PLHS Prospectus 2013-14

1

December 2012

PRESTON

LODGE

HIGH

SCHOOL

PROSPECTUS 2013-14

Preston Lodge High School

Prospectus 2013-14

1

Contents Page

Welcome 3

Our Aims and Values 4

How Big is Preston Lodge High School? 5

The School Day 5

Highlights of the School Year 6

The School in the Community 7

What Do Our Students Do When they Leave School? 7

What Do I Do If? 9

Questions Often Asked by Parents 10

Questions Often Asked by New S1 Students 11

Questions Often Asked by All Students 11

Our Staff 13

Dining Hall 16

Emergency Arrangements 16

Parent Forum and Parent Council 17

A Selection of Trips, Clubs and Activities 18

Links with Partner Primaries 20

Enrolment and Placement Procedures 21

Communication with Parents/Carers 21

Assessment, Reports and Parents‘ Evenings 22

School Rules 23

Behaviour Management 25

Attendance and Latecoming 26

School Uniform 27

Pupil Support 28

Our Pastoral Support Staff – Putting Faces to Names! 31

Homework 32


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School Library 33

Our School‘s Curriculum 34

Appendix 1 Key Examination Statistics

Appendix 2 Information Provided by East Lothian Council

Appendix 3 Anti-Bullying Policy

Appendix 4 Careers Education

The information contained in this guide is accurate at the time of compilation but is subject to changes throughout the year.


Park View

Prestonpans

East Lothian

EH32 9QJ

Tel: 01875 811170

Fax: 01875 810060

E-Mail: [email protected]

mailto:[email protected]


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Welcome

Welcome to the Preston Lodge High School Prospectus for

2013-14. We are a community of learning, and we value

achievement, happiness and respect. These are our school‘s

aims and values, and they are further detailed on the next page.

You will find many examples of how our students

are our aims and values on our school website

(www.prestonlodge.net), as well as a vast array of further

information about Preston Lodge. I would suggest all

families access the site at least once prior to enrolling with us.

I am always incredibly impressed by the commitment

of our staff, our students and their families. In June

2010 our school was inspected by Her Majesty‘s

Inspectors. This rigorous one week process confirmed

the good things we already knew about our school.

In particular, the school inspectors suggested that the key strengths of the school were:

the high morale and improving ethos of the school community

the contribution of young people to improvements in the climate for learning

the work of staff across the school in supporting young people‘s learning

the strong leadership of the headteacher on school improvement

Furthermore, the inspectors praised the behaviour and attitude of all the young people in our school. We

were delighted that they noticed the very high percentage of our students who feel safe, secure and happy at

Preston Lodge High School. This is particularly important to us, because school should always be a happy

place.

As part of our improvement agenda we have instigated three key partnerships. We are working with

Education Scotland on a new approach to self evaluation. We are also working in partnership with

Cramlington Learning Village in Northumberland to develop our classroom practice and, finally, we are

engaged in important work with Columba 1400 developing staff and student leadership. These exiting

partnerships with key players in the Scottish and English educational landscape are already yielding very

real benefits for our school community.

School should be fun, because when we have fun we all learn more. I am certain that if you visit us at any

point in the school day you will see confident students engaged in meaningful learning – with smiles on

their faces! We believe that Preston Lodge High School is one of the best schools in Scotland. Please do

contact me if you would like to come in and judge that for yourselves, and I hope to meet you at a school

event in the near future.

Yours sincerely

Gavin Clark Headteacher

http://www.prestonlodge.net/


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Our Aims and Values…….

Our 2012 Remembrance Ceremony


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How Big is Preston Lodge High School?

Preston Lodge High School was founded in 1924 and moved to its present site in 1969. We are a non-

denominational co-educational six year school with 1029 students on our roll as of September 2012. The

breakdown by year group is currently:

S1 175 S2 177 S3 168 S4 199 S5 182 S6 102

There are 83 teaching staff in our school.

The School Day

Registration 8.39 am

Period 1 8.45 am

Period 2 9.45 am

Interval 10.45 am

Period 3 11.00 am

Period 4 12.00 am

Lunch 1.00 pm

Period 5 1.45 pm

Period 6 2.45 pm

End of school day 3.45 pm

On Fridays school finishes at 12.00 pm.

The school foyer


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Highlights of the School Year

There are too many highlights to mention here, but some of the most memorable events in our school year

are our:

5K walk, which everyone does!

Charity fundraising events

Christmas Shows

Senior Citizens‘ Christmas Party

Talent Shows

Prize Giving Evenings

Senior School Dance

Student Health Days

Wide range of House events

Educational Excursions at home or abroad

Whole School project – this year‘s theme is PL Showcase.

House Events


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The School in the Community

We encourage all of our students to take a pride in the school and its long-standing reputation in the

community. We are delighted that our students contribute so much to that community, with some examples

being:

the many school events which raise thousands of pounds every year for local and national charities

the school musicians who play at many functions outwith the school

students who help in local nursery, primary and special needs schools

the school‘s engagement in many community events such as the local Remembrance Day ceremony.

A number of local people, from footballers to computing students, use school facilities and we welcome any

way of fostering links with the community. The school office will be happy to pass on suggestions to our

Facilities Management team.

What do our students do when they leave school?

Preston Lodge students move on from our school well prepared for the challenges of life ahead. Many of

our students move on to Higher Education or Further Education whilst a very healthy number of our

students move into work and training.

In December 2011 we were absolutely delighted to find out that we had the highest percentage of students in

East Lothian moving on to positive and sustained destinations. This means, essentially, education, work or

training. The table below provides you with a breakdown of this information.

However, although we are currently in a very strong position we are not resting on our laurels. Our

dedicated team of staff continue to work to secure positive destinations for all of our students. Updated

information for 2012 will be made available on our school website as soon as it is available.

East Lothian Council SLDR 2010/11 (Initial Destination Percentages)

School

Higher

Education

Further

Education Training Employment

Voluntary

Work

Un-

employed

Seeking

Un-

employed

Not

Seeking

% Pos %

Other

Preston

Lodge

High

School

35.6% 26.4% 11.5% 17.2% 0.0% 9.2% 0.0% 90.8% 9.2%

East

Lothian

Council

35.8% 23.0% 5.8% 21.6% 0.6% 11.6% 1.6% 86.8% 13.2

%

East Lothian Council SLDR 2010/11 (Initial Destination Figures)

School

Higher

Education

Further

Education Training Employment

Voluntary

Work

Un-

employed

Seeking

Un-

employed

Not

Seeking

Total

Positive

Total

Other

Preston

Lodge

High

School

62 46 20 30 - 16 - 158 16

East

Lothian

Council 389 250 63 235 6 126 17 943 144


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Our S2 Construction Challenge Team. These ten students beat teams from all Lothian schools to win the 2012 title.

Our 2012 Young Enterprise Team


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What do I do if…

…I wish to enrol my child?

Please contact the school office to make an appointment with Ms Binks, Depute Head. Our telephone

number is 01875 811170. Further details on enrolments can be found in Appendix 2.

…my child is absent?

Please contact the school by phone before 9 am on the day of the absence or by a note prior to the absence.

When your child returns to school, please make sure they bring a note explaining their absence. We will

contact families if we receive no explanation for an absence and our automatic system will contact you by

text if your child is absent without explanation. We hope you find this helpful.

…my child has an appointment during the school day?

Please give your child the appointment card or a note and remind them to get a permission slip from their

register teacher.

…my child is upset for family reasons?

Please let your child‘s Pastoral Support teacher know that your child is likely to be upset. Details of our

Pastoral Support Team are in the Personal Organiser issued to all students and on page 32.

…my child is going on holiday during term time?

Please let the school know in advance of the holiday dates. Please note that other than in exceptional

circumstances, and in S4-6 particularly, we advise against holidays during term time.

…my child wants an after-school job?

There are complicated regulations about employing school children. Please see Appendix 2 for more

details. However, by law, the employer must always ask the school for permission. In S4-6, employment

can have an adverse effect on examination performance and too much of it is actively discouraged.

…I wish to pass an urgent message to my child?

Please contact the school office with your child‘s name, class and a brief message. Please allow plenty of

time for the message to reach your child. It would be much appreciated if you limited this service to

genuinely urgent messages. Mobile phones are switched off in class unless they are being used for a

curricular purpose.

…my child is entitled to free lunches, bus passes or other financial help?

Please see Appendix 2. All enquiries will be treated in confidence.

…I have a complaint?

Please contact the appropriate Year Head or the Head Teacher. Please see page 22 for more details.

…my address or telephone number changes?

Please write to the school office as soon as possible giving your new address or telephone number.


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Questions Often Asked by Parents

What are exam results like at Preston Lodge High School?

In summer 2012 we were pleased with our exam results. The percentage of our S4 students achieving five

or more credit passes Increased from 26% to 32%. The percentage of students achieving three or more

Highers dipped slightly, although we anticipated this following objective testing in S2. We are focusing

intensely on classroom practice and student understanding of learning at Preston Lodge, and we are certain

that this will yield significant improvements in attainment over the next few years. Improvements in our

S4‘s performance are the first evidence of that. Further information on exam results can be found in

Appendix 1.

What is discipline like at Preston Lodge High School?

Effective teaching and learning can only take place in an atmosphere of good discipline. At Preston Lodge

High School we expect high standards of discipline and have a clear code to ensure this happens. Our code

is based on the twin approach of positive praise and encouragement, coupled with clear and consistent

sanctions if there is a breach of discipline. In 2010 HMIE commented on the excellent behaviour of our

students.

How safe are students within Preston Lodge High School?

We are confident that we provide a safe and happy environment for our students and East Lothian survey

data confirms this. Bullying is always challenged head on and three years ago we improved our social

spaces to provide students with better places to relax between classes.

Students engaging in high quality learning


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Questions Often Asked by New S1 Students

Will I be in the same class as my friends?

Your primary teacher will give us the names of students who would like to be together in class at Preston

Lodge High School. Although this may not always be possible we aim to ensure that all new students know

someone in their new class and feel comfortable with the class they are in.

How will I find my way about?

When you come for your three day visit in June there will be two senior students with your class to make

sure you don‘t get lost. In August, the prefects will be there on the first day. If you do get lost, ask any

teacher or student for help. No one will be cross.

Preston Lodge Glee Club

Questions Often Asked by All Students

Who can I go to for help?

There is always a member of staff in the Pastoral Support Base who can help you with any problem. If not,

the office staff will help.

What do I do if I feel I‘m being bullied?

Speak to any teacher, S6 student and/or your parent/carer. You will help to decide what happens next.

What clubs can I join?

There are lots of clubs catering for many activities. We will set up and run almost any club if there is

enough student interest – see page 18 for more details.


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What happens at break and lunchtime?

At break food and drink are available in the school canteen. At lunchtime, many students go home or spend

time outwith the school, although you can stay inside the school building at these times. Please be

considerate and don‘t drop litter – either in or outwith the school! There are also a number of clubs open at

lunchtime.

Do I have to wear school uniform?

Yes. You are expected to wear a white shirt, school tie, black or grey trousers/skirt and black shoes. Please

do not come to school wearing football colours, tracksuits or trainers. See page 28 for more details.

What can I do if I am finding the work too hard?

Always be prepared to ask for help – your teachers like to be asked to help you. If the load still seems too

much, speak to your Pastoral Support Teacher. Remember, most subjects also offer after-school help.

Each department develops the school‘s Aims and Values: here is the Maths department‘s take!


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Our Staff

Head Teacher Mr G Clark

Depute Head Teachers Ms Y Binks, Mrs J Robertson, Mr C Stewart

School Business Manager Mrs H Findlay

PT Expressive Arts

Mr C Bishop

Art

Mr J Cramb

Mr R Fulton

Mrs J Nanson

Mrs J Nixon

Drama

Mr C McNeill

Music

Mr C Bishop

Miss G Lugton

Miss R Shell

Mrs L Sinclair

Music Instructors

Mr P Antonelli Mr D Swanson

Mr C Day Mr S Walsh

Mr S Desmond Mr C Williams

Ms O Gray Mrs C Wilson

Mr D Henry Ms M Wilson

Mr A Knox

Mrs A Loneskie

Mr L Moore

Senior PT Health & Wellbeing

Mrs L Nicoll

PT Health & Wellbeing

Mrs P Christie

Home Economics

Mhari Beattie

Mrs P Hogg

Mrs L Nicoll

Mrs S Munro (Classroom Assistant)

Mrs W Waldie

PE

Mr G Bennion (Active Schools)

Mrs P Christie

Miss R Howie

Mrs L Pike

Mr I Sellwood

Mr C Thomas

Senior PT Languages

Ms J Ainslie

PT Languages

Mrs J Fitzpatrick/

Mrs N Thain

English

Ms J Ainslie

Ms E Cowan

Mrs H Dalrymple

Mrs S Davidson

Ms D Maconkey

Miss L Marr

Mr S Milligen

Mr J Rose

Modern Languages

Mrs J Fitzpatrick

Ms M Jegat

Mrs A Mercer

Mr D Ramsay

Mrs N Thain

PT Numeracy

Mrs L Douglas

Mathematics

Ms K D‘Arcy Burt

Mr P Dorrian

Mrs Ms L Douglas

J Ewan

Ms H Fulford

Miss K Gunston

Mrs R Hull

Mr L Middler

Mrs K Watson

PT Classroom Practice Mrs J Allan

PT Science

Mr G Evans

Biology

Mrs J Allan

Miss J L Cunningham

Miss J Grocott

Mr F Kelly

Miss M Walker

Chemistry

Mr G Evans

Mr G Kidd

Dr P Robertson

Physics

Ms J McClean

Ms R Pique

Dr D Voge

PT Humanities

Mr C Lanyon

Geography

Mr C Lanyon

Miss S Miller

History

Ms G Duthie

Mr A Jessop

Miss S St. Clair-Gunn

Modern Studies Miss G McGeachie

Miss G Russell

RME

Mr S Wotherspoon


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PT Technologies

Mrs P Oates

Business Studies

Mrs M Campbell

Ms N Mathieson

Mrs P Oates

Mrs J Robertson

Mrs D Scott

CDT

Ms L Armstrong

Mr C Cruickshank

Mr A Hay

Miss S Vaughan

Computing

Mr J Tennant

Miss E Webster

PT Support for Learning

Mrs V Hoban

Ms K Balsillie

Mrs J Binnie

Mrs V Hoban

Mrs J Knox

Mrs Z Monaco

Senior PT Pastoral Support

Ms C Blakey

Mr D Bell (PT Guidance)

Ms C Blakey

Mr J Lynas

Miss R Patterson ( PT Guidance)

Mrs C Welsh ( PT Guidance)

PT Inclusion

Mrs P McIntosh

Mr I Darling

Mrs P McIntosh

Ms L Miller (Pupil Support Worker)

Librarian Mrs S Cochrane

Family Support Worker Mrs F Lamarra

Careers Adviser Mrs G Pert

Learning Support Auxiliaries Miss J Cowan, Mrs J Cullen, Ms K Hayes,

Mrs J Johnstone, Mrs K Menzies, Mrs C Purvis,

Mrs M Reid, Mrs F Torley, Ms L Ward, Mrs A Watters,

Mr S Wilson, Ms M Murdoch, Mr W Dudgeon

Office Mrs A Cormack Admin Officer

Mrs L Wyllie Admin Assistant

Mrs V Donaldson Student Auxiliary

Mrs V Abbot Clerical Assistant

Mrs F Forlow Clerical Assistant (Reprographics)

Mrs M Pow Clerical Assistant

Mrs E Smith Clerical Assistant

Mrs M Wilson Clerical Assistant (Guidance)

Mrs M Williams Clerical Assistant

Technical Mr B Frost Senior Technician (First Aider)

Mr A Hodgson Technician (CDT)

Mrs C Sanderson Technician

Mrs V Morton Assistant Technician

Mrs S Munro Assistant Home Economics

Medical Mrs V Donaldson Student Auxiliary

Janitorial *(FES) Mr C Rielly (Head Janitor), Mr R Davis, Mr D McLeod

*FES – Forth Electrical Services, Facilities Management

Cleaning (FES FM Ltd) Mrs Y Couch (Supervisor), Mrs A Anker, Ms P Baillie, Mrs D Brown,

Mrs J Clelland, Mrs L Garrity, Ms P Lumsden, Mrs A Millar,

Ms J Redpath, Mr T Russell, Mrs S Smith, Mrs A Sunshine, Ms A

Thomson


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Dining Room (Elite) Mrs A McMillan (Supervisor), Mrs I Cunningham, Mrs L Dickson, Mrs L

Dickson, Mrs A Dulson, Mrs P McNeill,

Ms E Smith

Depute Head Teachers: Outline of Duties

Ms Y Binks DHT

Responsible for student support systems, behaviour monitoring, guidance, accessibility and

inclusion, school trips. Head of Grange House and S1/2

Mr C Stewart DHT

Responsible for statistical information regarding school performance, SQA co-ordination, ICT

developments, timetable, health and safety. Head of Gosford House and S3/4

Mrs J Robertson DHT (Curriculum)

Responsible for health and wellbeing school and Curricular Area self evaluation, student and

probationary teachers. Head of Seton House and S5/6

These duties are subject to revision and rotation subject to the immediate needs of the school and the

professional development of the post holders.

The 5R‘s that we develop in our students


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Dining Hall

The school dining hall is open from

10.45 – 11.00 am

1.00 – 1.45 pm

During interval students may buy snacks and drinks. At lunchtime a cafeteria system operates with a wide

range of options. Students entitled to a free lunch can select from all the options on offer to the value of the

lunch, currently £2.10. A cashless system is in operation. This is operated by the use of Smartcards (Young

Scot) or National Entitlement Cards which are issued to all students in East Lothian. Credit can be added by

putting the card into a machine and entering coins or, alternatively, parents may send a cheque into school.

Students who receive free school meals have credit automatically added to their cards and, for such students,

packed lunches are distributed at break time on Fridays. Information on free meals is available from local

schools, libraries and on East Lothian Council‘s website www.eastlothian.gov.uk.

The school canteen – the PLace to be!

Emergency Arrangements

If the school needs to be closed in an emergency we operate a system of emergency contacts. Every effort

will be made to care for junior students who have no adult available to look after them. If possible, all

students will be given a letter to bring home giving an explanation and detailing any further action.

Radio Forth will broadcast information if the school is to be unexpectedly closed in the morning. Staff will

be in school to look after any students who arrive.

http://www.eastlothian.gov.uk/


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Parent Forum and Parent Council

We are extremely lucky to have a very positive and active Parent Council at Preston Lodge High School.

The school works closely with this representative parent body and in recent years our Parent Council has

secured significant practical and financial support for our school. Most notably they:

Contributed to the development of our Curriculum Rationale (see page 34)

Contributed to our current school Development plan

Secured a £10,000 grant from ―Awards for All‖ to provide our Pipe Band with Uniforms.

Secured £2000 from the local Co-operative towards our Film Club Costs

Organised a number of fundraising events to provide direct support for individual departments and

activities within school.

Provided financial support for the development of our waiting room area and a new sound system in

the school Assembly Hall.

Our Parent Council, of course, also provides a lot of input into general school development and the

resolution of a wide range of issues. Further information about the role of Parent Councils can be found in

Appendix 2 and all parents and carers are encouraged to consider joining this lively and proactive part of

Preston Lodge life. Contact the Parent Council Clerk at [email protected],

Julia Murphy, recent winner of a prestigious Arkwright Scholarship



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Students White Water Rafting in Ecuador 2011

A Selection of Trips, Clubs and Activities

All students are encouraged to participate in school trips and extra curricular activities. The following are

some of the trips that have taken place recently, and some of the forthcoming opportunities open to our

students:

Battlefields Trip

Last summer, Preston Lodge students visited the WW1 battlefields of Flanders and the Somme, recreating

the past as infantry soldiers in the Second Preston Lodge Pals‘ Battalion. They collaborated with the First

Dalry High Battalion from Dumfries and Galloway in this fantastic citizenship opportunity.

Borneo Expedition June/July 2013

An exciting 26 days expedition into the heart of Borneo is coming in 2013. Students will work on a

community project, stay with local families, join a wildlife river boat safari and visit the world famous

Sepilok Orang-utan Sanctuary. One of the highlights will be a trek through Mt Kinabalu National Park,

climbing Mt Kinabalu, the highest peak in South East Asia, before some rest and relaxation on a tropical

island prior to flying home.

The Dordogne

During a trip to Meymac in

Southern France last year students

participated in a tailor-made

activity and adventure course

featuring watersports, mountain

biking, abseiling, gorge walking

and indoor climbing. The course

also incorporated language and

cultural opportunities.

French Trip – Opal Coast

A trip to the North West of France took place last summer. The programme included trips to Le Touquet

(beach resort), Bagatelle Theme Park, a visit to a chocolate factory, Aqualud Waterpark, Les Escargots du

Bocage Snail Farm and a cheese farm.

Holland Trip

A fun packed week especially tailored to suit S1 students. Two nights on the ferry, four nights

in Valkenburg. Trips to Amsterdam, Gouda, two theme parks (Fantasialand in Germany and Bobbejaanland

in Belgium), Valkenburg caves, swimming, bowling, shopping, laser quest and the Rodelbahn ride. Check

out the school website for an insight into previous trips!

North West of England Trip

This three day trip includes visits to the Trafford Centre, Old Trafford football stadium (optional), Camelot

Theme Park and Blackpool Pleasure Beach.

USA

A ten day Geography trip to South West USA will take place in 2013. Starting in San Francisco with the

windiest street, Alcatraz and the world famous Muir Woods, then on to Bakersfield before going through

Death Valley to Las Vegas, visiting the Grand Canyon, Tusayan and Palm Springs. The trip finishes up in

Los Angeles, spending at day at Universal Studios then touring the delights of Beverly Hills, the Hollywood

sign, and Venice Beach.


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Duke of Edinburgh

We currently have approximately 70 youngsters participating in the Duke of Edinburgh Award Scheme.

Students carry out a service to the community, learn a new skill and become involved in a new sporting

activity. Students also get a taste for the outdoors with canoeing, kayaking, hill-walking and camping

expeditions.

Outdoor Education

Outdoor Education is provided to schools through the East Lothian Outdoor Education Service. Further

information about the service can be found in Appendix 2.

Clubs

Students are encouraged to take part in a wide range of clubs and activities available after school or at

lunchtime. These vary from year to year, depending on the availability of staff and uptake by students. A

list of clubs which frequently operate include:

Animation Club

Badminton

Basketball

Debating Club

Drama Club

Filming Club

Football

Glee Club

Library

Music Groups including Big Band,

Rock Club, Orchestra, Choir and Pipe Band

Photography

Running Club

Rugby

Science Club

School Mag Club

Scripture Union

Spelling Club

Young Enterprise

Preston Lodge 2000 Club

The School‘s 2000 Club actively raises money for a variety of projects. We hope all families will want to

join and support the school as well as having the chance to win cash money prizes! Items bought by the

2000 Club so far include TV's, picture frames, a solar feature, plants for our Garden of Remembrance and

crockery to enable the school to host larger events. Membership forms are available from the school office.

Our victorious 2011 S5 Outdoor Challenge Team


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Links with Partner Primaries

The schools that form the Preston Lodge High School cluster are Cockenzie Primary School, Longniddry

Primary School, Prestonpans Infant School, Prestonpans Primary School and St Gabriel‘s Primary School.

Pastoral Support Links

Towards the end of P7, Preston Lodge staff meet with Primary teachers to gather the information needed to

make sure that every child makes a smooth and comfortable transition to our school. Pastoral Support staff

also talk to P7 students to answer any questions they may have about life at Preston Lodge.

Curricular Links

Partner Primaries work together in many subject areas to make sure that work at Preston Lodge follows on

smoothly from work in the primary. Further information about these developments is available at parents‘

evenings.

Activities Links

An annual outdoor activities day is organised to bring together all P7 students, working in register

classes.

Students work on ―Personal Passports‖ - a project preparing them for transfer to secondary. Work is

started on this in the P7 class and continued in S1.

Primary Induction

January Guidance staff visit Primary schools to talk to Primary teachers and gather information.

February Taster session 1

March Taster session 2

May Guidance staff and pupils visit P7 classes

May Outdoor Challenge

All work for PL Showcase delivered to PLHS

May 2-3 pm Marketplace – PL Showcase

June Three Day Visit

June P7 Parents Evening at PLHS

During the three induction days, all new S1 classes will have at least two senior students assigned to them.

The senior students will guide the class round the school, stay in the class for the first few lessons to make

sure all is well and be available for students at break and lunchtimes.


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Enrolment and Placement Procedures

P7 students from our cluster primary schools are enrolled at Preston Lodge High School as part of the

annual transition process towards S1. Non-district students may be considered for a place in Preston Lodge

following a Placing Request submitted to East Lothian Council. Further information is contained in

Appendix 2.

Any family wishing to place their child at Preston Lodge High School during the course of the school

session should contact the Depute Head teacher (Student Support) who will be delighted to discuss

opportunities and options for individual young people.

Communication with Parents/Carers We communicate with parents in a variety of ways:

The Parents‘ Calendar is issued on our website. It gives the dates of all events and parents‘ meetings for

the year.

Newsletters are issued throughout the year and give information and news about what is happening in

school.

A personal organiser, which contains a range of school information, is issued to each student at the

beginning of the session.

Parents‘ Evenings take place for every year group.

Our school website (www.prestonlodge.net) has a vast array of current and archive information on the

life of the school.

We often send text updates to parents/carers.

Effective communication between school and parents is vital and further information can be found in

Appendix 2.

Shelby Dalgliesh with Derek Johnstone, Executive

Chef at Greywalls Hotel, Gullane

If You Have a Complaint

When concerns arise, schools and parents want to

work together in partnership to find a solution.

Most concerns can and should be resolved locally.

If you have a cause for concern, the first person to

approach will normally be your child‘s Guidance

teacher, or a senior member of staff. The school has

copies of a leaflet called ―How to make a comment,

compliment or complaint about a Council service‖,

and this is available on request. This leaflet outlines

steps that can be taken to solve problems and future

information is contained in Appendix 2.


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Assessment, Reports and Parents‘ Evenings

What is ―assessment‖?

Assessment is any way of finding out whether students have achieved what they set out to do, and how

successful they have been.

Why have assessment?

We cannot find out whether targets are being met without assessing students‘ work. Assessment also gives

feedback on how successful the school is in meeting its aims and, very importantly, allows teachers and

students to decide what the next steps in learning should be.

How will my child be assessed?

In S1,S2 and S3 students are currently assessed by class tests, marking of class work, practical tests in some

subjects, and projects or investigations. S4-6 students are assessed in the same way, but are also entered for

a wide range of Standard Grade, Intermediate, Higher, Advanced Higher and other external exams.

How will I know the results of these assessments?

You will receive a report each year which will give you information on your child‘s progress in each

subject. This report will be based on some or all of the above assessment methods.

Each student receives a Personal Organiser in which a variety of information will be recorded. It is a

good idea to look at this regularly.

Parents‘ Evenings are held for all year groups. At these events parents have an opportunity to discuss

assessments with their child‘s teachers.

What are ―Early Warnings‖?

Throughout the session all teachers are asked to identify those students whose work or behaviour is causing

concern. Pastoral Support staff examine this information and take appropriate action, which may include

inviting a parent/carer into school to discuss the problem. This does not mean that there is necessarily

serious cause for concern, simply that early action may (and usually does) deal with the difficulty. The

sooner that appropriate support is put in place, the better.

Further information on Assessment and Reporting can be found in Appendix 2.


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Preston Lodge students receiving academic prizes at Queen Margaret University, November 2012

School Rules

Be Prepared

Each day every student should bring:

school diary

pen, pencil, rubber, ruler, sharpener

calculator

Every school night each student should pack their bag, referring to their timetable and remember when

necessary:

PE kit

money (eg Home Economics)

notes and return slips

return slips

In Class

Each student should:

take their seat immediately

take out books and equipment without being asked

follow the classroom code of behaviour

In Corridors

In corridors each student should:

walk quickly and quietly between classes

respect their environment

avoid using mobile phones and musical equipment

Bullying

Bullying is:

deliberately threatening, frightening or hurtful behaviour

physical or verbal

not acceptable

Preston Lodge High School has a strong and effective Anti-Bullying Policy (see Appendix 3) which is

applied by every member of staff as part of East Lothian Council‘s policy and procedures. Incidents of

bullying are recorded as part of that policy. Persistent bullies will be excluded from school (see Appendix

2). We aim to create an ethos where bullying is eliminated with proactive strategies e.g. buddying, peer

support, social skills training etc. If you suspect your child is being bullied, contact his/her Pastoral Support

Teacher as soon as possible. Please do not think this will make matters worse. Usually, it is the very best

way to solve the problem. Students are encouraged to speak immediately to a teacher if they feel that they,

or their friends, are being bullied. The sooner a teacher knows about the situation, the easier it is to prevent

bullying.

Bullying is not acceptable and can be stopped


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Members of the Preston Lodge Pipe Band march down the Passchendaele Ridge, Belguim, 2012

Preston Lodge chemists working on a project at the University of Edinburgh


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Behaviour Management

At Preston Lodge we have a clear and consistent system that provides positive support for learning. We aim

to

reward good behaviour

ensure consistent treatment of students

give praise high priority

ensure that poor behaviour has consequences.

There are three parts to our approach:

Code of Behaviour

Students are presented with a set of classroom rules. These are displayed on the walls of all classrooms.

Positives

In order to encourage students to choose to follow these rules, a system of recognition is in place.

Negatives

Students who break a rule will have a clear consequence.

A brief outline of the positives and negatives is shown below. This should be read along with the school

rules.

Positives

Negatives

Good behaviour will be recognised by Unacceptable behaviour will result in

Verbal praise

Written praise

Positive referrals

Merit awards

Comments in report card

Awards at Prize giving

Certificate of distinction

Verbal warning

Move to another seat

Punishment exercise

Detention

Move to another classroom

Refer to Senior Management

Very serious misbehaviour will result in

Excluded from class

Parents informed

Excluded from school

We are committed to informing parents any time a student is sent from class to Senior Management for

disciplinary reasons. By schools and parents working cooperatively can we ensure standards of behaviour

are high.


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Attendance and Latecoming

We have a clear policy on attendance and time-keeping.

If a student is absent…

The school must be informed of a student‘s absence by telephone or a note. A note explaining the absence

must be brought when the student returns. This should be given to the register teacher. Please note that for

the long term benefit of your child, holidays should not be taken during term time.

If a student is absent without a written note

a record is kept of the absence

an automated telephone enquiry will be sent

an enquiry letter is sent home after three unexplained absences

If a student is late…

Students who arrive at school late must

sign in at the office

collect a late slip to be signed by the teacher after each lesson

return the late slip to the office at 3.45 pm

If a student is late without a written note or appointment card

a record is kept of their late-coming

an automated telephone enquiry will be sent

In extreme cases, our Attendance Worker will visit the home and further action will be taken.

A number of European students spend a year at Preston Lodge each session. Four of

last year‘s students stand In front of our John Bellany triptych.


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School Uniform

Appropriate dress should be worn for school. Preston Lodge dress code requires all students to wear a white

shirt, school tie, black trousers/skirt, outer jackets/tops with no logos and black shoes.

Why school uniform is important

School uniform:

promotes a positive image for our school in the community

aids school security

helps create school identity and pride

sets the tone for the working day

removes the possibility of bullying connected with designer labels.

The following items of school kit are necessary for PE lessons

training shoes

track suit (if desired)

suitable sports top

shorts

socks

We will issue you with a full uniform description prior to your child‘s start date at Preston Lodge. For

assistance with provision of clothing and footwear see Appendix 2.

Volleyball in one of our Arena school gyms


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Pupil Support

Pastoral Support Teachers

The school is split into three houses: Gosford, Grange and Seton. Each house contains students from S1–6

and is looked after by Pastoral Support staff who move with the students from year to year. This means that

a child will normally have the same Pastoral Support teacher from S1 through to S6. The Pastoral Support

teacher is normally the first port of call for help and can be contacted by phone through the school office.

The job of the Pastoral Support teacher is to:

help with any difficulty that a child might have settling in to school, however big or small.

support a child throughout their school career in curricular and non-curricular matters.

assist families and their children in making appropriate course choices prior to Standard Grade or

National Qualification Courses.

put a family or their child in touch with appropriate professional agencies if they request help.

Head of House

Each Pastoral Support teacher works with a Head of House who is responsible for the welfare and discipline

of students in that House group.

Gosford Head of House – Mr Stewart

Mrs Welsh – 1Go1, 2Go1, 2Go2, 3Go1, 3Go2, 4Go1, 4Go2, 5Go1, 5Go2, 6Go1, 6Go2

Grange Head Of House – Ms Binks

Mrs Patterson – 1Gr1, 2Gr1, 3Gr1, 3Gr2, 4Gr1, 4Gr2, 5Gr1, 5Gr2, 6Gr1, 6Gr2

Seton Head of House – Mrs Robertson

Mr Bell – 1Se1, 1Se2, 2Se2, 3Se2, 4Se2, 4Se3, 5Gr3, 5Se2, 6Se2

Mixed House Caseload

Ms Blakey – 1Go2, 1Gr2, 2Gr2, 2Se1, 3Se1, 4Se1, 5Go3, 5Go3, 5Se1, 6Se1

Auxiliary

Mrs V Donaldson provides auxiliary support:

to look after any child who is unwell

to contact parents before a child is to be sent home

to administer simple first aid to cuts and bruises

See Appendix 2 for more details of our school‘s approach to medical care. Information about how we

consult with students and child protection procedures can also be found in Appendix 2


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The Olympic Torch visits Preston Lodge!

Our students are high flyers….


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Students with Additional Support Needs

East Lothian Council has a policy of inclusion. Underpinning this is a philosophy that all children have the

right to be educated locally and additional support is given to the school to enable the support of all children.

Further information about how we support students with additional support needs can be found in Appendix

2. Our PT Inclusion and her team often work with students who have additional support needs.

Personal and Social Education

Personal and Social Education is designed to help developing young people cope with the many changes

they encounter during their school life and in the years beyond. Issues are discussed in groups, often with

assistance from outside agencies. Topics covered include:

Relationships Physical Development Emotional Development

Safety Alcohol Health & Hygiene

HIV/AIDS Bullying Drugs

Study Skills

Through information giving exercises, discussion and personal reflection students can adopt strategies to

allow them to maximise their potential.

Careers Education

Our aim at Preston Lodge is to provide all students with skills, knowledge and confidence to plan for their

future. Pastoral Support staff and Careers Scotland plan and deliver a Careers Education programme through

personal and social education classes. This programme is fully detailed in Appendix 4.

A lunchtime drop in session with our Careers Adviser is open to students of all year groups during term

time. Any student can request a 1:1 interview and all S4-S6 students are guaranteed an interview.

Information on Higher Education, Further Education and employment is obtained through open days, visits

and speakers.

S5/6 Students with Ellen McArthur at the ReDesign Seminar


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Our Pastoral Support Staff – Putting Faces to Names!

Our Pastoral Support Teachers Gosford – Mrs Welsh,

Grange – Mrs Patterson

Seton – Mr Bell

Mixed House Caseload - Ms Blakey

Our Heads of House Gosford - Mr Stewart

Grange – Ms Binks

Seton - Mrs Robertson

Mr Clark, Head teacher, is always available for contact by the parent of any student in the school.

Mrs Welsh Mrs Patterson Mr Bell

Ms Blakey

Mr Stewart Ms Binks Mrs Robertson


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Homework

Homework is a very important part of school. It helps form good study habits as well as reinforcing course

content. All students are issued with a personal organiser in August. Its use is monitored by staff and

parental monitoring also helps good student effectiveness.

For students in S3 and upwards, homework is an integral part of courses. Full details are printed in course

choice booklets. There is also a homework club on Monday, Tuesdays, Wednesdays and Thursdays after

school, when teachers are available to help.

Although it is difficult to generalise, approximate minimum times that should be spent on homework are:

S1/2 1 hour per night

S3/4 2 hours per night

S5/6 3 hours per night

Sculpture by Rachel Cunningham (S6 2010/11)

Regular homework is the key to academic success. Parents have a key role to play.


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School Library

Our Library aims:

to offer a welcoming, supportive, secure and supervised environment

to provide a range of differentiated materials to support both the curricular and recreational needs of

students and staff.

to develop and foster a positive attitude to independent, lifelong learning.

The library is available for use throughout the school day during class time. Other opening hours are 8.30 –

8.39; 1.15 – 1.45; 3.45 – 4.15 and 10.45 – 11.00 (hand in books only).

Resources

The library houses a wide range of differentiated materials in a variety of formats, including books, CD

roms and other software, DVDs, book and audio tape packs, newspapers, periodicals and the internet.

Students have the opportunity to use computers in the library for word processing and information research.

The use of computer facilities and the internet can be booked in advance.

Information Skills

All students have timetabled information skills and careers library lessons at appropriate times throughout

their school career from the librarian.

Our staff are always learning. Mrs Nanson, Mrs Beattie and Mrs Robertson pictured

at a recent training event at Cramlington Learning Village


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Our School‘s Curriculum

Many parents will know that over recent years secondary schools have been making significant progress in

implementing Curriculum for Excellence. The introduction of Curriculum for Excellence is a seven year

project in secondary schools and as of December 2012 we are mid-way through year three.

What has been achieved so far?

Following an extensive consultation with our wider school community in November 2010 (led, at our

invitation, by school inspectors) we formulated a ‗Curriculum Rationale‘. We have also formulated what

is called a ‗High Level Curriculum Plan‘. This is essentially an explanation of how we will organise

lessons.

So we now have a clear way forward for S1,S2, and S3 in 2013-14, in line with the government‘s timelines.

Discussions are still taking place amongst all secondary schools, and with East Lothian Council, regarding

how S4-6 will look in our authority. We will update all parents on the progress of these discussions in 2013.

Those discussions will be informed by national advice being given about qualifications. All our

departments are now in possession of outlines of their S4-6 courses and further details will be released over

the course of the next year.

What is a ‗Curriculum Rationale‘?

This is a statement of the purpose of our school‘s curriculum or, put simply, what we are trying to do with

young people who enter our building.

The curriculum is the totality of learning experiences children encounter and our school‘s rationale is

printed on the next page. You will notice that it has a date on it. That is because we review it each year.

We are really pleased with our Curriculum Rationale because it fully reflects the extensive discussions that

have taken place across the school in recent years. Do let us know what you think about it, and we ask

parents for feedback on our Curriculum Rationale when we review it each academic year.

So what does the ‗High Level Curriculum Plan‘ say?

The High Level Curriculum Plan is a set of diagrams which explain exactly how many periods each student

will spend in each subject. It is guided by five key principles:

Curriculum for Excellence will be primarily delivered in our school by very high quality learning

experiences in all of our classrooms. This will be the key focus of all school development in the coming

years

The plan is how we will develop the school‘s aims and values and the school‘s curriculum rationale

The plan will be reviewed on an annual basis

The plan outlines the core school curriculum. Many further programmes and courses will ensure that

the needs of all learners are met The plan includes a comprehensive learning skills programme for S1-3 students.

What is the purpose of the S1-3 curriculum?

Through our S1-3 curriculum we are trying to ensure that all students can experience the key principles of

Curriculum for Excellence. Namely, that they experience:

challenge and enjoyment

breadth

progression

depth

personalisation and choice

coherence


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relevance

We have to ensure that all students experience what is called a ―Broad General Education‖ from S1-3, but

we also have to allow a great deal of personalisation, or choice.

Each Curricular Area (see next page) will take a different approach here. For example, Science offer a

common course in S1-3. In Social Studies students experience a common course in S1 and 2 but select one

subject in S3. Individual Curricular Areas will make their own decisions about how students can best meet

experiences and achieve outcomes whilst specialising appropriately.

Curriculum Rationale—2012-13

Our school‘s curriculum

Reflects our school‘s aims and values:

Encourages our young people to:

Offers opportunities to our young people to improve their school and their community

Offers continuity of learning

Sources: CfE materials, PLHS aims and values, Feedback from 18.11.10 PLHS planning day

S2 Health Day 2011

- community

- learning

- achievement

- happiness

- respect

- be curious

- make good decisions

- show initiative

- think things through

- push themselves hard

- make choices, take ownership and plan their learning

- be aware of their progress


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So what does the curriculum look like in 2012-13?

This session all S1,S2 and S3 students are experiencing Curriculum for Excellence. The diagram below

shows the way in which the 27 periods are divided amongst the different subjects.

Subject

Depts

Periods 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

S3Soc Su TechOption

A

Option

B

I

T

VRE

I

T

VRE S2

S3L

2

LMaths Language

Health &

Wel lbeingScience

Exp

Arts

S1

S2L

2

LMaths Language Health & Wellbeing Science Exp Arts Soc Su Tech

Exp Arts Soc Su TechPL

Chall

I

T

V

RES1L

2

L

Maths Language Health & Wellbeing Science

Whole

School

MathsEnglish,

Mod LangHE, PE, SE

Biol, Chem,

Phys

Art, Drama,

Music

Geog, Hist,

Mod St

Bus Ed, CDT,

Computing

PL Chall,

ITV, L2L

Curriculum Diagram 2012/13Curricular Areas

Numeracy LanguagesHealth &

WellbeingScience

Expressive

Arts

Social

StudiesTechnologies

RE

There are eight ―Curricular Areas‖. In Numeracy students study three periods of Mathematics in S1-3.

Within Languages students study three periods of English and two periods of Modern Languages. Health

& wellbeing time is divided between PE, Home Economics and Personal & Social Education. Social

Studies, Technologies, Sciences and Expressive Arts each provide students with seven periods of study

over the course of S-3. All students will continue studying one period of Religious and Moral Education

in S1 and S2.

We have retained the very successful PL Challenge in S1. We are convinced that this flexible learning

challenge offers our students meaningful opportunities to learn in new ways.

You will also notice that all S1-3 students encounter ―L2L‖. We are very excited about the introduction of

this comprehensive learning skills programme. If our students are to be able to maximise their learning

potential then they need to know as much as possible about themselves as learners. You will hear more

about this programme in the coming years and we will shortly be providing more information on our school

website. Parents should note that this year S1 students are studying Module 1 of a three module programme

and S2 and S3 students are studying module 2 of the same course. Next session, students will be studying

all three modules over S1-3.

The Interventions (ITV) period in S1, 2 and 3 is likely to grow and change in the coming years. For session

2012-13 S3 students have this time as a library period but we are currently discussing how best to use this

time in future.

In S3 you will notice that the allocation of periods to curricular areas is broadly similar. However, there is

one big difference. Within each curricular area there is a much higher degree of ‗personalisation‘ ie student

choice. We also have two option columns where we offer a range of courses to students – everything from

additional opportunities to study traditional subjects to options such as Mobile App design! Much more

detail on our S3 Curriculum can be found on our School Website in the Publications page.

(www.prestonlodge.net).


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What modern foreign language will my child learn?

Our Modern Languages Department are currently running a new programme of study in S1. All S1 students

begin their secondary foreign language experience by participating in an Italian transitions unit. The main

language encountered in S1 and S2 will still be French but each student will also experience a short block of

German and Spanish over the course of their first two years in our school. In session 2012-13 we slightly

altered this approach but our plans still include all of these languages. This is very ambitious, and we are

confident that this wider experience of modern foreign languages will provide great benefit for our students.

So how many subjects will my child study in S4?

This has yet to be resolved. Discussions are currently taking place across the East Lothian secondary

schools. There are a range of opinions about the best way to offer progression into S4 and we are currently

participating actively in the resolution of this issue!

So what happens next?

We are now focusing on introducing our new S3 curriculum whilst planning for the introduction of a fourth

year of Curriculum for Excellence in 2013-14. We will also inform parents next session about what our S4-

6 structure will look like. Watch this space.

The S4 Curriculum in session 2012-13

In S4 certificated subjects are available at Standard Grade, or in National Qualifications courses at Access or

Intermediate level.

All students are expected to study a certificated course in

English

Maths

French or German

A Science (Biology, Chemistry, Physics)

A Social subject (Geography, History, Modern Studies or Business Management)

In addition, all students must undertake one period a week of RME, PE and PSE. Full course choice

booklets are issued to all students entering S3 and S5/6 and are available from the school office. The range

and levels of the courses we offer can be tailored to suit particular needs of students. All S4 students

undertake one week of work experience as preparation for the world of work.

The S5 and S6 Curriculum

Students entering S5 are currently offered Intermediate I, Intermediate 2 and Higher Grade courses which

allow them to continue the study of subjects taken in S3/4. Students entering S6 are also able to study a

range of subjects at Advanced Higher level. Some of our students access courses at college and in other

schools. Preston Lodge also caters for students from other East Lothian secondary schools and supported

self-study programmes will be offered where appropriate. We are currently planning for a new structure in

our senior curriculum.

Religious and Moral Education

We believe that any school that ignores the religious and spiritual dimensions of life cannot offer a complete

education to its students. We are therefore committed to high quality religious and moral education within

Preston Lodge, and we comply with the Government‘s requirements in this area. Our courses never attempt

to indoctrinate, persuade or compel students to accept a particular belief; the aim is rather to allow them to

make informed choices or, if they so desire, no choice at all.

S1 and S2 – beliefs and practices of major world religions are studied alongside personal and social

issues.


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In S3 students look at how religion affects life and how beliefs affect how we live and behave.

In S4 students explore the nature and meaning of existence and contemporary modern issues.

We also have a regular spiritual input to our assemblies from local faith organisations.

Parents have a legal right to withdraw their children from RME if the principles of the subject are in conflict

with home beliefs. In such cases please contact the Head Teacher.

Music Tuition

Free instrumental tuition is given by visiting music specialists. If your child is already receiving tuition in

Primary school, this tuition will automatically continue on transfer to Preston Lodge.

Opportunities exist for S1 students who show an aptitude for Music to begin instruction. Instruments are

usually supplied by the school. All students receiving tuition are strongly encouraged to play in the school

orchestra and other musical ensembles.

Paul Holywood helps out Brooke Ritchie, who was competing in the UK Final of the Grain Chain Inspire competition


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Prospectus 2013-14

1

Appendix 1: School Exam Results

East Lothian Council

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

Percentage of Students who have achieved…

5+ SCQF Level 3 or

Better

5+ SCQF Level 4 or

Better

5+ SCQF Level 5 or Better

1+ SCQF Level 6 or

Better

3+ SCQF Level 6 or

Better

5+ SCQF Level 6 or

Better

1+ SCQF Level 7 or

Better English Maths

English & Maths

S4 Cohort

Roll

5 or more Credit Level Standard

Grades or Intermediate 2s

1 or more Higher

3 or more Highers

5 or more Highers

Achieved by end of S3

0 0.00% 0 0.00% 0 0.00% 1 0.00% 0 0.00% 0 0.00% 0 0.00% 0 0.00% 86 0.00% 0 0.00% 0


1051 95.98% 901 82.28% 420 38.36% 6 0.55% 1 0.09% 1 0.09% 1 0.09% 1075 98.17% 1068 97.53% 1056 96.44% 1095


1040 96.39% 922 85.45% 594 55.05% 522 48.38% 308 28.54% 148 13.72% 4 0.37% 1069 99.07% 1069 99.07% 1051 97.41% 1079


1052 97.95% 939 87.43% 628 58.47% 591 55.03% 430 40.04% 305 28.40% 187 17.41% 1077 100.28% 1052 97.95% 1040 96.83% 1074


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

Percentage of Students who have achieved…

5+ SCQF Level

3 or Better 5+ SCQF Level

4 or Better 5+ SCQF Level

5 or Better

1+ SCQF Level 6 or

Better

3+ SCQF Level 6 or Better

5+ SCQF Level 6 or

Better

1+ SCQF Level 7 or

Better English Maths

English & Maths

S4 Cohort

Roll

5 or more Credit Level Standard

Grades or Intermediate 2s

1 or more Higher

3 or more Highers

5 or more Highers

Diet 2012 Achieved by end of S3 0 0.00% 0 0.00% 0 0.00% 0 0.00% 0 0.00% 0 0.00% 0 0.00% 0 0.00% 0 0.00% 0 0.00% 0

Achieved by end of S4 211 96.35% 178 81.28% 70 31.96% 1 0.46% 0 0.00% 0 0.00% 0 0.00% 217 99.09% 210 95.89% 209 95.43% 219




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The Scottish Credit and Qualifications Framework

The SCQF mentioned in the table is a way of comparing the wide range of Scottish qualifications. It covers

achievements from school, college, university and many work-based qualifications. It does this by giving

each qualification a level and a number of credit points. The level of a qualification shows how difficult the learning is.

There are 12 Scottish Credit and Qualifications Framework (SCQF) Levels which provide an indication of

the complexity of qualifications and learning programmes. SCQF Level 1 is the least demanding and SCQF

Level 12 is the most demanding. SCQF Levels are based on a single set of Level Descriptors that are the

common reference points and definitions which provide a way of recognising learning that is outcome-based and quality-assured.

Each level is described in terms of its characteristic general outcomes under five broad headings. These are:

knowledge and understanding - mainly subject-based;

practice (applied knowledge and understanding);

generic cognitive skills - e.g. evaluation, critical analysis;

communication, numeracy and IT skills; and

autonomy, accountability and working with others

In schools, students work towards qualifications from SCQF Level 1 to 7 through a range of SQA courses.

The following table shows where the different SQA awards sit within the SCQF framework:

SCQF Level SQA Awards

Level 7 Advanced Higher A-C and Scottish Baccalaureates

Level 6 Higher A-C and Skills for Work Higher

Level 5 Standard Grade Credit (Grade 1-2), Skills for Work Int 2 and Intermediate 2 Pass A-C

Level 4 Standard Grade General (Grade 3-4), Skills for Work Int 1 and Intermediate 1 Pass A-

C

Level 3 Standard Grade Foundation (Grade 5-6), Skills for Work Access 3 and Access 3 Pass

Level 2 Access 2 Pass

Level 1 Access 1 Pass

The complete list of SCQF Levels is available to view in the ‗SCQF Ready Reckoner‘ on the SQA

http://www.sqa.org.uk/sqa/4595.html

We have highlighted two results in the table. 31.96% of our current S5 students achieved five or more

credit passes in their S4 exams. 16.67% of our S6 students achieved three or more Highers in S5.

http://www.sqa.org.uk/sqa/4595.html

Preston Lodge High School Prospectus 2013-14

Appendix 2 - Information Provided by East Lothian Council

EAST LOTHIAN COUNCIL

Department of Services for People

Communication

School Communication with Parents

The Children (Scotland) Act 1995 amended the definition of "parent" in the Education (Scotland) Act 1980

to "Parent includes guardian and any person who is liable to maintain or has parental responsibilities in

relation to, or has care of, a child or young person".

Communication with parents can take many forms and have many purposes. Schools are supported by East

Lothian Council to use a range of ways to ensure that all parents have the information that they need to

support their own child‘s learning and to help them become involved in the life of the school.

Divorced/Separated Parents – Information Effective communication between the school and parents is vital. This can sometimes be difficult when

parents separate or divorce. If parents are separated or a divorce was granted after November 1996 both

parents will retain parental responsibilities, unless the court has specifically removed those responsibilities.

In relation to placing requests, appeals against certain educational decisions and access to pupils‘ records

both parents will normally have equal rights. Even if a divorce was granted prior to November 1996 the

parent without custody may not have lost all rights to information and to be involved in decision-making.

The above definition may also give others rights.

Schools will therefore request the names and addresses of both parents at the time of enrolment and at the

annual update of data. The parent/s with whom the pupil resides will automatically receive all

communications from the school. If a parent lives away from the family home they will, when the school is

first informed of their address, receive a Recorded Delivery letter enquiring whether or not they wish to

receive information about their child‘s education. If no reply is received it will be assumed they do not wish

to be kept informed and there will be no further communication unless a request for information is

subsequently received. If they wish to be kept informed they will receive copies of all communications

regarding the pupil including copies of reports and notification of Parents‘ Meetings. The parent with whom

the pupil resides will be informed that this is happening.

The school is dependent on the parent with whom the pupil resides supplying the appropriate information i.e.

the address of the parent not living in the family home, details of Court proceedings prohibiting that parent‘s

involvement in the child‘s education or any other relevant documentation. Parents/Carers should note that

children can only be collected from school by the parent with whom they reside unless the parent/carers have

authorised an alternative arrangement. If someone else is to collect the pupil the school should be informed

in advance.

Complaints Procedures Most complaints can and should be resolved at school level. If you have cause for concern, the first person

to approach will normally be the Head Teacher. If a meeting is required with the Class or Guidance Teacher,

Head Teacher or another senior member of staff then this should be arranged as quickly as possible. If you

still remain dissatisfied then the procedures contained within ―How to make a comment, compliment or

complaint about a Council service‖ should be followed.

Further information can be obtained at: http://www.eastlothian.gov.uk/complaints

http://www.eastlothian.gov.uk/complaints


School Ethos

Creating a Positive Ethos

East Lothian Council schools endeavour to create a positive learning ethos in a variety of ways. Some

schools have taken on initiatives such as UNICEF‘s accredited scheme which promotes the learning of the

UN‘s Convention of Rights for the Child. Some schools have taken on approaches to promoting positive

behaviour such as restorative practice and/or the Nurturing Classroom/School. These are just some examples

of good practice in East Lothian.

More information can be found from the Scottish Government‘s website on ―Improving relationships and

promoting positive behaviour in Scotland’s schools” at:

http://www.scotland.gov.uk/Publications/2008/04/15100117/1

Anti-Bullying Policy

All schools have an Anti-Bullying Policy as part of East Lothian Council‘s Anti-bullying Policy and

incidents of bullying in schools are recorded as part of the Policy.

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

Anti-bullying East Lothian (A.B.E.L)

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

organisation that arose out of the strong desire of parents to do something for themselves to overcome the

devastating effect that bullying can have on children, their families and their community.

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

Parental Involvement

Parent Forum and Parent Council

The Scottish Schools (Parental Involvement) Act 2006 encourages and supports more parents/carers to

become involved in their children‘s education. The main aims of the Act are to:

Help parents/carers become more involved with their child‘s education and learning.

Welcome parents/carers as active participants in the life of the school.

Provide easier ways for parents/carers to express their views and wishes.

To help achieve these aims, all parents/carers will automatically be members of the Parent Forum at their

child‘s school and will be entitled to have their views represented to the school, education authority and

others, through a representative Parent Council for the school. As a member of the Parent Forum,

parents/carers will have a say in selecting their Parent Council (the representative body) to work on behalf of

all parents/carers at the school.

The role of the Parent Council is to:

Support the school in its work with pupils

Represent the views of all parents/carers

Encourage links between the school, parents/carers, providers of nursery education and the

community

Consult with and report back to the Parent Forum.

The Parent Council arrangements came into effect in August 2007. For more information on the Parental

Involvement Act or to find out about parents as partners in their children‘s learning contact the school or Val

McIntyre, Principal Officer, Services for People on 01620 827228 ([email protected]) or the

Parentzone website http://www.educationscotland.gov.uk/parentzone

Head Teachers now have a legal obligation to consult with their Parent Council to see what they would like

included in the School Handbook and ensure it is incorporated. However, the Scottish Government are

http://www.scotland.gov.uk/Publications/2008/04/15100117/1

http://www.eastlothian.gov.uk/antibullying

http://antibullyingeastlothian.org.uk/


http://www.educationscotland.gov.uk/parentzone


aware of the tight timescale for the 2013-2014 School Handbook, but discussions must take place at Parent

Council meetings and any decisions taken reflected in the handbook. It is anticipated that there will be

greater opportunity for parental involvement in future years.

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

Scottish Parent Teacher Council (SPTC)

The Scottish Parent Teacher Council is the national organisation for Parent Teacher Associations (PTAs) and

Parent Associations (PAs) in Scotland and runs an independent helpline service for all parents. You can

contact the Scottish Parent Teacher Council by telephone 0131-474-6199, by e-mail [email protected], the

website http://www.sptc.info or write to Scottish Parent Teacher Council, 15 Mansfield Place, Edinburgh,

EH3 6BB.

The Curriculum

Curriculum for Excellence

Schools follow the principles and practice of Curriculum for Excellence. This 3-18 curriculum aims to

ensure that all pupils will be successful learners, confident individuals, responsible citizens and effective

contributors. These four main aims are referred to as the Four Capacities and underpin the work that schools

do. Curriculum for Excellence comprises 8 curricular areas consisting of: Expressive Arts, Health and

Wellbeing, Languages (including English, Gaelic, Classic and Modern Languages), Mathematics, Religious

and Moral Education, Sciences, Social Studies and Technologies.

The curriculum is expressed in learning experiences and outcomes for learners. The principles of challenge

and enjoyment, breadth, progression, depth, personalisation and choice, coherence and relevance inform the

learning of all pupils All pupils will be encouraged at all stages to think about why they are learning a

particular topic and how associated skills can be used in real life and in other areas across the curriculum.

All pupils are engaged with teachers in planning and assessing aspects of learning and often have the choice

of topics and ways to present their learning. Whilst there are eight subject areas learning will often be linked

across subject areas to help children apply their knowledge and skills in new and different situations.

Further information on Curriculum for Excellence can be found at:

http://www.eastlothian.gov.uk/curriculumforexcellence

http://www.educationscotland.gov.uk/thecurriculum

http://www.educationscotland.gov.uk/thecurriculum/whatcanlearnersexpect/skillsforlearning.asp

Community Life and Leisure

Community Life and Leisure can facilitate enhanced learning opportunities for children through provision of

and support of:

School Library Service

Instrumental Music Tuition

Drama provision/Theatre

Educational visits in museums/projects.

Study Support and After School Activities

Sport

The Service is committed to facilitating access to the widest range of creative and learning opportunities and

supports a broad range of information services and access.

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

http://www.eastlothian.gov.uk/parentcouncils


http://www.sptc.info/

http://www.eastlothian.gov.uk/curriculumforexcellence

http://www.educationscotland.gov.uk/thecurriculum

http://www.educationscotland.gov.uk/thecurriculum/whatcanlearnersexpect/skillsforlearning.asp

http://www.eastlothian.gov.uk/communitylifeandleisure


Outdoor Education

Outdoor Education is provided to schools through the East Lothian Outdoor Education Service based in Unit

3, Musselburgh Racecourse Complex, Balcarres Road, Goosegreen Road, Musselburgh, East Lothian, EH21

7SR. The aim of the service is to provide first class experiences of outdoor education for schools and other

groups and to offer a support and advice service for outdoor activity in East Lothian.

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

Educational Excursions

Educational Excursions are designed and planned in accordance with the East Lothian Council's

comprehensive Guidelines.

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

Religious Observance

Religious observance should provide opportunities for the school community to reflect on, and develop, a

deeper understanding of the dignity and worth of each individual and their contribution to the school and

wider communities. In recognition of Scotland's Christian heritage, schools are encouraged to use the rich

resources of this tradition when planning religious observance. Many school communities contain pupils and

staff from faiths other than Christianity or with no faith commitment. This should be taken fully into account

in supporting spiritual development. It is of central importance that all pupils and staff can participate with

integrity in forms of religious observance without compromise to their personal faith stances.

At present school assemblies are the most common vehicle for delivering religious observance. There should

be a clear distinction between assemblies devised for the purpose of religious observance and assemblies for

other purposes such as celebrating success. Religious observance might include opportunities for class, year,

stage or whole school observance as well as involvement by pupils and others, including school chaplains, in

planning and presentation. There is a statutory provision for parents to withdraw children from participation

in religious observance. This right should always be made known to parents and their wishes respected. Parents should be provided with sufficient information on which to base a decision.

Where a child is withdrawn from religious observance, schools should make suitable arrangements for the

child to participate in a worthwhile alternative activity. In no circumstances should a child be disadvantaged

as a result of withdrawing from religious observance.

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

Assessment and Reporting

What is meant by assessment?

Assessment tells us what children and young people know, understand and are able to do. Assessment is a

process which supports your child‘s learning from Nursery through to S3 and not a series of events ―done to

them.‖ By involving your child in the whole process of learning and assessment and allowing them to take

responsibility for their own learning, it raises their standards of achievement and develops their skills for

learning, life and work. Progress therefore becomes a measure of your child‘s success in setting high

expectations and successfully achieving them.

What is assessed?

Curriculum for Excellence comprises 8 curricular areas consisting of: Expressive Arts, Health and

Wellbeing, Languages (including English, Gaelic, Classic and Modern Languages), Mathematics, Religious

and Moral Education, Sciences, Social Studies and Technologies.

There are also three key areas which all teachers are responsible for teaching Literacy across learning,

Numeracy across learning and Health and Wellbeing across learning.

Assessment and Reporting across East Lothian Schools

Each curriculum area is broken down into a set of experiences and outcomes. These experiences and

outcomes in each area are then grouped as Early Level (Nursery—P1); First Level (P2-P4); Second Level

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http://www.eastlothian.gov.uk/educationalexcursions

http://www.eastlothian.gov.uk/religioninschools


(P5-P7); Third and Fourth Levels (S1-S3). The Experience describes the learning whilst the Outcome

represents what the learning will achieve. This is often explained from the pupil‘s perspective as an ‗I

can....‘ statement.

What‘s in an ―outcome‖?

The learning within each outcome is given to your child as a series of learning intentions.

Each learning intention is supported by success criteria which are your child‘s steps to achieving

success in learning.

As each pupil achieves the success criteria, teachers and your child can both see the progress in

learning which is being made across outcomes within each curricular area.

How are we assessing?

Teachers look at a range of evidence of learning which your child has produced before summing up his/her

progress at that point in time. Some concrete examples of evidence might be:

Self-assessment of a written story focusing on paragraphing, use of descriptive language and a

coherent plot.

A maths ―check-up‖ worksheet on equivalent fractions.

A PowerPoint presentation on a country‘s climate, land composition and geographical landmarks.

A teacher‘s observation of ball control in P.E.

Evidence of children and young people's progress and achievements will come from day-to-day learning and

through the things they may write, say, make or do.

How do teachers report on your child‘s progress?

Progress is now defined as ―how much‖ and ―how well‖ your child is learning, and not solely on ―how fast‖

although pace is still important. The new curriculum is designed to enable your child to achieve greater

breadth and depth of learning whilst also securing the development of skills and knowledge. Therefore

reporting must now include information on progress which is either developing, consolidating or secure

depending on how well your child has developed a breadth of learning, in challenging aspects and applied

this learning in other curricular areas or contexts.

If your child has had opportunities to show breadth, challenge and application in the different curricular

areas, but has not evidenced each through their learning and across a level, the teacher may report that your

child is ―developing.‖

If your child demonstrates a range of evidence, where he/she has met challenges and deepened his/her

learning, then your child will be ―consolidating‖ their progress.

If your child has demonstrated that they have knowledge and understanding and skills across a breadth of

learning, whilst meeting challenges across this breadth to deepen their learning and applied all of this in

another context or curricular area consistently, then the teacher will report that your child is ―secure.‖

There is a range of ways in which your child‘s teacher reports on his/her progress. Here are a few examples:

―Learning Stories‖ are used to build a picture of progression for your child in each curricular area.

Pupil reports are used to sum up your child‘s progress in learning across the curriculum.

E-portfolios are used to provide ongoing evidence of your child‘s progress.

All learning is a journey of progress, which is rarely linear and takes many routes and pathways. Your child

may take longer to progress in some areas in order to ensure the security that will enable them to make

progress confidently.

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

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

When do schools assess?

Assessment takes place as part of everyday learning and teaching, periodically and at key transitions. As

part of everyday learning, teachers are continuously assessing their pupils‘ progress using learning intentions


and success criteria as measures of pupils‘ success. From time to time, teachers will use tests to assess

children and young people's progress and achievements in order to be able to plan ahead, record and report

on progress and support learners.

Transitions are the moves children and young people make, from home to nursery, from stage to stage, from

primary to secondary, to further education and employment. Information about a learner's progress and

achievements will be passed on to make sure that their broad general education continues at the correct level

and at an appropriate pace for them.

Where can I find out more information about assessment and reporting?

Your child‘s school will be able to provide you with more information on how they carry out specific

assessments and how they report on your child‘s progress.

Further information can be found at:

http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/index.asp


http://www.educationscotland.gov.uk/thecurriculum/howisprogressassessed/stages/index.asp

Transitions Enrolment

If you want your child to go to their district school, you should register your child directly with that school.

You will need to provide your child's birth certificate and two pieces of proof of residence showing your

current address (one of which must be your most recent council tax assessment letter or book and a recent

utilities bill dated within the last six months). You must show these at the school by the beginning of

December (please contact your district school to check enrolment days). This allows the Department of

Services for People to give your child, as a resident in the school's catchment, priority for a place. Further

information can be obtained by e-mailing [email protected]

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

Pupil Placement

The law allows parents to express a preference for a different school (such a school is often referred to as a

non-district school) rather than placing their child in their local school. The Council is obliged to grant a

placing request wherever possible. While most requests are granted in some cases this is not possible. The

Council can only refuse a placing request if any of the criteria as per Section 28A (3) Education (Scotland)

Act 1980 is met. If a placing request is refused the parent has the right to appeal this decision. An appeals

panel will hear the appeal and if they come to the conclusion that they do not think the grounds of refusal

quoted stand or that even though the grounds of refusal stand it is still inappropriate to refuse the place, they

can overturn the decision and the child would be allocated a place in that school.

Pupil placement process must meet set timescales, all requests received by 15 March must be considered at

the same time. Parents must receive the outcome of their request before the end of April. If a school is

oversubscribed detailed reports outlining all the placing requests for that school are presented to the Pupil

Placement Sub Committee for approval.

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

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

Reserved Places/Roll Capping in Schools

The Department of Services for People obtain information on the migration of pupils from certain schools

where we may need to reserve places for incoming district pupils. Reserving places is crucial in areas where

there are high levels of house build or high migration into catchment. This also informs whether it will be

necessary to roll cap certain stages within a school or the whole school to maximum number.

By the end of December we have received class organisation returns from primary and secondary schools for

the next school year. This information is vital as it informs the Department of how many district pupils have

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http://www.educationscotland.gov.uk/thecurriculum/howisprogressassessed/stages/index.asp


http://www.eastlothian.gov.uk/enrollingyourchild

http://www.eastlothian.gov.uk/choosingaschool

http://www.eastlothian.gov.uk/PlacingRequests


enrolled and the number of non-district places that can be granted. It is also an early warning for any

problems i.e. over school capacity or large increases in pupils‘ numbers because of house build. Detailed

reports requesting roll capping of schools or retaining places for pupils moving into the catchment area are

always presented to Council Committee for Education for approval.

School Catchment

Every school has a catchment area; each catchment area has clear boundaries. Children living in the

catchment area are given priority for places in this school. Entitlement to a place in a school is based on

home address and not on attendance at an associated school or nursery class. In some areas there are

separate Catholic schools available for parents wishing their child to be educated in this type of school.

Children living in the catchment area and baptised in the Catholic faith are given priority for places in this

school.

East Lothian has 6 secondary schools, 35 primary schools and 3 nurseries. Each primary school in East

Lothian feeds into a corresponding secondary school (click on the link to view details). The boundary lines

for each primary and secondary school catchment area in East Lothian for the most remain so since circa

1980‘s, and were originally recorded on printed copies of A-Z street maps and Ordnance Survey Maps. To

improve accessibility of information, each school catchment area map was re-digitised for public use on the

East Lothian Council‘s website, as approved by Council Committee for Education in May 2011.

The catchment boundary lines are available to view via:

http://www.eastlothian.gov.uk/site/scripts/download_info.php?downloadID=1588

For an overview map of all the catchments, download the following map from the East Lothian Council

website. There are no catchment boundaries for nursery provision.

More Choices More Chances

East Lothian's More Choices More Chances action plan aims to reduce the number of young people not in

education, employment or training. This involves a number of interventions offered to school age young

people to better prepare them for the world of work including: extended work experience placements,

vocational courses and vocational certificates and employability courses. East Lothian Council also runs Get

Ready for Work (a Scottish Government grant funded programme) for young people who have left school to

further support them into sustained employment and further education. The More Choices More Chances

partnership includes Jewel and Esk College and other learning providers.

Support for Pupils

Pupils Who Have Additional Support Needs

All East Lothian schools offer a range of support for children and young people with additional support

needs. There are a number of additional services both within the Authority and from external agencies that

offer enhanced support to pupils with additional support needs.

Provision and resources are accessed through the local authority‘s processes of resource allocation and

Staged Assessment and Intervention, in consultation with professionals, the child or young person and their

family.

The Council‘s Policy document ―Framework for Meeting Additional Support Needs‖ provides a framework

for full and effective inclusion of pupils who have additional support needs. The Authority has an

Accessibility Strategy for schools which enables access to Communication, Environment and the Curriculum

for all pupils. Schools also take account of the Equalities Act 2010.

The Education (Additional Support for Learning Act) (Scotland) 2004 (amended 2009) The Education (Additional Support for Learning Act) (Scotland) 2004 (amended 2009) states that:-





A child or young person who has additional support needs, and also his/her parents or carers, should

be involved in any decisions-making. They can have a supporter with them at meetings or have an

advocate present to present their case for them. A young person‘s views must be taken into account

for post-school transitions.

Young people and parents/carers should be provided with information and advice about their own, or

their child‘s additional support needs. They can also request, at any time, an assessment to establish

additional support needs or if a Co-ordinated Support Plan is required, or for a Co-ordinated Support

Plan to be reviewed.

A young person who has additional support needs or his/her parent or carer can make a placing

request to another education authority or an independent school.

The local authority is required to prove a free mediation. Common Ground Mediation is East

Lothian Council‘s provider. It promotes collaboration between parents, children, school and

education services. Anyone involved in a disagreement can access this service.

Young people and parents or carers can make an application to use the free, national Dispute

Resolution process to resolve certain types of dispute.

Young people and parents or carers can appeal to the national Additional Support Needs Tribunal to

challenge a decision about a Co-ordinated Support Plan and certain other matters relating to

additional support needs. Free advocacy can be provided for this.

Information is available from the Department of Services for People, Business Unit, John Muir House,

Haddington, East Lothian, EH41 3HA.

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

Enhanced Transition for pupils with Additional Support Needs All children and young people go through a number of transition stages in their school education when they

move from one setting to another. Children and young people with additional support needs will need

different levels and types of support. In East Lothian, we manage this through the Staged Assessment and

Intervention Framework. The team working with the child or young person, the child or young person

themselves and their parents are best placed to decide on the level of planning and the nature of intervention

needed.

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

East Lothian Educational Psychology Service

Educational Psychologists are part of the Department of Services for People. Educational Psychologists

make regular visits to all nursery, primary and secondary schools.

What do Educational Psychologists do? Educational Psychologists work collaboratively with other

professionals, parents and carers, to help children and young people overcome barriers to learning. They

support school staff to enhance learning environments, to ensure they are effective for all children and young

people, whatever their learning needs.

How does an Educational Psychologist become involved with my child? If you have any concerns about

how your child is getting on at school, the first thing to do is share them with school staff. If staff feel that

an Educational Psychologist may be able to help, they will contact their link Educational Psychologist for a

consultation or invite them to a staged assessment meeting in school. If the Educational Psychologist is

going to become formally involved with your child, then parental permission for this will always be sought.

You are also welcome to contact the Educational Psychology Service directly if you would prefer.

You can contact the Educational Psychology Service , Telephone number 01620 827827 or write to East

Lothian Council, Educational Psychology Service, John Muir House, Haddington, East Lothian, EH41

3HA.

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

http://www.eastlothian.gov.uk/additionalsupportneeds

http://www.eastlothian.gov.uk/transition

http://www.eastlothian.gov.uk/educationalpsychology


Professionals visiting schools/information sharing and confidentiality Schools can call on professionals from a number of different agencies/services for help and advice. These

include Educational Psychologists, Outreach Teachers, officers within Department of Services for People,

School Doctor, School Nurse, Careers Advisor, Social Worker and the Integration Team. Formal referral to

any of these agencies/services would only take place with the consent of parents/carers. There will however

be occasions when issues may be discussed in confidence without formal referral and therefore without such

consent. If parents are concerned about this they should contact the school for further information.

In Secondary schools individual pupils may be discussed at a School Liaison Group. This is attended by

representatives from the school, Community Child Health, Community Development, Education Welfare

Service, Psychological Services, Integration Team and Children‘s Well-being. The meeting considers

strategies to help pupils having difficulties in school. All matters discussed in these meetings are understood

to be strictly confidential. Parents are not invited to these meetings in every secondary school.

Exceptional circumstances in which information may be disclosed without consent

Disclosure of personal information without consent may be justified where failure to do so may expose the

service-user or others to risk of serious harm. Staff should always make every effort to gain consent but the

health and safety of the individual has primacy over the right to confidentiality. Exceptional circumstances

include:

Child Protection: staff should adhere to the Edinburgh and Lothians Inter-agency Child Protection

Procedures.

Protecting vulnerable adults

Protection of Children (Scotland) Act 2003

Life threatening or dangerous situations, for example, where a young person:

shows signs of physical, emotional or sexual damage

is at risk of significant harm or threatening suicide.

Child Protection Procedures

Edinburgh, the Lothians and Borders, including East Lothian Council, have reviewed and re-issued the

―Inter-Agency Child Protection Procedures‖. The Procedures promote a high level of inter-agency co-

operation when working with children who may be in need of protection. Training is available for all staff in

East Lothian Council to ensure that their skill and commitment is used effectively in identifying and

protecting children who have been abused or may be at risk of abuse. The Procedures will further encourage

the partnership that exists between the Department of Services for People, Health and the Police in East

Lothian and will help towards building a partnership with parents in carrying out our duties and

responsibilities to East Lothian children and young people.

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

Children and Young People who are looked after

Children and Young People who are looked after or looked after and accommodated (LAC) and have

additional support needs as directed by the Education (Additional Support for Learning Act) (Scotland) 2004

(amended 2009). Schools are very aware of who their LAC pupils are and the supports and strategies which

may be required to meet their diverse needs. The Educational Psychology Service works closely with

schools and staff from Children‘s Well-being to support these often vulnerable young people. Currently

there is a research project being undertaken to investigate the impact of exclusion on pupils who are LAC.

This is a joint project led by professionals from Education and Children‘s Well-being.

Team Teach

We pride ourselves in East Lothian on providing a safe learning environment for our pupils. Sometimes,

some of our children may get anxious or agitated, and we will do our best to help pupils using

communication skills, distraction techniques and removing triggers where possible.

However, there may be times when children need more help, this may require staff's physical support to

intervene and ensure the pupil‘s own safety, or that of other pupils and staff, or that property is not seriously

damaged. In East Lothian, we have adopted the Team Teach approach to manage challenging behaviour,

and staff are trained and accredited to use a range of techniques.

http://www.eastlothian.gov.uk/childprotection


All incidents where it has been necessary to use physical intervention with the children are recorded in

school, and parents are informed as a matter of course. Children who are likely to need help in this way will

have a Positive Handling Plan that will be discussed with you, and consistently followed by all school staff.

We will also ask you to share this information with other people/agencies supporting your son/daughter, e.g.

transport, respite, link family, etc. If you have any questions about how we manage behaviour at school, or

about the Team Teach approach please contact the Head Teacher.

School Improvement

The Standards in Scotland‘s Schools Act (2000) requires that every local authority aims to secure

improvement in the quality of school education which is provided in the schools managed by them. As part

of East Lothian Council‘s legislative duty to ensure that schools are supported in improving standards for

pupils each year, evaluation visits are carried out in every school twice during each school session. By

focusing on improvements in performance during these visits, schools are supported in ensuring high

standards are achieved and maintained. A Quality Improvement Officer carries out each of these visits.

The Role of Quality Improvement Officers

Currently there are five Quality Improvement Officers, two of whom are seconded until August 2013. The

two seconded Quality Improvement Officers have a remit that encompasses authority and school

developments relating to Curriculum for Excellence, while the permanent Quality Improvement Officers

have responsibility for support and challenge across all schools, but there is overlap between the roles.

Responsibilities to individual schools include the following for Quality Improvement Officers:

Provide support pre, during and post Education Scotland Inspection

Support and monitor development planning ensuring links to How Good Is Our School? Child at the

Centre and Service Improvement Framework outcomes

Provide advice on staffing/finance/resources issues

Support development/progression of Curriculum for Excellence

Analyse and use data to challenge schools to raise attainment and achievement

Participate in the appointment of senior members of school based staff

Provide support in the resolution of disciplinary matters; complaints; and other school based issues

Devise and promote strategies to address areas where performance should be improved; monitor and

report on progress

Undertake evaluation visits to all schools and provide reports as appropriate.

The three substantive Quality Improvement Officers each have two clusters of schools within their remits:

1) Dunbar & Tranent

2) Haddington & Prestonpans

3) Musselburgh & North Berwick

The Quality Improvement Officer also supports a range of cluster activities, e.g. transition events, training

afternoons etc. Other important elements within the Quality Improvement Officer role include:

Monitoring of children who are home educated

Parental complaints

Freedom of Information Requests

Chairing cluster moderation meetings for Exceptional Needs resource allocation

Reporting to Scottish Government, Education Scotland, e.g. on Curriculum for Excellence

implementation

Managing Local Authority educational developments, e.g. Leadership Development, Assessment &

Moderation

Involved in the recruitment and selection process of Head Teachers and Depute Head Teachers.


Local Authority Policies and Practical Information

Composite Classes

There are composite classes in most schools across East Lothian. They help us to deliver effectively within

the school‘s budget and are based on pupil age. All classes whether composite or not, contain pupils of

different abilities and levels of development. Teachers are expert in how to structure learning for pupils of

differing abilities and composite classes do not pose any greater challenge than single-year classes. We

know that friendship groups are important and we encourage children to mix with their friends at break,

through whole-school or stage events. Parents should also create opportunities to maintain friendships and

encourage new ones.

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

Absence and Attendance

Parents are responsible for ensuring that their child attends school regularly and where an absence should

occur, informing the school as to the nature of non-attendance and possible length. In cases of unsatisfactory

attendance, the Head Teacher will call on the Child & Family Support Worker (Attendance) to visit the home

and discuss the problem with the parents. If such unsatisfactory attendance continues the Head Teacher,

following discussions with the Child & Family Support Worker (Attendance) and other agencies will decide

whether the case should be referred to the local Area Attendance Advisory Group. This Group has been

formed to make recommendations to the Executive Director of Services for People on the statutory

responsibilities of the Authority with regard to defaulting parents.

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

keep their child off school for some reasonable purpose, they are asked to write to the school before doing

so. Where pupils have a rearranged appointment during school hours e.g. dentist, hospital the pupil should

bring a note or appointment card to school before the appointment.

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

Transferring Educational Data about Pupils

The Scottish Government and its partners collect and use information about pupils through the Pupil Census

to help to improve education across Scotland. Below explains why we need this information, how we use it

and what we do to protect the information supplied to us.

Why do we need your data? - In order to make the best decisions about how to improve our education

service, Scottish Government, education authorities and other partners such as the Scottish Qualifications

Authority (SQA) and Skills Development Scotland need accurate, up-to-date data about our pupils. We are

keen to help all our pupils do well in all aspects of school life and achieve better examination results.

Accurate and up-to-date data allows us to:

plan and deliver better policies for the benefit of all pupils and specific groups of pupils

better understand some of the factors which influence pupil attainment and achievement

share good practice and target resources better

enhance the quality of research to improve the lives of young people in Scotland.

Data Policy - Information about pupils‘ education is collected through our statistical surveys in partnership

between the Scottish Government and Local Authorities through the ScotXed Programme which aims to help

schools and Local Authorities by supporting efficient collection, processing and dissemination of statistical

information. The Scottish Government then provides analysis of the data to support research, planning,

management and monitoring of education services as well as to produce National Statistics publications.

Education data within Scottish Government is managed effectively by secure systems and is exploited as a

valuable corporate resource, subject to confidentiality restraints. As part of its data policy, Scottish

Government will not publish or make publicly available any information that allows individual pupils to be

identified, nor will data be used by Scottish Government to take any actions in respect of individuals. Data is

held securely and no information on individual pupils can or would be made publicly available by Scottish

Government.

http://www.eastlothian.gov.uk/compositeclasses

http://www.eastlothian.gov.uk/attendance


The individual data collected by Scottish Government through the Pupil Census is used for statistical and

research purposes only.

Your data protection rights - The collection, transfer, processing and sharing of ScotXed data is done in

accordance with the Data Protection Act (1998). We also comply with the National Statistics Code of

Practice requirements and other legislation related to safeguarding the confidentiality of data. The Data

Protection Act gives you the right to know how we will use your data. Fuller details of each individual

ScotXed survey, including the purpose of each and the published data, can be found on the ScotXed website

https://www.scotxed.net

Scottish Government works with a range of partners including Education Scotland, Skills Development

Scotland and the Scottish Qualification Authority. On occasion, in order to help meet our aim of improving

the life of young people in Scotland, we may make individual data available to partners such as the National

Registers of Scotland to carry out research relating to the national population census and also academic

institutions and organisations to carry out additional research and statistical analysis to meet their own

official responsibilities. Any sharing of data will be done under the strict control of Scottish Government,

and will be consistent with our data policy. This will ensure that no individual level data will be made public

as a result of the data sharing and that these data will not be used to take any actions in respect of an

individual. Decisions on the sharing of data will be taken in consultation with relevant colleagues and

individuals within and out with Scottish Government. At all times pupils‘ rights under the Data Protection

Act and other relevant legislation will be ensured. Concerns - If you have any concerns about the ScotXed

data collections you can email the Head of Schools Analysis, Mick Wilson, at

[email protected] or write to The ScotXed Support Office, Victoria Quay, Leith, EH6 6QQ.

Alternative versions of this page are available, on request from the ScotXed Support Office, in other

languages, audio tape, Braille and large print.

Consulting with pupils

Under the Children (Scotland) Act 1995 the views of children should be taken into account when major

decisions are being made which will affect their lives. Generally children over 12 are presumed in law to

have a view but younger children may also be mature enough to have a view and should be given the

opportunity to express it. While schools may not be bound by this they do consult with their pupils and the

methods used will should be included in the handbook. This could include formal consultation through Pupil

Councils, pupils co-opted to Parent Councils, questionnaires, suggestion boxes, review and planning

meetings, as well as arrangements to consult with individual pupils at appropriate times (subject choice,

exclusions etc.).

Exclusions of pupils

Exclusion from school is used on occasions when the safety of the pupil concerned or others is at risk if the

pupil remains in school. The period of exclusion should be as short as possible and used as a ―breathing

space‖ to enable the school/family/other agencies to work together to support the child/young person to

return to school successfully.

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

Assistance with Provision of School Clothing

East Lothian Council operates a scheme of provision to ensure that a pupil is sufficiently and suitably clad to

take full advantage of the education provided. Families in receipt of Income-Based Job Seekers Allowance,

Income Support and Income Related Employment and Support Allowance will qualify for such a scheme.

Other cases may be considered in the case of exceptional personal circumstances. Parents who wish to apply

for the scheme should complete an application form which is available from the Department of Services for

People, Business Unit, John Muir House, Haddington, EH41 3HA.

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

Free School Meals

Under the Education Committee policy, children in attendance at schools under the management of the

Council are entitled to free school meals if their parents are in receipt of Income Support or Income-based

https://www.scotxed.net/


http://www.eastlothian.gov.uk/exclusion

http://www.eastlothian.gov.uk/schoolclothingandfreeschoolmeals


Jobseekers Allowance or Income Related Employment and Support Allowance or Child Tax Credit but NOT

Working Tax Credit with an annual income of less than £15,860 or Child Tax Credit and Working Tax

Credit with and annual income of less than £6,420. No other children are eligible for free meals. Further

information can be obtained from the Department of Services for People, Business Unit, John Muir House,

Haddington, EH41 3HA.

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

Education Maintenance Allowances (EMAs)

Education Maintenance Allowances (EMAs) have been available since August 2004 for young people aged

16 planning to continue their education in school. It is a weekly payment of £30.00 paid directly to pupils

from low-income families who stay on after the end of their compulsory schooling. Application Forms and

further information is available from Department of Services for People, Business Unit, John Muir House,

Haddington, EH41 4HA.

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

Employment of Children Children under the statutory school leaving age can only be employed within their term of the bye-laws on

the Employment of Children. These regulations do not permit the employment of children under 13 years of

age, and for those over the age there are limits on the hours and type of employment which are allowed.

Parents and employers must both complete an application form for an employment permit before the

employment begins. Forms and information are available from the school office. Further details can be

obtained from the Department of Services for People, Business Unit, John Muir House, Haddington, EH41

4HA.

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

Home Education

If parents wish to remove their child from mainstream education and home educate their child, they must

write to the Executive Director of Services for People in the first instance stating reasons for this withdrawal

and ask for permission.

Families are contacted by the Department of Services for People annually and offered the opportunity to

meet a Quality Improvement Officer and discuss the education provision for the child/children. If a family

declines a meeting, they must submit information, in writing, about how they are meeting the educational

needs of their child/children.

All enquiries made about home education are recorded in the department and a letter is sent to the family.

Included with the letter is a leaflet for parents/carers giving details of websites offering advice and support.

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

Transport: Policy of the Council and Local Arrangements The Council's current policy is to provide home to school transport for those pupils attending the district

school who live more than two miles from that school. Bus passes are issued where public transport exists

and contract transport is arranged where there is no suitable public transport. Where there are vacant seats

on contract buses, these may be made available to pupils who are not normally entitled to free transport on a

"grace and favour basis" but must be applied for each session. These can be withdrawn should the seat be

required for pupils who qualify for this provision.

Travelling expenses are also met in the case of any pupil whom the Council requires to attend a school other

than the district school, if the pupil meets the distance qualification and where appropriate, free travel is

provided for pupils receiving special education. Parents who choose to send their children to a school other

than the district school will not receive assistance in relation to travel to and from school.

http://www.eastlothian.gov.uk/schoolclothingandfreeschoolmeals

http://www.eastlothian.gov.uk/emas

http://www.eastlothian.gov.uk/employmentofchildren

http://www.eastlothian.gov.uk/homeeducation


Further information and an application form can be obtained from the school or from the Department of

Services for People, Business Unit, John Muir House, Haddington, EH41 3HA.

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

Road Safety

In East Lothian there are currently almost 15,000 nursery, primary and secondary school pupils. In 2011, 26

school age children were injured on East Lothian‘s roads. Nearly 33% of all pedestrian casualties occurred

to children in the 5-15 year age group.

East Lothian Council working with Lothian and Borders Police and other agencies are committed to reducing

the numbers and severity of road casualties. They have identified a number of important initiatives to help

reduce the number of road casualties. These will require a notable change of behaviour by everybody,

particularly from drivers in built-up areas.

These initiatives aim to reduce the number of car journeys to and from school by pupils, parents and staff to:

Encourage children to walk or cycle to school, thereby improving the safety for the pupil on the

journey to school

Provide pupils and parents with appropriate training to allow them and their children to journey to

and from school safely

Improve pedestrian safety in and around school

Raise awareness amongst pupils, parents, and staff of the wider health and environmental problems

associated with increase car use

Improve the local environment for everyone by reducing pollution, congestion and addressing safety

issues around the school.

Parents are asked to review their current or intended mode of travel to and from school and consider whether

or not it should be changed or modified to help the school, pupils, staff and other parents to reduce the

number of child casualties.

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

Health and Safety

The Department of Services for People has prepared statements of safety policy for all areas of its

responsibility in accordance with the Health and Safety at Work Act 1974. School staff are fully instructed

in their responsibilities in this respect, and safety regulations apply to aspects of school life, both on and off

the premises. It is expected that pupils will behave responsibly and comply with all safety requirements.

The support of parents in promoting good practice in health and safety matters is of great importance to the

school.

Medical Care Throughout their years at primary and secondary school, all pupils will be seen from time to time by a team

of specialists, Health Service and Department of Services for People staff to make sure they benefit as much

as possible from all that school has to offer, and to help them prepare for life after leaving school. The

School Health Service is part of the Community Child Health Service and has direct links with those who

carry out health checks on children before they start school.

Administration of Medical Procedures

All members of staff who have agreed to be trained in the administration of specific drugs to pupils suffering

from all epileptic seizure or a severe allergic reaction and who are required to apply specific drugs to those

pupils will be covered by East Lothian Council's Public Liability Policy.

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

http://www.eastlothian.gov.uk/schooltransport

http://www.eastlothian.gov.uk/roadsafety

http://www.eastlothian.gov.uk/adminofmedication


Emergency Closure of Schools

The first priority of the Head Teacher must be to keep the school open if at all possible. However, the early

closure (or part closure) of a school in an emergency may be required because of fire, flood, loss of building

services, extreme weather conditions or some other event. When children have to return from school at a

time earlier than normal, parents may not be able to arrange for them to be received at home by themselves

or by an adult who will look after them. Head Teachers must be reasonably satisfied that there will be a

responsible adult available to receive the child, and must be prepared to make arrangements for the

supervision of certain children in school, until the normal closing time of the school.

In these circumstances, the Head Teacher should consult with the Executive Director/Head of Education.

The Executive Director/Head of Education will use all of the information available both centrally and locally

to decide whether the school should be closed and whether this would be for pupils only or for the whole

school community. It should be noted that close contact will be maintained with the School Transport

Officer at East Lothian Council.

The Head Teacher will prepare and send to the Executive Director/Head of Education the relevant

information for notifying the media, through the Corporate Communications Team of East Lothian Council.

This information should include the name of the school which is closing, whether it is a partial or whole

school closure, i.e. to pupils; pupils and staff; community groups and the reason why the school is closing.

Information will also be required on how long the closure will be and how the media, parents, carers and

pupils will be informed when the school will be reopening. Once approval has been granted to close a

school, the Department of Services for People will notify the Corporate Communications Team to ask them

to inform the media and upload messages to the Council‘s communications channels, such as its Twitter

feed, intranet and the Council‘s website http://www.eastlothian.gov.uk. Whenever possible, schools will

update their own school website with this information.

Unacceptable Behaviour

East Lothian Council does not tolerate physical or verbal abuse towards staff. Such abuse is a criminal

offence and may lead to prosecution.

Schools within East Lothian

A list of all nursery, primary and secondary schools can be found at:

http://www.eastlothian.gov.uk/educationandlearning

Further information can also be found at:


http://www.eastlothian.gov.uk/




Useful Telephone Numbers

The undernoted staff are based within the Department of Services for People, John Muir House, Haddington,

EH41 3HA.

Executive Director of Services for People Don Ledingham 01620-827596

Head of Education Vacancy

Head of Children‘s Well-being Sharon Saunders 01620-827881

Quality Improvement Manager Sheila Ainslie 01620 827572

Principal Educational Psychologist Vacancy 01620-827587

Business Manager Richard Parker 01620-827494

Principal Inclusion & Equality Officer Fraser Parkinson 01620-827961

Parental Involvement Act (Parent Forums/Councils) Val McIntyre 01620-827228

Free School Meals, Clothing Grants, Education

Maintenance Allowance, Pupil Placement and Home to

School Transport Policy

Fiona Brown

01620 827415

Primary School Lets Frances McInnes 01620-827811

The undernoted staff are based at Randall House, Macmerry

Service Manager (Children‘s Services) Marion Wood 01620-827881

Integration Team Raymy Boyle 01620-829909

Area Resources Manager, Children‘s Services Celia Borland 01620 827930

Service Development Manager, Development Team

(Planning)

Gill McMillan 01620-829910


School Session Dates

Below are the school session dates for 2013/14

TERM 1

INSERVICE DAY 1 Monday 19 August 2013

INSERVICE DAY 2 Tuesday 20 August 2013

Pupils Resume Wednesday 21 August 2013

September Holiday staff & pupils break Thursday 12 September 2013

September Holiday

(schools closed for staff & pupils)

Friday

Monday

13 September 2013

16 September 2013

All Resume Tuesday 17 September 2013

All Break (October break) Friday 11 October 2013

October break Monday-Friday 14 – 18 October 2013

INSERVICE DAY 3 Monday 21 October 2013

Pupils Resume Tuesday 22 October 2013

All Break (Christmas) Friday 20 December 2013

= 80 pupil days

= 83 staff days

TERM 2

All Resume Monday 6 January 2014

Pupils break Friday 7 February 2014

February break Monday – Friday 10–14 February 2014

INSERVICE DAY 4 Monday 17 February 2014

Pupils resume Tuesday 18 February 2014

All break (Easter) Friday 4 April 2014

Good Friday

Easter Monday

Friday 17 April 2014

Monday 21 April 2014

= 59 pupil days

= 60 staff days

TERM 3

All Resume Tuesday 22 April 2014

May Holiday Monday 5 May 2014

INSERVICE DAY 5 Tuesday 6 May 2014

Pupils Resume Wednesday 7 May 2014

Victoria Day Holiday Monday 19 May 201

All resume Tuesday 20 May 2014

Term ends Friday 4 July 2014

= 51 pupil days

= 52 staff days

School Session dates can also be found at: http://www.eastlothian.gov.uk/sessiondates

The Scottish Government can be contacted at:

Scottish Government Education Department

Victoria Quay

EDINBURGH, EH6 6QQ

Telephone Number 0131-556-8400

http://home.scotland.gov.uk

Accuracy of Information

The information contained in this booklet was accurate as at November 2012.

November 2012

http://www.eastlothian.gov.uk/sessiondates

http://home.scotland.gov.uk/


Appendix 3 – Anti-Bullying Policy

―Bullying can take different forms. It can leave children hurt, distressed and frightened. Only by openly

acknowledging the problems caused by bullying and by seeking to involve the whole school community –

students, parents, teachers and support staff – can we hope to tackle it effectively.‖

This statement comes from the Scottish Government and forms the basis of our own Anti Bullying Policy.

It is fundamental to the values of this school that we will create and ensure for children ―a safe and friendly

environment‖. Bullying is clearly at odds with these values and will therefore not be tolerated. Our Anti-

Bullying Policy is part of East Lothian Council‘s policy and procedures and incidents are recorded as part of

that policy.

Within our Code of Conduct and throughout our Social Education Programme our students are encouraged

to:

Act Responsibly

Act with Consideration

Work in a Positive Manner

Behaviour which is not acceptable within this school community is clearly identified:

Bullying

Insults, Verbal Abuse, Swearing

Racism

Sexual Harassment

Smoking, Drug Abuse

Theft

Vandalism

Violence

Bullying may come under a number of these headings, and will be dealt with in line with our normal

disciplinary procedures. All staff should be alert to the problem and should report any suspicion

immediately. In all cases the Pastoral Support Team will play a key part in investigating and following up

any reported incidents, liaising with students, staff, parents. Bullying which involves violence will always be

dealt with directly by a member of the Senior Management team.

Leaflets are produced for staff, students and parents with clear advice on what to do when bullying occurs or

is suspected.

Our aim, of course, is to create an ethos where bullying is eliminated. We have various pro-active

procedures to back this aim such as buddying, peer support & social skills training in Social Education.

A.B.E.L. (Anti-bullying East Lothian), located at Brunton Hall, Musselburgh actively supports school-based

projects to combat a bullying culture.


Appendix 4 – Careers Education

Our approach to Careers Education covers:

S1 Recognition of Skills, Qualities. Introduction to Careers Adviser

S2 An introduction to the careers library, how to access information:

Use of IT - Planitplus.org.uk ; Careers Scotland website

1 : 1 interview with Guidance Teacher

S3 Continued use of IT for Careers info

Opportunity for vocational placements at local colleges (S3 S4)

S4 Work Experience – a week spent with an employer

Careers Scotland Jobs Fair

CV Writing

Interview Technique

Application for jobs/further education

Guaranteed careers interview for all students planning to leave end of S4

Continued use of IT

Class session with Careers Adviser

1 : 1 interview for all students to support transition post S4

S5 Higher Education Convention

Class session with Careers Adviser

Guaranteed careers interview for all students planning to leave end of S5


Higher and Further Education (UCAS)

S6 Guaranteed careers interview for all students planning to leave end of S6

Higher and Further Education (UCAS)

Post school planning

Higher Education Convention


Aims and Values Wristbands


A proud moment for Preston Lodge: Dollar Millar pipes at the Menin Gate, Ypres, 2012

Staff and students above the Quilotoa Crater, Ecuador, 2011



Park View

Prestonpans

East Lothian

EH32 9QJ

Tel: 01875 811170, Fax: 01875 810060

E-Mail: [email protected]


PLHS Prospectus 2013-14

Documents

Transcript of PLHS Prospectus 2013-14