
Teachers.
Loss of Golden Time If a child does not follow the rules of the school despite warnings they can lose some of their social time
on a Friday.
Permanent Staff These are staff who are appointed to the school and remain part of Glasgow City Council’s teaching staff
until they choose to move to another local authority. These staff are permanent to the local authority
rather than the school: the school is not their employer.
Principal Teacher (PT) This is a teacher who may have a class but also has whole-school responsibility.
Remit This is a list of duties for which a person is responsible.
Roll This is the total number of children who are at the school.
School Improvement Plan This is the plan for improving the school. It is written by the school leadership team.
Summative Assessment This type of assessment is used to monitor progress for example a test or quiz.
Support for Learning Worker Another adult in the classroom who is there to support the pupils in their day to day tasks and activities.
Teaching staff direct the work of the SfL Worker
Temporary Staff (Supply) These are teachers brought in to cover vacancies and absences. They stay at the school only for as long
as the vacancy exists e.g. 8 weeks, a term.
Wellbeing Plan This plan is a statement of targets to be achieved over a school term.