QUEENSFERRY HIGH SCHOOL - Kirkliston€¦ · QUEENSFERRY HIGH SCHOOL A Foreword from the Director...

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QUEENSFERRY HIGH SCHOOL

A Foreword from the Director of Children and Families

Session 2014-15 Dear Parents This brochure contains a range of information about your child’s school which will be of interest to you and your child. It offers an insight into the life and ethos of the school and also offers advice and assistance which you may find helpful in supporting and getting involved in your child’s education. We are committed to working closely with parents as equal partners in your child's education, in the life of your child's school and in city-wide developments in education. Parental involvement in the decision making process and in performance monitoring are now, more than ever, an integral part of school life. We look forward to developing that partnership with your support. I am pleased to introduce this brochure for session 2014/15 and hope that it will provide you with all the relevant information you may need concerning your child’s school. If you have any queries regarding the contents of the brochure please contact the Head Teacher of your child’s school in the first instance who will be happy to offer any clarification you may need. Gillian Tee Director of Children and Families Children and Families Vision

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Our vision is for all children and young people in Edinburgh to enjoy their childhood and fulfill their potential. We believe that children and young people do best when:

they are able to live safely and happily within their own families with the right kind of support as needed

they attend first class, inclusive schools and early years settings which meet their needs

We will do all we can to strengthen support for families, schools and communities to meet their children's needs. Our mission is to place children, young people and families at the heart of our service and provide support when it is needed throughout childhood and the transition to adulthood. Welcome from the Head Teacher Dear Parent/Carer I am delighted to provide you with Queensferry Community High School’s handbook which is designed to give you information about the school. We have a wide range of quality learning opportunities on offer in the formal curriculum and in our extra curricular programme. We want pupils to acquire the necessary knowledge and skills in school that will set them up for a successful journey into adulthood and a fulfilling adult life. We aim to develop young people so that they become successful learners, confident individuals, effective contributors and responsible citizens. At Queensferry Community High School we value both achievement and attainment which we recognise and celebrate. Please keep this handbook as a useful reference and don’t hesitate to contact school if we can help in any way. Telephone 0131 319 3200. The handbook is divided into five different sections :- Section One – Practical Information about the School Section Two – Parental Involvement in the School

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Section Three – School Curriculum Section Four – Support for Pupils Section Five – School Improvement Please note the format of this handbook: In normal type is information from Children and Families applicable to all schools in the City of Edinburgh. In Italics is information particular to Queensferry Community High School.

Contact Details

Name of Head Teacher: John Wood, B.Sc (Hons), PG Dip Ed, SQH Name of School: Queensferry Community High School Address: Ashburnham Road, South Queensferry EH30 9JN Telephone Number: 0131 319 3200 Website: www.queensferryhigh.co.uk E-mail Address: [email protected]

About the school

Stages of Education provided for S1-6 Present Roll: 773 Denominational Status of the School: non-denominational Gaelic Medium Education if relevant: n/a

http://www.queensferryhigh.co.uk/

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Organisation of the School Day Monday-Thursday: Friday:

Period Time Length of

time/mins Period Time Length of

time/mins

1 8.40-9.40 60 1 8.40-9.35 55

2 9.40-10.40 60 2 9.35-10.30 55

Break 10.40-10.55 15 Tutor 10.30-11.00 30

3 10.55-11.55 60 Break 11.00-11.15 15

4 11.55-12.55 60 3 11.15-12.10 55

5 1.40-2.35 55 4 12.10-1.05 55

6 2.35-3.30 55

The Friday afternoon closure for pupils allows times for staff training and development. Assemblies will usually be held during tutor time led by a senior member of staff. From time to time Assemblies will be taken by a minister.

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Agreed Term Dates for Session 2014-2015 Autumn term

Monday 11 August 2014 - Staff resume

Tuesday 12 August 2014 - Staff only

Wednesday 13 August 2014 - Pupils return

Schools closed Monday 15 September 2014 - Autumn Holiday

Tuesday 16 September 2014 - All resume

Thursday 18 September – school closed (Scottish Referendum)

Friday 10 October 2014 - Mid-term, All break

Monday 20 October 2014 - Staff resume

Tuesday 21 October 2014 - Pupils resume

Friday 19 December 2014 - Term ends

Spring term

Monday 5 January 2015 - Staff resume

Tuesday 6 January 2015 - Pupils resume

Friday 13 February 2015 - Mid-term, All break

Monday 23 February 2015 - All resume

Thursday 2 April 2015 - Term ends

The Easter break incorporates the following holidays:

Friday 3 April 2015 – Good Friday

Monday 6 April 2015 – Easter Monday

Monday 20 April 2015 – Spring Holiday

Summer term

Tuesday 21 April 2015 - All resume

Monday 4 May 2015 - May Day, schools closed

Tuesday 5 May 2015 - All resume

Thursday 7 May 2015 – In-service Day

Monday 18 May 2015 - Victoria Day, schools closed

Tuesday 19 May 2015 - All resume

Friday 26 June 2015 - Term ends

P7/S1 Transition Days - Tuesday 17th June, Wednesday 18th June and 19th Thursday June 2014.

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STAFF LIST 2013-2014 Mr J Wood (Headteacher) Social Subjects

Mr A Crawford (Depute) Mr G Hunter Curricular Leader Mr J Ferguson (Depute) Ms A Crawford Mrs L Hannah Pupil Support Team Mrs C Gibson

Mrs C McRoberts Support for Pupils Leader Ms S Lamb Support for Pupils Leader Mathematics

Mr Iain Thomson Support for Pupils Leader Mrs C Prot Curricular Leader (Mat Leave) Ms H Cooper Mr P Wilson Mr S MacCarthy Support for Learning Leader Mr D Wilson Mrs A Scott Mrs S Bratby Acting CL (Dec 13) Mrs G Cockburn Ms E McWilliams Mrs V Hamilton-Hyslop Ms G Ness Ms C McCallum Ms C Oliver Mrs H Thomson Ms S McLean Modern Languages

Ms K Donoghue Mrs A Ross Curricular Leader Mrs M Ferguson Mrs M Cordner Mrs L Marshall Art & Design Mrs S Cheyne

Ms P Rogers Ms E Tannock Ms J Waldron Music Biology Ms A Mitchell Curricular Leader

Mrs G Duffus Curricular Leader Ms C Eunson Mr S Bacon Mrs J Corr (cello) Ms M Brown Mr G Ross (brass) Ms C Thomson Mr D Woollven (guitar) Ms L Fleming (vocal) Business Education Ms S Senior (leyboard/piano)

Mr G Easton Curricular Leader Mr D Hallam (woodwind) Mrs B Kerr Ms S Lamb PE

Ms B Gillespie Mr K Dickson Curricular Leader Mr A Dunn Chemistry Mr R Simpson

Mr S Macfarlane Mr M Clark Mr J Campbell Ms J MacFarlane Mrs M Haddow Mr J Ferguson CDT Physics

Mrs J Thomas Curricular Leader Mr M Cunningham Mr S Hardie Mr D Richardson Mr A Crawford Mrs S Saunders Mr K McQueen (Technician) Religious & Moral Education Computing Mrs L Malarky

Mr P Shadbolt Ms S Calderwood (Probationer) Mr U Choudray Office Drama Mr W McCallum Business Manager

Ms J Rae Mrs E Leslie Admin Officer Ms L Cameron (Probationer) Mrs A Milne Mrs W Dunnett English Mrs A Pratt

Ms A Lewis Curricular Leader Mrs B Wells Library: Ms N Richardson Mr J Caldicott AV Technician: Mr D White Ms K McGrory Science Tech: Mr M Martin, Mrs J Robertson Ms C Davidson Mrs L Buckley Ms L Todd Classroom Assistants: Mrs J Wilson, Mr S Watson Mrs E Findlater, Mrs K Gorrie Active Schools Co-ord: Mrs H Darling Food & Consumer Technology Janitors: Mr B MacPherson, SSSO,

Mrs E Grandison Mr A Barclay, Mr K Everett, Ms L Ball

Ms R Kerr Kitchen Supervisor: Mrs P Keane

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Section One – Practical Information about the School This section deals with the practical aspects of your child’s attendance at our school. It provides details on such things as:

how the school communicates with parents

general supervision available for your child in the morning and at lunchtime

financial assistance with school clothing, transport and school meals

school meals and milk

travelling to and from school

school closures in an emergency or unexpectedly for any reason

wet weather details

how to complain if you are not happy about something Communicating with the School This section provides you with some background information on our school. It tells you how our school day and school year are made up and how to contact the school if, for example, your child is ill. Registration and enrolment The date for registration of new school entrants is advertised [in all local nurseries] in the local press and on the council’s website www.edinburgh.gov.uk. Registration for Primary One and First Year Secondary takes place in November each year. Pupils should be registered in only one school for their catchment area. Parents will be provided with information about the school, when they register their child. Parents who want to send their child to a school other than the catchment school must make a placing request. Please refer to section four of this handbook for more information on placing requests. Parents of pupils who have moved into the catchment area or, who wish their child to transfer to the school, should contact the school office for information. Attendance and absence It is the responsibility of parents of a child of school age to make sure that their child is educated. Absence from school is recorded as authorised, that is approved by the children and families department, or as unauthorised, that is unexplained by the parent (truancy). Please let the school know by letter or phone if your child is likely to be absent for some time, and give your child a note on his or her return to school, confirming the reason for absence. If there is no explanation from a child’s parents, the absence will be regarded as unauthorised.

A computerised text absence message will be sent to parents to alert them of the absence.

http://www.edinburgh.gov.uk/

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Please make every effort to avoid family holidays during term time as this will disrupt your child’s education and reduces learning time. I can approve absence from school for a family holiday in certain extreme situations, for example, in traumatic domestic circumstances where the holiday would improve the cohesion and wellbeing of the family. Please discuss your plans with me before the holiday. If I cannot give permission before the holiday, it will be recorded as unauthorised absence. I can authorise a holiday if you can prove that work commitments make a family holiday impossible during school holiday times. Normally, your employer will need to provide evidence of your work commitments. Absence approved by me on this basis is regarded as authorised absence. Any requests for extended absence over two weeks will be referred to the Senior Education Manager: Inclusion who will decide if it will be recorded as authorised or unauthorised leave. Parents from minority ethnic religious communities may request that their children be permitted to be absent from school to celebrate recognised religious events. Absence approved on this basis is regarded as authorised absence. Extended leave can also be granted on request for families returning to their country of origin for cultural or care reasons. A supportive approach is taken to unexplained absence. However the children and families department has legal powers to write to, interview or prosecute parents, or refer pupils to the Reporter to the Children’s Panel, if necessary.

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School Uniform The uniform was agreed with parents, pupils, staff and the Parent Council. Parents are asked to co-operate with the school in encouraging the wearing of the school uniform. Wearing school uniform contributes to a positive school ethos and helps avoid discrimination and reduces peer pressure to wear expensive designer clothing.

Dress Code White or black shirt Tartan Tie (Ferry Fling tartan) available from the school office Black trousers Black or tartan skirt (Ferry Fling) with black tights Black sweater/cardigan Blazer compulsory for S5, S6 and junior prefects, desirable S1-4 Black footwear. Boots acceptable in winter No designer logos, denim jeans, cottons/jogging bottoms, caps, hoodies or football colours PE Kit (where sports gear is allowed) Shorts T-shirt (with school logo) Queensferry Hooded Sweatshirt (optional) A track suit would be advisable for outdoor use by both boys and girls Trainers Towel for showers Swimming costume/trunks

Please ensure that all items of clothing are clearly labelled. Please help us by ensuring that pupils do not bring valuable or expensive items of clothing to school. If you have any queries regarding the school’s dress code, please contact the school office. Footwear and Clothing Grants Grants for footwear and clothing for children are available to parents receiving:

Child Tax Credit, but not working tax credit, with an annual income of less than £ 15,860

income support

jobseekers allowance[income-based]

support under Par V1of the Immigration & Asylum Act 1999

Income related element of Employment and Support Allowance

Information on free school meals and clothing grants is available on the www.edinburgh.gov.uk website. Applications for free school meals and clothing grants can be made by contacting Grants, Awards and Placements, Business Centre 1:1 Waverley Court, 4 East Market Street, Edinburgh, EH8 8BG


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School Meals Menus offer healthy and tasty meal options while reflecting the Scottish Government food and drink legal requirements for school lunches. Special diets and allergies are usually accommodated subject to consultation with parent/guardian and catering services. Free School Meals Some families may be eligible for free school meals. Application forms are available from the school office. The forms have to be completed by the parent along with supporting documentation as detailed on the application form. An application is required for every school session. School meals are provided in our café area. The staff on site work hard to ensure that the food served is healthy and nutritious. All students are given a Young Scot Card (Edinburgh One Card) which is ‘charged’ to purchase their meal. Students can add cash to their card each day and must use the card to pay for food items. Parents can send a cheque to the school office each week/month to cover the cost of school meals. Replacements are available at a charge of £3. Students who wish to bring a packed lunch can eat it in the concourse area. Tuck Shop: students can bring cash to purchase cereal bars and energy drinks at morning interval and lunch times. Travel to and from School Parents are requested, when dropping off/collecting children from school that they do not park in the car park or near the entrance or in any location which causes an obstruction.

Transport for Secondary School Children (Excluding Placing Requests) – Students eligible for transport can obtain an application form from their primary school. Bus passes will be issued in August.

School security The safety and security of pupils and staff when attending or working in a school is very important to us. We use a number of security measures including a visitors’ book, badges and escorts, while visitors are within the school building. Normally, anyone calling at a school for any reason will be asked to report to the school office. The school staff then can make the necessary arrangements for the visit. Unexpected Closures In the event of an emergency, such as a power cut or severe weather, that prevents schools from opening in the morning or results in an early closure a range of communications channels are used to let parents know.

A text alert for parents will be generated by the school.

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In addition, announcements will be made on Radio Forth (Forth 1 and Forth 2) and via the Council's corporate Twitter account www.twitter.com/Edinburgh_CC and Facebook page www.facebook.com/edinburghcouncil. If many schools are affected, or the situation is likely to be prolonged, then the Council's website www.edinburgh.gov.uk will also be used.

Mobile phones - The school recognises the benefits of mobile phones however mobile phones must be switched off during class time.

Equality Council has published an Equality Scheme, which can be viewed on the council’s website. This outlines the duties which the Council is required to undertake to tackle discrimination, prevent harassment and ensure our work promotes equality. The Council is committed to eliminating discrimination on the grounds of race, gender, disability, sexual orientation, religion/belief, age, marriage or civil partnership, transgender status or pregnancy/maternity. English as an Additional Language The Children & Families Department provides a support service of teachers of English as an additional language. The teachers visit schools to work with those bilingual pupils who require assistance in developing English language skills. Complaints, Comments and Suggestions Procedure – We all hope that you will be completely satisfied about your child's education and we encourage feedback on our services from parents and pupils. We are, therefore, interested in feedback of all kinds, whether it be compliments, suggestions or complaints. If you want to register a comment of any type about our school you can do this by writing, e-mailing, telephoning or making an appointment to see someone. All feedback is welcome and keeps us in touch. If, in particular, you have a complaint about the school, please let us know. It is better that these things are shared openly and resolved fairly, rather than being allowed to damage the relationship between the family and the school. There will be no negative consequences arising from making a complaint and we will deal with the issue as confidentially as possible. There are some things which you should take note of in relation to making a complaint:

Please make any complaints initially to the Headteacher. This makes sure that the school knows what is going on and has an opportunity to respond and resolve the issue.

We will try to respond as quickly as possible, but often issues are complex and we need time to investigate.

If you are still unhappy with the service or with our response then you will have the right to take the matter further and contact Advice and Conciliation [ 0131 469

http://www.twitter.com/Edinburgh_CC

http://www.twitter.com/Edinburgh_CC

http://www.facebook.com/edinburghcouncil


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3233]

If you are still unhappy after the further investigation and reply you can take the matter up with the Scottish Public Services Ombudsman, our reply will include the contact details.

Health and Safety "Within the general policy laid down by The City of Edinburgh Council, the Children & Families Department has prepared and has continuing development of, safety policy statements 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 all 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/carers in promoting good practice in health and safety matters is of great importance to the school". School Health Service A team of specialist Health Service and Children and Families Department staff work together to provide a service throughout your child’s years at primary and secondary school. A planned programme is put into place to make sure that they benefit as much as possible from all that school has to offer, and to help 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. Many different services are provided. The staff involved make every effort to work closely with parents/carers and with others who are caring for your child, both at school and in other branches of the Health Service. Some of the services, e.g. testing for vision, hearing or speech, are provided to all children on a routine basis to discover which children may need further tests or Parents/carers are not necessarily notified at the time of these screening tests and any parent who does not want a child to be included should notify the school at the beginning of the session. Naturally, if treatment is thought to be required the child’s parents/carers will be informed and consent requested. The issue of maintaining confidentiality is taken seriously by the School Health Team at all times. Some of the staff concerned and the parts they play are as follows:- School Nurses are involved with health promotion and education, prevention of ill health, immunisation, health surveillance and screening. The School Nurse may be helped by a Health Assistant. The School Nurse acts as an important link between home and school. She visits the school and liaises with the teachers to find out whether any pupil has a health need that requires to be addressed. The School Nurse can link with other members of the health team, in the community or in hospital, concerned with a child’s health. The School Doctor may ask for your consent to examine your child if his/her medical records are incomplete or if the doctor particularly wishes to check on his/her progress. You will be invited to be present at any medical examination and kept

http://www.hse.gov.uk/legislation/hswa.pdf

http://www.hse.gov.uk/legislation/hswa.pdf

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informed if the School Doctor wishes to see your child again, or thinks that he/she should be seen by the family doctor or a specialist in paediatrics. You can, if you wish, arrange for your family doctor to undertake the examinations instead of the School Doctor, but you may be charged a fee for this. In secondary schools the School Doctor may consider whether any special information should be provided for the Careers Service. The School Doctor or Nurse will be pleased to see you and your child at a mutually convenient time if you are concerned about his/her health or general progress at school. With your consent, the School Health Service Staff also carry out immunisations to protect against various diseases. The Audiometric Team normally checks children’s hearing on a number of occasions before the age of 13/14 years. The School Health Team will be told if your child seems to have a hearing problem and they will inform parents/carers and GPs as necessary. The Speech and Language Therapist can provide assessment and, if necessary, treatment if you, a teacher or the School Doctor feels that your child may have a speech or language problem. Any enquiries concerning the provision of dental services should be made to: The Director of the Community Dental Service, 16 Duncan Street, Edinburgh, EH9 1SR (Tel. 0131 667-7114). We hope that the School Health Service can, together with yourselves, contribute to your child’s overall well-being and development. Please do not hesitate to arrange through the Head Teacher to see the School Doctor or School Nurse should you require any further information". Medicine administration For a child with medical needs, the school will agree with the parents exactly what support the school can provide. This may be done in conjunction with advice from the school doctor. If there is doubt about any of the procedures the members of staff will check with the parents or a health professional before taking further action. The school will keep an accurate record of all medication administered or supervised.

Gaelic Education Gaelic-medium education, where pupils are taught the entire curriculum through the medium of Gaelic, is available at nursery and primary levels. There are Gaelic parent and toddler groups and playgroups across the city. Edinburgh’s first dedicated Gaelic nursery and primary school opened in the former Bonnington Primary School Building August 2013. Pupils attending the school do not need to have prior knowledge of Gaelic. If you wish your child to attend the new

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Gaelic School you should register them at the existing Gaelic-medium unit at Tollcross Primary School. Pupils who wish to study Gaelic at secondary level can transfer to James Gillespie’s High School which offers Standard Grade and Higher courses. Other School Policies

Other school policies are available to view on the school website: www.queensferryhigh.co.uk

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Section Two – Parental Involvement in the School Parental involvement is very important as we know it helps children do better in school. This section contains information about how parents can be involved in supporting learning at home as part of a home – school partnership. You can also find out more about the ethos of our school, what our values are and our aspirations for our pupils including how we celebrate pupil success, and links we have with partner organisations and the wider local, national and international community. Lastly, it includes information on our Parent Teacher Association/Parent Association and Parent Council, how to contact them and how parents can get involved in the life and work of the school. Ethos

Queensferry Community High School aims to create an atmosphere and learning environment where all are given equal opportunity to develop their skills and abilities to their full potential. The values which underpin this aim are:

equality of opportunity

respect for others

self discipline

responsibility and independence

trustworthiness

provision of an enjoyable school experience in a pleasant environment The support and co-operation of all parents/carers is much appreciated. Without your help we would not be able to aspire to the provision of a first class education for the benefit of the families in our local community. National Priorities in Education Queensferry Community High incorporates the following national priorities into the overall curriculum.

Achievement and Attainment

Framework for Learning

Inclusion and Equality

Values and Citizenship

Learning for Life

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Values We are committed to supporting the development of the whole pupil and as a result, wish to encourage their development in spiritual, moral, social and cultural terms.

These key human aspects of learning are supported through the following arrangements by:-

Creating a school ethos which, in every way possible, gives value to these aspects of development, especially by providing an overall atmosphere that is both caring and challenging and which provides opportunities for the development of personal responsibility.

Promoting social and moral learning through the way in which disciplinary issues are handled.

Ensuring that staff and adults within the school provide positive models for pupils.

Arranging regular gatherings of the school as a community and using such occasions to encourage and reinforce the values on which the school is based.

Enriching the curriculum in all appropriate areas with an emphasis on spiritual, moral, social and cultural development.

Providing opportunities within the curriculum to advance personal and social development.

Providing a programme of religious education in which consideration will be given to responses to basic questions relating to the meaning, value and purpose of human life.

Providing a programme of moral education.

Taking every appropriate opportunity to acknowledge, value and appreciate the various cultures and heritage of the pupils and to encourage them to appreciate and value the cultures and heritage of others.

Promoting Positive Behaviour We wish to encourage a partnership with you to ensure the best possible standards of pupil behaviour.

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An Introduction to Restorative Practices

‘relationships, respect and responsibility’ Three Rs for the 21st Century?

“Curriculum for Excellence cannot be delivered without good relationships and positive behaviour.” Health and Well-being across learning is a responsibility for all… Children and young people should feel happy, safe, respected and included in the learning environment and all staff should be proactive in promoting positive behaviour in the classroom and the wider learning community. Underpinning this is the emotional health and well-being of staff. ‘Building Curriculum for Excellence through positive relationships and behaviour’ (HMIE, 2010) Restorative Approaches

• Are about developing, maintaining and repairing positive relationships

• Are about helping young people (and adults!) learn and develop the skills to make good choices now and throughout their lives – if we’ve learned these skills, they can be taught

• Enable us to acknowledge when we have harmed someone and think about what to do to put it right

• Provides a framework and a set of processes which enable discussions and actions to put things right

• Encourage us to consider our feelings and those of others (emotional well-being)

• Encourages us all to consider our behaviour and the effect it has on others

•Allow us to move on from the language and culture of crime and punishment

Changing perceptions of emotional wellbeing Traditional view

For young children

Sole /prime responsibility of parents and carers Defined the child / young person About children with ASN / SEBN About trouble shooting / fixing /child deficit ‘Bolt on’ extra / low status activity/ ‘addressed’ in PSE

Emerging view

For everyone, including adults

Responsibility of schools, services, workplaces, friends, family Influenced by relationships and the environment Focus on positives e.g. wellness, personal growth, strengths, Central to progress and achievement – learning and behavior Holistic

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Scotland’s vision …….

So that young people are:

Safe

Healthy

Active

Nurtured

Achieving

Respected

Responsible

Included

To achieve this vision we must all aim to get it right for every child

The human condition

What is needed to restore relationships If I have harmed I need:

Time to calm down

Time to think

To be listened to

A chance to ask “Why me? What did I do to deserve that?”

The other person concerned to acknowledge the effect their behaviour has had on me and how I feel

A sincere, spontaneous apology

If possible, things put right

Reassurance that it won’t happen again If I caused harm I need:

Time to think

To be listened to

A chance to explain to myself and the other person why I did it

An opportunity to apologise

A chance to make amends

Reassurance that the matter is dealt with an I can move on

Hope that there is no continuing resentment Individuals are most likely to trust and co-operate freely with systems – whether they themselves win or lose by those systems – when fair process is observed. The 3 principles: Engagement Involving individuals in decisions that affect them by asking for their input and allowing them to refute the merit of one another’s ideas and assumptions. Explanation Everyone involved and affected should understand why final decisions are made as they are. This creates a powerful feedback loop that enhances learning. Expectation clarity Once decisions are made, the agreements are stated clearly, so that all involved understand the new standards and the consequences of failing to comply.

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Anti Bullying Policy At Queensferry we aim:

To reduce the amount of bullying

To raise awareness of bullying in all forms both within school and throughout the community

To provide pupil support

To create and maintain a more open atmosphere in which incidents are reported

To have a shared plan of action involving pupils, staff and parents Whilst many believe that children who bully must be punished for their behaviour, it is widely accepted that this type of response can at times be ineffective, dangerous, breeds resentment and can make the situation worse. Punishment can make a person resentful instead of reflective. Children who bully must be given the opportunity to hear about and face up to the pain, hurt, distress and anger they have caused to others. Punishment does not help to restore relationships and can result in further retaliation. Whilst appropriate action will be taken by the school, it is also important that all parents involved, work with the school to resolve the problems in the best interests of their child or young person.

Parents Welcome We welcome parental involvement as research has shown that when parents are involved children do better in school. On at least one occasion during the year parents are invited into School for consultation with their children’s teachers. A letter offering appointment times is sent home prior to the meeting. Parents can make specific appointments at other times during the year if there is any concern or enquiry over the progress or welfare of a pupil. It is usually more appropriate to see the Year Head or Pupil Support Teacher and it is requested that an appointment is made by contacting the School Office. The School attempts to keep parents informed of all activities and developments within the School, especially at critical times. A newsletter is issued each term, specific handbooks detailing curriculum choices are available for S4 and S5. The School website is regularly updated. Parental Consultation We offer opportunities for you to discuss your child's progress with teachers through arranged meetings. You will be advised when these meetings take place. Over and above these set meetings, parents are welcome to contact the school at any time to ask for information or for an interview.

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Parental Involvement Parents who wish to contact the school will be redirected to their child’s Guidance Teacher (Support for Pupil Leader). Contact with individual teaching staff members may then be arranged. Throughout the year, the school organises evening events for parents/ carers to share information about various issues eg curriculum learning, school trips which affect heir children. For each year group a Parent Evening is arranged where parent/carers can discuss progress with their child’s teachers. For more information on how parent/carers can support their children’s learning at home please visit the parentzone website provided by Education Scotland: www.parentzonescotland.gov.uk

Parent Councils Parent Councils are the formal representative body for parents / carers with children attending school. Parent Councils are different in each school to enable them to meet the needs of parents / carers locally. Parents are welcomed to be:

involved with their child’s education and learning;

be active participants in the life of the school; and

express their views on school education generally and work in partnership with their children's schools.

All parents / carers are automatically members of the Parent Forum at their child’s school. As a member of the Parent Forum all parents can expect to –

receive information about the school and its activities;

hear about what partnership with parents means in our school;

be invited to be involved in ways and times that suit you;

identify issues you want the parent council, to work on with the school;

be asked your opinion by the parent council on issues relating to the school and the education it provides;

work in partnership with staff; and

enjoy taking part in the life of the school in whatever way possible. The Parent Forum decides how their representatives on the Parent Council are chosen and how the Parent Council operates. Parents / carers are encouraged to volunteer or put themselves forward to be chosen as representatives of the Parent Council if they wish. The main aims of the Parent Council are:

To support the school in its work with pupils

To represent the views of parents

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To promote contact between the school, parents, pupils, providers of nursery education and the community

To report to the Parent Forum

To be involved in the appointment of senior promoted staff.

To raise funds for the school for the benefit of pupils (in some schools the PTA/PA fulfils this role).

Jackie Derrick (chairperson):

For more information on parental involvement or to find out about parents as partners in their children’s learning, please contact the school or visit the Parentzone website at www.parentzonescotland.gov.uk. Parent Teacher Association (PTA) / Parents Association (PA) The PTA or PA is mainly responsible for arranging events for parents and raising funds for the school. Volunteers are welcome - please contact the PTA/PA if you want to join in.

Jacky McKinlay (chairperson): [email protected]

The Scottish Parent Teacher Council is the national organisation for PTAs and PAs in Scotland, Parent Councils can join too, and it runs an independent helpline service for all parents. The National Parent Forum of Scotland has been set up to give Parent Councils and parents an opportunity to discuss and raise educational issues of mutual interest or concerns at a national level. Pupil Council The school is divided into 3 school units – lower (S1 and S2), middle (S3 and S4) and upper (S5 and S6). Each Pupil Council unit will meet as a group. Meetings of all pupil councils take place at Tutor Time on the last Friday of each month. Each Council will have representatives (one from each class), which will be elected during PSE. There will be two Heads of House and one teacher present at each Pupil Council meeting. The Pupil Councils will choose 2 of their members (1 from each year group) to represent their Pupil Council on the Executive Pupil Council. A typical agenda would address whole school issues such as Homework Planners, use of the canteen, structure of the school day, uniform and so on. In addition to this, each representative will bring the issues and concerns of his/her year group to the council meetings. The councils will discuss the issues/concerns raised and prioritise them and try to come up with possible solutions. The representatives to the Executive will take these issues and possible solutions to the meetings of the Executive. The Executive will discuss all issues raised – especially those issues that affect more than one group. They will see which of the potential solutions is most viable, and the Heads of House will take these issues to the Senior Leadership Team. Feedback from these meetings will come from the Heads of House to their particular pupil council or via an assembly.

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The Executive will be comprised of the representatives from the pupil council, the Heads of House. Mr Wood, Headteacher also attends meetings of the Executive. Each Rep will have 1 vote with the Heads of House having combined vote (eg the deciding vote) in case of a tie. The teachers from the school councils will also be present (on a rotating basis) at meetings of the Executive. The members of staff who are going to be involved this year are Mr Caldicott, Mr Hunter, Ms Lamb, and Mr Hardie.

Section Three – School Curriculum This section describes how the curriculum is planned and delivered in our school including the range of subjects and subject areas your child will be learning. It also includes information on how pupils develop skills for learning, life and work, including literacy, numeracy and health and wellbeing in and out of the classroom. As well as giving you information about the statutory curriculum requirements we have included details on sports and outdoor activities available to pupils and the range of facilities available within the school. Details of how parents will be informed about sensitive aspects of learning e.g. relationships, sexual health, parenthood and drugs awareness are included as well as information about religious instruction and observance and arrangements for parents who wish to exercise their right to withdraw their child. Curriculum for Excellence Bringing learning to life and life to learning Curriculum for Excellence has now been introduced across Scotland for all 3-18 year olds – wherever they learn. It aims to raise standards, prepare our children for a future they do not yet know and equip them for jobs of tomorrow in a fast changing world. Curriculum for excellence will be fully implemented by 2016. Glow, Scotland’s unique, world leading, online network supports learners and teachers and plans are already in place for parents across the country to have access to Glow. Parents should ask the school how to arrange access to Glow and a user name and password will be issued. Teachers and practitioners will share information to plan a child’s ‘learning journey’ from 3-18, helping their progression from nursery to primary, primary to secondary and beyond, ensuring each transition is smooth. They’ll ensure children continue to work at a pace they can cope with and with challenge they can thrive on. Curriculum for Excellence balances the importance of knowledge and skills. Every child is entitled to a broad and deep general education, whatever their level and ability. Every single teacher and practitioner will be responsible for the development of literacy and numeracy from Early Level through to Senior Phase.

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It develops skills for learning, life and work, bringing real life into the classroom, making learning relevant and helping young people apply lessons to their life beyond the classroom. It links knowledge in one subject area to another helping make connections in their learning. It develops skills which can enable children to think for themselves, make sound judgements, challenge, enquire and find solutions. There will be new ways of assessing progress and ensuring children achieve their potential. There will be new qualifications for literacy and numeracy from 2012/13. New qualifications at National 4 and 5 will be available from 2013/14. Our well regarded Access, Highers and Advanced Highers will be updated to take account of and support the new approaches to learning and teaching. There is an entitlement to personal support to help young people fulfil their potential and make the most of their opportunities with additional support wherever that’s needed. There will be a new emphasis by all staff on looking after our children’s health and wellbeing – to ensure that the school is a place where children feel safe and secure. Ultimately, Curriculum for Excellence aims to improve our children’s life chances, to nurture successful learners, confident individuals, effective contributors, and responsible citizens, building on Scotland’s reputation for great education. COURSES in S1 The Curriculum for Excellence is designed to provide a more enriching, inclusive curriculum for our young people. Teachers are asked to develop the ‘four capacities’ and to achieve this each department must build in the relevant ‘Experiences and Outcomes’ for its subject. The broad based S1 curriculum provides a firm foundation upon which the range of knowledge and skills for future learning can be built. S1 study a curriculum which:

Follows directly from the primary curriculum

Builds on existing achievement

Allows all pupils to progress at an appropriate rate In recent years we have been working with our feeder primary schools to meet these aims. All pupils in S1 follow a common course. English Mathematics Modern Language – French Social Subjects Sciences Drama Business Education Computing Art and Design Craft, Design and Technology (CDT) Food & Consumer Technology (FCT) Music Physical Education (PE) Religious & Moral Education (RME) Personal & Social Education (PSE) 2 periods of enhanced curriculum offering a range of integrated project based opportunities.

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All departments are expected to address Literacy, Numeracy and Health and Wellbeing as part of their courses, where appropriate. Naturally English and Mathematics will deliver a great many of the Literacy and Numeracy Outcomes. Classes are organised in groups of up to 33 pupils or up to 20 in a practical set. The class names reflect the House to which the pupil is attached for social education. Our House names are Dundas, Hopetoun and Rosebery. Please contact the headteacher if you would like any further information about the curriculum within our school.

THE CURRICULUM FOR EXCELLENCE The Curriculum for Excellence aims to achieve a transformation in education in Scotland by providing a coherent, more flexible and enriched curriculum from 3 to 18, firmly focused on the needs of the child and young person and designed to enable them to develop the four capacities

Successful Learners

Confident Individuals

Responsible Citizens

Effective Contributors Every child and young person is entitled to expect their education to provide them with:

A curriculum which is coherent from 3 to 18

A broad general education, including well planned experiences and outcomes across all the curriculum areas from early years through to S3

A senior phase of education after S3 which provides opportunities to obtain qualifications as well as to continue to develop the four capacities

Opportunities to develop skills for learning, skills for life and skills for work (including career planning skills) with a continuous focus on literacy, numeracy and health and wellbeing

Personal support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can provide

Support in moving into positive and sustained destinations beyond school. The curriculum is not just what happens in the classroom. Educational excursions and extra-curricular activities are considered to be important learning events in a pupil’s school life. There is an S1 Residential Experience in May. Information will be provided to parents in October (payments can be made in instalments.) In May 2014 pupils will go to Loch Eil on a 4 day excursion.

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Our subjects build on the work done in our primary schools and of course, are delivered by our subject department teachers. Here are the eight Curricular Areas and the various subject departments: Curricular Areas Subject Departments Language English and Literacy and Modern Languages Mathematics Mathematics and Numeracy Science Biology, Chemistry and Physics Expressive Arts Art, Drama, Music and Dance Social Subjects Geography, History, Modern Studies, Religious and Moral Education Technology Business Education, Computing, Craft and Design, Graphic Communication Health and Wellbeing Physical Education, Food and Consumer Technology, Personal and Social Education S4-6 Fourth year will herald the start of the Senior Phase. Consultation regarding planning and evaluation the Senior Phase is currently underway.

Active Learning Curriculum for Excellence emphasises the value of an active learning approach. In the early years, children will have a range of learning experiences that include planned and purposeful play and stimulating learning which engages and challenges children’s thinking using real life and imaginary situations. As children progress through school they continue to be involved in active learning experiences which are engaging and give them ownership of their own learning. Planning Children’s and Young People’s Learning Teachers in nursery, primary and secondary schools share their learning intentions with pupils, parents and carers. This takes place on a day-to-day basis, by agreeing the aims of an individual piece of work. Longer-term planning also takes place in a variety of forms.

Pupil Target Setting The aim of this initiative is to encourage pupils to set themselves challenging, but realistic, targets for National Qualification Examinations through negotiation with pupil support staff. It is hoped that this will encourage pupils to improve on their performance. All subject staff are involved in the target setting process with their pupils.

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Communicating with parents and carers We believe that regular, effective communication with parents and carers is essential in order to promote our school community. At Queensferry Community High School we use the following means of communications: A regular Newsletter is issued to all pupils and provides information on what is happening in the school and any special events taking place Parents’ meetings are held regularly throughout the session. These take the form of information evenings or meetings where the pupil’s performance, progress and attitude can be discussed between parent and teacher Staff (Depute Heads and Pupil Support Staff) may meet with parents to discuss specific issues at any time during the session Parent Call can be used to distribute information eg forthcoming parents’ evenings and school events Parent Forum meetings to discuss various aspects of school life Health Promoting School In November 2008 we were awarded status (Level 2). This is in recognition of the excellent work being done in the school to help promote a healthy lifestyle for our pupils and staff, focussing on areas such as diet and exercise. Pupils and staff have worked hard on the projects to achieve this award. Enterprise Education Queensferry Community High School positively encourages a “can do – will do” attitude in our young people in accordance with the Determined to Succeed recommendations for Enterprise in Education. Determined to Succeed aims to ensure parents, schools and businesses play a vital role in encouraging Enterprising values in young people. This initiative can develop leadership, risk taking, communication, self confidence, self esteem, planning, organising, negotiating and creativity in our young people.

Homework We have a clearly defined policy on homework – for details please refer to our website – www.queensferryhigh.co.uk. Pupils are regularly given homework to support their learning and to encourage them to become more organised and self-supporting in their learning. Homework tasks will be given where a teacher feels a particular child or group of children may benefit from it. The homework will be organised according to the stage and ability of the child, it can arise from all curricular areas, and it may include written, oral or practical activities. The tasks set will be interesting, worthwhile and challenging for the child. Parents are encouraged to help pupils with their homework as a means of keeping them up to date with the work of the class and the child’s progress and to promote partnership between the school and parents. Homework provides an opportunity to

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consolidate what has been learned in class, and makes you aware of what your child is learning and provides you with a useful discussion starter. Homework is also an integral part of school work. Parental interest and co-operation in ensuring homework is undertaken is appreciated.

Where sensitive aspects of learning are to be covered parents will generally be advised of each content where the pupils has known concerns or anxieties about specific topics. Each pupil has one lesson of personal and social education every week where the core topics of health, citizenship, personal safety and drugs awareness, careers education, target setting and sexual health are taught and show progression across the year groups. Members of the support for pupils’ team share responsibility for the development of this programme. You should note that our sexual health programme complies with the guidelines from “sex education in schools (2001)” and that further information and detail can be obtained on this, or any other aspect of the PSE programme from your child’s support for pupil’s teacher (guidance).

Religious Instruction and Observance Parents who wish to exercise their right to withdraw their child from religious instruction and / or observance should contact the head teacher, in writing, and alternative arrangements will be made for your child.

Vocal Concert October 2013

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Extra-Curricular Activities It has always been our school’s policy to promote and encourage a wide programme of extra-curricular activity. There is a range of extra-curricular activities available for pupils during lunchtime and after school. In 2013-2014 these included. * = charge applies for this club QHS CLUBS 2013-14 (from 2nd Sept)

MONDAY

Lunch Basketball S1 Games Hall Mr Simpson

Lunch Young Ambassadors Table S1 – 6 Concourse YA’s on rota

Lunch Debating Club S1 – 6 Room 4 Mr Caldicott

Lunch Science Club S1 – 2 Science Lab 2 Miss Brown

Lunch Interact S3 – 6 Room 20 Miss McWilliams

Lunch Guitar Group (Invited pupils) S1 – 6 Music Dept Mr Woolven

Lunch Rest-bite (Invited pupils) S1 – 6 Room 8 Mrs McCallum

3.30 – 4.30 Volleyball (Recreational) S1 – 2 Games Hall Mrs Dickson

3.30 – 4.30 Pulse Centre (Girls) S1 – 6 Pulse Centre Neil Groat

3.30 – 4.30 Girls Football S1 – 3 Playing Field FP –Ciara Donaldson

3.30 – 4.30 Craft Club (Invited pupils) S1 – 4 Room 34 Mrs Malarky

3.30 – 4.30 Study Club S1 – 6 Library Ms Richardson

TUESDAY

Lunch Tennis S1 – 6 Assembly Hall Neil Harden

Lunch Chess Club S1 – 6 Library Ms Richardson


3.30 – 4.30 Dance S2 Assembly Hall Dance Leaders

3.30 – 4.30 Dance S4 Dance Studio Miss Macfarlane

3.30 – 4.30 Basketball S2 – 4 Games Hall Mr Clark

4.30 – 6.00 Basketball P6 - S1 Games Hall George Swanson

WEDNESDAY

Lunch Badminton S1 – 6 Games Hall Miss Ness

Lunch Table Tennis S1 – 6 Assembly Hall Mr Watson

Lunch Scripture Union S1 – 3 Room 29 Mr Wilson

Lunch Jazz Group S1 – 6 Music Dept Mr Hallam

Lunch Percussion (Invited pupils) S1 – 6 Music Dept Mr Bryans


3.30 – 4.30 Young Enterprise S6 Bus Ed 4 Mr Easton

3.30 – 4.30 Orchestra S1 – 6 Music Dept Mrs Corr

3.30 – 4.30 Choir S1 – 6 Music Dept Ms Mitchell & Ms Eunson

3.30 – 4.30 Cheerleading S1 – 6 Assembly Hall Miss Macfarlane

3.30 – 4.30 Rugby S1 – 4 Playing Field Mr Simpson

3.30 – 4.30 Golf (From 30 October) S1 – 3 Games Hall Jim Cowper, Dundas Pk GC

4.30 – 6.00 COE Volleyball Girls * U18 Games Hall FP – Liam Murphy

THURSDAY

Lunch Curling S1 – 6 Assembly Hall YA – Sophie Sinclair

Lunch Eco Group S1 – 6 Science Lab 8 Miss Thomson

Lunch Brass Band (Invited pupils) S1 – 6 Drama Studio Mr Ross

Lunch Cello Ensemble (Inv pupils) S1 – 6 Music Dept Mrs Fleming


3.30 – 4.30 Netball S1 - 6 Games Hall Mrs Dickson

3.30 – 5.30 American Football * S1 – 4 Playing Field Tom Cramb, Ferry Bombers

3.30 – 4.30 Pulse Centre (Boys) S1 – 6 Pulse Centre Neil Groat

3.30 – 4.30 Dance S1 Assembly Hall Dance Leaders

3.30 – 4.30 Dance S3 Dance Studio Miss Ford

4.30 – 6.00 Handball S1 - 4 Games Hall YA – Ross Gannon

7.45 – 9.15 Youth Theatre * S1 – 3 Drama Studio Miss Ford

FRIDAY

1.30 – 3.00 COE Volleyball * U15 Games Hall YA’s – Euan & Lauren

3.00 – 4.30 COE Volleyball * U13 Games Hall FP – John Dickson

1.30 – 5.30 Tennis Various Assembly Hall Neil Harden

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Active Schools The fundamental aim of Active Schools is to give school-aged children the tools, motivation and the opportunities to be more active throughout their school years and into adulthood. These opportunities are available before, during and after school, as well as in the wider community. For further information contact the Active Schools Coordinator (Heather Darling) on 0131 319 3200 ext 284 or [email protected]. The role of our Active School Co-ordinator is to increase motivation and the number of opportunities for all children to get active and engaged in sport and physical activity within school. This is made possible due to the recruitment of a network of volunteers including staff, Senior Pupils, Former Pupils and FE students. She also works closely with sports clubs and other community organisations to give pupils a ‘pathway’ to continue their participation in sport outside of the school gates.

mailto:[email protected]

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Assessment As pupils progress through our school, teachers use a range of assessment strategies, including Assessment for Learning strategies as well as setting tests. Pupils are also involved in assessing their own progress and developing their next steps. We recognise that all pupils do not develop and progress at the same rate and, therefore, we use both group and individual methods to ensure that all pupils are given appropriate instruction and the opportunity to succeed. Please contact the school as soon as possible if you have any concerns about your child’s progress.

Assessment is an important part of the learning process. We assess pupils for the following reasons:

To check on their understanding

To find out if they are performing as they should be

To encourage them to learn

To help them make choices later on

To show where strengths and weaknesses lie

To see if our teaching approach and materials are correct Departments employ a variety of assessment techniques. Continuous assessments used extensively. Assessments may be given as a series of small tests (at the end of each unit of work) or assessment of class work (or a combination of both). It might include Homework and Practical work as well as Listening and Talk. In S3 and S4 pupils are assessed my judging his/her work against agreed standards of performance. They are being prepared for National Examinations set by the Scottish Qualifications Authority. Assessment is usually carried out at the end of a section of a course. In S5/6 assessment in an on-going feature. Successful completion of internal assessments (NAB assessments) and a pass in the external examination will both be necessary to gain a course award. Most subjects set a prelim examination in February and the National Qualifications examinations start in May. REPORTING TO PARENTS We normally provide two reports each session. In term one you will receive a Progress Report. Later in the year we will provide a full Report. Timetabling of Reporting – the first report will be a progress/tracking report and the second report will be a full report: S1 October and May S2 November and June S3 November and March S4 September and February S5 November and March

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Section Four – Support for Pupils This section gives information about how pupils’ additional support needs will be identified and addressed and the types of specialist services provided within our school. Getting It Right for Every Child Taking care of our children's well-being and making sure they are alright - even before they are born - helps us ensure the most positive outcomes for them later in life. It gives them the potential to grow up ready to succeed and play their part in society. Our school adopts the Getting it right for every child in Edinburgh approach to give the right help to children, young people and families, when they need it from a joined up multi agency team. Getting it right for every child aims to improve outcomes for all children and young people. It promotes a shared approach that:

builds solutions with and around children and families

enables children to get the help they need when they need it

supports a positive shift in culture, systems and practice

involves working together to make things better Getting it right for every child is the foundation for work with all children and young people, including adult services where parents are involved. It builds on universal health and education services, and is embedded in the developing early years and youth frameworks. Developments in the universal services of health and education, such as Better Health Better Care and Curriculum for Excellence, are identifying what needs to be done in those particular areas to improve outcomes for children.

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Protecting Children and Young People We place a high priority on the well-being and safety of our pupils. To this end we have in place a personal safety programme to give pupils knowledge and life skills to keep them safe from all form of abuse. Where we have concerns that a child about the possible abuse of pupils we are required to follow the Edinburgh and the Lothian’s Inter-Agency Child Protection Procedures which set out the specific duties and responsibilities towards the child and their parents/carers. Additional Support Needs As with all local authority schools in Scotland, this school operates under the terms of the Additional Support for Learning Act (2009) and its accompanying Code of Practice. Further details of the policies and procedures can be found on Edinburgh Council website at www.edinburgh.gov.uk/InOnTheAct In on the Act - Supporting children and young people with additional support needs provides the following information specified by the Education (additional Support for Learning) (Scotland) Act 2009 which includes – (a) the authority’s policy in relation to provision for additional support needs, (b) the arrangements made by the authority in making appropriate arrangement for keeping under consideration the additional support needs of each such child and young person and the particular additional support needs of the children and young persons so identified. c) the other opportunities available under this Act for the identification of children and young persons who - a) have additional support needs, b) require, or would require, a co-ordinated support plan, c) the role of parents, children and young persons in the arrangements referred to in paragraph (b), d) the mediation services provided e) the officer or officers of the authority from whom parents of children having additional support needs, and young persons having such needs, can obtain advice and further information about provision for such needs. PUPIL SUPPORT – SUPPORT FOR LEARNING

The role of the Support for Learning Department is to support pupils with additional needs, staff and parents. Support for Learning Department is managed by Mr S MacCarthy, who works with learning assistants and teaching staff to provide a range of supports for identified pupils. Almost all students will experience difficulty with some aspect of their learning during their school life. This can be short term, perhaps caused by absence, or longer term if the difficulty is more severe or prolonged. In Queensferry Community High we have a range of strategies and resources available to help with your child’s learning.

http://www.edinburgh.gov.uk/InOnTheAct

http://www.edinburgh.gov.uk/inontheact

http://www.edinburgh.gov.uk/inontheact

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Support for Learning staff also work in classes, with subject colleagues, teaching, reviewing and developing materials. They are involved in staff development, as well as providing direct tuition for pupils, outwith the subject department. How can Parents Help? By working in partnership with the school. We encourage parents to contact us if they have any suggestions as to how their child’s needs might be met.

We work with other agencies and professionals – for example, Social Work Services, Educational Psychology Service, National Health Service and you the parent to make decisions with regards to the best possible education to meet the needs of your child within the resources available. Parents, carers and children with additional support needs can also seek independent advice and support through: Enquire: www.enquire.org.uk, 0845 123 2303 Scottish Independent Advocacy Alliance, www.siaa.org.uk, 0131 260 5380 Take Note: National Advocacy Service for Additional Support Needs (Barnados in association with the Scottish Child Law Centre) www.sclc.org.uk, 0131 667 6633. Pastoral Support

Support for Pupils are organised in 3 Houses – Dundas, Hopetoun and Rosebery – each house contains classes from S1-6. Support for Pupils staff for 2014-15 are: DUNDAS – Ms S Lamb, HOPETOUN – Mr I Thomson, ROSEBERY – Mrs C McRoberts Pupils are encouraged to approach their Support for Pupils teacher as soon as possible if experiencing any difficulty, no matter how trivial. Support for Pupils staff will welcome early contact from parents concerning any problems facing a child. An early conversation can often prevent longer term anxieties which may affect a pupil’s progress. It is very important that parents keep us informed of changes in circumstances or personal details. Support for Pupils staff seek to give support to pupils through formal and informal interviews and through Personal and Social Education classes. In PSE classes the pupils are encouraged to look at their personal aims, aptitudes and abilities, to consider their relations with fellow pupils and adults and to examine their behaviour and responsibilities. From S2 onwards, careers advice begins to play an increasing part in guidance work and to this end Support for Pupils staff liaise closely with the Careers Service who visit the school weekly to provide up-to-date information on careers and Further and Higher Education.

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Sensitive Aspects of Learning

Where aspects of learning are about sensitive matters relevant to specific pupil issues, staff will advise parents about this so that any concerns or anxieties can be overcome.

Transitions – Moving to a New School or Leaving School This section also gives information about transition. There are also details about making a placing request to another school. Primary to Secondary Transfer Visits to our local secondary school are organised before the summer holidays and children from other catchment schools who will be attending the same secondary school will have the opportunity to meet and get to know each other and their teachers. If you wish your child to attend a secondary school other than the catchment denominational or non-denominational secondary school for your home address, you will be required to make a Placing Request as detailed in the Placing Request section below. You do not need to submit a Placing Request if you want your child to transfer from a non-denominational secondary school or vice-versa at the primary to secondary transfer stage, as long as the intended secondary school is still the catchment school for your home address. Parents of children who are planning to change from denominational to non-denominational or vice-versa between primary and secondary school should ensure that both the primary school and the intended secondary school know what is to happen.

Primary/Secondary Transfer Arrangements The School has strong working relationships with our four associated Primary Schools: Dalmeny, Echline, Kirkliston and Queensferry. In order to make the transfer of pupils from primary to secondary school as smooth as possible we take the following steps:

Teachers link with the Primaries to ensure progression from P7 to S1.

In January/February the Headteacher, Depute Headteacher and Pupil Support Staff hold three evening meetings for P7 parents. Meetings are held in Queensferry Primary School, Echline Primary School and Kirkliston Primary School. Pupils from Dalmeny and outwith the catchment area may join one of these meetings.

In May members of staff from the Pupil Support Team visit the primary school and meet with the Primary 7 teacher and pupils to identify needs of pupils and to discuss the progress of pupils to Queensferry.

At the end of May (Tuesday 27th May 2014) we hold an information evening for parents at which parents have the opportunity to ask questions. Members of the Senior Leadership Team and Pupil Support Staff are present.

In June all pupils attend a 3 day visit (17-19 June 2014) to Queensferry

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Community High. The purpose of the visit is to let pupils become familiar with the layout of the school as well as meeting their new classmates and some members of staff.

Early in September we invite all S1 parents/carers to tour the school and to meet with Pupil Support Staff.

We aim to make the move to High School as enjoyable as possible for all pupils.

Placing Requests As a parent, you have the right to make a Placing Request for your child(ren) to be educated in a school other than the local school. If you would prefer that your child start P1 or S1 at another school instead of one of the catchment schools, you have to make a placing request. You can get an application form at any nursery or primary school in the city from mid November. Forms must be returned to: Grants, Awards and Placements, The City of Edinburgh Council, Level 1.1 Waverley Court, 4 East Market Street, Edinburgh, EH8 8BG by 24 December. If you apply for a place after this date, your request will be considered but if you apply after 15 March places in your chosen school may no longer be available. All parents have the right to make a request for a place for their child in another school. The Council must grant these requests where possible. When there are more places available in a school than there are placing requests for that school, then all the requests are usually granted. If the school you specify has more requests than available places, then each case is examined individually. Whatever you write on your application form is taken into account, so it is important that you include relevant details on the form. You should also note that a successful Placing Request for one child does not guarantee a successful one for another child. It may be, therefore, that a parent could end up with children at different schools. All children must also be enrolled at the catchment area school on the appropriate Enrolment Form whilst awaiting the outcome of their Placing Request Application. Transport for Placing Requests If a Placing Request is successful, parents will be responsible for the safety and transportation costs of their child to and from their chosen school.

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Section Five – School Improvement The section gives you an overview of the main achievements of the school within the last 12 months and performance information relating to literacy, numeracy and health and wellbeing. Raising Attainment Monitoring performance and using the resulting information to secure improvement is an important part of the work of head teachers, school staff and officers within Children and Families. Standards and Quality Report Every year each school publishes a Standards and Quality report which highlights the school’s major achievements. Summary follows for QCHS.

Summary Standards and Quality Report session 2012-13 Summary Improvement Plans 2013-14

Introduction This document provides a summary of the key points from the school’s annual Standards and Quality Report and Improvement Plan (known as the SQIP) The full document is available from the school office (Tel 319 3200) or as a download from the school website at:

http://www.queensferry.edin.sch.uk The Standards and Quality Report focuses on the areas of Improvement in Performance, Learners’ Experiences, Meeting Learners’ Needs, the Curriculum, and Improvement through Self-evaluation. The Improvement Plan has three priority areas – Learning and Teaching, Curriculum for Excellence and Other Working Groups

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Improvements in Performance Pupils continue to make very good progress in their broad, general education from S1 to S3. This forms a good basis from which they embark on qualifications in years S4 to S6. In the period 2009 to 2013, our examination results, by the end of S4, have shown improvement in passes which, compared with the national performance, is above average. Every pupil gains a qualification in Maths and English by the end of S4. Last session we targeted improvements in our senior school performance and evidence of impact can be seen in this year’s results. Overall in the period 2009-13, the percentage of pupils achieving 1or more Highers, 3 or more Highers and 5 or more Highers has shown a steady increase. In all measures for S5/6, we sit above, if not well above, the national average. The school values achievement and attainment equally. At our recent awards ceremony, academic attainment was recognised alongside a range of achievements in extra curricular clubs and activities. Examples of wider achievement include community awards and international honours in Skiing, Handball, Judo, Karate, Tae Kwon Do and Volleyball (centre of excellence). The Duke of Edinburgh award scheme is actively working in school with 25 achieving bronze, 20 silver and 1 gold in 2012-13. We introduced the Junior Award Scheme Scotland (JASS) for S1 last year and are pleased to continue this into S2 as well as with the new S1 this coming year. Learners’ experiences Pupils’ views and opinions are taken into account in class and at whole school level as part of the school’s annual survey and through pupil councils. Pupils’ attendance in school is above average for the city and the stay-on rates for post compulsory education are very healthy. Pupils respond positively to the range of opportunities in

timetabled classes, the extra curriculum and trips/ visits. Opportunities for leadership and responsibility are also on offer. From class observations it was noted that pupils were actively engaged in learning. Teachers shared learning intentions in

almost all lessons and activities were planned where pupils had to think creatively. Pupils had opportunities to work in pairs, groups and as individuals. In classes, pupils were encouraged to support one another and give feedback to their peers. The number of pupils going on to a positive destination increased this year.

http://www.google.co.uk/imgres?imgurl=http://upload.wikimedia.org/wikipedia/en/a/a5/Sqa_logo.png&imgrefurl=http://en.wikipedia.org/wiki/File:Sqa_logo.png&usg=__0c4arSx9lytF2KRM8POOpXYm9mM=&h=1317&w=2480&sz=609&hl=en&start=1&zoom=1&tbnid=ZDK7YjWjk4h4eM:&tbnh=80&tbnw=150&ei=LyNrUOSlJuLK0QW53IDQBQ&prev=/search?q=SQA&um=1&hl=en&safe=active&sa=N&tbm=isch&um=1&itbs=1

http://www.google.co.uk/imgres?imgurl=http://news.bbcimg.co.uk/media/images/56553000/jpg/_56553527_011593128-1.jpg&imgrefurl=http://www.bbc.co.uk/news/uk-scotland-north-east-orkney-shetland-18081005&usg=__TS9THGbnsQ2A5uNqJmUNSUqn_gs=&h=171&w=304&sz=13&hl=en&start=95&zoom=1&tbnid=aKEWY0ZOSr1zMM:&tbnh=65&tbnw=116&ei=jCRrUJabIuel0QWdpYGgAQ&prev=/search?q=education+scotland&start=80&um=1&hl=en&safe=active&sa=N&tbm=isch&um=1&itbs=1

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Meeting Learners’ Needs The school gathers information on pupils’ needs from a range of sources, e.g. parents/carers, primary teachers, class assessments, teacher observations and other agencies working to support pupils in school. In classes, teachers plan lessons with abilities in mind. They make use of additional information e.g. additional support plans and individual education plans. The Pupil Support team in school work with pupils and their families to address needs and lower barriers to success. The Curriculum This past year our focus has been on the principles of a broad general education in the junior phase and making sure our courses and programmes are in line with both local and national advice. We devised a suitable curriculum for S3 that allows for personalisation and choice whilst adhering to the broad general education principles. We also planned for the extension of our double period for interdisciplinary learning; visits out of school for real life, contextual experiences; literacy skills and wider achievement opportunities; to cover S1-3. In S3, the emphasis is more on offering opportunities in leadership through the Duke of Edinburgh award scheme, Sports Leadership and Enterprise. We also got to grips with the new National qualifications – understanding course requirements including assessments and preparing appropriate teaching and learning materials ready for implementation and delivery this session. Tutor time was also introduced last year to replace daily morning registration and involved groups of youngsters from year groups S1-4 coming together on a Friday. We consulted with parents and pupils on our proposals for the curriculum. Improvement through self evaluation Continuous improvement, to build on successes and achievements of learners, was and is central to our school’s strategic direction. Learning and Teaching was a central focus of our improvement plan and improvement priorities were linked to classroom practice. At every level in school – teachers, Curriculum Leaders, Depute Headteachers, Headteacher – ‘quality assurance’ procedures are used to ensure consistency of approach in teaching and learning. The school and curricular area improvement plans are revisited regularly throughout the year to check progress and amend if necessary. In term two, the school carries out an annual survey of parents, pupils and staff to ascertain views on aspects of the school improvement agenda. The questions are linked to benchmarks set down by Her Majesty’s Inspectors of Education (HMIE). Results from these evaluations are added to national and local priorities to inform the new improvement plan. Consultation on the new improvement plan takes place in term three when staff and parents, through the Parent Council, are involved. All staff are committed to their own personal professional development, participating in the annual review process with their line manager and seeking appropriate training opportunities throughout the year.

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Improvement Planning 2013-14 Learning and Teaching This session teachers will continue to focus on teaching techniques in their ‘learning communities’, reflecting on successes and sharing good practice. We aim to explore further 1:1 IT opportunities by having ‘champion’ Teachers using a class set of i-pads in their lessons. Teachers will engage in discussions about strengths and areas for development with individual pupils in their subject areas. This will allow pupils to complete their personal profiles in years S1 to S3. We want to arrange more pupil focus groups to give feedback on learning and teaching this year. We will also evaluate the quality of learning and teaching with formal observations and discussions of lessons against known benchmarks. Curriculum for Excellence This year, in the junior phase, we will continue focusing on cross cutting themes of Literacy, Numeracy and Health and Wellbeing. We will report to parents and carers the levels pupils are working at in curricular areas using the terms, developing, consolidating and secure. In the senior phase we will prepare and deliver National 3, 4 and 5 courses to the S4, continue to develop resource and assessment materials for these courses, develop an understanding of new Higher courses for delivery in 2014/15, design Course Choice for S3 into S4 and explore curriculum ideas for S5/6. Other Working Groups The International Education group will work towards accreditation this year for the work the school already does in this area. A group run by parents from the Parent Council and Parent Staff Association will work to come up with ideas on how the school can communicate better with parents using feedback from parents and staff.

http://queensferryhigh.co.uk/index.php?viewimage&galleryid=10&imageid=298

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Transferring Educational Data about Pupils The Scottish Government – Education and Training has asked that the undernoted advice be included in our school brochures. Education authorities and the Scottish Government collected data about pupils on paper forms for many years. We now work together with schools to transfer data electronically through the ScotXed programme. Thus the Scottish Government has two functions: acting as a ‘hub’ for supporting data exchange within the education system in Scotland and the analysis of data for statistical purposes within the Scottish Government itself. What pupil data is collected and transferred? Data on each pupil is collected by schools, local authorities and the Scottish Government. The data collected and transferred covers areas such as date of birth, Scottish Candidate Number (SCN), postcode, registration for free-school meals, whether a pupil is looked after by his/her local authority, additional support needs including disability and English as an Additional Language (EAL), and attendance, absence and exclusions from school. The SCN acts as the unique pupil identifier. Pupil names and addresses are not passed to the Scottish Government. Your postcode is the only part of your address that is transferred for statistical purposes, and postcodes are grouped to identify ‘localities’ rather than specific addresses. Data is held securely and no information on individual pupils can or would be published by the Scottish Government. Providing national identity and ethnic background data is entirely voluntary. You can choose the ‘not disclosed’ option if you do not want to provide this data. However, we hope that the explanations contained in this message and on the ScotXed website will help you understand the importance of providing the data. Why do we need your data? In order to make the best decisions about how to improve our education service, the Scottish Government, education authorities and other partners such as the Scottish Qualifications Authority 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

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

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

share good practice

target resources better.

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Your data protection rights The collection, transfer, processing and sharing of ScotXed data is done in accordance with the Data Protection Act (1998). We also comply with the National Statistics Code of Practice requirements and other legislation related to safeguarding the confidentiality of data. The Data Protection Act gives you the right to know how we will use your data. This message can give only a brief description of how we use data. Fuller details of the use of pupil data can be found on the ScotXed website (www.scotxed.net). The Scottish Government works with a range of partners including Education Scotland and the SQA. On occasion, we will make individual data available to partners and also academic institutions to carry out research and statistical analysis. In addition, we will provide our partners with information they need in order to fulfil their official responsibilities. Any sharing of data will be done under the strict control of the Scottish Government, which 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 colleagues within and outwith the Scottish Government. Concerns If you have any concerns about the ScotXed data collections you can email the Senior Statistician, [email protected] or write to The ScotXed Support Office, Area 1B, 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. Throughout this handbook the term ‘parent’ has the meaning attributed in the Standards in Scotland’s Schools Act 2000 and the Scottish Schools (Parental Involvement) Act 2006. This includes grandparents, carer or anyone else who has parental responsibility for the child. I hope you find all of the above information helpful and self-explanatory. If you have any queries about any of the information contained in this handbook, or indeed about any aspect of our school, please do not hesitate to contact me.

Headteacher Queensferry Community High School

http://www.scotxed.net/

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New York Trip October 2013

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Websites You may find the following websites useful. www.edinburgh.gov.uk- contains information for parents and information on Edinburgh schools. http://www.parentzonescotland.gov.uk- parents can find out about everything from school term dates to exam results. This site also offers information for pre-5 and post school. It also lists relevant publications for parents and provides hyper-links to other useful organisations. www.hmie.gov.uk - parents can access school and local authority inspection reports and find out more about the work of Education Scotland. http://www.scottishschoolsonline.gov.uk - parents can find out about individual schools. They can choose a school and select what type of information they need such as Education Scotland reports, exam results, stay on rates and free school meal entitlement. http://www.childline.org.uk/Explore/Bullying/Pages/Bullyinginfo.aspx - contains information for parents and children on varying forms of bullying and provides help for parents and children who are affected by bullying. http://www.respectme.org.uk/ - Scotland’s anti-bullying service. Contains information for parents and children on varying forms of bullying and provides help for parents and children who are affected by bullying http://www.educationscotland.org.uk/ - provides information and advice for parents as well as support and resources for education in Scotland http://www.equalityhumanrights.com/ - contains information for everyone on equality laws within the government and local authorities. Glossary – DC to check for more terms in our own glossary CFE - Curriculum for Excellence ASN – Additional Support Needs EMA – Education Maintenance Allowance ASL – Additional Support for Learning SQA – Scottish Qualifications Authority FOI – Freedom of Information HT/PT – Head Teacher/Principal Teacher CLD – Community Learning and Development GIRFEC – Getting it Right for Every Child The information in this handbook is considered to be correct at the time of publication (Dec 2013), however, it is possible that there may be some inaccuracy by the start of the school term in August 2014.


http://www.parentzonescotland.gov.uk/

http://www.hmie.gov.uk/

http://www.scottishschoolsonline.gov.uk/

http://www.childline.org.uk/Explore/Bullying/Pages/Bullyinginfo.aspx

http://www.respectme.org.uk/

http://www.educationscotland.org.uk/

http://www.equalityhumanrights.com/

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Parent feedback Please take a few minutes to fill in and return the questionnaire on this page. Your feedback will help us improve the hand book next year. Tell us what you think Your feedback will help us to improve our handbook. Did you find

Please tick

the handbook useful?

?Yes ?No

the information you expected?

?Yes ?No

the handbook easy to use?

?Yes ?No

Please tell us how we can improve the handbook next year. Name of school: Queensferry Community High School Thank you for filling in the questionnaire. Your views are appreciated. Please return this questionnaire to the school office. The information in this school handbook is considered to be correct at the time of publication (Dec 2013), however, it is possible that there may be some inaccuracy by the start of the school term in August 2014.

QUEENSFERRY HIGH SCHOOL - Kirkliston€¦ · QUEENSFERRY HIGH SCHOOL A Foreword from the Director...

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