Tomintoul Primary School - Moray

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Tomintoul Primary School Handbook

Moray Council Education, Communities &

Organisational Development

The information contained in this handbook is correct at the time of

publication and is updated annually

Date of issue: 10th December 2021 The Moray Council:

Education, Communities & Organisational Development

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COVID-19 Impact on Schools

If you have concerns about sending your child to school during Covid-19 you should refer

to the National Parent Forum of Scotland back to school guidance which has helpful

advice. To find out more information about Covid-19 from a health perspective you will

find more information from the NHS.

All Moray schools have restrictions in place which have been risk assessed. There are

enhanced health and safety protocols, limited visitors and enhanced cleaning regimes.

All measures have been put in place in order to reduce the risk of outbreak and

transmission in schools.

Copies of the following guides are available to support you and your children/young

people at this time and may answer questions you may have.

Parent/carer guide, Learner guide, Learner top tips

http://www.moray.gov.uk

Education, Communities & Organisational Development is a single, integrated department

which brings together Education; Social Work support for Children and Families;

Community Care services for adults; and Lifelong Learning, Culture and Sports.

Our vision: - Ambitious to Achieve Excellence Together

Our aims:-

Ensuring people's outcomes remain at the heart of what we do

Ensuring effective partnership working

Supporting, enabling and encouraging people, their families and local communities

to achieve what is important to them

Actively promoting early intervention

Delivering accessible, consistent, equitable and high quality services

Using our resources effectively and targeting our capacity appropriately and

efficiently

Engaging and involving through effective communication with everyone we work

with

Promoting equality

Sharing and using our information openly and fully

Creating a culture of self-evaluation and continuous improvement

Moray Council has produced a “Notes for Parents and Carers” booklet, which is designed

to provide basic information about the education system in Moray and also to detail

specific areas of government legislation which may relate to your child's experience at

school. This booklet is available from the school, from Education, Communities &

Organisational Development, or the Moray Council Internet site

www.moray.gov.uk/moray_standard/page_47236.html . This booklet is also available in

other languages.

https://www.npfs.org.uk/2020/07/23/back-to-school-guidance-for-parents-and-carers/

https://www.nhsinform.scot/illnesses-and-conditions/infections-and-poisoning/coronavirus-covid-19

http://www.moray.gov.uk/

http://www.moray.gov.uk/moray_standard/page_47236.html

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Letter from Head Teacher

Contact Details Page 4

Members of Staff Page 5

School Times Page 5

School Calendar Page 6

Values, Vision, Aims, Smarts and Rationale Page 7

Parental Involvement Page 8

Communication and Consultation with Parents and Carers Page 8

Concerns and Complaints Page 9

Pupil Voice Page 9

Links with Our Local Churches Page 10

Links with the Wider Community Page 10

Celebrating Success Page 11

Enrolment to Primary 1 Page 13

Induction from Nursery to Primary 1 Page 13

Induction from Primary 7 to High School Page 13

New Pupils Page 14

School Rules and Behaviour Page 14

House Teams Page 15

The Dux Award Page 15

The Creativity Award Page 16

The Community Award Page 17

Absence and Attendance Page 17

Emergency Closure Page 17

School Uniform Page 17

School Meals Page 18

The Curriculum Page 17

Teaching and Learning Page 20

Use of Support Staff Page 21

Use of Specialist Teachers Page 22

Use of Ability Groups Page 23

Collaborative Learning Strategies Page 23

Specialist Interventions for Children with Additional Needs Page 23

Getting It Right for Every Child Page 24

Child Protection Page 24

Involvement of Partnership Agencies Page 25

Assessment Page 25

Summative Assessment Page 26

Formative Assessment Page 26

Children Requiring Special Provision Page 26

Extra-Curricular Activities Page 27

Medicines in Schools Page 28

Data Protection Page 28 - 30

Conclusion Page 31

Appendix 1 – Information Lines Page 32

Appendix 2 – Standard and Quality Report 2020 - 2021 Page 33 - 37

Appendix 3 – School Improvement Plan 2021 - 2022 Page 38 - 42

Appendix 4 – School Catchment Area Page 43

SCHOOL HANDBOOK: APPENDIX A Page 44 - 47

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10th December 2021

Dear Parents and Carers

Welcome to Tomintoul School. This is the school that serves the parishes of

Tomintoul and Kirkmichael within Moray District. Our catchment area extends

northwards to Oyster Cottage on the Aberlour road, North West towards

Avonside, north east to the Braes of Glenlivet and south into Glen Avon.

Tomintoul School provides Primary Education for those in Primary 1 to Primary 7.

We are a non-denominational school and do not offer education in the Gaelic

medium.

Our present roll is 27 pupils arranged into three composite classes, Primaries 1-

3, P4/5 and P6/7. These composites will change in August 2022.

Staff members are committed to supporting the needs of individual pupils and

their families. Parents, carers and the wider community are encouraged to play

an active role within the school.

This handbook is designed to welcome you to the Tomintoul School Community.

However, whilst I hope it is informative and useful, it should not be seen as an

alternative to personal communication and, if you have any additional enquiries,

please contact the school and I will be happy to arrange an appointment to meet

with you.

Yours sincerely,

Louise Davidson, Acting Head Teacher

EDUCATION, COMMUNITIES & ORGANISATIONAL DEVELOPMENT

Louise Davidson Acting Head Teacher

Tomintoul Primary School, Cults Drive, Tomintoul, AB37 9HA Telephone: 01807 580271

Email: [email protected] www.moray.gov.uk


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Contacting Tomintoul School

Postal Address Tomintoul School

Cults Drive

Tomintoul

Ballindalloch

Moray

AB37 9HA

Telephone Number 01807 580271

Email [email protected]

Twitter https://twitter.com/tomintoulp1

Contacting Moray Council’s Education and Social Care

Department

Postal Address Moray Council

Education and Social Care

High Street

Elgin

Moray

IV30 1BX


The Moray Council Website www.moray.gov.uk

Head of Education Vivienne Cross

Contacting Our Associated High School

Postal Address Speyside High School

Mary Avenue

Aberlour

Moray

AB38 9PN


Email [email protected]

Head Teacher Mrs Patricia Goodbrand

mailto:[email protected]

https://twitter.com/tomintoulp1



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Members of Staff at Tomintoul School

Acting Head Teacher Miss Louise Davidson

P1-3 Class Teacher Miss Jennifer Fraser

P4/5 Class Teacher Miss Maria Fowler

P5-7 Class Teacher/ Mrs Gwendoline Dumenil

Acting Principal Teacher

Support for Learning Teacher Mrs Jo Carvell

Classroom Assistant/Children’s Supervisor Mrs Sonia Sinclair

Classroom Assistant/Children’s Supervisor Mrs Allana Galloway

Pupil Support Assistant Mrs Michele Birnie

School Administrator Mrs Dionne Sim

Teacher of Recorder Mrs Alison Gillies

School Cook Mrs Joan Milne

Catering Assistant Mrs Lynne Marie Durno

School Cleaner Mrs Catherine Smith

Janitor Mr Ian Ross

School Times

School Opens 9.00

Morning Interval 10.35 – 10.50

Lunchtime 12.30 – 13.15

School Closes P1-7 15.00

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School Calendar

2021 - 2022

Term 3

Starts Monday 10 January 2022

Mid- term Holidays Friday 11th February 2022

Monday 14th February 2022

Ends Friday 1st April 2022

Term 4

Starts Monday 18th April 2022

May Day Holiday Monday 2nd May 2022

In-service Days (no school for pupils) Thursday 12th May 2022 and

Friday 13th May 2022

Occasional Day Holiday Monday 6th June 2022

Ends Friday 1st July 2022

2022 - 2023

Term 1

In-service closure Monday 15th August 2022

Term starts Tuesday 16th August 2022

Term ends Friday 7th October 2022

Term 2

Term starts Monday 24th October 2022

In service closure Monday 14th November and

Tuesday 15th November 2022

Term ends Friday 23rd December 2022

Term 3

Term starts Monday 9th January 2023

Mid-term Holidays Friday 10th February 2023

Monday 13th February 2023

Term ends Friday 31st March 2023

Term 4

Term starts Monday 17th April 2023

May Day holiday Monday 1st May 2023

In-service closure Thursday 11th May 2023 and

Friday 12th May 2023

Term ends Friday 30th June 2023

Plus one occasional day holiday to be agreed by 30th March 2022.

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Rationale

Our school is proud to work together as a team to support everyone’s learning and wellbeing. Through our curriculum, we enjoy a wide range of

experiences to develop our knowledge and skills. We work with our partners, including parents and the local community, to help us all to achieve in

life.

Our Aims

• Successful Learners – to be involved, engaged and make progress with my learning

• Confident Individuals – to know my strengths, know when I need help and be able to ask for it

• Effective Contributors – to work together as a team and be welcoming and inclusive to all

• Responsible Citizens – to be responsible for myself and understand how my actions can affect my community and the wider world

To Be As SMART As We Can Be!

Values

Responsibility

Enthusiasm

Achievement

Learning

Art Smart

Thinking Smart

Number Smart Body Smart

Self Smart People Smart

Word Smart

Music Smart

Nature Smart

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Parental Involvement

We have a very supportive Parent Council with Primary and Nursery parent

members, a staff member and two co-opted community members. The Council

meets at least once each term. The main features of the Council’s remit are to

raise parental issues, support the head teacher in reviewing and renewing policy

and involving the school and wider community in fund raising activities.

Parents regularly volunteer to help in school. Over the past few years we have

valued parents support in helping during trips, supporting learning in the

classroom, assisting at Golden Time, membership of the Eco Committee, running

after school clubs and passing on personal skills. It is our policy that, if the

volunteering is on a one off basis such as one art session during Golden Time,

then the volunteer will not need to be disclosure checked but will be supported

at all times by a member of school staff. However, if the volunteering is regular

and frequent, a fully enhanced Police Scotland disclosure will be done.

Open mornings and afternoons, assemblies and concert performances are a

regular feature in the school. Each of these provides children with the

opportunity to share their learning with parents, carers and friends.

Due to current mitigations, visits into school are restricted. We hope to

reinstate these when we can.

Communication and Consultation with Parents and

Carers

Communication with parents and carers happens on various levels:

Parents and carers are welcome to phone, write or call into the school at any

time. If it is appropriate a member of staff may be able to answer their

enquiry immediately or an appointment can be made.

In the interests of safety, parents and carers should always let the school

know if their child is absent and the reasons for the absence. If no reason

for absence has been given, the school will phone the parent, carer or

emergency contact before 9.30am.

Parents and carers can use the Parent Portal to update information and

report absences.

Parents and carers and the school can communicate using the school’s

information line. This is particularly useful for leaving messages when the

school in unattended, during residential trips or when the weather is poor

(Appendix 1).

Newsletters are sent home either in paper form or by email. These detail

the main events which have happened or that are planned since the last

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communication. They always have a list of diary dates and often contain

updates on learning from the class teachers.

At the start of new learning about Social Subjects and Sciences, parents and

children are asked to think about what they might like to learn during the

project. Their responses come into school and the suggestions may be

included in learning and teaching.

Each child completes a weekly Learning Log or profile in which he or she

reflects upon their learning and achievements. Children may also set

personal targets through their learning logs. Parents are encouraged to

comment on their child’s reflections. The child’s teacher may also comment

on the learning log.

There are two Parent’s Evenings each year where parents and carers can

discuss their child’s progress.

Each year the school undertakes self evaluation and from the findings of this

produces a ‘Standards and Quality Report’. (Appendix 2) This report is

presented to the Parent Council and then to the whole Parent Forum.

Following on from the Standards and Quality Report the school produces a

School Improvement Plan (SIP) which generally has 2 – 4 action plans designed

to improve teaching and learning. Parents are made aware of the action plans

and can request the full SIP. Through out the year parents are informed of the

Plan’s progress and may be asked to contribute to formulation of policy and

procedure (Appendix 3).

Concerns and Complaints

Tomintoul Primary is a very happy school. However from time to time parents

and carers do have concerns or complaints. When a concern arises, parents and

carers should contact the school and make an appointment. Most often concerns

are addressed at this stage and a resolution is reached. If a resolution can not

be found, the school has a complaints procedure which is brought into practice.

Pupil Voice

At Tomintoul School we have a Pupil Council, the Tomintoul Task Team, which

form the more formal mechanisms for pupils to voice their opinions and help with

school developments. However, the less formal systems such as learning logs,

the Thursday Business Clubs (STEM, RRSA and Health Club) and day to day

discussion with all staff members also allow pupils to express their opinions,

contribute to the life and work of the school and to take some responsibility for

their own learning.

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Links with Our Local Churches

There are Church of Scotland and Catholic Churches in the village and we have

strong links with each of these. The minister and the priest each visits the

school on a monthly basis and deliver an assembly (on hold due to COVID). At

Christmas time we have a school Nativity service for family, friends and the

wider community. Parents considering withdrawing their child from religious

education are encouraged to discuss this with the school prior to making a

decision.

Links with the Wider Community

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Everyone in our community is interested in and joins with the school to celebrate

special occasions and to help us raise funds for additional activities. Every year

we invite local senior citizens to a special morning performance of our Nativity

Service and then ask them for morning coffee and mincemeat pies. We also

have a range of social evenings and fundraisers throughout the year. Community

members always come along to support us and we reciprocate by supporting their

activities and by making trips to the sheltered housing to entertain the ladies

and gentlemen.

We have mutually beneficial links with the Crown Estate. They include us in

many of their environmental initiatives and we enlist their help for outdoor

learning opportunities such as pond dipping or garden work.

The fire, police and ambulance services all give us regular support when we are

teaching the children about their health and wellbeing. These include visits to

the fire station, fire safety talks and paramedics demonstrating basic first aid

and internet safety and drugs education from the police liaison officer.

Celebrating Success

The Tomintoul Smarts enable us to set high expectations and celebrate success

in its widest sense. Children have daily opportunities to reflect upon their

learning and behaviour and to gain Smart points for their House. Each term

class teachers award Smart certificates to the child they feel has been most

Self Smart, Number Smart etc.

There is an assembly every second Friday where the head teacher nominates

two children as pupils of the fortnight. When making this award the head

teacher will consider what is being promoted within the school at any given time.

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For example, when the school’s values were reviewed, pupils were recognised for

showing responsibility, enthusiasm, achievement and learning.

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Enrolment to Primary 1 Any child whose 5th birthday falls between 01.03.22 and 29.02.23 will be of

enrolment age for Primary 1 in August 2022. Children enrolling at Tomintoul

School will usually be resident within its catchment area. However, when

registering their child, parents have the right to make a placing request so that

their child may attend another school. On request the leaflet ‘Placing Requests

– A Guide to Parents’ is available from the school or from the Moray Council

website.

Induction from Nursery to Primary 1

Throughout the year we work closely with Tomintoul Nursery involving them in

all special occasions such as the Nativity, fundraising or House Team activities.

Senior pupils act as Buddies to the nursery children and help them every week

with their Learning Logs. After the Easter holidays we begin the formal

process of induction for new entrants to Primary 1. The Primary 1 teacher will

visit the Nursery to meet the children in their usual working environment. In

addition to this, the children will visit the P1 classroom. Parents will be invited

to an individual parent/teacher meeting to discuss their child’s entry to P.1. The

Senior Early Years Practitioner from Nursery passes transition documentation

to the P.1 teacher.

Induction from P7 to High School

Pupils progressing from Tomintoul Primary School are within the catchment area

for Speyside High School, Aberlour. However, parents have the right to make a

placing request so that their child may attend another school. On request the

leaflet ‘Placing Requests – A Guide to Parents’ is available from the school or

from the Moray Council website.

Pupils who transfer from Tomintoul School to Speyside High School take part in

three full induction days between April and July and often have other

opportunities through out the year to meet with P7 pupils from other schools.

As well as this, P7 pupils from Tomintoul School will get together 3 times

throughout the year with children from other small primary schools – ‘The Small

Schools Induction Programme’. This gives our children the opportunity to meet

and make friends in smaller groups before they go to the full induction days at

Speyside High School.

Pupils with additional support needs may take part in an enhanced transition to

High School and this would be discussed with individual children and their

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parents or carers. Prior to their transfer, the P7 teacher passes documentation

relating to individual pupils to the High School.

New Pupils

We are delighted to welcome new pupils to our school whatever age and stage

they are at. Anyone considering placing their child at Tomintoul School should

contact the school office to arrange an appointment to meet with the Head

Teacher. During the meeting prospective pupils and parents will be able to ask

any questions they have and will be shown around the school and have the

opportunity to meet with teachers and support staff.

School Rules and Behaviour

In keeping with our ethos we have very high

expectations of good behaviour at Tomintoul

School and have simple rules in place to guide all

of our pupils. We call these the ‘Golden Rules’

and each of them is presented in a positive way.

As with everything related to school, strength

comes from pupils, parents and staff working

together so, as well as introducing the Golden

Rules to pupils each year, we also issue a

summary of our behaviour policy to parents.

When faced with challenging behaviour from an

individual pupil, the school will always work with

the child and his or her family and within school and local authority guidelines to

maintain good discipline. However, on some occasions, after all measures have

been tried, the Head Teacher may consider exclusion from school.

Parents should also note that any incidents involving violence, dangerous

weapons, drugs or alcohol are reported immediately to The Moray Council’s

department of Education, Communities & Organisational Development and the

Police may also be involved.

We accept that bullying can take place in school and encourage children and

their families to report incidents. We work with all concerned in a solution

orientated way to investigate the reasons for such behaviour and to stop it from

happening.

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House Teams

As part of our programme to promote positive behaviour, we link achievement in

the SSMMAARRTTSS to points for our three House Teams. The houses are Conglass

(green team), Strathavon (red team) and Tomnabat (blue team). There are two

House shields - one for class work and one for sporting achievement.

Dux Award

Traditionally a Dux award in Scotland is presented for academic achievement. At

Tomintoul School we consider that, in light of the values within Curriculum for

Excellence, our Dux award should be awarded to the pupil who demonstrated

that they strive towards our vision – To Be as Smart as We Can Be!

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The Creativity Award

The creativity award was created by our Room13 art studio. It is awarded to

the Primary aged pupil who staff feel has showed Creativity in all curricular

areas throughout the year.

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The Community Award

In 2020, a new community award was introduced. This is for the pupil who is

working hard within the local community.

Absence and Attendance

Good attendance is imperative in supporting pupils to achieve their full potential.

If, for unavoidable reasons, a child is absent for short periods of time, parents

and carers should let the school know and the school will do its best to make up

for the learning opportunities missed. For longer term absence due to ill health,

the school will work with home tutors or hospital teachers to provide whatever

level of teaching the child is able to cope with.

Advice from the Scottish Executive is that holidays taken in term time, other

than for exceptional circumstances, should be considered as unauthorised

absence.

Emergency Closures

On some occasions it is necessary to close the school at very short notice. In

this case it is important that the school can contact parents or their nominated

emergency contact. A letter requesting emergency contact information is sent

to all parents at the beginning of each academic session.

When there is an emergency closure the head teacher will keep parents, carers

and staff informed through the School Information Line, The Moray Council

Website and Moray Firth Radio:


School Uniform

There is a school uniform that all children are encouraged to wear. It consists

of:-

Grey or black skirt or trousers

White or pale blue polo shirt

Navy sweatshirt

Sweatshirts and fleeces can be bought from the school office. At present

sweatshirts are priced from £8.50 (December 2021). Children should have a

change of shoes for indoors. For PE each child requires shorts or tracksuit

trousers, a t-shirt and gym shoes or training shoes. Details about the

entitlement to school clothing grants are available on The Moray Council’s

website. http://www.moray.gov.uk/moray_standard/page_55486.html



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School Meals

Meals are prepared each day in our own school kitchen. The children choose

their meal each day using the electronic iPayimpact system. Parents can

also pay through this system. You will be given information on how to

register for this service when your child starts school. At the time of

writing, school meals for P5-7 cost £2.30. (December 2021).

School meals are provided free of charge for all P1-4 children. Details

about the entitlement to free school meals are available on The Moray

Council’s website: Free School Meals

Free school meals will be extended to P5 by January 2022 and to P6 and

P7 later on in 2022.

Most children have a school lunch but some choose to bring a packed

lunch. All pupils sit together in the dining room and will be supervised by

a member of staff. We believe that good table manners are important

and expect and will encourage all children to be polite, chat sociably to

those next to them and to use cutlery properly.

The Curriculum

In common with all schools throughout Scotland we adhere to the Curriculum for

Excellence (CfE). You can find in-depth information about CfE on the

Parentzone website. https://www.parentingacrossscotland.org/info-for-

families/resources/the-3-18-curriculum-parentzone-scotland/

Curriculum for Excellence aims to help prepare children and young people with

the knowledge and skills they need in a fast changing world. Through our

teaching and learning within CfE learners can expect to:

know they are valued and will be supported to become a successful

learner, an effective contributor, a confident individual and a

responsible citizen

experience a traditionally broad Scottish curriculum that develops

skills for learning, skills for life and skills for work , with a sustained

focus on literacy and numeracy, that encourages an active, healthy

lifestyle and builds appreciation of Scotland and its place in the world

benefit from learning and teaching that strikes a better balance

between equipping them with the skills for passing exams and skills

for learning, skills for life and skills for work.


https://www.parentingacrossscotland.org/info-for-families/resources/the-3-18-curriculum-parentzone-scotland/

https://www.parentingacrossscotland.org/info-for-families/resources/the-3-18-curriculum-parentzone-scotland/

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have the benefits of an assessment system that supports the

curriculum rather than leads it and ensures that their transition into

qualifications is smooth

The Eight Curricular Areas The Seven Principles

Expressive Arts

Art, Music, Drama and Dance

Health and Wellbeing

P.E., Personal, social and emotional health

Literacy and English

Communication with others, Reading and

Writing and Modern Languages (French)

Numeracy and Mathematics

Number work and problem solving

Religious & Moral Education

Christianity, Other World Religions and

values and beliefs

Sciences

Understanding our planet

Social Studies

Scotland and the world; past, present and

future

Technologies

Food, design and computing

All learning must take account

of these principles

Challenge and

Enjoyment

Breadth

Progression

Depth

Personalisation and

Choice

Coherence

Relevance

When planning how each of these areas is taught, we have carefully considered

how to make activities challenging and enjoyable and how to ensure that all areas

are covered in such a way as to provide breadth, balance and progression for

individual children. We seek, where appropriate, to create learning

opportunities which combine more than one curricular area. We refer to this as

inter-disciplinary learning (IDL). IDL is an important feature because it gives

opportunities for pupils to acquire, practise and apply skills in realistic situations

thus giving relevance to their learning. Through IDL pupils have more

opportunities to make choices about their learning and to personalise what they

do. In effect, our pupils will be given opportunities to develop skills for learning,

life and work.

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Teaching and Learning

At Tomintoul School we base our teaching on our knowledge of the children’s

previous level of attainment and achievement. Our prime focus is to further

develop the knowledge and skills of the children, that is to say, moving their

learning forward from its previous point. We strive to ensure that all tasks set

are appropriate to each child’s level of ability. When planning work for children

with special educational needs we give due regard to information and targets

contained in the children’s Individual Education Plans (IEPs). We have high

expectations of all children, and we believe that their work should always be of

the highest possible standard.

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We plan our lessons with clear learning objectives. These are based upon

assessment which leads to identification of each child’s next steps for learning

and are in accordance with the Experiences and Outcomes within ‘The

Curriculum for Excellence’. Our planning contains information about the learning

intentions, tasks set, resources needed and the way we assess the children’s

work. We regularly monitor and evaluate teaching and learning so that we can

modify and improve our teaching in the future.

Use of Support Staff

We deploy Pupil Support Assistants, Classroom Assistants, Children’s

Supervisors and other adult volunteers as effectively as possible. Sometimes

they work with individual children and sometimes they work with small groups.

Our Classroom Assistants also assist with the preparation and storage of

classroom equipment.

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Use of Specialist Teachers

Some PE, Music and Art may be taught by specialist teachers. These teachers

have excellent subject knowledge and will use this expertise to provide excellent

teaching for children. Specialist teachers will also be on hand to advise class

teachers on specific subjects.

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Use of Ability Grouping

We believe that, on some occasions, children learn best if they are working with

children of a similar ability. This means that the teacher can get a very close

match between what the children already know and what they need to learn

next.

Collaborative Learning Strategies

We believe that children can learn from each other and that we should provide

regular opportunities for children to work together and share ideas. Teachers

will regularly use ‘talk partners’ whereby children work together to test out each

other’s thinking and explain answers.

Specialist Intervention for Pupils with Additional

Support Needs or English as an Additional Language

The Moray Council’s department for Education, Communities & Organisational

Development allocates levels of teaching and support staff to the school

according to the additional needs of individual children in the school. This varies

from year to year dependent upon the children enrolled at any given time.

The Support for Learning teacher will plan collaboratively with class teachers to

meet the needs of individual pupils.

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Getting It Right for Every Child

As part of the national Getting it Right for Every Child (GIRFEC) approach

children and young people from birth to 18, or beyond if still in school, and their

parents will have access to a Named Person to help them get the support they

need. In primary schools the Head Teacher is usually the Named Person and will

remain throughout their time at primary school. In our school this is Miss

Davidson. On transition to Secondary School, Principal Guidance Teachers

usually become the Named Person. The Named Person will be the single point of

contact for children and young people, their parents/carers and the

professionals who work with the child or young person.

The GIRFEC approach (which includes the Named Person Service) aims to

improve outcomes for children and their families based on a shared

understanding of wellbeing. Most children receive the support they need from

their own families and their community, in partnership with universal services

such as health and education. Where extra support is needed the GIRFEC

approach aims to make that support easy to access with the child or young

person at the centre. It looks at a child or young person’s overall wellbeing to

establish how safe, healthy, achieving, nurtured, active, respected, responsible

and included (SHANARRI – wellbeing indicators) they are, to ensure that each

and every child gets the right support, at the right time, from the right people.

The Named Person Service supports this approach, offering a single point of

contact for children and their families at a time when support may be needed.

It also serves as a way to coordinate multi-agency support (e.g. from health,

social work, police etc.) if required.

Should you have anything you would like to discuss regarding a child’s wellbeing,

please do not hesitate to contact your Named Person by phone, email or

alternatively a letter marked for the attention of your Named Person.

Child Protection

It is everyone’s job to ensure that children are kept safe. Schools in Moray

follow the National Guidance for Child Protection in Scotland 2021 and are

required to report any suspected child abuse to Police or Social Work.

If you have concern for a child, call duty Social Work on 01343 563999 (08457

565 656 out of office hours) and/or the Police on 101. Alternatively, you can

email [email protected]

https://www.gov.scot/publications/national-guidance-child-protection-scotland-2021/

mailto:[email protected]?subject=Child%20Protection%20Concern

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Pass on your concern and all the information you have available to you. This is not

a process that intrudes on families and their children, but a process that is

inclusive and supportive to achieve the best outcomes for children.

The categories of abuse are:

Physical abuse

Emotional abuse

Sexual abuse

Neglect

If you are unsure, ask for the Child Protection Co-ordinator in the School. They

have received the latest training in Child Protection so that they are confident,

well informed and supported to promote the protection of children. You can

discuss your concern with them. Social Work and/or Police can also be consulted

out with School hours if required.

More information can be found on the Moray Child Protection webpage here:


The Involvement of Partnership Agencies

When there are concerns about the progress of individual pupils, the school will

work with necessary partner professionals to provide additional support.

Examples of professional partners are Speech and Language Therapists, Early

Years Language Support Teachers, Behaviour Support Teachers, Social Workers

and Educational Psychologists.

Assessment

We believe that effective assessment provides information to improve teaching

and learning. We give our children regular feedback on their learning so that

they understand what it is that they need to do better. We use information

collected from assessments to allow us to plan lessons based on detailed

knowledge of each pupil. We strive to ensure that all tasks set are appropriate

to each child’s level of ability. Our lesson plans make clear the learning

objectives for each lesson. We make a note of those individual children who do

not achieve at the expected level for the lesson and use this information when

planning for the next lesson. We also keep this information as a record of

progress made by the class. We give parents regular reports on their child’s

progress so that teachers, children and parents are all working together to raise

standards for all our children.


26

Summative Assessments

Summative assessments are those which simply check if learners can produce

the right answer at a given time. For example, an end of week spelling test.

We use summative assessments when we need to set baselines for individual

pupil’s knowledge and understanding. These include the Scottish National

Standardised Assessments (SNSA) that are completed by children in P1, P4, P7

and S3. This is part of Scottish Nationalised Standardised Assessments done by

all children in Scottish state schools. The assessments help to identify

children’s progress, providing diagnostic information to support teachers'

professional judgement.

Children and young people do not have to revise or prepare for these

assessments. The assessments are as inclusive as possible to accommodate the

needs of children and young people who require additional support. There is no

pass or fail.

When individual children are referred to the Support for Learning teacher she

may use any of the following summative assessments to judge their needs:

The Nelson Single Word Spelling Test

The Neal Analysis of Reading Assessment

Formative Assessments

Formative assessments are those that take place as part of the lesson.

Formative assessment strategies engage the teacher and learner in strategies

such as sharing and understanding the learning intention of the lesson,

questioning throughout the learning, on-going teacher, self and peer assessment

and constant feedback to the learner on how they are doing and what they need

to do next.

Our teachers are knowledgeable about a vast range of formative assessments

strategies and employ these in ways that are relevant to particular learning

situations and individual learners.

Children Requiring Special Provision

The curriculum in our school is designed to provide access and opportunity for all

children who attend the school. If we think it necessary to adapt the curriculum

to meet the needs of individual children, then we do so in consultation with their

parents. This may include children who have special needs, children with English

as an additional language or children who are gifted or talented in some way.

27

If a child has a special need, our school does all it can to meet these individual

needs. If a child displays signs of having special needs, his/her teacher consults

with the support for learning and head teacher who will consider referrals and,

in collaboration with class teachers and parents, make an assessment of this

need. In most instances, by differentiating the curriculum the teacher, with

support from the SfL teacher or auxiliary is able to provide resources and

educational opportunities which meet the child’s needs within the normal class

organisation. If necessary, partner professionals will be consulted to help with

assessments and ongoing support.

When appropriate, the school provides an Individual Educational Plan (IEP) for

children with additional support needs. This sets out the nature of the special

need, and outlines how the school, in partnership with the pupil and parent, aims

to address the need. It also sets out targets for improvement, so that the

school can review and monitor the progress of each child at regular intervals.

Within our school we recognise that we may at any given time have children who

could be termed ‘gifted’ or ‘talented’. The term ‘gifted’ refers to a child who has

a broad range of achievement at a very high level. Children who are gifted often

have very well-developed learning skills. The term ‘talented’ refers to a child

who excels in one or more specific fields such as sport or music, but who does

not perform at a high level across all areas of learning. In our planning we will

use the term ‘more able’ rather than ‘gifted’ or ‘talented’ as this makes the

terminology more manageable.

In common with all pupils, we will give more able pupils the opportunity to show

what they know, understand and can do and will move their learning on from that

point.

Parents and carers may wish to seek further advice about Additional Support

Needs by contacting ‘Enquire’. Enquire is the Scottish advice service for

additional support for learning. Enquire offers independent, confidential advice

and information on additional support for learning. These are their contact

details:

Telephone Helpline: 0845 123 2303

Email Enquiry service: [email protected]

www.enquire.org.uk

Extra-Curricular Activities

Tomintoul is a rural school where many of the children travel by school

transport. Providing transport for their children when they have been to after

school clubs can be difficult for some parents and carers. Consequently we have

few after school clubs. However, we have Room 13 which is a creative art and

technology club which takes place once a week during term time.

http://www.enquire.org.uk/

28

Medicines in School

A copy of the “Guidance on the Administration of Medicines in School, June

2018” document is available in school.

In line with policy agreed by the Senior Clinical Medical Officer, schools will only

administer medicines with the written approval of a medical practitioner.

Painkillers such as aspirin and paracetamol fall into this category, and will

therefore not be administered on pupil request.

Data Protection Act

Information on pupils and parents/carers is stored securely on a computer system.

The information gathered is subject to the terms of the Data Protection Act 2018.

The information may be used for teaching, registration, assessment and other

administrative duties. The information is shared with Moray Council for

administrative and statistical purposes. Extracts of the information are shared

with a range of partners such as Skills Development Scotland, the Scottish

Qualifications Authority, and the NHS (for the dental and child health

immunisation programmes). Information is also shared with The Scottish

Government for statistical and research purposes, although individual children are

not identified. The Data Protection Act ensures that information is collected

fairly and lawfully, is accurate, adequate, up to date, not held for longer than

necessary, and may only be disclosed in accordance with the Codes of Practice.

More information is available on the Moray Council Internet site at:


Privacy Statement

Tomintoul School has a legal responsibility to deliver an effective educational

programme to its pupils. In order to do this, we need to collect personal data

about our pupils/children and their families so that we can help them learn, and

keep them safe. The type of personal data we will collect include:

Data about our pupils/children and their families

This will include the name, address and contact details of the pupil/child and

relevant family members. It will also include information about relevant medical

conditions, any additional supports which are needed, and their family situation.

We need this information to ensure we know our pupils/children and their

families, and to ensure we are able to educate them appropriately, and keep

them safe


29

We will also collect personal data relating to personal characteristics, such as

ethnic group to enable statistics to be reported. We need this information so

the Council can ensure it is delivering education appropriately to all its citizens.

Data about pupils/children at school/within ELC setting

This will include data about progress, assessments, and exam results. It will also

include records of attendance, absence, and any exclusions. We need this

information to understand how our pupils/children are progressing, and to assess

how we can help them to achieve their best

Data about when and where they go after they leave us

This will include information about their next setting/school, career paths or

intended destinations. We need this information to ensure we support our

pupils/children in all their transitions and do all that we can to help their future

be a success

There will be times where we also receive information about them from other

organisations, such as a pupil’s previous school, the previous local authority

where that school or ELC setting was based, NHS Grampian, Police Scotland,

Social Work, Additional Support Services, and sometimes other organisations or

groups connected to a pupil’s education. We use this data similarly to the above:

to support our pupils’ learning, monitor and report on their progress, provide

appropriate pastoral care; and assess the quality of our services.

When we collect and use personal data within school/ELC setting, and for the

reasons detailed above, we will normally be acting in accordance with our public

task. Occasionally we are also required to process personal data because the law

requires us to do so, or because it is necessary to protect someone’s life.

We will also take photographs in school/ELC setting and display them on our

walls, and in newsletters and other communications. We do this in order to

celebrate and share what we have done, including individual achievements and

successes. We consider this use of images to be part of our public task as it

helps us build an effective community which supports learning. We will not,

however, publish these photographs on social media or in newspapers without

permission. Consent for this use will be sought when a pupil/child joins [Insert

School/ELC setting Name] and will be kept on record while they are with us.

Consent can be withdrawn at any time, please just let us know.

Sometimes we need to share pupil information with other organisations. We are

required, by law, to pass certain information about our pupils to the Scottish

Government and the Council. This data is for statistical purposes, and will

normally be anonymised. It is normally required to enable the Council, and the

Government, to understand how education is being delivered and to help them

plan for future provision.

30

If a pupil/child moves schools/ELC settings, we have a legal obligation to pass on

information to their new school/education authority about their education at

Tomintoul School.

When we record and use personal data, we will only collect and use what we need.

We will keep it securely, and it will only be accessed by those that need to. We

will not keep personal data for longer than is necessary and follow the Council’s

Record Retention Schedule and archival procedures when records are identified

to be of historical value and require to be retained in the Moray Council

Archives. For more information on how the Council uses personal data, and to

know more about your information rights including who to contact if you have a

concern, see the Moray Council's Information Management

webpages.

Sharing personal data to support Wellbeing

In addition to the above, Tomintoul School has a legal duty to promote, support

and safeguard the wellbeing of children in our care.

Wellbeing concerns can cover a range of issues depending on the needs of the

child.

Staff are trained to identify when children and families can be supported and

records are kept when it is thought that a child could benefit from help

available in the school/ELC setting, community or another professional. You can

expect that we will tell you if we are concerned about your child’s wellbeing, and

talk to you about what supports might help in the circumstances. Supports are

optional and you will not be required to take them up.

If it would be helpful to share information with someone else, we will discuss

this with you and seek your consent before we share it so that you know what is

happening and why. The only time we will not seek consent to share information

with another organisation is if we believe that a child may be at risk of harm. In

these situations, we have a duty to protect children, which means we do not need

consent. On these occasions, we will normally tell you that information is being

shared, with whom, and why – unless we believe that doing so may put the child

at risk of harm.

We will not give information about our pupils to anyone without your consent

unless the law and our policies allow us to do so.

31

Conclusion

It is hoped that this school handbook has provided you with a great deal of

useful information. However, please remember that the school’s staff is always

willing to help with any individual enquiries.

““TTOO BBEE AASS SSMMAARRTT AASS WWEE CCAANN BBEE!!””

Responsibility Enthusiasm Achievement Learning

32

Appendix 1 – Information Lines

Using the School’s Information Line (Calls to this number will be

charged at 2p per minute service charge plus your call providers

access charge)

1. Dial 08700549999

2. enter PIN number 031520

3. confirmation message ‘Tomintoul School’

4. enter menu

1 – To hear severe weather information

2 – To leave a non-urgent message

3 – To hear general information

4 – To enter a different PIN number

# - to end call

~~~~~~~~~~~~~~~~~~~~~~~~~

The Moray Council’s School Closures Website:


~~~~~~~~~~~~~~~~~~~~~~~~~~

Moray Firth Radio

Radio

Tune in to 97.4, 96.6, 96.7, 102.5, 102.8FM and 1107AM or search for us

on your DAB radio


33

Appendix 2 – Standards and Quality Report 2020/2021

Context of the School At Tomintoul School we are striving ‘To Be As SMART As We Can Be!’ through:

Responsibility

Enthusiasm

Achievement

Learning

At Tomintoul School we aspire to ensuring every child is safe, happy and doing well at school and in their wider community. Learning will grow from our children’s experience, knowledge and understanding of their environment. In line with the curriculum for Excellence, relevant contexts will be used extensively to make learning meaningful for our children, thus embedding skills for learning, life and work. Through their learning there will be an expectation that each child will contribute to the school’s Vision and Values and the life and work of the school. The needs of each child will be supported to encourage him or her to be ‘As Smart As We Can Be’ and in doing so raise the attainment of all. We work hard to maintain high standards in learning and teaching where our children and young people achieve their full potential within and out with the classroom. We do this by ensuring all our children and young people are fully prepared, nurtured and encouraged to achieve their best and deal with challenges they face. We also work closely with all of our parents, partners and the wider school community with whom we have a shared vision. We used our experience from the initial lockdown and reflected on this for the second period of remote learning (January to March 2021). All families (not in the hub) were engaged in remote learning via TEAMs. The regular face to face virtual check ins and the individual learning meetings with the class teachers supported the health and wellbeing of children, parents and staff. We also continued with regular emails, certificates, phone calls and weekly newsletters.

TO BE AS SMART AS WE CAN BE!

Responsibility Enthusiasm Achievement Learning

34

Priority 1

Developing the Technologies Curriculum

Key links to Moray Education Priority Area(s):

☒ Raising Attainment and Achievement ☐ Self-evaluation for Self-improvement

☒ Learning, Teaching and Assessment ☒ Supporting All Learners

☒ Curriculum ☐ Leadership at all Levels

NIF Priorities: NIF Drivers: Children’s Services Plan: HGIOS?4 QIs:

☒ Improvements 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

☐ School Leadership

☐ Teacher Professionalism

☒ Parental Engagement

☒ Assessment of Children’s Progress

☐ School Improvement

☐ Performance Information

☐ Priority 1 – Improve Wellbeing

☐ Priority 2 – Safeguarding

☐ Priority 3 – Poverty

☒ Priority 4 – Corporate Parenting

☐ 1.1

☒ 1.2

☐ 1.3

☐ 1.4

☐ 1.5

☐ 2.1

☒ 2.2

☒ 2.3

☐ 2.4

☐ 2.5

☐ 2.6

☐ 2.7

☐ 3.1

☐ 3.2

☒ 3.3

Progress and Impact The technologies progressions are now fully embedded in the planning across the school. This has had a positive impact, especially during the remote learning period. The children’s skills are greatly increased e.g. uploading to Notebook, emailing, engaging in and running TEAMs meets. This meant that all children were engaged fully in their learning during remote learning. Both classes have continued to use IT skills developed during lockdown as this is supporting learning across the curriculum (e.g. using Thinglink for learning logs in P1-4, developing listening and talking skills, research and coding). The children used their filming and drama skills, developed with the artists, to produce the whole school (including nursery) nativity. This was very popular with our community and provided IDL learning for the children (e.g. art, drama, IT, filming, listening and talking, editing). The IT booklets are now completed and a trial run with P7 proved very successful. These will support the children’s independence in their digital technologies. We have continued with STEM Nation. We have three parts complete and will gather evidence for the next two parts over the next year.

Next Steps Revisit the technologies progressions ensuring the reflect the new technologies and children’s increasing skills – esp in IT. Launch the digital booklets across the school. Begin the digital skills award Continue with STEM Nation

35

Priority 2

Developing the Numeracy Curriculum


☒ Raising Attainment and Achievement ☐ Self-evaluation for Self-improvement

☒ Learning, Teaching and Assessment ☒ Supporting All Learners

☒ Curriculum ☐ Leadership at all Levels


☒ Improvements in attainment, particularly in Literacy and Numeracy

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


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


☒ Teacher Professionalism


☒ Assessment of Children’s Progress






☒ Priority 4 – Corporate Parenting

☐ 1.1

☒ 1.2

☐ 1.3

☐ 1.4

☐ 1.5

☐ 2.1

☒ 2.2

☒ 2.3

☐ 2.4

☐ 2.5

☐ 2.6

☐ 2.7

☐ 3.1

☒ 3.2

☐ 3.3

Progress and Impact The numeracy passports are now completed and ready to launch in August. The review of online resources identified ‘White Rose Maths’ which was successfully used during the remote learning period. The teaching film clips supported learning and ensured the children continued to make progress in the numeracy curriculum. The Primary Maths for Scotland has been introduced in P5-7. This resource has enabled the children to develop their problem solving skills and introduced different strategies. Although this has recently been introduced, the impact has been more depth to the learning. We have continued to use Sumdog to practise skills. In P4, SNSA numeracy scores are between 6 and 7 and in P7 SNSA numeracy scores are between 9 and 11.

36

Next Steps Share numeracy passports with staff/children Engage in the numeracy moderation events offered by Moray Council to support teaching and learning in school Continue to use SHS resources and assessments for transitions

Priority 3

Leadership


☐ Raising Attainment and Achievement ☒ Self-evaluation for Self-improvement

☐ Learning, Teaching and Assessment ☐ Supporting All Learners

☐ Curriculum ☒ Leadership at all Levels


☐ Improvements 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

☒ School Leadership



☐ Assessment of Children’s Progress



☒ Priority 1 – Improve Wellbeing



☐ Priority 4 – Corporate Parenting

☐ 1.1

☒ 1.2

☐ 1.3

☐ 1.4

☐ 1.5

☐ 2.1

☐ 2.2

☐ 2.3

☐ 2.4

☐ 2.5

☐ 2.6

☒ 2.7

☒ 3.1

☐ 3.2

☒ 3.3

Progress and Impact

37

The Tomintoul Task Team supported creating the SIP and have been updating it throughout the year. They have provided feedback using HGIOURS on the school grounds, which led to the team ordering new resources for playtimes and upgrading the garden. The new resources include loose parts play equipment, footballs, benches and an outdoor chalkboard. The loose parts play has been popular across the school and has encouraged team building and provided additional things to do at breaks. The Task Team have discussed and drawn a map of where everything will go in the garden. The nursery children built a new bird table for the school as part of their technology learning. The Task Team also took responsibility for organising Halloween activities, taking into account the COVID regulations. These were well received across the school and supported the ethos and moral of all. They are currently organising the Talent Show. Moderation between Tomintoul and Glenlivet has been very successful and allowed for a shared understanding of the progressions. This year we have been unable to have in school sharing the learning events with parents. However, we have used SWAY to share the learning (e.g. P1-4 Toy Museum, P5-7 French learning during remote learning. Parental engagement in learning is very good, shown during remote learning, support with homework and parents’ feedback.

Next Steps Ensure that the success of this year’s Task Team continues with future events and the SIP wall Continue to engage in moderation between the two schools and link with other schools for moderation where possible Continue to share the learning and engage parents in learning

38

Appendix 3 – Tomintoul School Improvement Plan 2021-2022

MORAY COUNCIL: Education Department SCHOOL IMPROVEMENT PLAN 2021-22

SCHOOL: Tomintoul Primary School QIO/QIM LINK: Kevin Pirie

Priority 1 Technologies – Digital Learning and STEM Nation

This priority builds on the progress made with our technologies during 2020/21. As a school, we plan to launch our digital booklets. We will continue to work towards STEM Nation and begin our digital schools award journey.


☐ Raising Attainment and Achievement ☐ Self-evaluation for Self-improvement


☐ Curriculum ☐ Leadership at all Levels








☐ Parental Engagement








☐ 1.1

☐ 1.2

☐ 1.3

☐ 1.4

☐ 1.5

☐ 2.1

☐ 2.2

☐ 2.3

☐ 2.4

☐ 2.5

☐ 2.6

☐ 2.7

☐ 3.1

☐ 3.2

☐ 3.3

Actions Outcomes for learners Timescales Responsible Measures of success

Launch the digital booklets across first and second levels.

Learners will be able to take responsibility for their digital learning and progress at their own pace.

From August 2021

GD Learners engaging with the digital booklets

Certificates achieved and success celebrated

Skills visibly being used across the

39

curriculum

Progress of learners through progressions

Continue to work towards the STEM Nation Award.

Developing STEM skills Achieve 3 areas by

June 2021

LD Achieve 3 areas of STEM Nation (STEM Family Learning, Employability and STEM partnership working and STEM Curriculum and Learner Pathways)

Begin the Digital Schools Award.

Promote and recognise the children’s achievements in digital technologies

From August 2021

LD The school will have achieved the first step in the award

Learners’ feedback

Identify a Digital Learning Champion in school.

Children will be introduced to innovative digital learning in the curriculum

From August 2021

To be identified

The Digital Learning Champion will be in place – promoting CPLP, increasing staff’s confidence/skills in digital learning

Continue to update the school community with digital progress.

Children will be enthusiastic in their digital learning and share it with our community

Use of digital technologies to share our learning each term with parents

By June 2021

GD Feedback from parents/staff/children

Evidence to support reduced bureaucracy/workload of teachers

Learners able to track their digital progress

Reporting to parents using digital technologies

Increased confidence for staff and parents using digital technologies

40

Priority 2 Rights Respecting Schools

This priority introduces Rights Respecting Schools and linking this with our Tomintoul SMARTs, Vision, Values and Aims.




















☐ 1.1

☐ 1.2

☐ 1.3

☐ 1.4

☐ 1.5

☐ 2.1

☐ 2.2

☐ 2.3

☐ 2.4

☐ 2.5

☐ 2.6

☐ 2.7

☐ 3.1

☐ 3.2

☐ 3.3


Set actions for RRSA The children in the school will be split into three groups. Throughout the year, each group will be responsible for taking forward RRSA. The children will know their rights and link these to our school vision, values and aims.

From August 2021

GD Observations – increased understanding of rights at own level across the school, use of RRSA language

Learners’ feedback

Minutes/plans from the RRSA Club

Set up RRS club to lead

Learn about children’s rights

Roll out across school

Work towards bronze then silver awards


Shared understanding of rights across the school.

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Priority 3 Curricular Review and Moderation

Begin review of our curricular progressions and programmes of work – ensuring the curriculum meets the needs of all our learners, DYW. Ensuring a robust moderation cycle. Tomintoul Primary and Glenlivet Primary will work together on this.




















☐ 1.1

☐ 1.2

☐ 1.3

☐ 1.4

☐ 1.5

☐ 2.1

☐ 2.2

☐ 2.3

☐ 2.4

☐ 2.5

☐ 2.6

☐ 2.7

☐ 3.1

☐ 3.2

☐ 3.3


Review technologies progressions

Children will have coverage of all areas of technologies using the most up to date resources available.

August 2021

LD Our progressions reflect the needs of our current learners.

Teacher’s plans

Feedback from children

Review social studies and science progressions and programmes of work

Ensuring all contexts/skills reflect our local area and interests of learners. Enthusiasm in learning.

October 2021

LD Teacher’s plans

Observed – increased engagement and enthusiasm for all learners

Review HWB progressions and programmes of work

GIRFEC – using our SHANARRI plans – children will have improved HWB and know/where/how/what support is available.

December 2021

LD Positive HWB – resilience, focus

42

Moderation of literacy and numeracy

Increasingly robust moderation of literacy and numeracy will ensure differentiation, personalised support, the best support available to progress with their learning.

4 sessions (1 each

term with Glenlivet

PS)

LD SNSA, ACEL data

Continuous dialogue with staff/parents/children

Shared understanding of early to second level


Learners engaged in planning, up to date planning/assessment tools

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Appendix 4- The School Catchment Area

44

APPENDIX A

Moray Council

Education, Communities & Organisational Development

Address: Council Office, High Street, Elgin IV30 1BX

Telephone: 01343 563374 Hours: 8.45am - 5.00pm

Monday to Friday

Email: [email protected] Website: www.moray.gov.uk

Updated 15/10/2019

Moray Council A-Z

Active Schools Telephone

:

01343 563890

Email: [email protected]

Website: www.moray.gov.uk/moray_standard/page_52055.html

Additional

Support for

Learning

Telephone

:

01343 563374



Adverse

Weather

Procedures

Telephone

:

0870 054 9999 (school information line) Calls to this number will be charged at a 2p per minute service charge plus your call

providers access charge

Local school or 01343 563374

Email: Local school or [email protected]

Website: http://schoolclosures.moray.gov.uk/

www.moray.gov.uk/moray_standard/page_53021.html

After School

Clubs

Telephone

:

01343 563374


Website: www.moray.gov.uk/moray_services/page_44889.html

Armed Forces

Families

Information

Telephone

:

01980 618244 (Children’s Education Advisory Service)

Email: [email protected] (Children’s Education Advisory

Service)


Attendance and

Absence

Telephone

:

01343 563374










http://schoolclosures.moray.gov.uk/



http://www.moray.gov.uk/moray_services/page_44889.html





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Bullying Telephone

:

01343 563374



Childcare Telephone

:

01343 563374


Website: www.scottishfamilies.gov.uk/

Children and

Families Social

Work

Telephone

:

01343 554370 or out of hours emergency 03457 565656



Child Protection Telephone

:

01343 554370 or out of hours emergency 03457 565656

or

101 (Police Scotland)



Clothing Grants Telephone

:

01343 563456



Moray Council A-Z

Data

Protection

Telephone

:

01343 563374



Deferred

Entry to

Primary

School

Telephone

:

01343 563374



Disability

Discrimination

Telephone

:

01343 563374



Early Entry to

Primary

School

Telephone

:

01343 563374



Early Learning

& Childcare

Telephone

:

01343 563374




http://www.scottishfamilies.gov.uk/















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(pre-school) Email: [email protected]


Education

Maintenance

Allowance

Telephone

:

01343 563338



Exclusion

from School

Telephone

:

01343 563374



Free School

Meals

Telephone

:

01343 563456



Grants and

Bursaries

Telephone

:

01343 563374



Home

Education

Telephone

:

01343 563374



Instrumental

Instruction

Telephone

:

01343 563374



Placing

Requests

Telephone

:

01343 563374



Racial Equality Telephone

:

01343 563374


Website: http://www.moray.gov.uk/moray_standard/page_43019.html

School Meals Telephone

:

01343 557086



School Term

and Holiday

Telephone

:

01343 563374





















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Dates Email: [email protected]


Transport

(For Pupils)

Telephone

:

0300 123 4565







Tomintoul Primary School - Moray

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