the Elmvale Primary School handbook

Elmvale
Primary School
Rise to the Challenge
Handbook 2015-16
Contents
Welcome from the Head of Education
Page
Dear Parent/Carer,
Welcome from the Head of Education
1
Welcome to Elmvale Primary
1
History of the School
2
Terms and Holidays
2
General Information
3
Address3
Dumfries and Galloway Education Services is committed to delivering a
high quality education for your child/ren. As part of Dumfries and Galloway
Council’s overall vision we aim to provide all children and young people with
a good start in life and prepare them for adulthood and employment.
Education Services cannot deliver this alone for children and young people
but work together with others and, as parents, you are one of our key partners. The research
tells us that when parents are involved in their child’s education the child will do better. The
school handbook is one of the ways in which we inform parents, not just about how the school
works, but also about how you can help us help your children to succeed in school and life.
Staff List
4
OUR VISION:
5
OUR AIMS: 6
OUR VALUES
7
School Aims and Ethos
11
Pre-School Links
12
Class Organisation
13
The School Day
14
School Uniform
15
School Meals
16
School Parliament
17
Buddying System
18
Children During Intervals
18
School Trips
18
Dear Parents,
The Role of Pupils
19
Parents’ Evening and Visiting the School
20
It gives me great pleasure to welcome you and your family to Elmvale
Primary School. This handbook is written to provide you with information
that you may find helpful while your child is with us, here at Elmvale, but it
does not take the place of personal contact between home and school.
Homework20
School Improvement Plan
21
Learning22
The Role of Parents / Guardians
26
Parent Council
28
Information for Parents
29
Health Care
32
Transfer to Secondary School
38
The Authority Vision, Values and Aims for Education in Dumfries & Galloway 39
The Annan Cluster
41
Transferring Educational Data About Pupils
42
Other Useful Information
44
Comment Sheet
45
Elmvale Primary School Curriculum Overview
46
It gives me pleasure as Head of Education to commend this handbook to you as an invaluable
source of information about your school and Education Services.
Yours sincerely
Gillian Brydson
Head of Education
Welcome to Elmvale Primary
Your children’s school years are most important to you as parents and to
us as teachers. We feel that when we all work together to achieve the best conditions for
learning, our children will accept the challenge and be a credit to their family, themselves, their
school and their community. We aim, during your children’s time here at Elmvale, to enable
them to become Responsible Citizens, Successful Learners, Confident Individuals and Effective
Contributors. This can only be done through a positive, open and working partnership between
the school and home.
No matter how much information we give there will be times when you require more
information. We are always willing to discuss any issues affecting your children’s education.
We trust your child will be happy and benefit fully from their schooling at Elmvale.
Yours sincerely
Ann C M McNeill
Headteacher
1
History of the School
The school was opened in 1981. It is semi-open plan with seven teaching bases. This is a positive
factor encouraging a calm working ethos and co-operative planning between classes. A
communal hall, which is used for a number of purposes, including the dining room, is situated
in the centre of the building.
There is a quiet room that also serves as a television and music room, a staff room, office and
reception area. Outside there is a tarmacadam playground marked with a variety of painted
playground games and an extensive grass area.
The catchment area includes Summergate, Back of the Hill, Welldale, Port Street area and
Newbie. Children are transported by bus to and from Newbie.
Terms and Holidays
Term 3
(Wednesday 6 January – Thursday 24th March 2016)
Mid - Term Holiday : Friday 19th February 2016
Wednesday 17th and Thursday 18th February 2016 (Pupils Holiday only)
Spring Holiday : Friday 25th March – Friday 8th April 2016
Term 4
(Monday 11th April – Friday 1st July 2016
General Information
Elmvale School
Headteacher
Mrs ACM McNeill
Address
Elmvale Primary School
Wood Avenue
Annan
Dumfriesshire
DG12 6DH
Telephone/Fax Number: (01461) 202036
Email: gw08officeelmvale@ea.dumgal.sch.uk
Non-Denominational and Co-Educational Primary 1-7
School Roll
136
May Day Holiday : Monday 2nd May 2016
Inset: Friday 3rd June 2016 (Pupils holiday only)
Summer Holiday : Monday 4th July 2016 – Wednesday 17th August 2016
Staff Return : Wednesday 17th August 2016
Address
Pupils Return : Thursday 18th August 2016
Dumfries and Galloway Council
Department for Education and Community Services
Woodbank
30 Edinburgh Road
Dumfries
DG1 1NW
Holiday List for Session 2016/2017
Term 1
(Thursday 18th August 2016 to Friday 14th October 2016)
(Staff return Wednesday 17th August 2016)
October Holiday : Monday 17th October to Friday 28th October 2016
Term 2
(Monday 31st October to Wednesday 21st December 2016)
Christmas Holiday : Thursday 22nd December 2016 to Wednesday 4th Jan 2017
2017
Term 3
Local Authority
Telephone Number (01387) 260427
Director of Children, Young People and Lifelong Learning
Mr Colin Grant
(Thursday 5th January 2017 to Friday 31st March 2017)
Mid – Term Holiday : Monday 13th February 2017
Head of Education
Tuesday 14th and Wednesday 15th February 2017 (Pupils Holiday only)
Gillian Brydson
Spring Holiday : Monday 3rd April 2017 – Monday 17th April 2017
Term 4
(Tuesday 18th April 2017– Friday 30th June 2017)
Head of Service - East
May Day Holiday : Monday 1st May 2017
Mrs Liz Baxter
Inset: Thursday 1st and Friday 2nd June 2017
Summer Holiday : Monday 3rd July 2017 – Friday 18th August
Staff Return : Thursday 17th August 2017
Pupils Return : Monday 21st August 2017
2
Head of Service - West (including Pupil Support)
Mr Andy Pattie
3
Staff List
Head Teacher
Support for Learning Assistant
Mrs ACM McNeill
Mrs M Glendinning
Teaching Staff
School Psychologist
Mrs A McNeill
Ms R Hayton
Miss L Houston
Miss K Johal (temporary)
P.E. Specialist
Mrs A Corrie
Mr L Sloan
Mrs K Dunlop
Music Specialist
Ms J Howat
Miss D Lewis
Miss S Hogg
Mrs J Williamson
Support for Learning
Mr M. Brown
School Clerical Assistant
Mrs S Loughran
School Janitor
Mrs D McCubbin
Classroom Assistant
Mrs L Gordon
School Chaplain
Rev J Pickles
Ms J Davis
Art Specialist
Mrs P Bowman
School Nurse
Mrs R Henderson
School Doctor
Dr L Sloan
Cleaner in Charge
Mrs C Macdonald
Cook in Charge
Mrs S Woodman
OUR VISION:
We wish Elmvale to be a positive and supportive, respected and resilient,
family and child-centred learning environment where everyone and their
present and future achievement is known about and matters ~ and where
all efforts and learning are valued.
We wish learning to be seen as fun and worthwhile, providing skills
for further learning, life and work in Elmvale, Annan, Scotland and the
wider world, with pupils, staff, parents and families working together in
a positive way, listening to and collaborating with each other as a strong
team and feeling proud of Elmvale.
It matters that everyone, whether a pupil, member of staff, parent,
family, friend or visitor feels welcomed, included, supported, valued and
celebrated as a unique individual.
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5
OUR AIMS:
OUR VALUES
At Elmvale we aim to create and be :
Successful Learners through a broad, balanced, evolving curriculum with high standards,
taught by committed staff, supported by well-informed, involved families, encouraging the
best possible learning experiences, lifelong ambition, desire to learn and constantly improve,
leading to fulfilment of potential and independence.
Confident Individuals by ensuring everyone does their best for now and the future, by
expecting and praising high standards of achievement and excellence, valuing learning,
motivation, success, diversity, aspiration, determination and mistakes! We aim to be able to use
our imaginations, be open to changing our minds and work enthusiastically with new ideas in a
safe, respectful, caring environment.
R – responsible
E – equal and Eco
S – sensible
P – prepared, polite and positive
E – enthusiastic, effective workers
C – confident
T – trustworthy, thoughtful and together
Responsible Citizens, allowing everyone to see and respect others’ points of view through
responsible citizenship and taking responsibility for own learning and development of
potential.
F – friendly and fun
Effective contributors by ensuring everyone joins in and has clear rights and responsibilities, to
themselves and to others, through constant reflection, self-evaluation, collaboration and cooperation in all school activities and in our wider community.
L – loving and loyal
U – unique
We aim to produce the best by doing our best.
Rise to the Challenge!
6
7
Curriculum Structure and Rationale for
Elmvale Primary School
Rise to the Challenge!
The purpose of our curriculum framework is to organise and demonstrate learning and
teaching experiences, activities and opportunities which will improve attainment, achievement,
participation, progress and involvement of all. It is designed to be shared with those of you
within school, with yourselves you as parents, as well as in the wider community.
Elmvale is a combination of the rural and the urban on the edge of Annan, serving the south
of Annan, the Back of the Hill and Newbie, with the Solway coast, River Annan and adjacent
railway as key features of its catchment area. It is part of the Annan Academy Cluster and
has a diverse catchment of both established and more recent, council and private housing
developments. It has both an agricultural and coastal environment combined with small
businesses and larger national firms, many of which support learning and have close links with
the school.
Elmvale’s medium size and open plan design promote our family ethos and atmosphere,
where we all know and support each other. Our grounds and the diverse local environment
offer excellent potential for learning and this is supported by our strong ECO and HWB focus,
interest in nature and the environment, reflected by our gold and green school colours.
While engaging in and valuing learning opportunities, you as pupils can see how, when
and why you have become Successful Learners, Confident Individuals, Effective Contributors
and Responsible Citizens. You are able to evidence and explain this following sharing and
celebrating at Together Times. Our values are promoted using the RESPECTFUL tree acronym
(Responsible, Equal and ECO, Sensible, Prepared, Polite and Positive, Enthusiastic Effective
workers, Confident and Caring, Trustworthy, Thoughtful and Together, Friendly and Fun,
Unique, Loving and Loyal).
Acquisition of skills, attitudes, knowledge and understanding are promoted through the four
contexts of learning and the interdependence among these:
•
The ethos and life of the school
•
Curriculum areas and subjects
•
Interdisciplinary Learning
•
Opportunities for personal achievement
Planning of learning has Numeracy, Literacy, HWB, ICT and a sense of our Scottish-based
identity at its core with opportunities for wider achievement and progress built into contexts
for learning with you the pupils at the centre. Learner entitlements are supported through
using prior learning and pupil involvement (Learner Questions, Learning Discussions and
self/peer evaluation) alongside flexible, progressive, coherent programmes and high quality
learning, teaching, standards and expectations. We plan for our community to be inclusive,
for all to work hard and do our personal best and develop independence, while being actively
involved in and engaged with the local, national and global society. Through communication
and liaison, you as pupils are prepared for transition points and skills for life, learning and
work, knowing that you are each a unique individual, who is valued and who matters, amid
wide celebrated diversity. This is promoted through our Parliament.
8
9
We plan for resilience and persistence and being involved participants of our local community
and its activities and are responsive to opportunities offered.
School Aims and Ethos
Our broad general curriculum is designed using the following principles:
•
Challenge and Enjoyment: encouraging varied learning styles, shared setting of targets,
flexibility, differentiation, recognising and meeting pupil needs and interests and setting
challenges.
•
Breadth: planning IDL learning in varied contexts, involving other agencies, visits and
visitors.
•
Progression: using our Frameworks for Progression, whole school overviews, ‘I can..’
planning statements, transition procedures and shared standards.
•
Depth: revisiting to apply learning and transfer skills, individual choice of study, discrete
lessons.
•
•
•
While ensuring a balanced curriculum as currently set out in Regional and National guidelines,
we actively encourage each child to progress to the best of his/her ability in each of the
various types of school activity.
Elmvale Primary aspires to:
Staff should expect:
•
Create a welcoming, safe and caring
environment which promotes a worthy
learning experience through flexibility,
creativity and innovation.
•
to be free to use a variety of teaching
styles
•
to have access to a clean and safe
environment
Work with a positive approach from all
staff, pupils and parents - recognising
difficulties and dealing with them
sensitively, openly and effectively.
•
to be treated as individuals
•
to have appropriate and adequate
materials, supplies and equipment
•
to be offered in-service training for new
courses and new developments
•
to be supported by parents and
colleagues
•
to be shown courtesy
Personalisation and Choice: wider achievement opportunities – clubs, options built into
planning activities, personalised targets, whole school themed weeks, Golden Choice Time.
Coherence: whole school overviews, shared planning and moderation and organised IDL
approaches (bundling).
•
Relevance: pupil involvement in planning and evaluating, Pupil Voice, topical themed
weeks, School Parliament, flexible, creative contexts for learning.
Reflection Time supports pupil entitlements for discussion of planning for learning, target
setting, self-evaluation, celebrations of success and fulfilling of individual potential.
IDL is used as a vehicle for enhancing connections across learning balanced with discrete subject
learning and there is flexibility and variety in these approaches.
The Elmvale Tree, our symbol, is an analogy which demonstrates our rationale and structure.
It has the fundamental elements at its roots, supporting a trunk of key components, necessary
for all to blossom as they develop and grow. Like a tree, we are strong, resilient, growing and
developing all the time, dependent on, yet enhancing our surroundings and acting as a shelter,
focus and asset to our community.
•
•
Celebrate/accept diversity in all supporting each other as valued
individuals.
Ensure each pupil is encouraged and
supported to attain their full potential in
all aspects of learning and life.
•
Insist on high standards, supported by
parents, which are motivated by hope
for pupil achievement and success.
•
Rise to the challenge.
Learning Outside School
Role of the School Staff
CORE RoA SUBJECTS:
LITERACY
Teaching staff should aim:
NUMERACY
HWB
ICT
THE SCOTTISH DIMENSION
Learning Outside School
10
CLUBS/ GOLDEN CHOICE/ WA
GLOBAL CITIZENSHIP
ENTERPRISE
COMPETITIONS/ VISITS
OUTDOOR EDUCATION
MODERN LANGUAGES
RME
EXPRESSIVE ARTS
TECHNOLOGIES
SCIENCES
SOCIAL STUDIES
IDL FOCUS AREAS:
•
to provide appropriate learning
experiences
•
to establish an effective teaching
environment
•
to use the established discipline
procedures fairly & consistently
•
to communicate with parents
•
to attend in-service training for
institutional, curricular and personal
development
•
to be responsible for managing &
evidencing their CPD requirements and
records.
•
to assess and contribute towards
meeting pastoral needs of pupils in cooperation with parents
11
Pre-School Links
Class Organisation
The majority of children in our area will have been involved in pre-school nursery or
playgroup. We encourage links with these groups by visiting children and parents at the
playgroup and nursery.
There are national and local agreements in Dumfries and
Galloway about class sizes in a primary school. Under present
arrangements class sizes are determined by the number of
pupils on the total school roll and the finance available for
staffing. Currently no single age class should be greater than
25 in Pr.1, 30 in Pr.2 and 3 nor greater than 33 in Pr. 4-7. No
composite class should be greater than 25.
New Entrants/Enrolment
Children are entitled to start their formal education at
the beginning of the session (i.e. August) if they become
5 years of age between 1st March of the year of entry
and the last day of February of the following year.
The dates and times are advertised in the local press.
Parents may opt for a place in any school they wish - but
priority for a place will be granted to children from the
school’s catchment area. Parents should take their child
to their catchment school and the Headteacher will ask
the parent to complete Form PP/1 “Pupil Placement
Request”. Children may be enrolled at any time after
the official enrolment date but late applications may
lose priority. Parents must bring their child’s Birth
Certificate and proof of residence with them when
enrolling their child.
Headteachers are responsible for the internal organisation of
the school taking into account the Authority policy which is
that composite classes are normally formed on the basis of age.
The child’s date of birth determines the class in which he/she is
placed, though, on occasion, other factors may be taken into
account.
We have an open morning/afternoon in January when
prospective parents are invited to visit the school.
All new entrants are invited to visit the school during
May/June, with their parents. This enables them to see
their classroom, speak to their teacher, and generally
familiarise themselves with their new surroundings.
Parents are invited to an informal meeting with the
Headteacher.
Primary teachers work closely with nursery staff and
parents to ensure that information about each child’s
learning and achievements is passed on. This will help
ensure that their learning and development continues
without interruption. Staff will also share other
information which will help the teacher to support each
child’s learning – for example relevant health issues,
friendship groups and preferred ways of working.
Any parent wishing to look around the school with a
view to enrolling their child is very welcome. Please
contact the office to arrange an appointment.
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The School Day
School starts
8.55 a.m.
Morning Interval
10.30 - 10.50am
Lunch
12.30 - 1.10pm
School Finish
2.55pm
It should be noted that at the beginning of the session for the first part week the new
infants attend only until 12.30pm. Thereafter, they attend until 1pm, allowing them to
stay for lunch until they begin their full time days when the times of attendance are as
stated above.
Punctuality
The punctuality of pupils is more than just common courtesy.
It is important to the smooth running of the school. It is also
very important to the education of the child. Registration takes
place at the start of the school day. The number of children
taking school lunches is also determined at this time. However,
we do not like to encourage children to arrive too early
especially when they may have a long, cold, wet wait to get
into class.
The school gates will be open from 8.30am onwards. When
the weather is inclement pupils will be allowed into the school
building from 8.45am onwards.
Transport to and from School
For children living within the designated catchment area of
the school the Authority has a statutory obligation to provide
transport where children under the age of eight could be
caused to walk more than two miles to school, or where
children of eight years or over could be caused to walk more
than three miles to school. School bus passes are issued by the
school. Details and times of this transport may be obtained
from the Headteacher or from the Education Office, 30
Edinburgh Road, Dumfries. Telephone No. (01387) 260427.
School Uniform
School uniform is recommended at the request of most parents and is encouraged by the staff
because it helps towards creating a good, healthy attitude to school as a place of work. This
is supported by Dumfries & Galloway Authority’s Policy on School Dress - a copy of which is
available either on the council’s web site or from the school.
Boys
Girls
grey/black trousers
grey/black skirt or trousers
green school sweatshirt
green school sweatshirt
yellow polo shirt
yellow polo shirt
white or grey shirt
white shirt
school tie
green cardigan
school tie
green/white check dress or yellow and white checked dress
Sweatshirts, cardigans, polo shirts, hats, T-shirts,
and book bags can be ordered from the school
office.
Jewellery and Make Up
Parents can help greatly by making sure all
property and items of clothing are clearly
marked with their child’s name and class. This
avoids confusion. As all our classrooms are
carpeted, pupils are asked to change into soft
shoes when entering school and leave their
outdoor shoes in the boxes provided. This helps
to prevent excessive carpet wear and dirt being
spread over the carpets on which the children
often sit.
As the children are all of an age when their
spare time can be spent in robust play, all
jewellery is potentially dangerous when worn
in school, to the wearer and to other children,
and so we ask that children do not come
to school wearing jewellery, especially long
chains and dangling earrings. The obvious
exception would be in the case of children
with pierced ears. They should wear studs
whilst at school. Make up is not appropriate
for wearing at school and will be actively
discouraged.
P.E. and Games
Lost and Found Property
Pupils should wear suitable shorts and T-shirts
and either gym shoes or trainers. Outdoor
shoes and boots should not be worn for P.E.
Football tops are not permitted. According
to health and safety regulations all jewellery,
including earrings, should be removed for P.E.
Earrings, which are unable to be taken out,
should be taped up. Staff are not permitted to
assist in the removal or replacing of jewellery.
A large number of miscellaneous items are
left in school. These are placed in the Janitor’s
Office. They are displayed during Parents’
Evenings when they may be claimed after
informing a member of staff.
It is recommended that P.E. kit is in a bag and
remains in school for the week.
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15
School Meals
School Parliament
These are provided daily and prepared on the premises (currently at a cost of £1.75 per day, with
pupils in P1 to P3 entitled to free lunches). Parents are requested, where possible, to send all
dinner money in an envelope with the child’s name on it, on Monday morning. In the event of
absence, payment will be carried forward.
Dumfries and Galloway Authority is
implementing the Scottish Government’s
Recommendations as contained in the
document “Hungry for Success”. This links
into the wider Scottish Diet Action Plan
that aims to increase the consumption of
fruit, vegetables and fish and reduce the
consumption of foods that are high in fat,
salt and sugar. The Schools Meals Service is
now implementing menus to support these
initiatives in all Primary Schools.
Free school meals are available to support
families who are in receipt of qualifying
benefits. All primary one pupils currently
receive free meals. Application forms for free
meals/clothing grants are available from the
school office. Any queries can be answered by
Pupil/Parent Support Office.
Supervision is provided by the Kitchen staff
and, when possible, by the Headteacher.
The Headteacher deals with any disciplinary
action.
Tuck Shop
Pupils who have their lunch at school (either
school dinners or their own packed lunches)
are not allowed off the school premises for
the duration of the lunch interval unless
they have a note from parents requesting
permission to leave.
Any special dietary requirements of pupils i.e.
allergies, should be discussed with the Catering
Manager/Headteacher as soon as possible.
In order to promote healthy choices the
kitchen runs a tuck shop, which is available
for pupils to purchase fresh fruit, yoghurt and
milk. This operates only in the mornings. House
points are awarded to those who regularly eat
fruit - either brought from home or purchased
at the tuck shop.
The School Parliament is comprised of the
groups indicated below. All pupils and staff
are involved in a group. Meetings are held
once a month approximately with all groups
feeding back to the whole school.
S.N.A.G Group (Elmvale Healthy Group)
S.N.A.G. (School Nutritional Action Group)
comprises staff, pupils, and, when possible,
DG First Staff. It comprises pupils drawn from
Pr. 1-7. Their role is to discuss and lead ideas/
suggestions/ issues related to Healthy Eating.
They can run in-school competitions regarding
healthy eating/lifestyles.
Pupil Council
The Pupils’ Representative Council
is a recommendatory body, making
representation to the Headteacher on
behalf of the pupils and is a consultative
body providing a forum for pupil discussion
on issues presented to it by the Pupils/
Headteacher. The meetings are facilitated by
the Headteacher. The Headteacher and/or
Chairperson of the Parent Council attend at
the request of the Pupil Council.
Grounds Group (Elmvale Greenfingers Group)
The Grounds Group are responsible for the
school grounds, liaising closely with the
School’s Gardening Club. They plant seeds,
flowers & vegetables, and maintain the
school garden and vegetable plot. They can
run in-school competitions regarding school
grounds.
Junior Road Safety (Elmvale Road and Health
Heroes) RASH
This group takes responsibility for everything
to do with road safety. They organise walk
to school weeks and hands up surveys for the
Scottish Government. They can organise inschool competitions regarding road safety.
Eco Warriors Committee
(Elmvale Wildlife/Eco Group)
The Eco Warriors Committee comprises staff
and pupils from Pr.1-7. Its role is to lead the
school towards its Eco Awards, comparing
the school against the seven elements of
the Eco Award culminating in achieving and
maintaining “Green Flag” recognition.
Tidy Group
The Tidy Group helps organise the library and
hand out items of equipment and resources
used throughout the school.
The Display Group
The Display Group rotate photos and
displays which show pupil achievement and
participation.
The What’s Going On In Elmvale Group
This group collects information and examples of
work to collate into a pupil school magazine.
Groups include every pupil and every member of staff and are reviewed every two years.
Pupils suggest ideas for new groups.
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Buddying System
Buddying is a system similar to mentoring
whereby someone new to the school is
informally paired with someone more
experienced who can support, befriend and
“show the ropes”. A school with a buddying
system is recognised as a school where the
meeting of social and emotional needs is
considered important. Through buddying
at Elmvale, we aim to establish positive,
mutually beneficial, supported contact
between peers and Pr.1 and Pr.7.
Buddying partnerships are social rather than
academic. Pr.7 pupils do not do academic,
formally assessed work with or for younger
classes. The emphasis is on talking, sharing,
scribing and playing. Buddying time is always
supervised by at least two members of staff.
The Role of Pupils
Pr.7 pupils are informed of and trained (by
Pr.7 and Pr.1 staff) on what is expected and
acceptable. They are given a forum to feed
back their thoughts and feelings, as are the
younger pupils who are advised on how to
treat their buddies.
Activities buddies may be asked to do
include accompanying on walks to church,
monitoring during play times, sharing snack
time, completing folios or discussing ideas to
put forward to e.g. The Pupil Council.
For further information please contact the
Headteacher.
Children During Intervals
In wet weather, pupils may stay in school
in their classrooms. They are supervised by
the Janitor, Auxiliaries, Classroom Assistants
and Headteacher. We do prefer them to get
outside to play and get rid of their pent up
energies whenever possible.
They are more ready for the class work if they
have had a “breather”. During dry intervals
and lunchtime the Janitor, Auxiliaries,
Classroom Assistants and, when possible,
Headteacher are present in the playground.
School Trips
We see school excursions as an essential
part of the learning experience. Outings are
arranged during the session in connection
with projects which the pupils are studying.
These outings may be a visit to the local area,
Dumfries or further afield to e.g. Edinburgh,
Glasgow or Carlisle.
These outings are subsidised as much as
possible by the school fund or P.T.A. but the
pupils may be asked to pay part of the cost.
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We ask parents to support us in this as all
outings are very carefully planned and highly
relevant. Parental permission slips will be
sought for trips requiring transport and a
letter giving details of the trip will be sent to
parents prior to the trip. During all trips the
ratio of adults to pupils will meet at least the
minimum requirement.
Pupils should aim:
•
to do their best
•
to develop good work habits
•
to be reliable in carrying information
between home and school
•
to be punctual
•
to be dressed appropriately, in school
uniform
•
to be well rested and attentive
•
to complete assignments and homework
on time
•
to exercise self-discipline
•
to ask for help when necessary
•
to show respect for the property of
others and the environment
•
to follow the school code of conduct
•
to be properly equipped for school day
•
to show courtesy to all staff and treat
other pupils with consideration
•
to tell someone if something worries
them
Assembly. The following are some areas agreed
on by the staff where pupils may be considered
for a Pupil of the Week Award.
•
Marked improvement in behaviour/
attitude
•
High level of achievement in performing
arts
•
Work of high standard in curriculum areas
•
Achievement in sports/games
•
Showing initiative/enterprise/
consideration
•
Any other achievement the class teacher
deems worthy of recognition
House System
There are four houses: Oak, Beech, Chestnut
and Ash and points are awarded for
competitions, events and class activities
throughout the year.
Headteacher Awards
•
to learn, through a balanced curriculum
which provides personal development
These are given out periodically at Together
Time/Assembly at the discretion of the
Headteacher to pupils whose work and/or
behaviour has been exemplary during the
previous week or in recognition of some
achievement.
•
to be respected as individuals with
different abilities, interests and
backgrounds
Assemblies/Together Time Weekly Gathering
•
to be advised by teachers
•
to be provided with access to modern
technology
•
to be given positive feedback and
constructive criticism
•
to be treated with fairness and discretion
•
to listen to advice
Pupils should expect:
Pupil of the Week Awards
Pupil of the Week Awards in the form of a
certificate and a pencil are given weekly at
the discretion of the class teacher, although
no award need be given if it has not been
earned. They are awarded at Together Time/
Assembly/Together Time is led by the
Headteacher or Chaplain. Each class, at some
point in the year, will lead an assembly. This
is a time for the children to share with the
school something they have been learning in
class. It involves participation, teamwork and
development of relationships. It also involves
the whole school in a formal act of worship.
Our weekly Together Times are when we
gather as a school to celebrate pupil and staff
successes in and out of school.
19
Parents’ Evening and
Visiting the School
On a three yearly basis, the Headteacher and teaching staff identify, after the compilation of
the School Quality Report, areas of the curriculum to be developed during the following three
years using the School Improvement Plan.
Dialogue between parents and teachers
supplements the information given in the
school reports. Two consultation evenings
per year (October and March) for parents of
all children are arranged when parents are
invited to attend a private discussion with the
class teacher. During the first term there will
be an Open Evening for teachers and parents
to meet informally to discuss matters for the
forthcoming school year and every first Friday
of the month is the day when pupils can
bring in family members to view their work,
classroom displays and anything the pupils
wish to share. The school has an open door
policy and parents are made welcome at any
time. If you wish to discuss any matter, it is
advisable to contact the school and make an
appointment to see, in the first instance, your
child’s teacher, or the Headteacher.
Quality assurance in a particular school
depends on systematic professional evaluation
of the achievement of clearly defined aims by
the school’s own staff led by the Headteacher.
A School Improvement Plan should help
Headteachers organise such school selfevaluation and plan a programme of activities
aimed at sustaining and improving aspects
of the school’s work. It provides a means of
organising relevant information about where
the school is and where it is going, so that
the information can be easily understood
by specialist and non-specialist alike.
Formulation of a School Improvement Plan
should encourage and assist the Headteacher
to take accurate and systematic stock of the
school’s current performance, to consider the
most effective use of available finance and
resources, to think and plan strategically for
the phased introduction of new initiatives,
to consolidate recent developments and to
report on existing practice and performance.
Homework
Homework is given from the early stages
and is prescribed when it is purposeful and
useful. It is an extension of classwork, and
therefore an area of work that has already
been taught. This extension work will
reinforce class work and could be reading,
spelling, practice in mathematics, researching
information related to a project, problem
solving or using media. The length of time
home learning will take to complete will vary
depending on the stage and ability of pupils.
School Improvement Plan
Sometimes misunderstandings arise between
children and their parents about the methods
to be used. If you are in any doubt about this
please get in touch with the class teacher or
Headteacher. Parental support is necessary
and is appreciated in this matter. Parents are
asked to check home learning, helping to
maintain a link between home and school.
The class teacher will record non-return of
home learning.
The Role of Parents
During the stage of planning for the
Improvement Plan, the school should
consult with the parent body through the
Parent Council to ascertain parental views
on certain key aspects of the school’s work.
The views of parents should be considered
alongside the views of pupils, staff and the
wider community and their perceptions
considered alongside all of the other available
information in determining priorities for
development.
Copies of the plan as agreed with the
Education Authority are provided for each
member of Staff. Parents are made aware
of the availability to them of the School
Improvement Plan. This is a way to ensure
that information about the school’s progress
and priorities is made available within the
school community.
Our priorities for 2015/16 are: further development of the Broad General Curriculum,
Literacy, Mental Maths all linked to Outdoor Education and Raising Attainment.
Copies of our Homework Policy are available
upon request at the Office.
Homework is given to consolidate new
information or skills, to help encourage
children to work independently and to help
familiarise parents with the work his/her
child is doing in school. At the beginning of
the year Parents will receive a letter from the
class teacher detailing information regarding
home learning in their class.
20
21
Learning
(See Elmvale Primary School Curriculum Overview on page 46)
Curriculum for Excellence
Literacy
Curriculum for Excellence (CfE) is bringing
learning to life in the way education is
delivered for all 3-18 year olds – in nursery,
primary, secondary, at college, workplace or
community learning. It takes a fresh approach
to what, how and where young people learn.
It aims to raise standards, improve knowledge
and develop skills, closing the gap between
the lowest and highest performers. Ultimately
it aims to nurture young people as successful
learners, confident individuals, effective
contributors and responsible citizens.
Language and literacy are of personal and
social importance. Being literate increases
opportunities for the child in all aspects of
life and lays the foundations for lifelong
learning and work. Competence and
confidence in literacy, including competence
in grammar, spelling and the spoken word,
are essential for progress in all areas of the
curriculum. Because of this, all teachers have
responsibility for promoting language and
literacy development. Literacy promotes the
development of critical and creative thinking,
as well as competence in listening and
talking, reading, writing and the personal and
team-working skills which are so important in
life and in the world of work.
How does Curriculum for Excellence work?
•
•
The ‘learner journey’ will be joined up
from 3-18 to avoid gaps and overlaps
in learning and to make the most of
achievements outside school.
Learners will work at a pace that suits,
with enough challenge and support to
stretch them.
•
Lessons will be more engaging, inspiring
and relevant to everyday life.
•
Teachers will make connections between
subjects, helping children make sense of
the world.
•
•
•
22
Children will learn how to learn and how
to use their learning, not just memorise
information to pass tests. This will help
them adapt in an uncertain future
withthe ability to think for themselves,
make sound judgements, challenge,
enquire and find solutions.
There’s more focus on knowledge and
skills – including vital skills: literacy and
numeracy, which underpin all learning
and are critical in life.
There are changes to assessment
and how progress is reported to
give learners, parents and employers
better information on potential and
achievement.
Numeracy
Numeracy is a skill for life, learning and
work. Having well-developed numeracy skills
allows children to be more confident. All
teachers have a responsibility to enhance the
numeracy skills of young people.
Numeracy is divided into 8 groups:
•
Estimation and rounding
•
Numbers and number processes
•
Fractions, decimal fractions and
percentages
•Money
•Time
•Measurement
•
Data and analysis
•
Ideas of chance and uncertainty.
Pupils need to understand basic mathematical
ideas, not simply be able to apply rules.
Calculators and computers are tools which
the children will use to help them with
their mathematics. They do not replace
understanding; they simply develop their
mathematical thinking.
includes Physical Education. All teachers
have a responsibility to promote a healthy
life-style.
Religious and Moral Education
Throughout the school we use a variety of
published schemes to help with the process of
teaching mathematics. We also have a wide
variety of resources for calculator, problem
solving activities and investigations.
Social Studies
Through Social Studies, 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 of how it has been
shaped. As they get older, the children’s
experiences will be broadened using Scottish,
British, European and World contexts for
learning, while maintaining a focus on the
historical, social geographic, economic and
political changes that have shaped Scotland.
Social Studies comes under 3 headings:
People, past events and societies, People,
place and environment, People in society,
economy and business.
Health and Well-Being
Learning in Health and Well-Being ensures
that children develop the knowledge and
understanding, skills, capabilities and
attributes they need for mental, emotional,
social and physical well-being now and in the
future. Through their learning, children will
be able to make informed decisions affecting
their well-being, experience challenge and
enjoyment and apply their skills to pursue a
healthy lifestyle. This area of the curriculum
Religious & Moral Education enables children
to recognise religion as an important
expression of human experience. Children
learn about and from the beliefs, values
and traditions of Christianity and the world
religions. Children learn to recognise the
place of Christianity in the Scottish context.
They learn to recognise and understand
religious diversity and the importance of
religion in society. They develop respect and
an understanding of beliefs and practices
which are different to their own. Children
are encouraged to explore values such as
wisdom, justice, compassion and integrity and
to engage in the development of their own
moral values.
Some weeks, Assembly is led by the Minister/
an Elder from St Andrew’s Church. Each
week we have Together Time - a celebration
of the week’s successes and achievements.
Additionally, news of school events and
matters of interest are brought to the
children’s notice at this time. We encourage
concern for others by organising fundraising activities for various charities, local
and national. Any parent who wishes his/
her child to be withdrawn from any religious
observance should contact the school to
discuss the matter with the Headteacher.
Sciences and Technologies
Frameworks have been designed to enable
pupils to experience the broadest range
of learning across Science and Technology,
linking their learning to their experiences.
Expressive Arts
A programme of music, art and drama is
taught throughout the school and has an
important place in the curriculum. This is
carried out by class teachers with some input
from Art and Music specialists.
23
Music making is taught throughout the
school. Each class has designated music time
devoted to singing or instrumental practice.
Art, craft, design and technology activities are
usually linked to topic studies. Children are
encouraged to experiment in these various
experiences as a means of self-expression.
Assessment, Reporting
and Testing
The main purpose of assessment is to improve
a pupil’s performance. It provides teachers
with information on the pupil’s strengths
and areas for development and allows us
to match class work to his/her capabilities.
Secondly, it provides information about the
pupil’s progress for the parent in reports and
at meetings. Another important purpose of
assessment is to assist teachers in checking
the effectiveness of their teaching. The
Headteacher monitors a selection of pupils’
jotters each term for several curriculum areas.
There is a continuous process of assessment
by the class teacher based on each child’s
day to day work. In addition, we have more
formal activities to determine how much a
child has benefited from the teaching that
has been done and these will be administered
in all areas of the curriculum throughout the
session. Parents will be notified of their child’s
progress at parent evenings.
Parents will be notified immediately if we feel
a child is not progressing.
So that parents can be informed of
their child’s progress at regular intervals
throughout their school career, formal reports
will be issued twice a year (November and
June) for all pupils. These reports will take
the form of statements about the pupil’s
performance in his/her school work as well as
statements reflecting the pupil’s attitude and
behaviour. Pupils are supported to develop
self and peer evaluation and assessment. They
use Assessment is for Learning techniques to
demonstrate their understanding during the
course of lessons - for example by showing
24
thumbs or using traffic lights.
At different times during the school year,
classes use computer-based assessments to
help provide data to inform next steps in
learning and to help raise attainment. PIPS
are used at the start and end of P1 and
INCAS are used through other stages. These
assessments provide a snapshot view of how
pupils are achieving and are used alongside
other evidence and teacher judgements to
report to parents and to identify development
needs and strengths to support learning.
Pupil Profiles
A profile is a snapshot of a child’s or young
person’s best achievements at a given point
in time. Profiles are primarily aimed at
children and their parents and draw together
a range of information about a child or
young person’s learning. It is one of the
ways in which a child’s achievements can be
recognised. Nationally it has been agreed that
profiles will be produced at the P7 and S3
stage. The profiling process gives your child
the opportunity to talk about their learning
and achievements with yourself and others
and can challenge, motivate and support all
learners. The intention is to give a rounded
picture of your child, their achievements and
progress in learning to date.
There is a guidance note for parents on
profiling which is available from your school.
Information and Communication
Technology - I.C.T.
With the increased influence of microtechnology in our society, it is important that
all children have the opportunity to acquire
a familiarity with new technology by using
it on an everyday basis in the classroom. We
have a wide range of software packages
which support a variety of curricular activities
including investigation, information handling,
problem-solving and word processing.
Internet Access Policy
Modern Languages
The purpose of this policy is to establish the
ground rules we have in school for using the
internet and to demonstrate the methods
used to protect pupils from inappropriate
sites. The school believes that the benefits
to pupils from access to the resources of
the Internet far exceed the disadvantages.
Ultimately, the responsibility for setting and
conveying the standards that children are
expected to follow, when using media and
information resources, is one the school
shares with parents/carers. All pupils and their
parents/carers will be asked to read and sign
an agreement covering the expectations we
have of pupils using the Internet in school.
If a pupil is in Pr.1-3 an adult will sign the
agreement on their behalf. Pupils in Pr.4-7
should also sign the agreement personally.
The school requires to keep a formal record
of the Pupil Internet Agreement having been
signed. Access to the internet will not be
allowed unless the agreement is signed.
Children in P6 and 7 currently follow a
Programme of Study primarily in French.
The aim of this programme of study is to
introduce children to a foreign language,
integrated as far as possible, with the
primary curriculum. The learning and
teaching is largely through activity, leading
to development of listening, talking, reading
and writing in a foreign language. In P7 the
Pupils may also experience taster sessions
of Gaelic and Mandarin and, in P5-7, will
be learning a combination of French and
German.
Our computer systems are fully networked
and “online” and pupils are taught I.C.T. skills.
25
The Role of Parents / Guardians
Parents should aim:
•
to support and encourage their children
•
to support and show courtesy and respect
to staff within the school and beyond
•
to inform the school of problems which
could affect a pupil’s education
•
to be available for discussion concerning
pupil’s progress
•
to acknowledge and be aware of good
home/school communication
•
to encourage respect for the school rules
•
to support home study
•
to be involved in the life and community
of the school
•
to support the school’s policy of all
pupils wearing school uniform
Parents should expect:
•
each child’s educational needs to be met
•
each child to receive a broad balanced
education
•
to be kept informed appropriately
•
to feel welcome to participate in school
events
•
to be shown courtesy and respect by all
school personnel
•
to work with the school as partners
26
PVG Scheme - (formerly
Disclosure Scotland)
We are always very appreciative of any help
offered to us by parents. The Education
Service has an obligation to ensure the safety
and well being of pupils at all times. One
of the ways we do this is by undertaking
a background check on all employees and
volunteers who have direct contact with
pupils and who will be involved with pupils
in an unsupervised capacity i.e. transporting
to events, running extra-curricular activities
or overnight stay with pupils. The PVG check
(provided by the Scottish Criminal Records
Office) alerts us to any criminal convictions
on the part of the individual and allows us,
thereby, to judge his/her suitability to “work”
with young people. Of course, no system is
foolproof but we do believe that this offers
everyone a reasonable level of reassurance
about those to whom we entrust the care of
children.
Wider Achievement
Every encouragement is given to our pupils
to participate in activities outwith the
curriculum, some of which take place in
school time while others do not. As dates and
times of these activities may vary from term
to term, parents will be informed of these as
they are planned.
Football, Computing, Craft, Creative Dance
and Gardening are typical of some clubs
organised by staff, Active Schools and parents.
Parents should ensure that their child knows
the arrangements for getting home after
their club.
Pupils are given the opportunity of expressing
themselves through music, drama and poetry
in class topics as well as participating in school
concerts/productions and together time.
Cycle safety activities are run during the
course of the year.
Swimming lessons in Annan Pool are
organised for non-swimmers during a
block in the summer term. During the year,
opportunities arise for after school swimming
club activities to support developing
swimmers and to train for local competitions.
We have a large playing field for all the usual
games. Our annual Sports Day, to which all
parents and friends are invited, is held there.
If you have volunteered your services to the
school and as your contact with young people
is covered by one of the above categories,
the headteacher will ask you to complete
PVG documentation so that the necessary
check can be undertaken. Be assured that all
documentation associated with this process is
treated in strictest confidence.
We would hope this would not deter
parents from offering their time and skills
to help in Elmvale School. Please contact the
Headteacher for further details.
27
Parent Council
Information for Parents
Our Parent Council has been established to strengthen links between the school and all our
parents. The Parent Council will seek to play an active role in supporting parental involvement
in the life and work of the school and provide opportunities for parents to express their views.
Newsletters
The Council’s basic functions and duties
include:
•
Supporting the school in its work with
pupils
•
Representing the views of parents
•
Receiving and requesting information
from the Headteacher and education
Authority
•
Promoting contact between the school,
parents, pupils and the community
•
Reporting to all parents on the activities
of the Parent Council
•
Participation in the selection process for
Headteacher and Depute Headteacher
The members of our Parent
Council are:
Ms Theresa Woodman - Chair
theresa-woodman@tiscali.co.uk
Mrs Emma Sharkey - Vice Chair
Mrs A Nixon - Secretary
Mrs Fiona Burton
Mr Oliver Mackay
Mrs S Rogerson
Rev. John Pickles
Miss J Howat - Staff Member
Mrs ACM McNeill - Headteacher
Mr Richard Brodie - Councillor
Parents are welcome to attend and be
involved in the discussions at Parent Council
meetings. Please contact one of the parent
28
members if you have an issue you would like
discussed at a meeting.
Elmvale Parent Council Fund Raising Group
We have a Fund Raising Group (the PTA)
which provides another useful means of
communication with parents. They are
involved in discussing and arranging social,
family and fund raising events. The committee
is made up of parents/relatives, members of
staff and the Headteacher. If any parents have
suggestions or ideas to put forward, they
should contact one of the members.
While you may not have time to serve on
the committee, the Group would be grateful
if they could call upon you to help in
organised events such as Coffee Mornings,
School Fairs, etc.
Parent Council - Fund Raising
Group Members
Mrs E Sharkey - Chairperson / Secretary
Mrs F Burton - Treasurer
Mrs V Cook
Mr O Mackay
Mrs F Robson
Mrs A Nixon
Mrs ACM McNeill - Headteacher
Mrs A Corrie - Teachers’ Rep
Newsletters are sent out roughly every month
giving updates of past events, ongoing
events, and events yet to come, along with
dates for diaries.
The school blog is another source of
information which can be viewed at
risetothechallenge@elmvale
Parental Concerns
Should a parent have any concerns regarding
their child’s welfare or education they should,
in the first instance, contact the school
and arrangements will be made to discuss
the matter. It is hoped that any matter can
be resolved at school level by parent and
Headteacher/class teacher. However, should it
be felt necessary, the parent can contact The
Complaints Co-ordinator at Woodbank for
further consideration. Please also refer to our
“Concerns & Complaints Procedures” leaflet.
Attendance
It is the legal responsibility of parents
to ensure that their child attends school
regularly. It is also the parent’s responsibility
to inform the school if their child will be
absent.
When a child is absent, parents are asked to
contact the school as soon as possible before
9.00am either by phone or in person. If the
school has not been informed of a pupil’s
absence within half an hour of the school
day starting, the school will endeavour to
contact the parent by either text or telephone
to find out the reason why the child is
not at school. It is important that contact
telephone numbers are kept up-to-date and
are numbers at which the school will be able
to get a response. It is also important that the
school is kept informed of the progress of an
absence and of the likely return date.
Any planned absences should be notified
to the school in advance. It is in everyone’s
interest that absences are noted as soon as
possible. The school will always help pupils
who are unavoidably absent for any length of
time.
Please inform the school by letter or
telephone if you have to withdraw your
child for an unavoidable reason (for example
dental or hospital appointments). When you
collect your child please come to the school
office where he/she will be waiting for you.
Cases of frequent absence, irregular
attendance or non response to Groupcall
will be referred to the Education Attendance
Officer.
Authorised/Unauthorised
Absence
The Government has highlighted the
importance of school attendance to a child’s
development. Against this background, there
is considerable concern at the increasing
number of term-time holidays being taken
by children at the request of parents. Except
in exceptional circumstances such holidays
will be regarded as “unauthorised” absence.
A letter from the Headteacher will be
sent to parents who request to take their
child/children out of school for a holiday
during term time outlining the school and
authority position. Parents are reminded that
prolonged absence from school at any stage is
harmful to a child’s education and it is neither
possible - nor fair to other children - to direct
teaching time to assist a child who has been
on holiday to catch up on what has been
missed.
Parents should continue to inform the school,
in writing, of any such holiday plans.
Requests for absences other than family
holidays will be dealt with individually.
29
School Closure
In the event that the school has to close
due to an emergency, you will be contacted
either by text or telephone to inform you of
the closure and to confirm arrangements for
your child to go home. Arrangements should
be made so that your child can be collected
from school. No child will be allowed to leave
the school without parental notification and
permission. For these reasons, it is essential
that all emergency contact details are kept up
to date.
Communicating with Home
Communication can take several forms; the
most common being a text message, phone
call, newsletter or a letter in your child’s bag.
Please check their bags regularly.
All pupils have home school diaries which are
updated daily and contain important details
of activities, requests, notes about the day,
homework, changes to routine etc.
Text Messenging
We often use a Text Messaging Service as
a means of communication with parents.
This involves a text message being sent to a
designated mobile number or voice mail to
a land line. This system is used particularly
to request information for unknown pupil
absence or to notify groups of parents for e.g.
if football is cancelled. It is essential for the
school to have up to date contact numbers so
parents can be contacted.
Photographing and Filming
of Pupils
Schools take images of pupils for various
reasons e.g. prize giving, school trips, sports
day etc. Such images are used to publicise the
many activities in which pupils participate
and to create a record of an event to show
other pupils or parents/carers. To do this,
photographs are displayed throughout the
school and media coverage may be arranged.
An image of a person is personal data under
30
the terms of the Data Protection Act 1998 and
it is a requirement of the Act that consent
from the parent of a child, or young person
under the age of 18 years, is obtained for any
photograph or video recording to be taken
and used.
In accordance with the Council’s Child
Protection Policy and Procedures, the
Council will not permit, wherever possible,
photographs, films, video or other images
of children and young people to be taken
or used without the prior consent of the
parent/carer and child/young person, when
appropriate.
The consent of the parent/carer is sufficient
once during the child’s time in Primary school.
The guidelines for parents/carers accompany
the consent form on which the parent/carer is
asked to indicate the purposes they support
for taking and using images of the pupil.
Dumfries and Galloway Council is committed
to the protection of young people. Dumfries
and Galloway Council will take all reasonable
measures to ensure these images are used
solely for the purposes for which they are
intended. Dumfries and Galloway Council
reserves the right at all times to prohibit
the use of photography, film or video at any
activity it is hosting.
School Security
Security is paramount for all at Elmvale. The
systems in place include security fencing,
a buzzer on the front door, and a request
that all visitors report initially to the school
office. All parents/visitors are asked to sign
in to show that they are authorised to be
in the school. These security measures are
intended to provide a safe environment for
the children and staff. Parents are welcome to
visit the school at anytime via the front door.
Discipline
It is the school’s aim to bring each child to
a stage of development when he/she can
exercise a self-discipline appropriate to all
occasions and circumstances. The school
recognises the vital part to be played by full
co-operation between parent and school
where behaviour difficulties arise. In such
cases, an early referral to parents will be
made and the co-operation of parents is
expected to ensure that the child conforms to
the behaviour expected by the school.
The Pupil Council has devised a Code of
Conduct for the school. This is displayed in all
classrooms and throughout the school. The
school has a Promoting Positive Behaviour/
Anti Bullying Policy, a copy of which has been
issued to all parents. If you wish a further
copy please contact the school.
First Aid and Accidents
First aid equipment is available in the school
office. Minor cuts and bruises are treated
at school. The staff share the responsibility
of administering first aid and deciding on
further steps to be taken. When and where
necessary, the sick or injured pupil will be sent
home, taken to the doctor, dentist or hospital.
In all these cases every effort will be made
to inform the parents or emergency contact.
As appropriate, staff may have to complete
an incident report form. There are different
accident/incident forms for Pupils and Staff
and if they are required to be completed a
copy is sent to the Health and Safety Manager
in Dumfries.
If a pupil suffers from a particular medical
condition, it is in their best interest that the
school be informed to allow any necessary
action to be taken.
Administration of Medicine
No child should be carrying any form of
medication without the knowledge of the
school. If medication is to be taken in school,
an Administration of Medicine consent form
must be completed and handed into the office.
These forms are available from the school
office. The Region has produced a Policy on
the Administration of Medicines. The school
has adopted the Regional procedure.
Fire Safety Procedures
Fire drill notices are displayed throughout the
school. Regular fire drills are held throughout
the year, usually once a term. Arrangements
are made for the safe evacuation of those
with disabilities which may include learning,
physical and sensory difficulties. Regular
maintenance of the fire detection and
protection systems is continual and ongoing
and records of these procedures are kept and
updated regularly.
Road, Rail and Bus Safety
The necessity for due care and attention
regarding these issues is regularly emphasised
by all members of staff. Sometimes we enlist
the help of the local Police or Transport
Police. Parents are requested not to use the
school car park to drop off/collect pupils and
to ensure they do not park on zigzag lines
outside the school as doing this obscures the
view of pupils and other drivers, creating
unnecessary risk.
It is very important that the school is kept up
to date with:•
change of address and telephone
number
•
place of employment and work
•
work telephone number
•
emergency contact address and
telephone number
31
Health Care
The school nurse, doctor and dentist make regular visits to the school. Should any incidence of
ill health or any irregularity be noted in the course of these visits, parents will be notified and
consulted. Any queries with regard to these visits or their results should be directed, in the
first instance to the Headteacher.
School Health Programme
Primary 1
Review of pre-school health records
Nurse
Health questionnaire to parents
Nurse
Height and Weight all entrants
Nurse
Health interview for selected children
Doctor
Medical examination of selected children
Dentist
Dental Check
Nurse
Review of school health records
Nurse
Health Questionnaire to parents
Primary 7
Health interview for all pupils
Nurse
Dental Check
Dentist
Health and Drugs Education Programme
We agree that the promotion of Health Education should have a high status in our school and
we have developed a programme of study for P1 - P7 to ensure continuity and progression. The
School Nurse fully supports the school in areas of health promotion and education, hygiene and
healthy eating. This is incorporated in our Health and Well-Being programme.
Role of Medical Team
School Nurse
The role of the School Nurse is to help
children get full benefit from their school by
promoting and maintaining high standards of
health and hygiene. She carries out general
check-ups including vision, height and weight
testing, and also gives talks to help children
understand the importance of good health
and explain how it can be best maintained.
32
School Doctor
Where a problem has been found at the
entrance medical or later in school life, the
school doctor or nurse will monitor the child’s
progress.
Speech Therapist
The Speech Therapist may be asked by a
class teacher to carry out a check on pupils
whom he/she feels would benefit from speech
therapy. Permission is required from parents
before children attend the Speech Therapist.
and for a variety of reasons. The reasons can
include:
•
Social or emotional difficulties
•
Problems at home
•
Being particularly able
•
A physical disability
Dumfries and Galloway Council is committed
to the well-being and educational
development of all learners. The process of
inclusion requires all involved in the business
of learning and teaching to demonstrate
commitment, innovation and flexibility in
order to ensure that all children and young
people have access to quality learning
opportunities and experiences.
•
Moving home frequently
•
Behavioural difficulties
•
Bullying
•
A sensory impairment
•
Communication problems
•
Being a young carer
•
Being a young parent
The Authority aims to meet the needs
of all children with additional support
needs through a range of provision from
mainstream classes (with or without support)
to part-time or full-time provision in a school
with a learning centre or base.
•
Having English as a second language
•
A learning disability
•
Autism
•
Attention Deficit Hyperactivity Disorder
Additional Support for Learning
This commitment to meeting the needs of
all children is based upon the requirements
of the Education (Additional Support for
Learning) (Scotland) Act 2004 amended in
2009 and is translated into procedure and
practice by Dumfries and Galloway Education
Services’ The Framework for Support 2006.
This Framework is currently under review.
If you have any queries regarding Aditional
Support please contact Mr M Brown, ASL
teacher or the Headteacher.
What is Additional Support for Learning
(ASL)?
If your child needs extra help or support in
addition to that which is usually provided in
school they can be said to have ‘Additional
Support Needs’. Children may need additional
support for short or long periods of time
If you have any concerns about your child
you should speak to a member of staff in
the school in the first instance. There are
a number of ways in which concerns can
be followed up. This may involve the input
of other educational professionals such as
Specialist teachers (Additional Support for
Learning teacher, Educational Visitor, Sensory
Impairment Specialists) and Educational
Psychologists. It may also involve your
child being referred onto staff in external
agencies such as health staff (Speech and
Language Therapist, Occupational Therapist,
Physiotherapist etc.). As a parent you will be
closely involved in the whole process and your
views sought throughout. If, after discussion
with all concerned, it is felt appropriate,
your child will have an educational plan
agreed which will identify how they are
to be supported.
33
Getting it Right for Every Child
(GIRFEC)
Your child’s progress will be kept under
review and any plans and support will be
changed as necessary. As a parent you will
be closely involved in any review process.
There will be several opportunities for you
to discuss your child’s progress. This may be
through informal discussion with the teacher
or at Parents’ Nights or it may also be through
more formal, focussed meetings with all
agencies involved. You should discuss and
agree with the school how you would like
to be involved. All meetings and sharing of
information between school and home will be
coordinated by Mr M Brown, ASL teacher. If
you have any queries, please do not hesitate
to contact the school.
A small number of children may require a
more detailed planning process which coordinates the input of education and other
agencies to fully support the child. This plan
is called a Co-ordinated Support Plan. The Coordinated Support Plan process is managed
by Education Officers with responsibility for
Additional Support for Learning.
Further information on all of the above is
available from the school or on the Council
website
www.dumgal.gov.uk/index
aspx?articleid=10757 or from the following
sources:
Enquire – the Scottish advice and information
service for additional support for learning, a
charitable body registered in Scotland under
registration number SC003527 http://enquire.
org.uk/
Scottish Independence Advocacy Alliance, a
charitable body registered in Scotland under
34
registration number SC033576 www.google.
co.uk/search?hl=en&source=hp&q=Scotti
sh%20Independent%20Advocacy%20alliance;
or
Scottish Child Law Centre, a charitable body
registered in Scotland under registration
number SC012741 www.sclc.org.uk/
Parents may also access further support
through mediation services provided by
Common Ground Mediation
www.commongroundmediation.co.uk/ or
advocacy support through People’s Advocacy
Support Service (P.A.S.S. Direct ) or Parents
Inclusion Network (PIN)
www.parentsinclusionnetwork.org.uk/ .
Getting it right for every child (GIRFEC) is an
approach from The Scottish Government that
sets out how schools and other services should
work with children and their families. GIRFEC
is all about ensuring that children get the
help they need when they need it – the right
help at the right time. For you and your child,
GIRFEC means that:
•
•
Personal Accident Insurance
Dumfries and Galloway Council provides
insurance cover for pupils relative to its
liability for any acts of negligence. However,
there are certain occasions when pupils may
be more ‘at risk’ than others. These occasions
arise not from ‘negligence’ on the part of the
Authority but from non-attributable personal
accidents, e.g. during curricular or extracurricular sports or physical activities.
The Council’s insurance cover does not extend
to awards of compensation for damage as a
result of such accidents (unless negligence can
be proved) and it is essential that parents are
aware of this.
Insurance cover for pupils to guarantee
compensation for non-attributable personal
accidents is a matter for parental decision
and arrangement. Parents may wish to seek
further advice on the availability of such
insurance cover from their personal insurance
agent/broker.
•
You are the expert on your child and
what you think matters. Getting it right
for every child means that the School
will always seek to involve you, to listen
to your opinions and take them seriously.
From April 2013 your child will have
a Named Person in the School. If you
or your child need any advice or any
support, the Named Person is your first
point of contact and will make sure you
get the help or advice that you need.
Having a Named Person means that if
there is anything that could affect your
child’s wellbeing, he or she will receive
support as quickly as possible so that
problems do not develop. The Named
Person for all pupils in Elmvale is the
Headteacher.
If your child has complex needs and
needs help from several different
services, GIRFEC means that all these
services must work together for you
and your child. You should never
have to keep telling your story to lots
of different staff in the School or the
Education Department or the NHS.
Your child will have a single plan that
everyone works to and everyone is clear
about what they are doing. When your
child moves to secondary school there
will be a Transition Plan in place for
them in good time.
For more information on getting it right for
every child email GIRFEC@dumgal.gov.uk.
Educational Psychology Service
Educational Psychologists aim to improve the
life chances of all children and young people.
Working in partnership with families and
other services, we use applied psychology
and knowledge of child development to
address inequalities, support vulnerability
and enhance inclusion. We seek to ensure
that young people realise their potential
to become successful learners, confident
individuals, effective contributors and
responsible citizens.
We do this by:
•
Working with others in a consultative
way to help them make sense of
difficulties and make informed choices
and decisions
•
Sharing knowledge about ‘what works’
and promoting evidence informed
approaches to develop the policy and
practice of literacy, numeracy and
health and wellbeing in our educational
establishments and communities
•
Raising awareness of the crucial role
of communication, relationships and
nurture in children’s lives
•
Training and developing the skills of
other professionals to improve children’s
attainment and achievement
•
Highlighting the interactive nature of
assessment, teaching and learning
•
Designing and implementing
interventions in partnership with
others which support individuals and
communities to develop resilience and
ensure that children are safe, healthy,
active, nurtured, achieving, respected,
responsible and included.
•
Supporting effective transitions (early
years into primary, primary to secondary
and secondary to post school) to improve
the life chances of young people
35
Child Protection
The Psychological Service is based in offices in
Newton Stewart, Dumfries and Annan, and
each school has an identified Educational
Psychologist. Further information about the
service is available from the school.
Home School Link Worker
Service
A Home Link Worker can meet with parents/
carers, children or young people to offer
advice or help with the sorts of things that
can affect a child’s learning. These could be
connected to a child or young person’s home
or school life. The service aims to provide help
and advice early and prevent something small
from growing into a problem. A Headteacher
can ask for this support on a parent’s/carer’s
behalf.
The vision for all children and young people in Dumfries and Galloway is that they should be
safe, nurtured, healthy, achieving, active, respected, responsible and included.
All children have the right to be protected and kept safe from harm. (European Convention on
the Rights of the Child)
We all have a part to play in this and in
making sure that children and young people
get the help they need when they need it.
Dumfries and Galloway Council recognise that
staff within schools have a key role to play in
keeping children safe.
To assist schools with this role, a Child
Protection Procedure has been developed for
all schools and nurseries in our area. This tells
all school staff:
•
How to recognise signs that a child
or young person may be in need of
protection.
•
What to do if they do have a concern
about a child or young person
•
What training is available for all staff
to help them know what action to take
when they do have concerns.
All staff within our schools have been trained
to be able to recognise when a child may
be suffering from, or at risk of, harm and to
listen to children if they want to talk to them
about anything which might be worrying
them.
Each school in Dumfries and Galloway has
a senior member of staff who has overall
responsibility for ensuring the protection of
children within their school. They are called
the School Child Protection Co-ordinator
(SCPC)
If a member of staff does have a concern
about any child they will discuss this with the
School Child Protection Co-ordinator who will
decide what action needs to be taken to keep
that child safe.
36
This may involve talking to the child, other
members of staff or other professionals who
may be working with the child.
If a concern is raised, parents or carers will be
told of and involved with any decisions that
are taken about what should happen next.
Actions that may be taken in response to
concerns raised about a child might include:
•
Immediate action to keep the child safe
•
Support, help or advice for the family
•
Referral to another agency which may
be able to offer support and advice
•
Criminal proceedings
•
The concern being recorded but no
further action taken
Whatever happens next, the school will
continue to support the child and his/her
family.
37
Transfer to Secondary School
On completion of their Primary Education,
pupils will normally transfer for Secondary
Education to:Annan Academy
St. John’s Road
Annan
Tel No: (01461) 202954
Rector: Mr J Brown
We have always recognised the need for close
liaison between primary and secondary and
continue to foster close links with Annan
Academy.
The Authority Vision, Values and Aims
for Education in Dumfries & Galloway
P.7 pupils spend three days, in June, at the
Academy to experience the different working
day and to get a feel for going to Secondary
School.
The Education Service in Dumfries & Galloway
and all who work within it are committed
to securing continuous improvements in all
facets of the service we provide.
Education (Scotland Act) 1981
Our Aim is to raise levels of attainment,
achievement and participation in all our
children and young people.
This act gives parents the right to choose
the school, primary or secondary, at which
they wish their child/children to be educated.
The Education Department’s booklet “Basic
Information for Parents” summarises the
availability of education provision within the
region and this is obtainable from the school.
•
Are confident, well motivated and
develop as fully rounded individuals
•
Are literate and numerate - to a level at
or above that of their peers in the rest of
the world
•
Fully understand the nature of a modern
democratic society and are able to play
their part as citizens
•
Seize opportunities open to them
regardless of their background or of any
disability which they may have
•
Have the skills and aptitudes to work
flexibly and to embrace change
throughout their future lives
•
Lead active and healthy lives
This means an emphasis on Cluster
working, training on Getting It Right
For Every Child themes, parental
involvement, multi-agency working,
partnership with Community Learning
and Development (CLD); Professional
Learning Communities and collaboration
with Education Scotland, the Care
Inspectorate and Further Education
colleges.
•
Develop life-long interests in culture,
sport and other life-enhancing activities.
•
We will encourage innovation, creativity,
collaboration and a culture of sharing
and learning in all our staff
This means a focus on transformational
leadership, professional autonomy and
local solutions and building capacity in
all our staff.
Our Objectives
•
We will ensure that children and young
people will be at the centre of our plans.
This means planning by schools and
support from Education Services will be
focussed on delivering to all our children
and young people the entitlements
embedded in Curriculum for Excellence
and Getting It Right for Every Child.
The Headteacher regularly attends Primary/
Secondary liaison meetings and has contacts
in various departments. This is particularly
useful when developing 3-18 curricular areas.
•
38
Our purpose is to seek every opportunity to
celebrate and foster excellence in order to
develop children and young people who:
We will improve our partnership
working
•
We will streamline our business processes
This means empowering our schools and
staff to find better ways of working,
with an emphasis on professional
autonomy, local solutions, developing
leadership, capacity building, effective
Continuing Professional Development
and implementing Getting It Right for
Every Child processes.
Our commitment is to:
•
Develop all learners’ potential to the full
by assisting them to overcome barriers
•
Fully engage learners, parents, staff
and other appropriate agencies in the
learning process
•
Promote and provide accessible and
inclusive lifelong learning opportunities
•
Secure continuous improvement
in students’ learning and in their
achievements
•
Equip all learners to take a full and
active place in society
•
Recruit, retain and develop wellqualified and committed staff
•
Provide a safe, fit-for-purpose, caring
learning environment
39
The outcome for the young people in our
care, if we hold to this aim and purpose and
deliver effectively on these commitments will
be pupils who feel:
And who will develop as:
•
Successful learners
•
Confident individuals
•Safe
•
Responsible citizens
•Active
•
Effective contributors
•Nurtured
The Annan Cluster
Elmvale Primary School is part of the Annan Cluster, the local group of schools and other
public services working together for the children. It includes Education, Health, Social Services,
Community Planning and the Police Force.
•Achieving
•
Respected and responsible
Our current development work includes:
•Included
Health and Well-being - SHRE
Schools, Health
•Healthy
Science Bridging Project
Schools
Scots Language
Schools
Girfec
Schools
Modern Languages - French
Schools
Maths and Transition
Schools
The Cluster Group meets once a year for
its annual planning meeting, and then sub
groups meet regularly to carry out their
work, reporting back to the main group
as necessary.
The benefits of being part of the cluster
include:
40
•
Sharing work and expertise
•
Better links between agencies to help
each other meet the needs of children
and their families
•
Better access to funding
•
The ability to share resources
41
Transferring Educational Data
About Pupils
Your data protection rights
Education authorities and Scottish
Government 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 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 Scottish Government itself.
The collection, transfer, processing and
sharing of ScotXed data is done in accordance
with the Data Protection Act (1998). We also
comply with the National Statistics Code of
Practice requirements and other legislation
related to safeguarding the confidentiality of
data. The Data Protection Act gives you the
right to know how we will use your data. This
message can give only a brief description of
how we use data. Fuller details of the uses
of pupil data can be found on the ScotXed
website (www.scotxed.net).
Why do we need your data?
In order to make the best decisions about
how to improve our education service,
Scottish Government, education authorities
and other partners such as the SQA and
Careers Scotland need accurate, up-to-date
data about our pupils. We are keen to help
all our pupils do well in all aspects of school
life and achieve better examination results.
Accurate and up-to-date data allows us to:
•
plan and deliver better policies for the
benefit of all pupils,
•
plan and deliver better policies for the
benefit of specific groups of pupils,
•
better understand some of the factors
which influence pupil attainment and
achievement,
•
share good practice,
•
target resources better.
as a valuable corporate resource, subject to
confidentiality restraints. As part of its data
policy, Scottish Government will not publish
or make publicly available any information
that allows individual pupils to be identified,
nor will data be used by Scottish Government
to take any actions in respect of individuals.
Data is held securely and no information on
individual pupils can or would be published
by Scottish Government.
The individual data collected by Scottish
Government is used for statistical and
research purposes only. We hope that the
explanations contained on the ScotXed
website will help you understand the
importance of providing the information.
Scottish Government works with a range
of partners including HM Inspectorate
of Education and the SQA. On occasion,
we will make individual data available to
partners and also academic institutions and
organisations to carry out research and
statistical analysis. In addition, we will provide
our partners with information they need in
order to fulfil their official responsibilities.
Any sharing of data will be done under the
strict control of Scottish Government, which
will ensure that no individual level data
will be made public as a result of the data
sharing and that these data will not be used
to take any actions in respect of an individual.
Decisions on the sharing of data will be taken
in consultation with relevant colleagues
and individuals within and outwith Scottish
Government.
Concerns
If you have any concerns about the ScotXed
data collections you can email the Senior
Statistician, Peter Whitehouse, at Peter.
Whitehouse@scotland.gsi.gov.uk or write to
The ScotXed Support Office, Area 1B, Victoria
Quay, Leith, EH6 6QQ. Alternative versions of
this page are available, on request from the
ScotXed Support Office, in other languages,
audio tape, braille and large print.
Want more information?
Further details about ScotXed are available
on the ScotXed website, www.scotxed.net.,
which contains a section on ‘frequently asked
questions’ at www.scotxed.net/jahia/Jahia/
lang/en/pid/220.
Data policy
The ScotXed programme aims to support
schools and Local Authorities by supporting
the collection, processing and dissemination
of statistical information required for
planning, management and monitoring of
Scottish education services.
A subset of this information is passed to
Scottish Government for research and
National Statistics publications. Education
data within Scottish Government is managed
effectively by secure systems and is exploited
42
43
Other Useful Information
Pupil / Parent Support Unit
The Pupil /Parent Support Unit is there to
help parents and pupils and can be contacted
on the numbers shown below regarding
any aspect of Free School Meals/Clothing
Grants, Education Maintenance Allowance,
School Transport, Home Education, Parent
Council administration, school transfers
and enrolment, school catchment areas,
performance licences, insurance matters and
financial support for those pupils entering
higher education.
•
Dumfries and Galloway Equal
Opportunities Policy and related Equality
Schemes
•
Enrolling in Schools – Placement Policy(
2012)
•
Exclusion from Schools – Policy and
Procedures (2010)
•
Inappropriate Use of Social Networking
Sites (2011)
•
Parental Involvement Strategy (2006) –
this is under review
Comment Sheet
Name
The aim of the Handbook is to provide parents with information about the operation of
the school. At a variety of times throughout their school career pupils will be issued with
more detailed information relating to particular stages of their development. We believe
that the Handbook and these booklets are one of the ways in which we can foster good
communications between school and parents. It is therefore important to have your views
on these publications and I would be grateful if you could complete the following short
questionnaire and return it to the school.
1.
(01387) 260437 (01387) 260498
•
Primary School Class Organisation (2011)
(01387) 260433
(01387) 260493
•
Protection of Vulnerable Groups (PVG)
Scheme (2011)
2.
Policies
There are a number of National, Education
Services and school policies which will provide
information on a range of issues. Further
details of all of these are available from
your school or on the Council website www.
dumgal.gov.uk/index.aspx?articleid=7432.
The following is a list of the policies which
may be most relevant to you and your child/
ren although this is not an exhaustive list:•
Acceptable Use of Dumfries and
Galloway Council’s ICT Facilities In
Schools (2009)
•
Providing Intimate Care for Children and
Young People with Disabilities – National
Guidelines for Schools
•
Providing Intimate Care for Children –
Procedures for Schools and Nurseries
(2011)
•
Nursery and Schools Policy on Health
Care Procedures (2012)
•
Respect for All – Anti-Bullying
Procedures (2011)
•
School Transport Policy
•
Use of Mobile Phones and/or Internet
Bullying – Procedures for Schools when
drawing up policies ( 2007)
Volunteer Policy and Procedures for
Schools (2012)
•
Child Protection Policy for Schools, PreSchools and Childcare Services -
•
Children Absent from School through Ill
Health – Guidance (2011)
•
•
Curriculum Swimming Policy ( 2012)
•
Digital Images Policy (2012 )– Taking and
Using Images of Pupils
Further information on all aspects of
education is available on www.educationscotland.gov.uk/parentzone .
I / We found the booklet:
very useful useful of little use useless
I / We would have welcomed information on:
We hope that you have found this Handbook informative. We know that not all your questions
have been answered, but we hope you will now be aware that we are approachable and
willing to give information when we can.
If you wish to discuss any aspect of this Handbook or wish clarification on any point, please
contact the Headteacher.
44
45
LITERACY
NUMERACY
HWB
ICT
Elmvale Primary School Curriculum Overview
Literacy Programmes of Study – Literacy Across Learning
2 Hours’ PE
HWB Shanarri Programmes of Study
ICT to Support Learning
Numeracy and Mathematics Programmes of Study – Numeracy Across Learning
Modern Language
RME
Annual Discrete
Financial
Education
Design,
Create,
Evaluate
Outdoors
Show Time
Trips
Festivals and
Celebrations
Fundraising and
Enterprise (Fayres)
Human Rights
and
Responsibilities
Golden
Choice
Whole School
Themed Weeks
Scottish
Time
Christianity – Programmes of Study
Other World Religions – Programmes of Study
Art Skills Programme of
Music Skills Programme of
Dance and Drama
Study
Study
Programme of Study
The Past
Science
Place
Technologies
Society
Food
Assemblies and
Sharing the
Learning
Being At
School
Sciences
Transitions
Together
Time/
Parliament
IDL Topics
Wider
Participation
Throughout Year
Wider
Participation
Single Events
Home work, competitions, clubs and Wider Achievement beyond school
47
46
Rise to the Challenge
0806-15