St John’s RC Academy

HANDBOOK 2019/2020

School Handbook

Academic Session 2019/2020

Introduction

In accordance with the Education (Scotland) Act 1980 and the Education (School and Placing Information) (Scotland) Regulations 1982, Perth & Kinross Council Education & Children’s Services’ schools produce handbooks covering the following categories of information:

1 School Information 2 Local Authority Information

Whilst the information contained in this school handbook was accurate at the time of publication (December 2018), further changes may have occurred since then.

1. Introduction

2. Delineated Area

3. Contact Details

Location

Communication with the School

Parent Council

Raising Concerns

The Staff of our School

Health Care

Communication with Parents

4. School Ethos

The Vision

Mission Statement

Religious Tradition

Development of Pupils’ Values

Religious Observance

Parish Contact Details

Sports Comprehensive

Active Schools

North Inch Community Library

Relationships and Promoting Positive Behaviour

5. Parental Involvement

6. Transitions

7. The Curriculum

8. Assessment & Reporting

9. Support for Pupils

10. School Improvement

11. School Policies and Practical Information

School Policies

Uniform/Dress Code

Transport

Inclement Weather Arrangements – Emergency Closures

Wider Achievement

Pupil Voice

Free School Meals

Organisation of School Day

Name of Child Protection Officer

12. Nursery

13. Local Authority Information

Placing in Schools – Primary, Secondary and Special

School Commencement Arrangements

Equal Opportunities

School Meals

School Clothing Grants

Education Maintenance Allowance

Music Tuition

Travel to School

Transport

Additional Support Needs

Parental Involvement/Parent Councils

Insurance

Child Protection/Looked After Children

Access to Information – Parents and Pupils

Transferring Education Data about Pupils

Attendance

Family Holidays

Care Standard Inspections

School Crossing Patrollers

Employment of Children

Childcare and Family Information

Complaints

Religious Observance in the Catholic School

Further Information

Introduction

Dear Parents and Carers Welcome to our school community. St John’s RC Academy is at the heart of the North Inch Community Campus, providing education for children and young people from Nursery through to Secondary, from ages 2 to 18, in excellent school and community facilities. Our handbook provides information about important aspects of school life: our aims, our people, our achievements and our expectations. It contains lots of practical details about school routines and procedures. Starting nursery and school and moving through the stages of childhood into adult life are challenging and enjoyable times for children and young people – and anxious times for parents. I hope this booklet will help you to understand the changes which you and your child will experience in St John’s RC Academy. I hope too that it will answer some of the questions you may have about how the school is organised, about our curriculum and, most importantly, about how we care for the pupils entrusted to us. If, however, we have missed out anything that you need to know, please take the chance to ask me or one of my colleagues during any of our meetings or by contacting us directly by letter, telephone or email. Our school is supported by Perth and Kinross Council, led by Director of Education and Children’s Services, Sheena Devlin. The council provides a range of services to support our pupils’ learning and to improve their achievements. As parents and carers, you are our key partners in your child’s education and important members of our school community. The partnership between pupils, staff, parents and chaplains is at the heart of our school community. Of course, a booklet such as this cannot reproduce the atmosphere of a school. In St John’s RC Academy we pride ourselves on being a Catholic, comprehensive and caring school. We aim to provide a Christian atmosphere of love and care in which pupils feel secure and able to seek help and advice. As a comprehensive school we aim to assist pupils of all abilities to maximise their potential in a secure environment. We foster a caring atmosphere in which respect and tolerance for others are promoted. With everyone working positively together, we encourage our pupils to aim high and achieve their very best. We look forward to welcoming all new pupils who join our school community in 2019 and I look forward to welcoming you as parents/carers to St John’s RC Academy and trust that your child will enjoy a happy and challenging education here. Mr SP Hagney Headteacher and Campus Leader

Delineated Area

St John’s RC Academy Cluster includes: St John’s RC Academy Nursery, Primary and Secondary, Perth Our Lady’s RC Primary School, Perth St Dominic’s RC Primary School, Crieff St Stephen’s RC Primary School, Blairgowrie Although most of our S1 pupils transfer from these schools, a significant number of pupils come from other primary schools within Perthshire as a result of parental choice. Our Roll The school roll for the current session 2018-2019 is 1030 The current roll for each year group is in our school is:

P1 49 S1 120 P2 47 S2 119 P3 54 S3 119 P4 62 S4 108 P5 56 S5 98 P6 66 S6 68 P7 64

Primary total 398 Secondary total 632

Our nursery currently has capacity for 50 children in the morning session and 50 in the afternoon. For further information on enrolment and our catchment area, you should contact Mr Hagney, Headteacher, by telephoning 01738 454300.

Contact Details

Location

St John’s RC Academy – which came into existence in 2009 with the merger of St John’s Primary and St Columba’s High School – is a Catholic, 2-18 all through school. The Academy is situated on the site of the former St Columba’s High School within a purpose build community campus, which was funded via the Investment in Learning programme. The secondary part of the school opened with North Inch Community Campus in March 2010; the primary and nursery opened in November 2011. The facilities include 3 and 4 court games halls, 2 all weather playing fields, a dance studio, fitness suite, drama facilities, a recording studio and a full public library, as well as state of the art teaching areas and an integrated support base to support pupils and families. The school has a peaceful setting, close to the banks of the River Tay, at the top of the North Inch, with outstanding views to Highland Perthshire.

Communication with the School

The continuing success and development of our school is built on the partnership which

exists between parents, staff and pupils. This relies on good two-way communication between parents and school. We ask all parents to provide us with home and mobile telephone numbers, at least one email address and emergency contact details. We welcome contact from parents. The education of our pupils is the central task of all who work in St John’s RC Academy. You are asked to bear in mind the pressures on the school office and the teaching commitments of staff in considering the best way to contact the school. If in doubt, telephone the school and ask for advice. Address: Headteacher

St John’s RC Academy North Inch Community Campus Gowans Terrace Perth, PH1 5BF Telephone: 01738 454300 Fax: 01738 451163 School Absentee Line: 01738 454444

e-mail: St-JohnsAcademy@pkc.gov.uk

website: www.st-johnsacademy.org.uk twitter: @st_johnsacademy

Parent Council

Chairperson: Mrs Donna Ploetner donnatp76@yahoo.co.uk

Secretary: Lynn Cameron rite2thecamerons@yahoo.com Vice Chairperson: Nikki Tolmie nicksmct@yahoo.co.uk Treasurer: Nikki McNaughton NMcNaughton@pkc.gov.uk

The objectives of the Parent Council are:

to promote partnership between the school, its pupils, all parents/ carers, the Catholic Church and Education and Children’s Services to enable all pupils to develop their full potential so that their lifelong activities are guided by the Holy Spirit and the presence of Christ in the service of God and others in line with our school aims;

to work in partnership with the school to create a welcoming community which is fully inclusive;

to develop and engage in activities which support the education and welfare of all pupils;

to identify and represent the views of parents on the education provided by the school and other matters affecting the education and welfare of the pupils;

to work in partnership with councils of associated schools.

The Parent Council is open to all parents and guardians of pupils at St John's RC Academy, and everyone is most welcome. The opportunity to become part of the school community is easiest through helping at a number of Parent Council events. You can contact the Parent Council via email at the addresses provided above.

Raising Concerns

If you have a concern your first point of contact should be your child’s Class Teacher (Primary) or Group Tutor (Secondary). The Senior Leadership Team has responsibility for the following year groups: Mrs Joanne Philp – P4 to P7 (Maternity Leave) Mrs Christine Robertson – P4 to P7 Mrs Jan Jack – Nursery, P1 to P3 Mrs Lora Burgess – S1, S2 and S6 Dr Robert Staines – S3 to S5

The Staff of our School

SENIOR LEADERSHIP TEAM

NAME POST

Mr Seán P Hagney Headteacher

Dr Robert Staines Depute Headteacher

Mrs Joanne Philp Depute Headteacher

Mrs Lora Burgess Depute Headteacher

Mrs Christine Robertson Acting Depute Headteacher

Mrs Jan Jack Depute Headteacher

Mr Steve McIntosh Business Manager

NURSERY STAFF

Mrs Andrea Blain - Class Teacher Nursery Teacher

Mrs Ann Gray Early Childhood Practitioner

Miss Jenny Whyte Early Childhood Practitioner

Mrs Susan Megaughin Early Childhood Practitioner

Mrs Jacqui Woolley Early Childhood Practitioner

Ms Susan Herd Early Childhood Practitioner

Ms Carolyn Jasper Early Childhood Practitioner

Ms Libby McPherson Early Childhood Practitioner

Ms Jodie Dossett Early Childhood Practitioner

Ms Claire Iwanio Early Childhood Practitioner

Early Childhood Practitioner

Mrs Claire Young Early Childhood Practitioner

Kathryn Smith Play Assistant

Megan Dickson Play Assistant

PRIMARY STAFF

SUPPORT STAFF

Miss Mary Golden Pupil Support Assistant

Mrs Anne-Marie Jarvie Pupil Support Assistant

Mrs Fiona Netherington Pupil Support Assistant

Mrs Karen Ronald Pupil Support Assistant

Mrs Karen Carlon Pupil Support Assistant

Mrs Shirley McCash Pupil Support Assistant

Mrs Fiona Wiggan Pupil Support Assistant

Mrs Jacqueline Simpson Pupil Support Assistant

Ms Andrea Salter Pupil Support Assistant

Mrs Dorothy Gray Pupil Support Assistant

Mrs Carolann MacDonald Pupil Support Assistant

Mrs Donna Graham Pupil Support Assistant

Ms Emma Carson Pupil Support Assistant

Ms Louise Edwards Pupil Support Assistant

TEACHING STAFF

NAME POST STAGE

Miss Lynn Graham Class Teacher P1G

Mrs Patricia Crines Class Teacher P1C

Miss Claire Duthie Class Teacher P2D

Mrs Coleen Houston-Gibb/Mrs Kayleigh Telfer

Class Teacher P2HT

Miss Amy Fraser Class Teacher P3F

Mrs Anna McIlroy Class Teacher P3M

Mr Oscar Chamberlain Class Teacher P4C

Miss Laura Begley Class Teacher P4B

Mr Derek Oliver Nurture Teacher Various

Mrs Agata Grant RCCT Class Teacher Various

Mrs Amanda MacDonald Pupil Support Teacher (Wed, Thu) All

Mrs Susan Black Pupil Support Teacher All

Mrs Susan McLagan Class Teacher P5L

Miss Gemma McEachen Class Teacher P5M

Mrs Sue Gordon Class Teacher P6G

Mr Paul McClusky Class Teacher P6M

Miss Claire Monaghan Class Teacher P7M

Mrs Sinead Rees Class Teacher P7R

SECONDARY STAFF ART AND DESIGN

NAME POST

Mr Neil Jessop Principal Teacher

Mrs Marlene Banks Teacher

Miss Marie Foy Probationer Teacher

BUSINESS AND COMPUTER EDUCATION

NAME POST

Mrs Amanda Sandilands Principal Teacher

Ms Val Hannam Teacher

Ms Isabel Morrison Teacher

DESIGN, ENGINEERING & HEALTH TECHNOLOGY

NAME POST

Mr Craig Smith Principal Teacher

Mr Colin Clark Teacher

Vacancy Teacher

Mrs Sue Martin Principal Teacher

Ms Eleanor Constable Teacher

ENGLISH

NAME POST

Mrs Michaela Bremner Acting Principal Teacher

Mr Kenny Blair Teacher

Mrs Rebecca Halliburton Teacher

Mrs Clare Reilly Teacher

Miss Phoebe Russell Probationer Teacher

MATHEMATICS

NAME POST

Mr Paul Barker Principal Teacher

Ms Cath Bodrell Teacher

Mrs Caroline Hale Teacher

Mr Graham McLachlan Teacher

Mrs Stella Foley Teacher

MODERN LANGUAGES

NAME POST

Ms Gillian Miller Principal Teacher

Ms Nadine Fearn Teacher (Mon-Wed)

Mrs Donna Connaghan Teacher (Mon, Thu, Fri)

MUSIC/DRAMA

NAME POST

Ms Jennifer Hossick Principal Teacher

Mrs Helen McIntosh Teacher

Mrs Leona Melville Drama Teacher

Music Instrumental Staff Mr Liam O'Hare - Piano – Wednesday am Mrs Fran Barker - Woodwind – Wednesday Mrs Jill Smyth - Cello/Double Bass – Monday am Mr Scott Barker - Brass – Thursday Miss Esther Jack - Strings – Friday in Secondary, Wednesday in Primary Miss Lynsey Paterson - Percussion – Friday am Mr Owen Nicholson - Guitar – Thursday am Ms Zoe Perman – Voice - Tuesday pm

PHYSICAL EDUCATION

NAME POST

Mr Greg Marshall Acting Principal Teacher

Mrs Lorraine Tomb

Teacher (Mon-Wed)

Miss Shirley Simpson

Teacher (Tue-Fri)

Miss Katie Martin Teacher

Mr Will Simpson Teacher

Miss Gillian Campbell Probationary Teacher

RELIGIOUS EDUCATION

NAME POST

Mr David O'Brien Principal Teacher

Mrs Fiona Carroll Teacher

Mr Frankie McGuire Teacher

Mr Daniel Craft Teacher

SCIENCE

NAME POST

Mrs Jennifer Kettle Principal Teacher Chemistry/Physics Teacher

Mrs Audrey McAuley Principal Teacher/Biology Teacher

Mr Keith Thompson Biology Teacher

Ms Emma Parker Biology Teacher

Dr Alan Templeton Chemistry Teacher

Dr Dharma Luchoomun Physics Teacher

SOCIAL SUBJECTS

NAME POST

Mrs Amy Downie (Maternity Leave)

Principal Teacher (Social Subjects)/Modern Studies and History

Miss Lauren Ramsay History Teacher

Mrs Teri Sinclair Modern Studies/Geography Teacher

Miss Rebecca Hepburn Acting Principal Teacher (Social Subjects)/Geography Teacher

SUPPORT FOR PUPILS – GROUND FLOOR

NAME POST

Mr Joe Storrie Acting Principal Teacher - Support for Learning

Mrs Fiona Carroll Acting Principal Teacher - Support for Pupils

Mrs Margaret Sinclair Principal Teacher - Support for Pupils

Mr Steven McLaughlin Principal Teacher of Support for DYW (Developing the Young Workforce)

Mrs Norah McKenzie Teacher of Support for Learning

Vacancy Teacher of Literacy, Numeracy, HWB

Ms Amanda MacDonald Teacher of Support (Mon, Tue)

Ms Pauline Hood Teacher of Support (Wed, Thu, Fri)

WHOLE SCHOOL STAFF

ADMINISTRATIVE SUPPORT – MAIN OFFICE

NAME POST

Mrs Cheryl Gahan Campus Management Officer

Mrs Anne Thom Campus Management Assistant

Mrs Dawn Falconer Campus Management Assistant

Mrs Lesley Young Campus Management Assistant

Mrs Louise Summers Campus Management Assistant

Mrs Sandra Currie Campus Management Assistant

Mrs Jackie Smith Clerical Assistant (Tuesday)

Mrs Margaret Baptie General Assistant

SENIOR TECHNICIAN

NAME POST

Ms Krista Golder Senior Technician

Mr Will Miller Technician

Mr Gordon Sime Technician

LIBRARY

NAME POST

Mr Vince Davidson Library Supervisor

Mrs Kathy Harrow Library Assistant

Mr Gregg Parsons Library Assistant

Mrs Kirsty Dodson Library Assistant

SCHOOL AUXILIARIES

NAME POST

Ms Christeen Stratton Auxiliary

Mrs Geraldine Scott Auxiliary

PUPIL SUPPORT ASSISTANTS

NAME POST

Ms Susan Young Pupil Support Assistant

Mrs Elizabeth Borrie Pupil Support Assistant

Mr Harry Wilson Pupil Support Assistant

Mrs Sue Bijum Pupil Support Assistant

Mrs Zabieh Alsaman Pupil Support Assistant

Ms Hazel Lawson Pupil Support Assistant

Miss Ruth Paterson Pupil Support Assistant

Mrs Denise MacDonald Pupil Support Assistant

EALSERVICE – INTEGRATED TEAM BASE – GROUND FLOOR

NAME POST

Mrs Tricia Davenport Principal Teacher

Mrs Anne Baird Teacher

Ms Dorota Marciniec Polish Community Link Worker

Mrs Ullas Mann Community Learning Assistant

Mrs Kenna Troup Teacher

Mrs Violetta Malon Polish Community Link Worker

PUPIL WELFARE

NAME POST

Mrs Sandra Sinclair Pupil Care and Welfare Officer

COMMUNITY LINK

NAME POST

Ms Anne Bell Community Link Worker

TAYSIDE CONTRACTS – KITCHEN

NAME POST

Ann Neil Campus Catering Supervisor

Theresa Bell Assistant Cook

Arlene Nicholson Function Assistant Cook

Joyce Taylor Functions

Katherine Munro Functions

Frances Lumsden Catering assistant

Cara Meldrum Catering assistant

Danielle Fitzpatrick Catering assistant

Leigh Ann Taylor Catering assistant

Anne Croal Catering assistant

Jo McCrikard Catering assistant

Cath Buist Catering assistant

Selina Peebles Catering assistant

Louise McCrikard Catering assistant

Yvonne O’Connor Catering assistant

Jade Nicholson Catering assistant

Tina Bruce Catering assistant (Food to Go)

Catherine Racey Catering assistant (Food to Go)

Ashley Paddoch Catering Assistant (Breakfast Club)

LIVE ACTIVE LEISURE – MAIN OFFICE

NAME POST

Fiona Melloy Operations Manager Steven Buttrick Senior Leisure Assistant Mark Smith Senior Leisure Assistant Maggie Fletcher Senior Leisure Assistant

ACTIVE SCHOOLS – GROUND FLOOR

NAME POST

Joy Cameron Active Schools Coordinator (Mon, Thu)

Michelle McKay Active Schools Coordinator

OUTDOOR EDUCATION – GROUND FLOOR

NAME POST

John McManamon Outdoor Education

Callum Osbaldstone Outdoor Education Modern Apprentice

Health Care

If a child becomes unwell during class time, the teacher will give him/her a slip to report to the medical room. Pupils who become unwell during intervals or lunch breaks should report directly to the school office. For minor complaints first aid is offered and the pupil is allowed to rest in the medical room. Parents or relatives will be informed as quickly as possible and arrangements made for you or a representative to collect your child from the school. More serious accidents or illnesses may be referred directly to the Accident and Emergency Department at Perth Royal Infirmary and parents will be informed. It is extremely important that you provide the following information for the school:

an address and telephone number (including a mobile number) where you may be contacted quickly, should an emergency arise;

the name, address and telephone number (including a mobile number) of another adult, perhaps a neighbour or relative, who is trusted to assume responsibility when you cannot be contacted and a child has to be taken home or referred to hospital;

an e-mail address. You will be given a form to provide this information when your child transfers to St John’s RC Academy. You should inform us immediately of any changes to the details which you provide. In an emergency, this can be vital. If you wish your child to leave school to consult his/her own doctor/dentist, a letter giving the date, time and place of the appointment should be sent to the school, addressed to the appropriate member of staff, in advance of the appointment: in primary this would be the class teacher and in secondary this would be the tutor group teacher. All pupils must report to the school office to sign out/in when leaving or returning.

Communication with Parents

The school communicates in the following ways:

Parent Council

Parents’ evenings

Drop in sessions with SLT

School Assemblies

E-mail

Website (including the weekly Headteacher blog)

Groupcall

Letters

Termly Newsletters

Twitter

Primary Soft Starts

Nursery Stay and Play sessions

Open evenings and coffee mornings

Achievement ceremonies

School shows

Annual parents’ survey

Focus Groups

School Ethos

The Vision

The vision of the North Inch Community Campus is consistent with the vision of Perth and Kinross Council and its Community Planning Partners. Our vision is of a confident campus to which everyone can contribute and in which we can all share. Our campus is vibrant and successful; a safe and healthy environment and a place where people and communities are nurtured and supported. The North Inch Community Campus seeks to achieve excellent outcomes in promoting and supporting the learning, development and well-being of all members of its community, including staff, in an inclusive, welcoming and safe environment. Staff from a wide range of backgrounds strive to provide high quality services; this involves working in partnership with others and being responsive to the needs and views of the users of the services.

St John’s RC Academy’s Mission Statement

St John’s RC Academy is at the heart of the North Inch Community Campus. In St John’s RC Academy, we seek to grow together as a community of faith and learning in which every member feels welcomed, valued and safe. Guided by the gospel values of Jesus Christ, our staff will work to provide the highest quality of education for the young people in our care. In doing so, we will help them to become successful learners, confident individuals, responsible citizens and effective contributors to our school and to society. The work of everyone associated with our school is directed by the following aims:

we will help each other to grow in faith and to develop our values and spiritual lives;

we will inspire in each other a lifelong love of learning with a positive culture of achievement;

we will encourage our pupils to take responsibility for their learning and lifestyle;

we will support our families and the life of the wider community;

we will promote self-respect and show consideration for others;

we will develop our gifts in the service of others promoting a spirit of peace and forgiveness.

Pupil Statement I belong to the community of St John’s RC Academy. I will do my best to behave well, to work hard, to tell the truth, to care for others and to achieve to the best of my ability.

Our school motto is SEEK THE GOOD. This is taken from our school’s morning offering prayer:

St John’s RC Academy Secondary Morning Offering

Father, whatever this day may bring Help me to seek the good within To act in a spirit of generous love

And to grow in wisdom and in grace In the footsteps of Saint John the Baptist

Patron of our School Amen

St John’s RC Academy Primary Prayer

O God Bless our school that in working together

and playing together we may learn to serve you and to serve one another

St John the Baptist pray for us

We encourage our pupils and our staff to seek the good in ourselves and in each other so that we may help each other to flourish in our school community.

Religious Tradition

The Catholic nature of St John’s RC Academy is an integral feature of the school. Parents who choose to send their children should expect them to participate fully in all aspects of school life. In addition to timetabled lessons in religious education, there are assemblies and regular liturgical celebrations. Mass is celebrated on feast days, during Lent and Advent and on special occasions. Under Section 9 of the Education (Scotland) Act 1980, parents may withdraw a pupil from religious instruction and observance. If you anticipate difficulties in this area you are advised to consult the headteacher. However, having chosen St John’s for your child, we do not anticipate any difficulties. Further information from the Scottish Catholic Education Service can be found in the School Policies and Practical Information section of this handbook. We hope that at the end of their school career Catholic pupils will approach their faith in a spirit of commitment, and that pupils who are not Catholic will have developed a deeper awareness of religious belief.

Development of Pupils’ Values

In our school we are committed to providing appropriate opportunities for the development of pupils’ spiritual, moral, social and cultural values. This will be undertaken in partnership with parents and will take account of the individual needs of pupils, the views of parents and the religious character of the school. Whole school events contribute to the development and formation of pupils’ values. A range of liturgical services and activities beyond the classroom, such as our many cultural outings, sporting and recreational opportunities along with the many social and cultural events, all have a role to play in encouraging our pupils to consider their understanding of their place in their school, community and beyond. Our school welcomes and celebrates diversity and individuality while emphasising our common commitment to moral values such as honesty, respect for others, compassion and justice. It is a fundamental principle of our school that all who are involved in the life of our school have the right to be respected as individuals. With this right, comes the responsibility to act in a considerate and respectful manner towards others. We implement the education authority’s policy for equal opportunities and seek to ensure that all pupils have access to the full range of educational experiences available within the resources of the school. We are firmly committed to the elimination of any form of discrimination on the grounds of race, religion, gender and disability.

Religious Observance

As a Catholic school, St John’s RC Academy has the responsibility of giving its pupils the experience of belonging to a Christian community and of developing spiritually. Throughout their time at St John’s RC Academy, pupils receive the opportunity to grow in their faith, to become more knowledgeable about it and to develop a willingness to express it through practical activities. The partnership between the school, the home and local parishes is central to this process. The Deanery of St Fillan’s covers an area of the Diocese of Dunkeld which is almost the same as the school’s secondary catchment area. The priests who visit St John’s RC Academy are Canon Steven Mulholland, Fr Colin Golden, Canon Tom Shields, Bishop Stephen, Monsignor Charles Hendry and Fr Bogdan Palka. Margaret McFarlane, the Diocese’s representative on Perth & Kinross Lifelong Learning Committee, is also a regular visitor. St John’s RC Academy is a caring community. It attempts to show what it means to live as a Christian with one’s fellow human beings. We seek to do this through the relationships which are formed, by the justice and integrity which prevail, by the care shown for the individual, by shared beliefs expressed in liturgical services and by the courses which make up the formal RE curriculum. In primary, during most weeks there are school assemblies led by a member of the Senior Leadership Team. We feel that our assemblies are important occasions for the whole community of our primary to come together, to pray, to sing and to deepen our relationships with God. There are strong links with the local Parish Church, St John the Baptist RC Church. The pupils take part in the celebration of Mass once every two weeks as well as on important feast days. Parents are invited to join our assemblies throughout the school year. In secondary, the work of the religious education department is organised by the principal teacher of religious education, Mr D O’Brien. He co-ordinates and guides the work of members of staff in teaching religious education. He is also a member of the school’s chaplaincy team which comprises of our chaplains, school staff and pupil representatives. The team takes a lead in organising liturgy throughout the school year. Further information from the Scottish Catholic Education Service can be found at the end of this handbook.

Parish Contact Details

St. John the Baptist (Perth) Our Lady of Lourdes (Perth) Canon Steven Mulholland Rev. Colin Golden Rev. Bogdan Palka Our Lady of Lourdes St John the Baptist 20 Melville Street Perth Struan Road PH1 5PY Perth tel: (01738) 622241 PH1 2JP tel: (01738) 564182 tel: (01738) 626979

St Mary Magdalene’s (Perth) St Stephen’s (Blairgowrie) Rt. Rev. Mgr. Charles Provost Hendry St Mary’s (Coupar Angus) St Mary Magdalene’s St Luan’s (Alyth) 7 Glenearn Road Rev. Dr. Gregory Umunna Perth St Stephen's PH2 0HP 8 Bank Street tel: (01738) 643418 Blairgowire

PH10 6DE tel: (01250 872171)

St Fillan’s (Crieff) St Bride’s (Pitlochry) Canon Tom Shields St Columba’s (Birnam) St Fillan’s Rev. Edward Vella Ford Road St Bride's Crieff Rie-Achan Road PH7 3HN Pitlochry, PH16 5AL tel: (01764 653269) tel: (01796 472174) email: st_filans_crieff@btinternet.com email: stbrides630@btinternet.com Sports Comprehensive St John's RC Academy, together with our neighbouring school Perth Grammar, won the Sunday Mail/Sports Scotland Scottish Sports Award 2011. The winning category was 'School Sports Award'. This award recognised the tremendous work done over many years, developing successful partnerships to create the Sports Comprehensive. The partnership between St John's RC Academy and Perth Grammar saw the first inter-denominational Sports Comprehensive in Scotland under the banner, 'Everyone Active'. The Sports Comprehensive

uses sport and PE as a vehicle for raising achievement, developing citizenship, improving ethos, increasing social inclusion and building positive healthy lifestyles;

reaches out to associated primaries and develops links between schools and clubs;

uses sport to create cross curricular links across the school community. St John’s RC Academy and Perth Grammar School are the first schools in Scotland to attain Joint Sports Comprehensive status. This is the first time that the denominational and non-denominational sectors have co-operated in a project of this prestigious nature. As well as our joint basketball team at senior level, St John’s RC Academy continues to support thriving Basketball clubs producing teams at all age groups and provides great links with Perth Phoenix basketball club. The club is a great means of breaking down social and cultural barriers with no less than three nationalities making up all teams. All abilities and experiences are encouraged to come along and improve their confidence, form friendships and learn skills to allow them to be active for life. Our well established Rugby, Netball and Basketball teams are great examples of collaboration through our Sports Comprehensive. Regularly training and competing together, continues to build robust relationships, strengthening the bond with the wider community. Pathways to Perth Phoenix basketball club, Perthshire Rugby club and the Women’s Netball League are strong due to the initiative. All abilities and experiences are encouraged and welcomed at these clubs. Improved confidence, forming new friendships and learning the skills to to be active for life, are all impacts our former pupils have noted as benefits through the initiative.

Building upon the success of sporting teams, we are also using the Sports Comprehensive to broaden our wider achievement experiences. Joint Dance leader’s courses have given our young people the skills to lead within the Primary school. Then actively applying these skills to create aspirational role models for our Primary pupils and strengthening our transition process from P7-S1. This is a continuing project that is in its 7th year of progression and we are very proud to be part of it. Active Schools Active Schools is a national initiative which aims to promote physical activity in children and young people which will continue into adulthood. There is an Active Schools Coordinator linked to every primary and secondary school in Scotland. The role of each Coordinator is to create more opportunities for young people out with the school day. They work with the PE Department, school staff, parents, senior pupils, coaches and local clubs to create these opportunities. Active Schools Coordinators also have a specific remit to focus on the following groups:

girls and young women;

young people from ethnic minority backgrounds;

young people with physical and learning disabilities;

young people living in areas of socio-economic disadvantage. The Benefits of Being Active There are so many benefits for young people if they are active. It can:

raise their confidence, self-esteem, skills and abilities;

teach key social and life skills;

improve sleep quality and energy levels;

reduce the risk of stress and depression;

contribute to educational attainment and

reduce the risk of major illnesses in later life (e.g. heart disease, stroke, diabetes and cancer).

How Much Exercise Should My Child Do? It is recommended that children and young people (5-18 years) engage in moderate to vigorous intensity physical activity for at least 60 minutes and up to several hours every day. Active Schools at St John’s RC Academy There are many extended curriculum opportunities available at St John’s RC Academy (primary and secondary). They currently include: fitness, basketball, baton twirling, volleyball, table tennis, tennis, gymnastics, girls’ basketball, badminton, dance, football, netball, cheerleading and hockey. There are also opportunities to take part in activities at Perth Grammar School. They include climbing, ju-jitsu and cricket. We are always looking to expand our programme and welcome any parents/carers who would like to volunteer their time and skills. Training is provided. We are very lucky to have so many very capable and motivated senior pupils at St John’s who help with the extended curriculum programme. We offer them lots of training opportunities and on-going support. The Active Schools Coordinator for St John’s RC Academy (primary and secondary) is Mrs Michelle Bruce. Michelle works in the school on Mondays and Wednesdays and can be contacted as follows: e-mail: MichelleBruce@liveactive.co.uk

North Inch Community Library This bright and welcoming library has an impressive range of resources for pupils and staff of St John’s Academy and members of the public. In addition to a great selection of fiction and non-fiction books, pupils have access to school network laptops that can be used for study and homework. The library space offers an ideal location for individual and small group study. Library staff also organise a range of activities for all pupils throughout the academic year; in addition to regular class visits, the library hosts author talks and other literature based activities linked to national events, such as, World Book Day, World Book Night, Summer Reading Challenge, National Poetry Day and Book Week Scotland.

Relationships and Promoting Positive Behaviour

In our whole school charter, we emphasise the need for all our pupils to have a sense of respect and responsibility. We make clear our expectations with regard to pupil behaviour which link to our school aims and faith values. We aim to establish an atmosphere in St John’s RC Academy in which pupils can operate as reasonable, responsible members of the community. In doing so, we hope to develop an environment which is conducive to sound learning, good citizenship and good behaviour. At St John’s RC Academy we promote a ‘can do’ attitude, set high expectations, and encourage pupil attainment and achievement to be consistently recognised, recorded and celebrated. Our Relationships’ Policy is explicitly designed to promote these aims. A staged, restorative and solution focused approach is used at St John’s RC Academy in addressing all challenging situations relating to discipline. These values are underpinned by our promotion of the Rights of the Child as a UNICEF Rights Respecting School. The standard of behaviour we expect of our pupils is very high and our pupils’ good manners are frequently commented on by visitors to the school and community campus.

Parental Involvement

We know from national research that children do better at school, and achieve more in life when parents and schools work together. Only 15% of a child’s life is spent at school and so it is very clear that parents have the most influential role in a child’s education. It is important that we respect that we each have a role to play, but in working together we will aim to ensure that every child does the best they can at school and beyond.

At St John’s RC Academy we aim to promote communication between home and school. We do this through a wide variety of means such as the school website, natter groups, parents’ information evenings, parents’ reporting evenings, newsletters, twitter, drop-ins, and groupcalls. Pupils are asked to share their learning through homework diaries, reading records, portfolios and profiles. We also encourage parents to make an appointment and come into the school if they have any comments or concerns, and we aim to be responsive to comments and concerns within 24 hours.

The St John’s RC Academy Parents’ Council is very active in many areas of the life of the school, supporting our work through volunteering time, raising funds, participating in school improvement groups and hosting information evenings.

The Parent Council is open to all parents and guardians of pupils at St John's RC Academy, and everyone is most welcome. The opportunity to become part of the school community is easiest through helping at a number of Parent Council events. Contact us at SJParentCouncil@googlemail.com

Transitions

As with all new experiences, a child’s transition at any stage in their learning can often seem a daunting and anxious time for both pupils and parents. At St John’s RC Academy we have developed effective and comprehensive transition arrangements which aim to ensure continuity and progression in our children and young people’s learning. Through our structures, physical resources and programmes we have enhanced arrangements to ensure our pupils are known, feel valued and are prepared for challenge and change. Primary 1 Enrolment Each year, during January, some days are set aside for the enrolment of children who will be starting primary one the following August. A member of the Senior Leadership Team is available to answer questions and discuss any matter with parents. Nursery and Primary 1 follow the same Early Level Curriculum throughout the year. Primary 1 pupils visit nursery regularly and in turn nursery pupils visit primary 1. This is called ‘play swap’ and allows children in both settings to have access to a much wider range of experiences. Nursery and Primary 1 share topics and plan together. This, along with a number of other strategies, helps to create a fluid and seamless transition from nursery to primary 1. When your child is due to transfer to primary school, their pupil profile and any other report will be forwarded to the appropriate school. Nursery staff will liaise with school staff wherever possible to make the transition as easy as possible for the children. For those children transferring to St John’s RC Academy Primary, there are many links established between nursery and Primary 1 classes.

A parent information evening

Children visit the Primary 1 classes accompanied by parents, and then as a small group

Children participate in the whole school transition morning.

Primary 1 staff will visit children in the nursery

Children are taken on a tour of the school to familiarise them with the school office, the dining hall etc.

Children are taken on a visit to the playground.

Children have the opportunity to visit for lunch with parents and members of school staff.

Parents who wish further information, or who wish to discuss their child’s education before deciding to enrol, should contact the Headteacher. Primary 7 – S1 Transition Arrangements for the transfer of pupils from our associated primary schools are carefully planned and involve detailed discussion between primary and secondary staff. The main aim of our program is to help pupils integrate successfully into St John’s RC Academy. Our Transition Depute Headteacher, Community Link Worker, Support for Pupils Team and a range of teaching staff are involved in all aspects of our extensive transition program. Our P7-S1 transition program is both universal (for all children) and targeted (for identified individual children).

Transition Timelines:

Universal – Learning, Social and Pastoral October P7 pupils have the opportunity to attend the ‘Dalguise’

cluster schools outdoor residential experience November St John’s RC Academy hold the P7 to S1 Parents’

Information Open Evening and opportunities for school tours

January – June Transition DHT, Support for Pupils Staff and the Community Link Worker start to visit primary schools to meet the new S1 covering general secondary school topics and some more specific topics such as travel, dining, personal support, pastoral support

Transition DHT, Support for Pupils Staff and the Community Link Worker drop into P7 Parents’ Evenings across our cluster schools

Mr McGuire (RE Teacher) runs St John’s RC Academy Faith Book Programme across our cluster schools. This is our schools parish partnership transition project which concludes in S1 with a year group retreat

March – April Depute Headteachers and Support for Pupils visit Primary schools to discuss pastoral information to build a personal picture of your child

Depute Headteachers and Support for Pupils visit Primary schools to discuss achievement in order to build a learning picture of your child which covers skills for life and learning, leadership, curriculum and wider achievements

May Our smaller primaries and targeted pupils visit for an additional transition morning workshop with school tours led by the Community Link Worker and school partners

The St John’s RC Academy cluster schools transition day is held with various pupil workshops and experiences

June P7 profiles issued to all secondary school teachers to allow them to familiarise themselves with their new S1

The Business Education and Computing Department hold an Enterprise Challenge Day for P7 pupils

The Perth and Kinross school induction days allow pupils to experience their timetables for two full days

Transition DHT holds an informal parental meeting prior to the summer holidays to help with any last minute details

August – September

Our Community Link Worker holds a number of parental drop in sessions to help out in the early days. The Senior Leadership Team and Support for Pupils join some of the parental drop in sessions and host some useful secondary presentations

September Support for Pupils start their S1 interview using your child’s P7 profiles. We offer a residential experience for S1 pupils

October Early S1 reports are sent home and followed up with a parental ‘drop in’ with the Senior Leadership Team and Support for Pupils

Targeted – Learning, Social and Pastoral

P6 December –June

Early ASN transition/partnership meetings are held in primary schools with secondary school representation

P7 August – December

Specific ASN Meetings are held to discuss transition planning and to identify a secondary school link

P7 May Additional transition visits take place with smaller schools, non-feeder schools and all pupils with identified additional support needs

Enhanced transition classes are held which focus on additional visits, environmental familiarisation and learning experiences

S1 September – December

Post placement Additional Support Meetings take place

Pupils are selected to take part in experiences recognised through National Achievement Awards with our schools Outdoor Education Team

The Curriculum

Curriculum for Excellence forms the basis of learning, teaching and assessment from Nursery to S6. Pupils from Nursery to S6 will experience learning derived from the ‘experiences and outcomes’ of Curriculum for Excellence with S4-6 pupils undertaking the new national qualifications, with a small number of subjects running the older form of qualifications. The purpose of Curriculum for Excellence is to ensure that all children in our school develop the attributes, knowledge and skills they will need to flourish in life, learning and work, now and in the future. The aims of Curriculum for Excellence are that every child should know they are valued and that they will be supported to become a successful learner, an effective contributor, a confident individual and a responsible citizen. In order to achieve this for every pupil, we provide a wide range of challenging and enjoyable learning experiences. We aim to ensure active involvement of the learner through learning and teaching which:

engages and is active

sets challenging goals

shares expectations and standards

provides timely and accurate feedback

involves sharing learning intentions and success criteria

is cooperative and collaborative

reflects the ways different learners progress. During this time of developing new learning experiences within the curriculum, a focus for our school has been to further enhance learning and teaching throughout the school via:

assessment is for learning

cooperative learning

play and learning (early years)

learning within a context. Nursery to Secondary 3: The broad general education The curriculum encompasses all planned learning experiences both within and outwith the School. This includes opportunities to contribute to the ethos and life of the school, interdisciplinary learning and the recognition of achievements in the broadest sense. In addition, the curriculum encompasses eight curriculum areas, detailed below.

Expressive Arts All children in our school experience a wide range of experiences in:

Art and Design

Dance

Drama

Music. These are provided by class teachers and at times by visiting specialists. In addition, some music and drama lessons in the primary are led by specialist teachers from the secondary. Languages and Literacy This includes English Language: listening, talking, reading and writing. It also includes French for pupils from P6 – S2, and a choice of languages in S3. Curriculum for Excellence also ensures that literacy skills are promoted across all other areas of the curriculum. The development of literacy is of great importance in the school with activities leading to reading and writing beginning in nursery and primary one. Children are encouraged to develop a love of reading from the earliest stage. We use core reading and writing schemes which extend through the primary school allowing children to progress from year to year. These are supplemented by a wide range of planned language activities which contribute to a child’s continuing development. Early reading is taught by building up sounds and this leads to an emphasis on reading for understanding as children become proficient. Children are also given many opportunities to produce writing of all kinds and most children become proficient writers as they reach upper primary and secondary classes. Health and wellbeing Learning in health and wellbeing ensures that children develop the knowledge and understanding, skills, capabilities and attributes which they need for mental, emotional, social and physical wellbeing now and in the future. Curriculum for Excellence also ensures that health and wellbeing is developed across all other areas of the curriculum with all teachers sharing the responsibility of ensuring that pupils have the best start to life and are ready to succeed. We aim to ensure that pupils are achieving, responsible, included, nurtured, safe, respected, active and healthy. In the secondary, our tutor groups help us to ensure that every young person is known well. Mathematics and Numeracy Mathematics and numeracy are important in our everyday life, allowing us to make sense of the world around us and to manage our lives. Using mathematics and numeracy enables us to model real life situations and make connections and informed predictions. The skills acquired equip us to interpret and analyse information, simplify and solve problems, assess risk and make informed decisions. Mathematics and numeracy are key skills which help us to develop other necessary skills required for life, learning and work. Understanding the part that mathematics and numeracy play in all aspects of life is crucial. Mathematics and numeracy are sometimes taught through practical activities; for example, the school has recently made more use of the playground to facilitate active learning through the introduction of outdoor maths. The core mathematics scheme continues through the school. It is supplemented by many other experiences to provide a broad mathematical education. There is an emphasis on how

maths applies to real life. Multiplication tables and mental arithmetic are practised frequently and calculators and computers are used as appropriate. From P5 we use a system of “setting”, or grouping by ability, in teaching maths. Children will find that they are in a class with others of a similar maths level and many of them will be taught by someone other than their normal class teacher. Religious Education Religious Education in Catholic schools takes place within the context of the wider Catholic faith community, in partnership with home and parish. It is an integral part of the Catholic School, which is in itself, a community of faith as well as a community of learning. St John’s RC Academy is proud to be a Catholic school and religious education is an integral and important part of our school life. Children learn about Christianity, and particularly about the Catholic Faith, through an exploration and understanding of the life of Jesus Christ, the Old and New Testament of the Bible, Liturgy and Prayer. In this way we wish to help children grow in their relationships with other people and with God, our Father, and Jesus Christ, His Son. Children are also taught about other world religions. The Academy draws on the experiences and outcomes for Roman Catholic RE, together with the advice from the Scottish Catholic Education Service’s document, ‘This is Our Faith’. At P3 and P4 children who are Catholics are prepared for the Sacraments of Reconciliation, Eucharist and Confirmation. Parents are invited to school to hear more about our preparations and what they can do to help. In the secondary school, RE continues to be an essential element of the curriculum for every pupil. Some aspects of pupils’ personal and social education is delivered via the RE department. Parents have a legal right to withdraw their children from RE lessons. However, this is not easy to organise as matters of religion are liable to appear at any time of the day, just as any other subject can, and this can prove impossible if RE is part of an interdisciplinary topic. Should parents wish to exercise their right to withdraw a pupil from religious education or from observance, they should discuss it with the Head Teacher. Sciences Through learning in the sciences, children develop their interest in, and understanding of, the living, material and physical world. Teaching approaches allow children to collaborate, investigate and develop skills to become more creative, inventive and enterprising. The main areas of sciences are:

planet Earth

forces, electricity and waves

biological systems

materials

topical science Social Studies In this area children develop their understanding of the world by learning about other people and their values, in different times, places and circumstances; they also develop their understanding of their environment and how it has been shaped. The main areas of social studies are:

people, past events and societies;

people, place and environment;

people in society, economy and business.

Technologies This area of the curriculum offers a rich context for developing life skills which are recognised as being important for success in the world of work. This includes activities involving research, problem solving and the exploration of new concepts, skills and materials. The learning experiences provide pupils with opportunities to create products which have real applications allowing for creativity and entrepreneurial skills. Technologies are organised under the following headings:

Technological developments in society

ICT to enhance learning

Business

Computing science

Food and textiles

Craft, design, engineering and graphics. More information on Curriculum for Excellence can be found on Education Scotland’s Parentzone website – www.educationscotland.gov.uk/parentzonecfe and on our school website (www.st-johnsacademy.org.uk ). Third Year The end of S3 marks the end of the broad general education. During S3 pupils will continue to follow a curriculum based on the experiences and outcomes of Curriculum for Excellence by choosing subjects from curricular areas. From these, pupils will make a choice of six/seven to take into the Senior Phase (S4-S6). Fourth Year Pupils entering S4 in 2017-18 will undertake the revised SQA qualifications called ‘Nationals’. Most pupils will undertake Nationals at levels 3, 4 or 5 during S4. These have replaced Access 3, Intermediate and Standard Grade courses.

Access 3

Standard Grade (Foundation level) > National 3

Intermediate 1

Standard Grade (General level) > National 4

Intermediate 2

Standard Grade (Credit level) > National 5

Pupils in S4 will all study core subjects – English and literacy, mathematics and numeracy, religious education, physical education. English and mathematics are SQA subjects, with literacy and numeracy as SQA units within these subjects. PE can also be studied at National 3-5 levels. Pupils will also study a further 4 subjects for qualifications across a wide range of choices. All courses will allow pupils to develop at an appropriate and challenging level. In some departments this will involve all pupils working within the same room. In other departments, the principal teacher may decide to 'set' the classes. For more information on Nationals, please see the National Parent Forum of Scotland’s useful guides: https://blogs.glowscotland.org.uk/glowblogs/NPF/nationals-in-a-nutshell

Fifth and Sixth Year We are pleased that increasing numbers of our pupils return to school after S4. In S5 pupils will reduce their 6/7 qualification subjects to 5. The choices form for S5/6 is based on maximising pathways for pupils from S4 going into S5 so they can choose their ‘best 5’ from S4 and progress in those throughout S5. To maximise achievement, it is best if pupils do not start new subjects in S5. In S6 there is a much wider choice of subjects. Pupils can choose a combination of courses which may include ‘crash’ courses, e.g. a pupil may choose to take a Higher without having taken the subject before. Course choices in S6 are also greatly enhanced through the Perth City Campus initiative. Perth City Campus is made up of the four city schools and the college. This means that a greater number of Advanced Higher and other courses are available to pupils across the city. More information on this initiative can be found at: http://www.pkc.gov.uk/article/6743/Perth-City-Campus The courses chosen are monitored by members of the senior leadership and support for pupils teams. We expect our pupils to build on the successes already achieved in S4 and we seek to ensure that the pupils link their course choices to their future plans.

It is customary for pupils at this stage to contribute to the ethos and life of the school through giving some of their time to volunteering to help others, either in school or in the local community. We promote the Caritas Award which encourages our S6 to become involved in their faith communities. We emphasise the importance of developing an expertise in study skills and independent learning. All pupils in S5/S6 follow courses in at least one of the following levels of National Qualifications:

National 3-5

Higher

Advanced Higher Homework All of our pupils are given homework on most nights of the week. In order to encourage good study habits, every pupil from P6 to S6 is issued with a study planner in which they are required to enter a note of all work to be carried out at home. Pupils should carry their planner at all times. Planners should be taken out at the beginning of each lesson; lesson learning intentions and any homework issued should be recorded. Homework should be seen as an integral part of the learning process. Homework offers pupils an opportunity to consolidate and develop work done in the classroom and raises achievement. Homework is an integral part of our courses and is used to encourage pupils to:

develop a sense of personal responsibility for their own progress;

develop skills in independent study. The type of work and its frequency is a decision for the class teacher who knows the child best. In primary, the work will usually involve the preparation of some reading, revising maths or spelling or producing some written work for one subject or another. At P1 - P3, homework will often be practising reading and/or completing number work. At P4 and P5, homework should not take any longer than 2 to 2 ½ hours per week.

At P6 and P7, work may take a little longer but not more than 3 to 4 hours per week. In primary, work will have been prepared in school or will be something with which the child is familiar, so serious difficulties should not arise. If there are genuine signs of distress, please stop immediately; no homework is worth lots of tears. Please also let us know if these issues arise so we can address any difficulty. At S1 and S2, it is desirable that pupils spend up to 3 to 4 hours per week on homework. At S3 and S4, pupils should spend between 5 to 7 hours per week on homework and revision. At S5 and S6, pupils are expected to spend between 6 to 8 hours on homework and revision. In secondary, if no formal homework is set by a subject department, please encourage your child to use the time to do revision work or to complete further reading. This can also be recorded in the planner. Homework, however, is not intended to take up most of an evening. If you feel we have not got the balance right for your child, please let us know. Where a pupil fails to complete homework, a note should be sent to the appropriate teacher explaining the reasons for this. We are grateful to parents who encourage their children to work independently at home by stressing the good reasons for completing homework. How parents can help We recognise and believe that parents are the first and most important teachers of their children. Although you will have many commitments in your evenings, please try to have a look at the homework. It will let you see your child is doing and your interest is an essential encouragement. Indeed, there is a substantial body of educational research which suggests that parent interest and involvement in their child’s education makes a huge difference to achievement. The school – and of course your child – relies on the support and encouragement you continually give to your child throughout their education, so please:

Listen, talk, and encourage – this can have a big influence on children's learning Encourage your child to talk to you about their learning, what learning is happening

at school and do what you can at home to build on that Talk to your child about their strengths and interests and how they are progressing Encourage your child to talk to you about their next steps in learning and find out

how you can work with the school to support this Help your child to recognise that getting things wrong is always an opportunity to

learn Ask for help if you think your child needs it for any reason Praise and reward your child if he/she is working hard at something - effort is the

key to success Recognise and reward occasions when your child has achieved something

significant within or out of school (and recognise the effort involved) Encourage any reading Look for opportunities at home to develop literacy and numeracy skills: money,

number problems, time, measuring, matching, size, reading, writing, understanding instructions, questioning information

Help them work on tasks on their own and then talk about it with you afterwards Provide a suitable environment for study – a quiet place (with a table) with the

television off and with no distractions Do things together where appropriate – learn together e.g. if your child has a

project or task to do, take an interest and discuss with them what he/she is doing or offer support if this is needed

Help prepare for change particularly at key transitions – talk about it together Talk to them about how they are feeling

Work together with the school by taking part in discussions about your child’s learning and progress e.g. at parents nights, reviews, signing or commenting in homework diaries and profiles

Encourage your child to have other interests. A balance of leisure activities, time with friends and family as well as school work is important

Helping your child prepare for exams Regular attendance throughout the year will help to ensure that your child keeps up with course work and homework. If they do fall behind, through illness perhaps, do speak to us about any support we can offer to help them catch up. Talking to your child to reassure and encourage them and taking an interest in what they are doing will help them get through what can be a stressful time and will help them to do their best. Managing time

Encourage your child to start revision in good time to avoid cramming and panic. Help your child to plan a realistic timetable of study for each subject. Encourage your

child to use the planner provided by the school to organise their time. A weekly revision planner is also available on the Student Life BBC website. (www.bbc.co.uk/schools/studentlife)

Getting organised

Talk to your child and help them decide on a fixed area at home where they can study with the least distractions. Make sure that the materials and equipment they need, eg pens, pencils, paper, notebooks and past papers, are at hand in this study area. (Past papers are available free from the SQA website). www.sqa.org.uk

Ensure that snacks and water are close by to prevent any unnecessary distractions and make sure the study area is warm and well lit.

Speak to the rest of the family, particularly younger members, about respecting this study area and as far as possible avoiding interruptions.

If it is difficult to study at home, perhaps your child could make use of the school/local library. We also provide a range of study support classes to help.

Encourage your child to get their notes in order for each subject before starting. Having notes organised into topic areas for each subject may be helpful.

Check the dates of each exam and keep a record of them somewhere you can see them easily. You can access the full exam timetable on the SQA website. Your child can also use the SQA Personal Timetable Builder facility to create their own timetable. The mobile timetable builder is now available for most Java-based mobile phones along with those using Google Android and iPhone. Remember, sometimes an exam is on a public holiday. The exam will definitely take place on that day and there will be no opportunity to sit it on another day.

Tips to encourage studying

Exam times can be stressful so encourage your child to take breaks. Hour long revision sessions with short regular breaks of 10 minutes are effective.

Your child may prefer to complete each task and then build in a break rather than stick to definite time slots. It’s the quality of work that is important.

Young people often focus best earlier in the day or early evening so encouraging them to study at these times may be beneficial.

Your child might find it useful for you to read through revision notes with them. Asking them about what they have learned in their revision may also be useful.

Keeping well

Encourage your child to get plenty of sleep. This is particularly important the night before an exam as it will help them perform better.

Encourage your child to eat well. On the morning of an exam encourage them to have a breakfast, or lunch if the exam is in the afternoon. Avoid sugar and caffeine drinks and drink water.

Help your child to build in time for relaxation. Help them to recognise that nerves and anxiety are normal around exam time.

Help your child to avoid any unnecessary anxiety or panic by making sure they are in plenty of time for each exam and have everything they need for it, eg. pens, pencils.

Encourage regular exercise.

Assessment & Reporting

Assessment of children’s and young people’s progress is central to the day-to-day learning and teaching which takes place in lessons and extended curriculum activities. The purposes of assessment include: • supporting learning; • recognising strengths and helping to plan next steps; • informing learners and their parents of their progress; • summarising achievements (sometimes through qualifications); • monitoring the education system and influencing future developments. Assessment within St John’s RC Academy has an emphasis on literacy, numeracy, health and wellbeing, ICT and higher-order skills across the whole curriculum. Assessment should support children and young people in developing the four capacities of Curriculum for Excellence and the characteristics associated with them. These include a range of personal qualities and skills that in the past may not always have been actively assessed, such as thinking creatively and independently, working in partnership and in teams, making informed decisions and evaluating environmental, scientific and technological issues. These skills and attributes are embedded in the experiences and outcomes which form the basis of the new curriculum. Assessment focuses on these, as well as on measuring factual recall and routine procedures. Teachers in St John’s RC Academy are encouraged to use the key features of the Assessment is for Learning programme which encourage diagnostic and formative approaches to assessment that directly support learning. As it is important that assessments should be reliable with shared standards and expectations being applied across the country, arrangements are in place for moderation of learning. St John’s RC Academy is working closely with St Dominic’s, St Stephen’s, Our Lady’s Primary School and with colleagues from across Perth and Kinross, to assure the quality of our own assessment procedures. One key way we do this is through discussing evidence of learning from the children and young people. We capture what they say, write, make and do and discuss this in relation to the experiences and outcomes, ensuring that the planned learning experiences provide valid evidence. The school is supported by the National Assessment Resource which allows us to share assessment materials and helps teachers develop a shared understanding of standards.

Reporting

We try to keep parents well informed about school life, of changes in policy, of curriculum matters and of any factors related to the progress or development of their own children. In addition to regular letters about special events and activities, we publish regular whole school newsletters. Group Call, our text based messaging service, is often used to

communicate urgent information to parents such as absences or reminders for school activities and events. Our school website www.st-johnsacademy.org.uk is also a useful source of school related information. Reports and Formal Meetings We try to ensure that parents receive information at times which are useful to their children and that they have every opportunity to discuss progress with us. Our school reporting system also allows parents an opportunity to make their own comments on the progress of their children. Nursery - P7: A written report on your child’s progress will be sent home in June of each

school year. Twice in the year, in November and February/March, meetings are arranged for parents and teachers to discuss your child's progress. Regular information evenings take place to promote pupil work and activities and there is an extensive program for Nursery – P1 and P7 – S1 transition involving information evenings and visits.

S1: In the course of your child’s first year we will send two types of report. A

progress (ratings) report indicating how well your child has settled into secondary school is issued in time for the S1 parents ‘drop in’ evening with the senior management and support for pupils teams. A more detailed report on progress is issued towards the end of S1.

S2: S2 pupils also have an early ratings report and the opportunity for a ‘drop in’

evening. A detailed report will be issued in time to prepare for course choice as well as the parental course choice information evening.

S3: S3 pupils have a full report before course choice and a ratings update towards

the end of S3. S4/S5/S6: A detailed report will be issued either leading up to or following assessments.

Course choice information evenings take place as part of the preparations for senior school course choice. A parents’ evening will be held following the issue of reports providing an opportunity to meet teachers and discuss your child’s progress. In S5/6, a contact evening is held in Term 2 in an effort to raise any concern at an early stage.

Support for Pupils

Education and Children’s Services within Perth and Kinross Council has a duty to make adequate and efficient provision for the additional support of each child and young person with additional support needs for whose education they are responsible. The key principles which underpin the Additional Support for Learning position statement are:

All children and young people should receive the additional support required to meet their individual needs and to help them make the most of their education

Effective coordination of planning and support

An emphasis on early identification of need

The need to ensure assessment takes account of the needs of the whole child and is conducted in an integrated way

The development of flexible curriculum and learning approaches to meet the needs of all children and young people more effectively

The continued development of integrated working and multi-agency partnerships

Partnership with parents; central to ensuring that children and young people with additional support needs benefit fully from school education

Taking account of the views of children and young people in decisions which affect them

Emphasis on early resolution of disagreements at local level, as well as access to more formal processes where agreement cannot be reached

The development of greater continuity and progression between stages or after breaks in education, through more effective arrangements for transitions

Any parent who has a child who may have additional support needs should discuss this matter further with the Depute Headteacher Support or the Principal Teacher Support for Learning. It is important that everyone involved in supporting the child works together to ensure the child’s needs are met. Pupils identified as having additional support needs will be supported in school in line with the Education (Additional Support for Learning) Act (Scotland). English as an Additional Language - EAL The EAL provision for St John’s RC Academy consists of two teachers, Trisha Davenport and Ann Baird, and Dorota Marciniec, our Polish Community Link worker. The EAL team supports our school with the delivery of ESOL courses, assists with new enrolments and provides support for all EAL pupils and their families. In addition, the EAL team is involved in twilight and awareness-raising sessions for staff and other professionals working within our schools. The Integrated Team The school has an Integrated Team involving outside agencies and partners which meets every 3/4 weeks. This allows us as a school to pursue any additional support for pupils. Pupils discussed at the Integrated Team Meeting (ITM) are those who have been referred by support staff or by concerned staff or parents. The school works in partnership with parents to support any action to be taken as a result of the ITM discussion.

Primary Nurture Additional support is also available for small groups of children within ‘The Wee Room’ class. This class provides a carefully structured day with a balance of learning, teaching and routine within a home-like setting. Contact with Parents/Carers Parents/Carers who wish to contact the school to discuss the progress of their children are encouraged to do so. Parents’ Evenings are held in order that parents and teachers can discuss pupils on an individual basis. On these occasions, parents are invited to make appointments with the appropriate teachers. Various contact evenings are scheduled throughout the year to allow parents, especially parents who are new to the community of St John’s RC Academy, to view the school’s facilities and to talk to teachers. Education research indicates that pupils are more likely to achieve at high levels when parents take a close and continuing interest in their progress. It is the responsibility of the Support for Pupils Department to ensure that all pupils in St John’s RC Academy are given as much assistance as possible to achieve their potential during their school career. The curriculum itself may need to be adjusted so that appropriate materials and methodology allow pupils, from the most gifted to the less able, to study at their own level. Support for pupils staff are there to help all pupils to achieve the highest standards they are capable of in all aspects of school life - academic attainment, wider achievement, confidence, self-esteem and behaviour. In line with the policy of Perth and Kinross Education and Children’s Services, pupils with additional support needs are educated with their peers as far as possible. Their progress is

monitored by Support for Pupils staff and support is given as necessary. Reviews, to which all partners are invited, take place regularly and close contact between home and school is encouraged. If you would like further information or want to discuss your child’s progress, you are invited to contact the school to arrange a meeting with a member of the support staff. The list below is correct as of 8 December 2018. For an up to date contact list, please go to the Contact us page on our website.

Secondary Mrs L Burgess Depute Headteacher Dr RG Staines Depute Headteacher Mr J Storrie Principal Teacher – Support for Pupils, Learning Mrs F Carroll Principal Teacher – Support for Pupils, Guidance Mrs M Sinclair Principal Teacher – Support for Pupils, Guidance Mr S McLaughlin Principal Teacher of Support for DYW (Developing the Young

Workforce) Mrs N McKenzie Teacher of Support for Pupils Vacancy Teacher of Literacy, Numeracy, Health & Wellbeing Ms A MacDonald Teacher of Support for Pupils Ms P Hood Teacher of Support for Pupils

Primary Mrs J Jack (Nursery – P3) Depute Headteacher

Mrs C Robertson Acting Depute Headteacher Mrs J Philp (Maternity) Depute Headteacher Mrs A MacDonald Teacher of Support for Pupils Mrs A Jones Teacher of Support for Pupils Mrs S Black Teacher of Support for Pupils Mr D Oliver Nurture Teacher

School Improvement

Learning The work undertaken over the last few years has resulted in the following improvements:

Nursery and early years pupils have more opportunity for active play, including play swap, enabling them to develop positive relationships with each other and explore a range of curricular areas. Improved planned experiences across Nursery and Primary 1 have resulted in all pupils having access to both settings. Staff have planned together throughout the session to give continuity of experience and further aid transition from Nursery to Primary 1.

In all primary classes teachers encourage and value pupil contributions and pupils are given high quality feedback regarding how to improve their learning.

All teachers integrate ICT within lessons and use it effectively to support pupil learning and to increase motivation.

In our classrooms pupils are encouraged to become independent learners. This is achieved through the organisation and management of our classrooms, using Assessment is for Learning, active learning and cooperative learning strategies. This is evidenced through our classroom monitoring and evaluation programme, where we encourage staff development through the sharing of best practice.

As part of Curriculum for Excellence implementation, teachers have been working on a range of inter-disciplinary learning developments across the Broad General Education. This promotes active learning and opportunities for personalisation and choice. Interdisciplinary learning will continue to be a focus in this year’s school improvement plan.

In cooperation with our cluster, we are continuing to develop opportunities for staff to work together to support literacy and numeracy across learning.

Our School Improvement Trios continue to lead improvements throughout the year.

Primary parents are offered two information evenings and various opportunities throughout the year to find out more about the work of the school and their child’s learning.

We have a Curriculum for Excellence information event for all parents across our cluster.

We have parents’ information events at key transition stages throughout the school year- P1, P7, S2 and S4/5.

We have further developed our tutor groups in the secondary school to enhance support. Pupils reflect on learning and identifying skills, strengths and next steps.

Attainment and Achievement

In Nursery, most of our pre-school pupils met their development milestones. In Primary 1 all children are making good progress at the expected level, with most of our pupils secure at early level numeracy and the majority within literacy. In Primary 4 most children are making very good progress at the expected level or better across all areas of Literacy and Numeracy. In Primary 7, most children have achieved at second level in reading and almost all have achieved second level in listening and talking. Almost all children continue to make very good progress at the expected level within Numeracy and Writing. In Secondary 3 (S3) the majority of children are achieving at the expected level across Numeracy, Listening and Talking, Writing and Reading. Our pupils across S4-S6 are achieving better than their comparators in literacy and numeracy at National 4, with S5 and S6 pupils achieving better in National 5 also. In S4, pupils are doing better than their comparators across all key measures such as achieving at least 5 awards at National 3, National 4 and National 5. Our pupils from the most deprived households continue to exceed their comparators as we aim to close the attainment gap arising from issues of poverty. In S5, pupils gaining at least 5 Higher awards increased to 16% and this is well above our comparators. 53% achieved at least one higher, with 32% of pupils achieving at least 3 Highers. One third of pupils from the most deprived households achieved at least 3 Highers, 12% more that the comparators. Our S6 pupils continued to be a record breaking year for the school. In S6, 22% achieved 1 Advanced Higher, with 70% achieving at least 1 Higher (17% more than comparatots), 50% achieving at least 3 Highers and 28% achieving 5 Highers. Almost all of our pupils continue into positive destinations after leaving St John’s RC Academy. 93.4% of leavers from 2015/16 were in a recognised positive destination last year – a figure which is above our comparators and the national average. We are particularly pleased that 100% of our S6 pupils entered a positive destination after school. Improvement Priorities for 2016-19 Our overarching Strategic priorities reflect those of the national improvement framework and are as follows:

Improvement in attainment, particularly in literacy and numeracy.

Closing the attainment gap between the most and least disadvantaged children.

Improvement in children and young people’s health and wellbeing.

Improvement in employability skills and sustained, positive school leaver destinations for all

young people.

INFORMATION FOR PARENTS SECONDARY SCHOOLS

Education Authority: Perth & Kinross

School Leavers’ Destinations

Skills Development Scotland There are more options open to young people on leaving school than ever before. Most people going into work will make a number of career changes throughout their lives. Skills Development Scotland works in partnership with the school. Erni Hamilton is the school’s careers coach for St Margaret, St Ninian and St Andrew houses; Patricia Wood is the career coach for St Columba . During the year, staff from Skills Development Scotland will talk with S2, S3, S4, S5 and S6 pupils about the career planning process. Good career planning involves knowing about yourself and knowing about what jobs and courses demand. Skills Development Scotland has a range of resources to help young people and a good starting point is their careers websites www.myworldofwork.co.uk and www.mykidscareer.com which have lots of careers information and plenty of useful links. There is also a section of the website specifically for parents and carers. Self-help features include:

discovering strengths;

how to plan your career;

applying for work and training;

finding out about careers;

going to college;

going to university;

taking a year out;

creating a CV;

interview tips. In the school’s careers library, young people can also access university and college prospectuses. The Career Coach is also available for individual appointments for S4, S5 and S6 pupils who wish to discuss their career plans. All S2 pupils will meet with Career Coach around course choice time The Career Coach is also available for appointments at Parents Evenings Pupils can simply contact their Guidance Teacher and an appointment will be arranged. The Perth Careers Centre 31 – 33 South Street, Perth PH2 8PD. Tel 01738 637639. It is open all year round Monday to Friday 9.00 am to 5.00 pm (10.00 am on Wednesdays, closed for lunch 12.30pm – 1.30pm).

School Policies & Practical Information

School Policies

The following policies are available to parents. If you wish a copy of any of the policies please contact the school.

Curriculum overview

Literacy and English

Mathematics and Numeracy

Health and well-being

Learning and Teaching

Assessment, recording and reporting

Transitions

Homework

Religious observance

Support for pupils: Interagency working/inclusion/LAC/EAL

Relationships

Child protection

Internet safety

Mobile phones

Uniform/Dress Code

St John’s RC Academy firmly believes that the wearing of school uniform helps set a positive tone and ethos in the school, as well as improving our public image. Uniform is important in helping our pupils share a sense of belonging to our school community. Our school uniform has been highly praised by many people, including the Director of Education. We believe that our pupils and our school are the very best and we want them to wear their uniform with pride. We believe that it removes the competition to have the latest fashion item or the most trendy or acceptable pair of trainers. Therefore, it promotes equality and fairness, helping all our pupils to feel proud to be a member of our school community and certainly it removes pressure from parents to buy these items. When pupils arrive in school casually dressed, it does not create the impression that they are ‘serious about learning’. Our Community Campus is open to members of the public during the school day. From a security perspective it is absolutely vital that we can recognise our pupils at any time during the school day. If pupils are casually dressed this will be very difficult to achieve. We are delighted by the numbers of pupils who wear our school uniform and with the numbers of parents who support our St John’s RC Academy dress code. Primary

Black dress trousers or skirt/culottes

White school shirt

School tie

Grey school jumper or cardigan or plain grey jumper

Purple gingham dress during summer months

Plain black shoes or trainers (laces should also be black)

School Jacket

PE kit: white t-shirt and black shorts Secondary

Black dress trousers or skirt

A white school shirt (polo shirts for PE only)

A black school V-neck jumper or cardigan or plain black V-neck jumper which allows the school tie to be seen

A school tie (the knot of the tie should be no lower than the second button of the school shirt)

Plain black shoes or trainers (laces should also be black)

A braided school blazers and a senior tie school are compulsory for S4-S6 pupils

School blazers are optional for pupils in S1-S3

Plain dark coloured school jacket We would also like to remind parents that the following items of clothing are NOT acceptable to our dress code and so should not be worn to school: denim jeans, black jeans, leather jackets, shorts, combats, cargo trousers, tracksuit bottoms (except for PE), white trainers (except for PE), baseball boots, football tops, tops with logos, designer names, offensive slogans, low-cut tops, large hoop earrings, large necklaces, facial piercing jewellery, brightly coloured shoes. Hairbands or bobbles should be discreet and functional and not worn as a fashion accessory. Outdoor jackets that are black can be worn in school and should be removed for class. Outdoor jackets of any colour should be removed as pupils enter the building and can be stored in lockers. For S1-S3, hooded jumpers which are black can be worn. Pupils in S4-S6 should not wear hooded tops. Hooded tops should not be worn with blazers. Fortunately, our building is equipped with lockers and therefore outside jackets, winter footwear, coloured scarves etc can be safely deposited in the lockers during the school day. Senior pupils have a very special role in our school. We want to offer more leadership opportunities for our seniors, give them more responsibilities around the school and of course allow them to represent our school on important occasions. We believe that, like all other Perth & Kinross schools, our senior pupils should be distinctive by the wearing of a senior school blazer. It helps them to stand out and to be very clearly identifiable from our younger pupils; this helps with our buddy and mentoring schemes which support younger pupils as they move through our school.

Transport

Free school transport is only available to pupils attending their catchment school and living more than two miles (primary) or three miles (secondary) from the school measured by the shortest available walking route. Transport will be provided from a suitable point on the public highway. Please note that this can be up to two miles (primary) or three miles (secondary) from the pupil’s home. Parents of pupils who are refused school transport only have the right to appeal to the Review Sub-Committee of Lifelong Learning Committee where transport is withdrawn, or on the grounds of safety where there is no public service bus operating. Where appropriate, the Authority may provide free transport for pupils who attend a special school or specialist unit. Parents who have made successful placing requests for their children at other schools of their choice have to make their own transport arrangements and meet the costs thereof. Application forms may be obtained from Headteachers or Education & Children’s Services, Pullar House, 35 Kinnoull Street, PERTH, PH1 5GD. They are also downloadable from the internet at the following link: http://www.pkc.gov.uk/article/1848/Schools---transport-and-trips

Service/Contract Buses Secondary

Service no Serving Contractor / Tel no

Secondary

614 Almondbank / Pticairngreen Stagecoach Perth 01738 629339

647 Crieff / Methven Stagecoach Perth 01738 629339

AAU/006 Auchterarder /Dunning Ford Private Hire 01764 664050

834 Stanley/ Luncarty Stagecoach Perth 01738 629339

ABG/019 Ballintuim / Bridge of Cally Angela Mackie 07733894765 a.m. 07733894764 p.m.

ABG/020 Kinloch Rabs Cabs 01250 873447

ABG/022 Meigle Coupar Cabs 01828 628188

BPB/035 Abernethy Peter Pendlebury 01738 444360

CITY Perth City Stagecoach Perth 01738 629339

XBG/009 Blairgowrie / Rattray / Alyth Stagecoach Strathtay

01250 872772

XCS/020 St Madoes/Kinfauns Nevis Coach Hire 01382 220099

XSB/003

Scone / Balbeggie/ Burrelton / Coupar Angus

Stagecoach Strathtay

01250 872772

XSB/015 Guildtown M & J Minibuses 01738 445060

XPB/006 Craigie Docherty’s Midland Coaches

01764 662218

BPB/027 Methven D & J Taxis 01738 446688

BPB/050 Coupar Angus Shaun Geddes 01738 630323

XCM/001 Crieff Docherty’s Midland Coaches

01764 662218

XST/005 Bankfoot Stagecoach Perth 01738 629339

XST/010 Redgorton / Harrietfield Burnbrae Garage 01764 683241

155 Huntingtower / Ruthvenfield Docherty’s Midland Coaches

01764 662218

Primary

834 Stanley/ Luncarty Stagecoach Perth 01738 629339

BPB/035 Abernethy / Bridge of Earn PJ Pendlebury Taxis

01738 444360

CITY Perth City Stagecoach Perth 01738 629339

XBG/009 Blairgowrie / Rattray / Alyth Stagecoach Strathtay

01250 872772

XPB/006 Craigie Docherty’s Midland Coaches

01764 662218

XSB/003

Scone / Balbeggie/ Burrelton / Coupar Angus

Stagecoach Strathtay

01250 872772

XST/005 Bankfoot Stagecoach Perth 01738 629339

Inclement Weather Arrangements – Emergency Closures

The fundamental consideration when considering a school closure will always be the safety of pupils. In the event of a poor forecast the night before and severe conditions at the time, a decision may be taken early on a school day to close the school to all pupils. It is also possible that a decision may be taken to open the school only partially i.e. for those pupils who live locally, but not for those on school transport. In the event of a bad weather forecast or conditions worsening significantly during a school day, a decision may be taken to send pupils home early. In many cases this will be because the bus companies have contacted the school to inform us that they require to transport pupils to rural locations. Pupils who are transported to school by contract bus, will be sent

home first, then, if necessary, pupils who live locally. If it is unlikely that there would be someone at home at such an earlier time, I would encourage you, over the forthcoming cold period, to make alternative care arrangements, and ensure your child is aware of these arrangements eg alternative contact telephone numbers. Should severe weather conditions continue, the school may remain closed for more than one day. However, a separate decision will be taken each morning, and you should therefore re-check the sources below on any subsequent days. In the event of an extended school closure, appropriate work for your child will be accessible from the relevant class/subject page on our school or glow websites and the official twitter school site - @st_johnsacademy Any decisions/updates will be communicated via the following sources: Local Radio Stations - Radio Tay will be used in all instances and is the main source of information. The other stations will only be updated in the event that the severe weather is widespread and is not a localised situation:

Radio Tay AM 1584 and 1161

Radio Tay FM 96.4 and 102.8

Radio Heartland FM 97.5 and 106.6

Radio Central FM 103.1

Groupcall - We will endeavour to advise you of developing or actual situations via a “Groupcall” message to your mobile telephone (or home telephone if you do not have a mobile) Perth and Kinross Council Website - You can find closure updates on the Perth and Kinross Council website. Log onto www.pkc.gov.uk and go into the link ‘Information for you’ listed at the bottom of the page, and then into the link ‘school closures’. Perth and Kinross Council Customer Service Centre - (Available from 08:00 hours to 18:00 hours) However this line may operate from 07:00 hours in exceptional circumstances. Dial 0845 3011100. Calls are charged at the local rate.

PKC Twitter and Facebook – You can also find information on Twitter and Facebook

by logging onto www.pkc.gov.uk/socialmedia

Wider Achievement

One of the aims of the school is to contribute towards the development of the whole person. It has been a tradition for staff to promote a variety of activities; the dedication and commitment of both staff and our campus partners in this aspect of school life has been recognised both within and beyond the school. Organised activities have included visits to foreign countries, religious events, musical performances, art displays, sports training and theatrical performances. Such activities establish close relationships between staff and pupils and help to develop the community spirit of St John’s RC Academy. As well as academic achievement, we are proud of our pupils’ wider achievements both in and out of school and fully recognise the benefits from the opportunities available to our pupils in helping them to become confident individuals, responsible citizens, effective contributors and successful learners. Below are just some examples of our extended curriculum. Primary 7 Residential Outdoor Experience Each year, primary 7 pupils are given the opportunity to attend a four day residential outdoor experience. This is often the first time children have been away from home for a period of time and it develops a sense of independence in pupils. They take part in a variety of individual and team activities where they can set challenges for themselves or learn valuable group working skills. Pupils who participate thoroughly enjoy the experience and demonstrate an increased confidence.

S1 Residential Trip During Term1, we offer an overnight trip for our new S1 classes. Feedback has shown that this is a successful way of helping the S1 pupils integrate into Secondary school whilst developing friendships and team spirit with their new classmates. Italy Ski Trip The established 9 day annual ski trip to Pila, in Italy, takes place every year, for S2 pupils. This is a wonderful and exciting opportunity to travel to the beautiful Aosta valley, in the heart of the Italian Alps. As well as learning to ski in a beautiful mountain environment with 6 days of ski instruction, pupils also experience foreign travel and different cultures. Pupils also take part in an extensive ‘après-ski’ programme in the evenings bringing together staff and pupils. World War I Battlefield Tour The History Department of St John’s RC Academy offers our S4 pupils the opportunity to visit the battlefields of World War 1 in France and Belgium. During the trip pupils visit the battlefields of World War 1 where some of the worst fighting took place. The tour is structured around three main areas, allowing our pupils to gain a deeper understanding of the period. Music and Drama The Music and Drama department provides pupils with many opportunities to develop their creative, social and performing skills. Every year we have a Christmas Show and biannually we put on a musical production. Pupils can get involved on the stage through acting, singing and dancing, behind the scenes as backstage crew, organising lighting and sound, or front of house dealing with publicity, ticket sales and programme design. Pupils may also contribute through scenery design and set construction. In addition, our pupils participate in a wide range of activities, both in and out of school, such as a Festival of the Arts Concert in St John’s Kirk, Perform in Perth, an annual Instrumental Evening, and school masses and services. There are opportunities for pupils to get involved in singing and performing groups at lunchtimes.

Pupil Voice

Our Pupil Learning Council represents the pupils’ voice within the school. The membership consists of representatives from all year groups who regularly visit tutor groups to speak to pupils and ask if they wish any issues to be raised at the next meeting. Meetings normally are held every four weeks and are always well attended with plenty of good ideas discussed and issues put forward. As well as year group representatives, we also have members of the Eco Committee, Fairtrade Group, Charities Board, Prefects, House Captains and other interested parties who attend meetings where their input is greatly appreciated. Having access to so many groups allows all members of the community to voice their views. A variety of issues, ideas and opinions can then be raised by pupils with senior staff. In the Primary School, the principles behind the Pupil Learning Council are much the same, with all year groups from Primary Three upwards electing two members of their class to represent them. Meetings are held regularly so that pupils can discuss concerns and voice ideas for improvement. Ideas are then taken forward and shared with appropriate members of staff or children. Children in all classes are given opportunities to raise issues at various times throughout the year, either directly with Pupil Learning Council Representatives or through Pupil Learning Council Suggestion Boards in classrooms.

Organisation of School Day

Primary Start of School Day 0900

P1 to P4 Morning Break 1030 – 1050 P5 to P7 Morning Break 1050 – 1110

P1 & P2 Lunch 1200 – 1300 P3 & P4 Lunch 1210 – 1310 P4 to P7 Lunch 1220 – 1320

End of School Day 1520 Secondary Start of School Day 0850

Period 1 0850 - 0940 Period 2 0940 - 1030 Tutor Group 1030 - 1100

Interval 1100 - 1120 Period 3 1120 - 1210 Period 4 1210 - 1300

Lunch 1300 - 1350 Period 5 1350 - 1440 Period 6 1440 - 1530

End of School Day 1530 We encourage all pupils to remain on the school premises during the morning interval and lunch break. Pupils who wish to go home at lunchtime should bring a note to that effect from their parent or carer and give it to their classroom or tutor group teacher.

Child Protection/Looked After Children

Child Protection

National Guidance for all Child Protection Agencies (“Protecting Children”) requires schools to report concerns that a child may come to harm as a consequence of possible abuse. Each school has a Child Protection Officer appointed to be responsible for child protection matters. This person is specially trained for the task. All schools have good contacts with School Medical Officers, School Nurses and Police, any or all of whom may become involved if child protection concerns arise. Beyond this, close working relationships exist with social work staff who are also part of Education & Children’s Services. Any decision to bring in an outside agency to discuss a concern about a child will only be taken after involving the School Child Protection Officer. The Child Protection Officer will usually contact you to inform you if someone has expressed a concern about your child and discuss the situation with you in order to decide what will happen next, including what information, if any, needs to be shared with other agencies. In less usual cases the Child Protection Officer may decide that the concern is so serious that they need to seek advice from Children and Families’ Services (social work) before informing parent(s). These situations are unusual and we will endeavour to ensure that you are informed and are enabled to participate as appropriate in any action which we may initiate regarding your child should a child protection issue arise. Should you wish to talk further about child protection and the safety of children please feel free to contact:

your child/children’s school

the Child Protection Duty Team 01738 476768 (24 hour service)

the council’s website on www.pkc.gov.uk.

Name of Child Protection Officer

Designated child protection officers for Primary are: Mrs J Jack, Mrs C Robertson and Mrs J Philp (Depute Headteachers), Mrs A Gray, Ms J Wyte and Ms K Ronald. In secondary Mrs L Burgess, Mrs M Sinclair, Mrs F Carroll and Mr S McLaughlin are designated Child Protection Officers.

Looked After and Accommodated (LAAC) Children

Each school has a designated LAAC Teacher who deals with all matters relating to children who are ‘looked after’ eg. accommodated in foster or residential care, or who are subject to a supervision order through the Children’s Hearing. This designated teacher will be responsible for monitoring the progress of looked after children in the school and will provide a source of advice if your child is looked after. Further information on Looked After Services can be found on: http://www.pkc.gov.uk/fosteringadoption

Nursery

Nursery is the first step for your child on the road to independence. At St John’s RC Academy Nursery we try to make the transition from home to nursery as easy as possible. We recognise the importance of creating a caring, nurturing environment in which your child will feel relaxed and secure. Children learn best by ‘doing’ - being involved in a broad range of challenging activities, making learning more valuable and fun. We aim to provide a stimulating, well balanced programme of learning, catering for every child’s individual needs and interests. One teacher, Early Years Practitioners (ECPs) and two Play Assistants staff the Nursery. Each child is allocated a key worker when they start nursery. Session Times Sessions: Monday – Thursday Friday Morning: 08:45 – 12:00 09:00 – 12:00 Afternoon: 12:30 – 15:45 12:45 – 15:45 Full day: 08:45 – 15.15 08:45 – 15:15 Nursery Aims

To ensure each child’s unique needs and interests are at the centre of the curriculum

To promote good self-esteem and confidence by valuing and respecting each child

To provide a safe, nurturing, stimulating, happy environment which is challenging and where children are encouraged to be active in their learning

To promote equal opportunities

To create a variety of play opportunities which develop children’s individual skills, knowledge and understanding

To value parents as the main educators and work in close partnership with them and the local community

Active Learning in the Nursery We provide a range of activities and resources within each learning context to cater for individual interests and needs as well as ongoing learning and development. There is daily provision for:

Outdoor Play

Painting, Drawing & Art/Craft Activities

Sand

Water

Role Play

Small World Play – doll’s house, garage, farm & animals etc.

Construction Toys

Games, jigsaws

Books

Musical Activities

ICT – computer, interactive smart boards, digital camera

Loose parts With all activities, the learning processes which the children go through and the skills developed are more important than the end product. It is, however, important for children to be happy with the results of their efforts and that we in turn recognise this and give praise readily. When children come into nursery each day, they have the opportunity to work in whichever area they choose for most of the session. Children then have a short time together in groups led by their key worker to focus on a specific learning activity. Throughout the session, children are encouraged and supported to take responsibility for tidying resources before moving to another activity. Learning Through Play The early years of children’s lives are ones of rapid growth and development. All children play, compelled by their natural curiosity to explore, experiment, imitate, discover and learn. Play makes a powerful contribution to children’s learning, allowing them to explore, to follow their interests and to learn at their own pace. The role of nursery staff is central in supporting and extending children’s learning through play. Many of a child’s most valuable experiences will take place in the home and community. Parents are the main educators of their child as growth, learning and development occur mainly at home. Nursery staff recognise the importance of working together with parents in developing children’s learning. Curriculum In line with national guidelines, the nursery follows the Curriculum for Excellence: Early Level. Learning in the nursery takes place through a wide range of planned experiences and outcomes. These are organised within the following curriculum areas:

Health and Wellbeing

Languages

Maths

Science

Social Studies

Expressive Arts

Technologies

Religious and Moral Education Children learn through day to day experiences of life in the school community. They also learn from out of school activities, events and celebrations. Together these experiences provide a motivating and enriching blend. Children are encouraged to be active in their learning and have opportunities to develop their creativity. Individual needs are recognised and particular talents and skills supported and developed. Children are encouraged to be involved in their own learning; they recognise what they are learning and what they might learn next. Each child has an individual pupil portfolio that, most importantly, encourages ownership of their learning but which also provides a record of progress and forms part of the assessment process.

Parental Involvement The nursery team recognises the importance of effective communication between parents and staff. The following strategies are in place to develop a partnership with parents:

effort is made to create a welcoming environment;

notice boards inform parent/carers of matters of interest;

open days and Information Sessions are used to explain the work of the nursery;

progress of individual children is discussed with parents informally and formally at various times throughout the year;

a written report is provided at the end of the year.

What You Can Do To Support Your Child

We ask parents to complete a little booklet with their child when he/ she starts nursery. It helps to give staff important information about each child’s interests, stage of development, family and health.

Please ensure your child wears suitable clothing for play activities. Clothes should be easy for them to cope with at the toilet. Refer to toileting guidelines for guidance on what will happen if a child has an accident. It would be helpful if a change of clothes could be brought to nursery. Please provide suitable footwear – slip on gym shoes or soft shoes with Velcro fastenings are ideal. Children must change out of their outdoor shoes on coming into Nursery.

Remember that children go outdoors daily, so children should have appropriate outdoor clothing on their peg.

Please do not allow your child to bring their own toys into the nursery.

Children must be collected by an adult who is known to staff. If a different adult is to collect a child the staff must be told in advance. We expect prompt arrival and collection of children by adults. This avoids any upset to your child and allows staff to attend daily meetings to review the session and plan for the next day.

Absence Policy

In order to ensure the wellbeing and safety of all children it is essential that parents/carers exercise responsibility to: -

Keep the nursery/school up to date with telephone numbers and emergency contacts.

Inform the nursery/school of any pre-arranged absence.

Inform the nursery/school of their child’s absence no later than 15 minutes after the start of the session.

Respond promptly to contacts from nursery/school asking why their child is not in nursery.

Share any concerns they have around their family with nursery staff to help ensure sensitive support for the child; and/or share those concerns with the child’s Named Person.

The nursery staff will:

Keep a regular and accurate record of attendance for all children.

Encourage good attendance by providing a welcoming atmosphere for children and parents.

Provide a sympathetic response to any adult/child concerns.

Ensure the name and contact details of each child’s Named Person are easily accessible.

Ensure that parents/carers are aware of the range of communication methods they can use to notify nursery staff about their child’s absence from nursery (e.g. face-to-face, phone call, text etc.).

Share any concerns they have about a child’s wellbeing with the child’s Named Person.

Take account of known vulnerabilities, including any referred to on the child’s Nursery Registration Form, when following up on any child’s unplanned absence from

nursery.

Explore parents/carers’ concerns and / or difficulties and make sound judgements as how to best support the parent/carer.

Provide regular reminders to parents/carers about the importance of following the nursery absence procedure.

Recognise there will be occasions when a parent/carer will consider staff concerns to be unjustified. However the health, safety and wellbeing of children is of paramount importance and will be the staff’s key consideration.

Should a child be absent from nursery without explanation the following procedure will be followed:

On the first day of absence the school will make efforts to contact parents, carers or listed emergency contact(s) to establish a reason for absence and that the child is safe.

If no contact can be made, school management will take appropriate action to ensure the child is safe. This will always include notifying the child’s Named Person and Lead Professional if appropriate. For nursery children the Named Person is usually the Health Visitor.

As the health, safety and wellbeing of all children is of paramount importance, the school will further implement Child Protection procedures when that is thought to be appropriate.

Toileting Guidelines It is not a requirement for children to be toilet trained when they start Nursery, but it would help staff greatly if they are. Please discuss with Nursery Staff any problems your child may have with toilet training. They will support and offer advice if you wish it. All Nurseries are equipped with resources for changing children but you can help by:

providing a contact number to be called if your child has an accident;

ensuring a change of clothes is kept at the Nursery to be used in the event of an accident;

advising staff of any medical condition your child has which could affect his/her toileting behaviour;

working with Nursery Staff to help your child with any toileting problems; e.g. attend your regular meetings at the Nursery, if this is thought to be necessary.

Please do not worry if there is a problem, as this will only upset your child. The Nursery Staff are here to help. Nursery Outings Children are continually learning by exploring their surroundings. Outings widen their horizons, making them more aware of other people and what makes up their community. Parental consent is necessary for any visit. A consent form is issued to all parents in August which covers regular excursions. For all other school trips, you will be required to complete a specific consent form. We are lucky enough to have the North Inch nearby with a play park and we often have spontaneous outings there. Please ensure that your child has suitable shoes and appropriate clothing on his/her peg. Snack Each day children help to prepare a snack and take responsibility for doing their own washing up. We offer a variety of foods including fruit, yoghurt, toast, cereal, raw vegetables and dip, crackers & cheese etc. Staff and children plan for snack and notice of what is on

offer is posted on the notice board in the nursery cloakroom. Nursery snack costs £1.25 per week with an additional voluntary contribution of 75p which goes towards the nursey fund to buy games, toys, etc. Should your child have special dietary requirements or allergies, it is vital parents make staff aware of these. Promoting Positive Behaviour It is the policy of the school that all children behave in a pleasant and co-operative manner. This will ensure agreeable surroundings for everyone and will allow all children and staff to concentrate their energies on effective learning and teaching. In the Nursery, staff must promote positive behaviour by:

recognising and valuing the individual and unique characteristics of children;

praising and valuing effort as well as achievement;

creating a positive, challenging and stimulating environment;

behaving calmly and consistently;

having realistic demands geared to individual children’s capabilities;

allowing time for children to take on board new arrangements or routines;

providing consistent limits and guidance for appropriate behaviour;

use of restorative approaches;

praising behaviour that is appropriate for the situation. In Nursery we try to:

be friendly and kind to other children

share and take turns;

use listening ears;

use walking feet;

be careful;

use gentle hands.

Staff may use ‘time out’ occasionally, with an explanation and discussion with the child. Staff will evaluate each situation and deal with it appropriately. Any on-going concerns will be discussed with parents. If there is a further problem with inappropriate behaviour, children will be monitored over a period of time. If the situation does not improve, further meetings with parents would be held in order to address the areas of difficulty and the involvement of other agencies would be considered. Resolving Difficulties in Nursery Members of staff do their utmost to ensure your child is happy and secure at all times. If, however, you have any concerns about your child please feel free to come and raise these with any member of the nursery team. If staff cannot address the issue immediately, they will be more than happy to arrange an appointment at a more convenient time. There may be occasions when members of staff are unable to satisfy your concern and in this case you may wish to take the matter further and speak to the Headteacher.

A Placing in Schools - Primary, Secondary and Special

The policy of Perth & Kinross Council Education Authority is to assign to each school a defined zone known as a catchment area. Each home address has a catchment school for both primary and secondary education. The catchment schools are dependent on pupils’ home address. Although we try to provide enough places for all children in the catchment area to attend the catchment school, living within a catchment area does not guarantee a child a place at that school. In accordance with the provisions of the legislation, parents have a right to make a request that their child be placed in a school of their choice other than the school which normally serves the catchment area in which they reside. Parents' wishes will be met where possible. If the number of places in any particular school is limited, priority for admissions shall be determined on the following basis: Priority 1 – Children normally resident within the catchment area of the specified school. Where the number of requests for admission to the specified school by children normally resident within the catchment area exceeds the number of places available, then priority will be determined as follows: (a) Children having a brother or sister (or relative permanently living at the same address as part of an extended family*) in attendance at the school. (b) Thereafter places will be allocated according to the single criterion of distance from the specified school, with priority being given to those whose normal place of residence is closest to the school. NB Within denominational schools places will be allocated first to children who have been baptised in the appropriate faith i.e. (Roman Catholic and Episcopal Church) Priority 2 – Children not normally resident within the catchment area of the specified school, but having a brother or sister (or relative permanently living at the same address as part of an extended family*) in attendance at that school. *provided that the member of the extended family for whom the placing request has been made has lived within that extended family for a period of at least two years. Priority 3 – Children not normally resident within the catchment area of the specified school and having no brothers or sisters in attendance at that school. In relation to Priorities 2 and 3, when it is necessary to refuse only some places because the number of requests exceeds the number of places available, priority will be determined as follows: (a) between children within Priority 2, priority will be determined by distance from

the specified school, with priority being given to children whose normal place of residence is closest to the specified school.

(b) between children within Priority 3, priority will be determined by the single criterion of distance from the school, with priority being given to children whose normal place of residence is closest to the specified school.

Placement may be recommended within a special school or provision when a child’s education needs cannot be met in their catchment school. This will be based upon the assessment of the child's education needs by their parents, teacher, school medical officer, educational psychologist and health.

The Authority may also determine that particular pupils are to be placed in any school in order to meet specific educational or other exceptional needs, as determined by the Authority. These placements will take priority over any of the 3 priorities above. Placing requests will normally be granted except where there are circumstances defined in the Act which justify the Authority's refusal of such a request. Parents who have made successful placing requests for their children at other schools of their choice have to make their own transport arrangements and meet the costs thereof. Any pupil who attends a primary school other than the one proposed by the Authority (ie as the result of a placing request) and who is due to transfer to a secondary school will be offered a place at the secondary school in whose catchment area he/she lives. http://www.pkc.gov.uk/article/17276/School-enrolment

B School Commencement Arrangements

The school entry date in Perth and Kinross is the first day of the school session (Wednesday 21 August 2019). A child is of compulsory school age on the first school entry date from his/her fifth birthday. If your child is five between 22 August 2019 and 29 February 2020 they are eligible to start school on Wednesday 21 August 2019 and you should register your child for primary school during the January 2019 registration week, or alternatively, his/her parents may delay the registration until the beginning of the next school session. Parents will be notified by advertisement in the local press to register their child/children in the school of their choice during a designated registration week in mid January. They will be invited to contact the Headteacher for further information about registration arrangements. Early Registration Parents who enquire about the possibility of early registration (ie, of children whose fifth birthday falls after the last day of February) should note that early entry is discouraged, but are advised to contact Education & Children’s Services on 01738 476200. Expansion of Early Learning and Childcare (ELC) PKC Education and Children’s Services are working towards the expansion of Early Learning and Childcare (ELC) as outlined in the Scottish Government’s Blueprint for 2020: The Expansion of Early Learning and Childcare in Scotland. By 2020, all 3-5 year olds and eligible 2 year olds will have access to 1140 hours of fully funded ELC. This means that in PKC most children will experience early learning and childcare in a funded provider for at least two full days a week and some full days for 5 days a week. As a result of the changes to a child’s experience prior to beginning their Primary School education across PKC, Primary One children will attend school for a full day from August 2019 and therefore will no longer access ½ days for the first two weeks of term.

C Equal Opportunities

Perth & Kinross Council values the diversity of the communities in this Council area and works towards providing services that are inclusive and accessible. Perth & Kinross recognises that social inclusion and promoting equality of opportunity and good relations between different groups can only be achieved by incorporating equalities into the planning and implementation processes for all Council Services. We have a duty to promote and

develop the practice of equality of opportunity for all members of our community regardless of:

• Race • Gender • Marital/family status • Disability • Religion • Sexual orientation • Age • Language • Place of residence • Socio-economic status

It is the responsibility of all staff to support a climate conducive to providing equal opportunities for all.

D School Meals

It is the Authority’s policy to provide meals and also facilities for the consumption of packed lunches in all schools. Pupils in primary schools are offered a two course lunch with a choice of main course including vegetarian option, supplemented by salads and bread, which meet the nutritional requirements for food and drink in schools (Scotland) regulations 2008. A choice of milk or water is also included. Meals are, in the main, prepared from fresh ingredients by well trained personnel in a food safe environment. There is a fixed, subsidised charge for a meal in a Primary school which is £2.15 (2018/2019). School meal charges are subject to review at any time. School meals should now be paid through ParentPay, our online payment solution with parents/carers having much more choice of how, when and where they can pay for school costs using modern technology. School meals, trips and other school related items can be paid for online, on a smartphone, tablet or other mobile devices. Parents/carers have the ability to access their own secure account which will give information regarding their accounts, including amount paid, when paid and amounts outstanding. It will also provide increased security for pupils who will no longer have to carry large amounts of cash or cheques to school.

ParentPay is our preferred method of payment however the ability to pay through current payment methods will be maintained for those who do not have access to technology or do not wish to use the online payments option. Please contact the school for your ParentPay account activation code. http://www.parentpay.com Medically prescribed diets can usually be accommodated within the school lunch service. A medically prescribed diet is one which has been prescribed by your GP or a hospital doctor. This does not include pupils who simply dislike certain foods. Written evidence from a doctor or registered dietician will be required prior to making special arrangements. Request forms are available from the school or the Council’s website. For more information on school meals including menus, meal photos and forms, please visit the website: http://www.pkc.gov.uk/schoolmeals To access the current interactive menu which provides recipe and nutritional information,

please visit: http://www.tayside-contracts.co.uk/school-catering.cfm and click on the interactive menu link. This site also contains details of forthcoming promotions. For any other enquiry please contact: Catering Support Team Support Services Education & Children’s Services Perth & Kinross Council Council Building 2 High Street Perth PH1 5PH Telephone: 01738 476341 E-mail: ECSCateringSupport@pkc.gov.uk

Packed lunches for trips

Packed lunches are available for school trips either free (as appropriate) or charged at the standard meal price. The school will normally ask if you require a packed lunch and offer choices as part of the trip registration process. Home Lunches Some parents/carers may wish their child to go home for lunch, rather than remain at school. The school’s responsibility for the pupils at lunchtime relates to those who remain at school for either a school lunch, or a packed lunch. Parents/carers are responsible for pupils who go home for lunch. There is no requirement for school staff to pass a primary age pupil into the care of an adult, so parents/carers must have clear arrangements in place, including whether the pupil can make their own way home, if they require to be met at the school and any contingency plans if arrangements are to change. Free School Meals Access to free school meals is an important part of the school meals service in Scotland. It is important that pupils entitled to free school meals get them without fear of stigmatisation. They should not be made to feel different from those who pay, nor be readily identified by others. Our meal payment and pre-order systems fully support these aims. Who is Eligible for Free School Meals? You can make an application for free school meals for your child(ren) of any age if you are receiving:

Income Support (IS) Income based Job Seeker's Allowance (IBJSA) Any income related element of Employment and Support Allowance Child Tax Credit (CTC), but not Working Tax Credit (WTC), depending on your

income (as assessed by HM Revenue and Customs)

Child Tax Credit (CTC) and Working Tax Credit (WTC), depending on your income (as assessed by HM Revenue and Customs)

Universal Credit where the monthly earned income does not exceed £610 If you are between 16 and 18 years old and receive any of these benefits in your own right, you can claim free school meals for yourself. You may also be eligible if you are an asylum seeker receiving support under Part VI of the Immigration and Asylum Act 1999. For more information on Child Tax Credit and Working Tax Credit visit the Inland Revenue Website: http://www.hmrc.gov.uk You can apply online for free school meals at the following link: http://www.pkc.gov.uk/freeschoolmeals Alternatively, application forms may be obtained from Headteachers or Education & Children’s Services, Pullar House, 35 Kinnoull Street, PERTH, PH1 5GD. They are also downloadable from the internet at the link above. Free school meals for children in primary 1 to 3 Children in primary 1 to 3 have the option of taking a free school meal every day without the need to make an application to Perth & Kinross Council. For further information please contact your child’s school. Don't forget to submit an application form for Free School Meals for your child when he/she moves into P4 as they will no longer be automatically entitled to Free School Meals.

E1 School Clothing Grants

If you are in receipt of Income Support, Income-Based Jobseekers Allowance or any income related element of Employment and Support Allowance, Education & Children’s Services will consider one application per academic year for a grant towards the cost of purchasing essential clothing to enable children, up to the age of 16, to attend school. You can apply online for a school clothing grant at the following link: http://www.pkc.gov.uk/clothinggrants Alternatively, application forms may be obtained from Headteachers or Pullar House, 35 Kinnoull Street, PERTH, PH1 5GD. They are also downloadable from the internet at the link above.

E1 School Clothing Grants

If you are in receipt of Income Support, Income-Based Jobseekers Allowance or any income related element of Employment and Support Allowance, Education & Children’s Services will consider one application per academic year for a grant towards the cost of purchasing essential clothing to enable children, up to the age of 16, to attend school. Application forms may be obtained from Headteachers or Education & Children’s Services, Pullar House, 35 Kinnoull Street, PERTH, PH1 5GD. They are also downloadable from the internet at the following link: http://www.pkc.gov.uk/clothinggrants

E2 Education Maintenance Allowance

Please note: The following information is correct at the time of going to print but may be subject to change. Please contact the EMA Section of the Finance Support Team or visit the website (details below) for current information. Education Maintenance Allowance (EMA) is available to eligible young people remaining in full-time education beyond the statutory school leaving age of 16. For academic year 2018/2019, EMA is a weekly payment of £30 paid directly to a young person from a family whose annual household income is £24,421 or less where there is one dependent child (the applicant) in the household. Where there are two or more dependent children, then the household income threshold increases to £26,884. Payments will only be made to those young people who satisfy the attendance requirements on a weekly basis. Payments are made fortnightly in arrears. EMA is available to eligible 16, 17 and 18 year olds during session 2018/19 whose date of birth falls on or between 01/03/1999 and 28/02/2003. The closing date for applications is strictly 31 March 2019. Any applications received after this date will not be considered. Information and application forms may be obtained from the website below: http://www.pkc.gov.uk/ema Tel: 01738 476234/476276/476311 Email: ema@pkc.gov.uk

F Music Tuition

The cost for music tuition in session 2018/2019 is £295.00 per year, with an additional charge of £97.25 per year for pupils who are involved in central groups. Further details on how to access the Music Service can be found in their Prospectus and Terms and Conditions document which can be located on their web page www.pkcmusic.com. Pupils engaged in SQA music courses are exempt from the school based charged in the year that they are presented for the examination. In addition, parents/guardians in receipt of some benefits may also be exempt from charges. Full details of the exemption criteria can also be found in the Music Service’s Prospectus.

G Travel to School

The journey to and from school is a very important part of your child’s day and it should be as safe and pleasant as possible. As a parent/carer you are responsible for ensuring this is the case. Where school transport is provided, responsibility is shared between the Council and parents/carers. The school is very keen to reduce car travel to school and promote safe and healthy journeys to school which can help to reduce the use of the car and impact of the 'school run'. The decision on whether a child is ready to make the journey to school independently, on foot, by bicycle, by public transport, etc, must rest with parents/carers and children themselves. The Council wants as many children as possible to walk or cycle to school. We also want

children to travel safely and to feel secure on the school journey. We are particularly aiming to increase levels of walking or cycling where journeys are less than a mile for younger children and less than two miles for older children. Walking and cycling boosts children’s health and well-being. It also allows them to travel independently and to access the range of flexible opportunities schools will increasingly offer outside the standard school day. Freedom to move around the local area independently is an important part of growing up. Other important benefits of active travel are development of social and life skills, less pollution and greater awareness of environmental issues. If parents/carers have to drive, they can be asked to park away from the school - some schools suggest a local drop off point. Drivers can also be asked to think about teaming up with another family to share the school run. School Policies will obviously have to recognise different needs and circumstances: some staff and pupils may have no alternative to the car. School Travel Plans are an essential part of Perth and Kinross Council's strategy to tackle issues related to school transport. School Travel Plans will frequently involve an element of engineering works required to improve the safety of the street environment for the school children, as well as the promotion of initiatives to increase the number of school children who walk, cycle or use public transport to get to their school. A School Travel Plan is a strategy developed by each school to encourage and promote more active journeys to school for both pupils and staff. The role of the School Travel Plan is to make alternatives to driving easier and safer, and to give parents/carers plenty of information about the options. A School Travel Plan can help to improve the school run, reduce congestion and increase road safety, make school and pupils healthier, make routes to school safer and look after our environment. Please contact your school to find out more about their School Travel Plan or if you want to encourage or help your school to develop one. Given these facts, please carefully consider your mode of transport to/from school with your child and try and leave the car at home if you can.

H Transport

Free school transport is only available to pupils attending their catchment school and living more than two miles (primary) or three miles (secondary) from the school measured by the shortest available walking route. Transport will be provided from a suitable point on the public highway. Please note that this can be up to two miles (primary) or three miles (secondary) from the pupil’s home. Parents of pupils who are refused school transport only have the right to appeal to the Review Sub-Committee of Lifelong Learning Committee where transport is withdrawn, or on the grounds of safety where there is no public service bus operating. Where appropriate, the Authority may provide free transport for pupils who attend a special school or specialist unit. Parents who have made successful placing requests for their children at other schools of their choice have to make their own transport arrangements and meet the costs thereof. You can apply online for free school transport at the following link: http://www.pkc.gov.uk/article/17284/Schools-transport-and-trips

Alternatively, application forms may be obtained from Headteachers or Education & Children’s Services, Pullar House, 35 Kinnoull Street, PERTH, PH1 5GD. They are also downloadable from the internet at the link above.

I Additional Support Needs

Within Perth & Kinross a range of provision exists for pupils with additional support needs. Looked After Children, in line with Education (Additional Support for Learning) (Scotland) Act 2009 are considered to have additional support needs, unless it is otherwise determined at a relevant education planning meeting. A policy of supported mainstream inclusion is complemented by a range of specialist provisions. These are either attached to, or are part of mainstream schools. In addition, there is one all through special school (3-18) for children with profound and complex difficulties. Where a child has been identified as having additional support needs which cannot be met within the Authority, consideration may be given to placement in a special school (either within or outwith Perth & Kinross) for which a successful placing request has been made. Where a child has been identified as having additional support needs for which suitable provision cannot be made in a day school, the Authority may provide residential special education at either a special school, within or outwith Perth & Kinross, nominated by the Authority or a special school for which a successful placing request has been made. Parents moving into the area should contact: Education Services Education & Children’s Services Council Building 2 High Street PERTH PH1 5PH. Telephone: 01738 476280

J Parental Involvement/Parent Councils

The Scottish Schools (Parental Involvement) Act 2006 became legislation in September 2006. This Act proposed changes which were implemented in August 2007 to abolish School Boards and replace them with Parent Councils. All parents of pupils attending school are automatically members of the Parent Forum for that school, and will be entitled to have a say in what happens at the school. The Parental Involvement Act aims to do several things:

It aims to help parents become more involved with their child’s education and in schools.

It places duties on Scottish Ministers and education authorities to promote parental involvement, and a duty on each education authority to produce a strategy for parental involvement.

It introduces a new system of Parent Councils to replace School Boards, aiming to make it easier for parents to express their views.

All schools have been working with parents to determine if a Parent Council is to be established for the school. The role of the Parent Council is to:

Support the school in its work with parents.

Represent the views of all parents.

Encourage links between the school, parents, pupils, pre-school groups and the wider community.

Report back to the Parent Forum. There are currently 76 schools in Perth and Kinross which have established a Parent Council. For more information on the Parent Council for your child’s school, please contact the Headteacher.

Advice, Information and Concerns

Parental communication is encouraged and valued. Your child’s school is your first point of contact should you require advice, information or to raise concerns. The school will deal with any concerns raised confidentially, timeously and work with you towards a resolution. Your school will advise you how to take your concerns forward should these remain unresolved. Website link: http://www.pkc.gov.uk/parentalinvolvement

K Insurance

The authority insures against its legal liability for (i) personal injury, provided negligence is proved against the Council and (ii) loss or damage to property of third parties except where the following exclusions apply:

• theft of personal belongings

• a pupil’s own negligent actions

• the actions of a third party, ie another pupil

• expensive personal items, eg mobile phones, iPods. Parents are advised that no insurance cover is maintained for circumstances in which the Council does not have legal liability, and may wish to consider making their own insurance arrangements.

L Child Protection/Looked After Children

Child Protection

National Guidance for all Child Protection Agencies (“Protecting Children”) requires schools to report if they believe that a child may come to harm as a consequence of possible abuse. Each school has a Child Protection Officer appointed to be responsible for child protection matters. This person is specially trained for the task. All schools have good contacts with School Medical Officers, School Nurses and Police, any or all of whom may become involved if child protection concerns arise. Beyond this, close working relationships exist with social work staff who are also part of Education & Children’s

Services. Any discussion to bring in an outside agency to discuss a concern about a child will only be taken after involving the School Child Protection Officer. The Child Protection Officer will usually contact you to inform you if someone has expressed a concern about your child and discuss the situation with you in order to decide what will happen next, including what information, if any needs to be shared with other agencies. In less usual cases the Child Protection Officer may decide that the concern is so serious that they need to seek advice from Services for Children and Young People & Families (social work) before informing parent(s). These situations are unusual and we will endeavour to ensure that you are informed and are enabled to participate as appropriate in any action which we may initiate regarding your child should a child protection issue arise. Should you wish to talk further about child protection and the safety of children please feel free to contact:

your child/children’s school

the Child Protection Duty Team 01738 476768 (24 hour service)

visit the council’s website on www.pkc.gov.uk.

Looked After and Accommodated (LAAC) Children

Each school has a designated LAAC Teacher who deals with all matters relating to children who are ‘looked after’ eg accommodated in foster or residential care, or who are subject to a supervision order through the Children’s Hearing. This designated teacher will be responsible for monitoring the progress of looked after children in the school and will provide a source of advice if your child is looked after. Further information on Looked After Services can be found on: http://www.pkc.gov.uk/fosteringadoption

GIRFEC

Getting it right for every child (GIRFEC) is the Scottish Government’s approach to promoting the wellbeing of children and young people in Scotland. The vast majority of Scotland’s children and young people get all the help and support they need from within their families and their wider, local communities. But at times a child, young person or family might need extra help or support. The GIRFEC approach aims to make it as easy as possible for any child or young person (and their parents) to get the help or support that they need. The Children and Young People (Scotland) Act 2014 will mean that:

i. For school aged children and young people, and their families, the services of a

Named Person, a promoted teacher in our school, will be made available to them

if they choose to make use of that support and help.

ii. The Child or Young Person’s Plan, one single plan which coordinates all the

services and agencies involved in supporting a child/young person, will help

ensure that everyone works together to deliver better outcomes for the child or

young person who needs additional support and their family.

Named Person & Wellbeing

As a result of the Children and Young People (Scotland) Act 2014, every child and young person will have the right to support from a Named Person to help ensure their wellbeing. In

Perth & Kinross, from birth until a child starts school in P1 the Named Person will be the child’s Health Visitor or Family Nurse. For children attending primary or secondary school, the Named Person will be the Headteacher, Depute Headteacher or Principal Teacher of Guidance/Support. The Named Person’s role is to support, promote and safeguard the wellbeing of children and young people. In the Act, wellbeing is described by 8 ‘indicators’: Safe Healthy Achieving Nurtured Active Respected Responsible Included These eight words help everyone to understand wellbeing in the same way, and use the same language to talk about it. Sometimes the initials of the words are used and the wellbeing indicators are referred to as SHANARRI.

M Access to Information – Parents and Pupils

Parents The Pupils’ Educational Records (Scotland) Regulations 2003 require the Authority to give a parent access to information relating to school pupils, past and present, held by them. • The regulations cover information which originated from a teacher or other employee of

the education authority, the pupil to whom the information relates or a parent of that pupil. • The regulations only cover information relating to the school education of the pupil. • The request must be in writing (or other permanent format for future reference purposes

eg email/tape recording). • The parent seeking access must provide the Authority with sufficient information to satisfy

the authority of his/her identity and to enable the Authority to locate the information requested.*

• The Authority must comply with a request within 15 school days of receiving a validated

request. (A validated request means that the information requested at *(see above) has been provided.

This is only a brief outline of the basic legal provisions. The regulations contain further detailed rules. They also provide for certain exemptions from the right of access to information. Pupils Pupil records and other educational records held by an education authority are generally accessible under the disclosure provisions of the Data Protection Act 2018 and General Data Protection Regulation. • It is the person who is the subject of the record who is generally entitled to access (ie the

pupil). • A pupil of 12 years or over is presumed to have the understanding required to allow

him/her to seek access. • This would not apply where the pupil has a learning disability which the education

Authority considers affects the pupil’s ability to understand and exercise this right, making the pupil incapable in this respect.

• Where a pupil is not capable of exercising this right him/herself, a parent is generally

entitled to exercise this right on behalf of the pupil as the pupil’s legal representative. • Parents cannot seek access under the Data Protection Act in their own right, but only as

legal representative for a pupil who is not able to do it for themselves. • The request must be in writing. • The person seeking access must provide the Authority with sufficient information to

satisfy the Authority of his/her identity and to enable the authority to locate the information requested.*

• The Authority must comply with a request within 40 days of receiving a validated request.

(A validated request means that the information requested at *(see above) has been provided).

This is only a brief outline of the basic legal provisions. The Data Protection Act and General Data Protection Regulation contain further detailed rules. They also provide for certain exemptions from the right of access.

N Transferring Education Data about Pupils

Education authorities and the Scottish Government Education Department have 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. Dates of birth are passed on as ‘month and year’ only, again to ensure that individuals are never identified. 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, it is hoped that the explanations contained in this information and on the ScotXed website (http://www.gov.scot/Topics/Statistics/ScotXed ) will help you understand the importance of providing the data. A complete list of the Scottish Governments School Education data collections can be found here: http://www.gov.scot/Topics/Statistics/ScotXed/SchoolEducation 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 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, or specific groups

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

achievement

• share good practice

• conduct teacher workforce planning

• target resources better

• enhance the quality of research to improve the lives of people in Scotland

• provide a window on society, the economy and on the work and performance of

government by

• publishing statistical publications and additional tables about School Education

• providing school level information

Extracts of the data will also be shared with The Electoral Registration Officer to offer the opportunity to register on the Electoral Roll when approaching their eighteenth birthday, Glow to access digital learning environments, ParentPay for management of online payment of school meals, excursions and activities; CRB for cashless catering, Groupcall for messaging services, Young Person's National Entitlement Card for access to public services across Scotland and with the NHS for monitoring the child health immunisation programme. The Scottish Government Privacy Notice for children and young people can be found at https://www2.gov.scot/Topics/Statistics/ScotXed/SchoolEducation/ESPrivacyNotices The Perth & Kinross Council main education Detailed Privacy Notice can be found here: https://www.pkc.gov.uk/detailedprivacynotices Your Data Protection Rights The collection, transfer, processing and sharing of ScotXed data is done in accordance with the General Data Protection Regulation and Data Protection Act 2018. 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 uses of pupil data can be found on the ScotXed website (http://www.gov.scot/Topics/Statistics/ScotXed). Pupil names and addresses (other than postcode) are never collected in any ScotXed statistical survey. The Scottish Government works with a range of partners including Education Scotland, Skills Development Scotland and the Scottish Qualifications Authority. 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 or linkage of data will be done under the strict control of Scottish Government, and will be consistent with our data policy and the National Data Linkage Guiding Principles. 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 or linkage of data will be taken in consultation with relevant colleagues and individuals within and outwith Scottish Government. At all times pupils’ rights under the Data Protection Act and other relevant legislation will be ensured. General Data Protection Regulation gives you the right to access your personal data. This is known as a Subject Access Request. Further details of how to make a make a Subject Access Request online or using the Subject Access Request Form can be found here: https://www.pkc.gov.uk/article/20313/Accessing-your-information-Subject-Access-Requests . Note that it's not necessary to apply online or complete the form in order to submit a Subject Access Request, but they provide a useful guide to what details we need in order to respond. If you would like further guidance about how to submit a request for personal information,

contact the Information Governance team on 01738 477933 or at DataProtection@pkc.gov.uk Concerns The Data Protection Officer for this data is the Data Protection & Information Assets team, dpa@gov.scot If you have any concerns around this data collection please contact the DPIAT team, or Mick Wilson, Head of Education Analytical Services (Mick.Wilson@gov.scot). Or by writing to: Education Analytical Services, Area 2A-North, Victoria Quay, Leith, Edinburgh, 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.

O Attendance

Perth & Kinross Council is committed to working in partnership with parents, children and other stakeholders to ensure that, wherever possible, all children enrolled in our schools receive an education that maximises the opportunity for each child to achieve his/her potential. In working towards this, Perth & Kinross Council Education & Children's Services' expects all schools to closely monitor the attendance of all children and young people. It is every parent's legal duty to ensure that, if their child is of school age, they attend school regularly. Our staff in schools work with pupils and their families to ensure that pupils attend regularly and punctually. Perth & Kinross Council has an Attendance Sub Committee to consider serious cases of school non-attendance. The membership of the Attendance Sub Committee is composed of Elected Members (Councillors) and parent representatives from Parent Councils in the area. It is advised by a representative of the Executive Director (Education and Children’s Services). The Attendance Sub Committee convenes every 4 weeks during the school year. If you are having problems with your child's attendance at school you should discuss this with the school in the first instance. Website Link: http://www.pkc.gov.uk/article/17283/Schools-rules-attendance-and-behaviour

P Family holidays

Family holidays will be marked in school as an unauthorised absence. This will be done even if you have told the school you intend to take your child on holiday. No school work will be given, although some schools may consider giving you information about what will be covered during the absence. Extended visits overseas to relatives or extended absence in relation to children of travelling people would be marked as an authorised absence. Extended is defined as a period of more than four weeks. If you wish to discuss the matter further in relation to your child, please contact the school.

Website link: http://www.pkc.gov.uk/media/10239/Family-Holiday-Leaflet/pdf/Family_Holiday_Leaflet

Q Care Standard Inspections

Social Care & Social Work Improvement Scotland (known as the Care Inspectorate) has a responsibility to inspect all nursery schools and classes on a regular basis. These inspections are part of the Regulation of Care Standards within Early Education & Childcare. Further information on Care Inspectorate inspections is available from the Headteacher or by contacting Care Inspectorate (telephone 0345 600 9527) or www.careinspectorate.com.

Nursery Inspection Process

All providers of early learning and childcare for 2, 3 and 4 year olds are currently inspected by the Social Care & Social Work Improvement Scotland (known as the Care Inspectorate) and Her Majesty’s Inspectorate (HMI), part of Education Scotland. Staff follow national guidelines for the early learning and childcare of children aged 2-5 years that encourage learning through play and the service must meet standards laid down by HMI. Further information on inspections is available from the Headteacher.

R School Crossing Patrollers

It is very difficult to recruit School Crossing Patrollers. If the School Crossing Patroller terminates their employment, or is absent for any reason, it may not be possible to provide cover. If this happens, Headteachers will inform parents. Parents have a responsibility for ensuring that their children are able to travel to and from school safely, whether or not the Authority is able to provide safe routes or safe crossing facilities.

S Employment of Children

The employment of children under the age of 16 is subject to compliance with Perth & Kinross Council bye-laws which outline permitted types of employment and permitted periods of working. Children under the age of 13 are not permitted to undertake any type of employment. Further details and an information booklet called ‘The Employment of Children – Perth and Kinross Council Bye-Laws’ is available from Education & Children’s Services, Pullar House, 35 Kinnoull Street, PERTH, PH1 5GD. Telephone: 01738 476200 E-Mail: ecsschools@pkc.gov.uk Website: www.pkc.gov.uk/article/17406/Employment-of-children-Permit-and-bye-laws

T Childcare and Family Information

Perth and Kinross Childcare and Family Information Service can supply details of childcare

services within your local area including childminders and out of school care. The service also has a wide range of other information for families including leisure activities and support groups. For further information please contact: E-mail: childcare@pkc.gov.uk Telephone: 0345 601 4477 Website: http://www.pkc.gov.uk/childcare Families can also access information on the national website: www.scottishfamilies.gov.uk

U Complaints

As part of Perth & Kinross Council, our schools are committed to providing high quality services. If something goes wrong or you are dissatisfied with the service provided at your school the Council’s Complaints Procedure is there to help you. The Council regards a complaint as ‘any expression of dissatisfaction about our action or lack of action, or about the standard of service provided by us or on our behalf.’ Our schools aim to resolve complaints quickly. Should you make a formal complaint to your school you will receive a response at Stage 1 of our procedure within five working days, unless there are exceptional circumstances. If you are dissatisfied with the school’s response at Stage 1, you can ask for it to be escalated to the next part of the Council’s complaints procedure. Stage 2 involves an investigation by an Officer appointed by the Head of Education Services. At this stage, Perth & Kinross Council will respond to your complaint within 20 working days. If the investigation is going to take longer, you will be contacted and a revised response date will be agreed with you. You will also be kept updated on the progress of your complaint. If you remain dissatisfied with the outcome of your complaint, you can contact the Scottish Public Services Ombudsman (SPSO). The SPSO is the final stage for complaints about most organisations providing public service in Scotland. Their service is independent, free and confidential. The SPSO cannot normally look at:

a complaint that has not completed our complaints procedure

events that happened, or that you became aware of, more than 12 months ago

a matter that has been or is being considered in court. The SPSO's contact details are: SPSO 4 Melville Street Edinburgh EH3 7NS SPSO Freepost EH641 Edinburgh EH3 0BR

Freephone: 0800 377 7330 Online contact: www.spso.org.uk/contact-us Website: www.spso.org.uk Mobile site: http://m.spso.org.uk Additional Support for Learning - Resolving Disagreements There are routes for resolving disagreements where a child or young person has additional support needs. Further information is available in our Information Sheet on Resolving Disagreements available on the Council’s website: www.pkc.gov.uk or by contacting Tel No: 01738 476790.

Further information on the Council’s Complaints Handling Procedure is available on the Council’s website: http://www.pkc.gov.uk/complaints

RELIGIOUS OBSERVANCE IN THE CATHOLIC SCHOOL

The Education (Scotland) Act 1980 imposes a statutory duty on local authorities to provide “Religious Observance” in Scottish schools. This is defined in a national R.O. Review Group report published in 2004 as comprising: "community acts which aim to promote the spiritual development of all members of the school's community and express and celebrate the shared values of the school community". In a letter of guidance issued by the Scottish Government in February 2011, it is acknowledged that Catholic schools take a distinctive approach to the provision of Religious Observance:

Scottish Government Ministers welcome the tradition that, in Roman Catholic denominational schools, Catholic Liturgy will largely shape the nature and frequency of religious observance activities in the classroom and in the wider school community. So, at times, children and young people will be invited to participate in, and sometimes to lead, prayer and reflection in classrooms and at assemblies. At other times, to honour particular occasions or feasts, chaplains will lead school communities in the celebration of Mass and other forms of liturgical celebration.1

Catholic schools follow the customs and practices of the Church in order to nourish the spirituality and faith of pupils and staff. Our Catholic tradition is enriched by ancient rites, prayers and devotions which help young people to become aware of, and show reverence to, the sacred presence of the living God, Father, Son and Holy Spirit. Guided by this tradition, we celebrate various seasons and special feast days to honour God, Mary his Mother and the Saints. Pupils are invited to pray with their teachers at times in classrooms and assemblies, as well as in liturgical services. Usually a classroom will display a Crucifix on the wall; in some classrooms and other areas of the school, a sacred space will feature a copy of the Bible and will be decorated with signs and symbols that reflect the changing seasons of the Church Calendar Year i.e., Advent, Christmas, Lent, Easter and Pentecost. This regular practice of Prayer is complemented by religious services conducted, sometimes as part of an Assembly, to mark special occasions - e,g., the distribution of Ashes on Ash Wednesday, the seasons of Advent or Lent. To mark special Feast Days and Holy Days of Obligation, Holy Mass will be celebrated by the school chaplain, with the school community, in school buildings or in local parishes. Some pupils, at certain stages, may be able to participate in retreats and pilgrimages to places of special significance within the Catholic tradition. While Religious Education is governed by separate Church guidance, it is complemented by Religious Observance practices and, together, these experiences help pupils to develop their understanding of the Catholic faith, to experience opportunities for spiritual growth and to commit to beliefs, values and actions in a positive response to God’s invitation to faith. In terms of pupil participation in R.O. Scottish Government guidance makes it clear that it makes an important contribution to pupils' development and that it promotes the ethos of a school by bringing pupils together and creating a sense of community. However, it also makes clear that parents have the right to withdraw children from participation in religious observance and that this right should always be made known to parents and their wishes respected. The Scottish Government also recognises that:

Where a parent chooses a denominational school for their child's education, they choose to opt in to the school's ethos and practice which is imbued with religious faith and religious observance. In denominational schools, it is therefore more difficult to extricate a pupil from all experiences which are influenced by the school's faith character.

1 Curriculum For Excellence - Provision of Religious Observance in Schools, Scottish Government, 17 February 2011

V Further Information

In all cases relating to your child's education you should discuss the matter with the Headteacher. If further information relating to your child's education is required, you should contact: Education & Children’s Services Council Building 2 High Street PERTH PH1 5PH Telephone: 01738 476200 E-Mail: ecsschools@pkc.gov.uk