Murroes Primary School Handbook

Our school handbook is available online at www.angus.gov.uk and is reviewed annually. The handbook is available on request and in alternative forms (including in a language other than English) as are linked documents and policies.

CONTENTS  Angus Council Information:

o Contact Details: Angus Council People Directorate Angus House Orchardbank Business Park FORFAR DD8 1AN Tel: 01307 476337 Fax: 01307 461848 Email: [email protected]

o Early Learning and Childcare Provision o School Clothing Grants o Pupil Absence Procedures (Attendance and Absence) o The Complaints Procedure o Parental Involvement / Parent Councils o Curriculum for Excellence . Curriculum Levels . The Senior Phase . Skills for Learning, Life and Work . Careers Guidance and Financial Advice o Sex Education o Drugs Education (Drugs and alcohol misuse) o Religious and Moral Education o Assessment and Reporting o Transitions . Starting Nursery . Enrolling in Primary School . Transfer to Secondary School . Leaving School . Post School o Support for Pupils o GIRFEC (getting it right for every child) o School Meals . Special Dietary Requirements . Snack Provision in Nursery o Applying for Free School Meals o Administration of Medicines o Transport o Insurance o Music Services o Parental Access to Records o Child Protection o Holding and Storing Pupil and Staff Data o Emergency Closures & Transport Updates

o School Holiday Dates o Useful Links & Contact Details

o School Information:

CONTACT DETAILS

Murroes Primary School, Murroes, Angus DD4 0PL Telephone 01382 768118 E-mail: [email protected] Head Teacher: Miss Amanda McKenzie

Nursery am and pm, P1/2, P3/4, P4/5, P6, P7 School Roll: 102 School and 17 Nursery

Non-Denominational and Non Gaelic Language teaching

Morning interval : 10.30-10.50am Lunch : 12.30-1.30pm P1-2 lunch : 12.20-1.30pm Pre-School Morning : 8.45– 11.55am Afternoon : 12.10 – 3.20pm

EARLY LEARNING AND CHILDCARE PROVISION – please see link below http://v.uk//info/20267/schoolandnurseryplaces/283/preschoolprovision?CFID=17135386& CFTOKEN=23211452

A copy of the Pre-School Admissions Form and Information for Parents is available from the school office.

Once your child has been allocated a place you will be invited along to meet the staff and children, to find out more about the curriculum and to share information about your child.

VISITS OF PROSPECTIVE PARENTS – see link below: http://www.gov.scot/Publications/2010/11/10093528/0

Once your child has been allocated a place you will be invited along to meet the staff and children, to find out more about the curriculum and to share information about your child.

SCHOOL UNIFORM:-

Murroes Navy Jumpers (Crew & V-neck) Gilmore online or Tesco online Murroes Navy Cardigans

Grey Trousers Grey Skirt/Pinafore White shirt Murroes White Polo shirt School Tie Black shoes Murroes Book Bags Murroes School waterproof reversible jackets (optional)

Gym Kit (This should be in school every day) White polo shirt/ T shirt Navy shorts Gym shoes

All clothing brought to school should be named or marked in some way, as it is difficult for children to distinguish their own clothing from others.

School Equipment – All pupils require basic school equipment in a pencil case, gym shoes which are kept in school in a bag) and a school book bag for carrying homework, reading books, letters, dinner money and bus passes. (No toys, drinks or food should be kept in these bags.)

SCHOOL CLOTHING GRANTS Information can be found on the Angus Council web site at: http://www.angus.gov.uk/info/20226/childcareschoolandeducationalgrants/124/schoolcl othinggrant

ABSENCE PROCEDURES

In recent years increasing attention has been paid to the issue of child protection and safety due to reported occasions where children have been seriously or fatally injured because of the inappropriate or criminal behaviour of adults. Whilst it should be noted that there has been no such instance occurring within Angus it is important that staff and parents do not become complacent and continue to work together to develop and improve upon existing arrangements for monitoring the care and welfare of all children and young people.

With that specific aim in mind, the Education Authority has asked all schools to implement a series of standard procedures to monitor pupil attendance and absence from school and to invite the co-operation of parents in making these changes work. All parents are asked to assist the staff in the schools which their children attend in the manner described below:

ATTENDANCE (Nursery only)

On accepting a pre-school place for your child you are agreeing that they will attend for 5 x 3 hour 10 minute sessions per week. Children who attend in this regular pattern settle well into the pre-school routine, have the opportunity to build firm relationships with adults and peers and experience continuity of learning. During the induction period however, adaptations are made to meet the needs to of the individual child.

ATTENDANCE

Parents are responsible for ensuring that their children attend school regularly and arrive on time. They are also responsible for ensuring the safety of their children on their journeys to and from school.

Regular and punctual attendance is linked closely to achievement and school staff wish to work with parents to ensure that children can reach their full potential. The school is required by law to maintain an accurate record of the attendance and absence of each pupil and parents are requested to assist in this process by keeping the school informed if their child is to be absent for any reason.

It is important to note that if a child does not arrive at school and there is no reasonable explanation provided for his/her absence then members of staff will be required to ascertain the whereabouts and safety of the individual child. In order to avoid causing unnecessary concern for staff and parents the importance of good communication between home and school cannot be over-emphasised.

Parents are asked to assist school staff in the manner detailed below:

if your child is unable to attend school through illness please telephone the school between 9.00 and 9.45 am on the first day of his/her absence.

if you would find it more convenient to send in a note via your child’s brother or sister or a friend that would also be acceptable.

if your child becomes unwell at lunchtime and is unable to return to school in the afternoon please telephone the school before the beginning of the afternoon session to inform a member of staff.

when you contact the school it would be helpful if an indication could be given as to the child’s expected length of absence from school.

on your child’s return to school a note should be provided explaining the reason for absence and confirming the periods of absence from the school. The note should be signed and dated.

PLANNED ABSENCE

 parents are encouraged not to arrange family holidays during term time but it is realised that, in exceptional circumstances, this is unavoidable. In such cases, parents are asked to provide the Head Teacher with information of the dates when the child is to be absent from the school in good time.

 except in cases of emergency, planned appointments for children to attend the dentist or doctor should be made out-with the school day.

CONTACT DETAILS

 parents are asked to ensure that telephone contact numbers – home, work and emergency contact(s) are kept up-to-date and are numbers at which a response can be obtained in all normal circumstances. 5

PARENTAL CONCERNS

Parents should contact the school immediately they have a cause for concern. It is our wish to deal with all matters as early as possible preventing them from growing into significant concerns. Please contact your child’s class teacher in the first instance or if you would prefer to discuss the issue with the Head Teacher, please contact Miss McKenzie.

The staff will listen to your concern and agree a way forward with you. They will follow-up the initial conversation with a telephone call approximately one week later to ensure all matters have been resolved satisfactorily.

THE COMPLAINTS PROCEDURE – also see link below: https://www.angus.gov.uk/council_and_democracy/complaints_and_comments/making_a_comp laint_or_comment_about_our_services

Parents may ask to speak to the Head Teacher at any time if they are concerned about any matter relating to their child. They can also make appointments to speak to class teachers.

If you have a concern about a pupil, the designated Child Protection Officer is: Miss Amanda McKenzie, Head Teacher.

PARENTAL INVOLVEMENT BECOMING INVOLVED IN SCHOOL

The school values the important part that parents play in their children’s education and sees partnership with parents as an effective way of enhancing children’s achievements and promoting better school ethos and communication.

Opportunities for Parental Involvement:

During the school day:

 Helping in the nursery class  Art/Craft activities  Sharing knowledge and expertise in some aspect of the curriculum, e.g. topic talk, history, science, health  Practical activities in science, maths, social subjects, health education (e.g. first aid) or technology  Reading stories to groups of children, playing reading/phonics games  Supervising board games  Teaching playground games  Golden Time activities e.g. board games, art and craft in small groups  Running or assisting to run a Lunch Club  Supporting educational visits/trips  School concerts – making costumes, props, supervision of children  Road safety – Cycle Training

Outwith the school day:

 Fundraising events  Trips e.g. sporting events, concerts  Extra-curricular activities e.g. coaching, sports/art clubs/country dancing/school grounds – maintenance of garden/allotment areas

If you wish to be a regular parent helper, PVG (Protecting Vulnerable Groups) checks have to be completed. Please discuss this with staff.

All parents are invited to attend two Parents Evenings throughout the year. At these meetings parents will have the opportunity to meet their child’s class teacher for a 15 minute learner led conference and for both teacher and child to share their child’s progress. This is also an opportunity for parents to hear how they can best support their child’s learning. Parents are also encouraged to look at their child’s learning folio and learning plan, with evidence of their work. Parents are asked to support their child as appropriate in the completion of homework tasks as advised by the school.

PARENT COUNCILS

Parent Councils are established in all Angus primary and secondary schools. The Scottish Schools (Parental Involvement) Act 2006 recognises the vital role that parents play in supporting their children’s learning.

The basic principle under-pinning the Act is the desire to have children become more ‘confident learners’ through closer working between each family and school. It is anticipated that this can be done in three ways. These are: -

1. Learning at Home: direct parental involvement in the child’s learning at home and in the community.

2. Home/School Partnership: closer working partnerships between parents and the school – such partnerships being essential to ensure that the child gets maximum benefit from its school experiences.

3. Parental Representation: Parent Councils will be parent led and school supported, with all parents being automatically members of the ‘Parent Forum’, with the Parent Council representing their views.

Information about the role of Parent Councils, including access to the Parent Council Blog at https://blogs.glowscotland.org.uk/an/AngusParentCouncilGroup/

You can find out more about your Parent Council by contacting the Head Teacher

PARENTAL INVOLVEMENT AND INFORMATION

What do Parent Councils do?

The Murroes PTP (Parent Teacher Partnership) is a Parent Council which:

 supports the school in its work with pupils

 represents the views of all parents  encourages links between the school, parents, pupils, pre-school groups and the wider community  plays a role in the appointment of head teachers  helps to raise funds  meets 4 times a year

Recent PTP fundraising events have included Book Fairs, Coffee Mornings, Discos and sponsored events. Parents and Grandparents also have the opportunity to become involved in the school via the following events held throughout the year; Grandparents’ Tea Party and the Book Fair/Coffee Morning. They can also provide assistance as helpers in classes and at Gardening and Eco Days.

SCHOOL ETHOS

In our school we are committed to providing appropriate opportunities for the development of pupils’ spiritual, moral, social and cultural values through both the ethos and the curriculum. This will be undertaken in partnership with parents and will take account of the individual needs of pupils and the views of parents.

Our school welcomes and encourages diversity and individuality, while emphasizing our common commitment to moral values such as honesty, respect for others, compassion and justice. It is a fundamental principle of our school that all who are involved in the life of our school both has the right to be respected as individuals and carry the responsibility to act in a considerate and respectful manner towards others. We implement the Council policy for Equal Opportunities and Racial equality and ensure that all pupils have access to the full range of educational experiences available within the resources of the school. We are firmly committed to the elimination of any form of discrimination on the grounds of race, religion, gender or disability.

SCHOOL AND COMMUNITY LINKS

Murroes School is an integral part of the Monifieth cluster. Children develop skills and learn to be better citizens as they engage with and support the work of the local community. Our pupils participate in community events and competitions organised by the church, Rotary Club and they participate in sporting and cultural events. This year we held a Christmas Disco where we raised £261.00 to Maggie’s Centre, Dundee.

POSITIVE BEHAVIOUR MANAGEMENT https://www.angus.gov.uk/schools_and_young_people/parent_and_pupil_guidance/anti_bullying_ policy

Good behaviour is essential to good learning. The general aim of the school is to provide an atmosphere of mutual respect and collective responsibility. Pupils, parents and staff all have an important part to play in producing and sustaining this positive ethos. The rules of the school are of a common sense nature, bearing in mind the interest and safety of all concerned.

Children are engaged and active in all that they do and our Friday Clubs provide exciting learning opportunities for all children to be in their element and to develop skills for learning, life and work. These are run in blocks for 4-5 weeks and include, Social Subjects, Digital Literacy, Theatre, Science and Engineering, Cooking and Religious and Moral Education. Children are encouraged to be ‘in their element’ and to express their own creativity.

CELEBRATING ACHIEVEMENT

Children work hardest when they know their work will be appreciated and praised appropriately. All staff encourage pupils at all times and in all activities to give their best. Their effort may be rewarded verbally by praise, or non-verbally by a smiley face or sticker.

The whole school celebrates achievement on a weekly basis by the giving of certificates to award pupils for good work, effort or kindness shown to others. Awards are given on Fridays and pupils receiving them will have their names displayed in the ‘Star of the Week’ folder located in the school. We also celebrate the success of individuals, groups and teams at our annual ‘Oscars’ ceremony in the summer term.

The school has had many achievements and successes! Follow us on Twitter to find out more MurroesPS@MurroesP

P7s Grandparents’ Tea Party Whole School Learning Festivals

Oscars Nights Daily Mile/Yoga/Daily Dance

Rural School Swimming Galas and Rural Football Tournaments

School Nativity Plays End of Year Shows

EXTRA-CURRICULAR ACTIVITIES

There is a range of extra-curricular activities available for your child to participate in, these include:

 Active Schools Clubs – golf, yoga, rugby, cricket  Football Team  Code Club

LEARNING COUNCIL

There is an active Learning Council at Murroes School including representatives from all classes. The Learning Council members are elected by their class peers at the beginning of session and they hold office for the duration of one year. Throughout the year they will meet regularly with a member of the management team. They will be involved in taking forward school improvement priorities and addressing emerging issues as they occur.

LEARNING OPPORTUNITIES

Murroes is a Visible Learning School ( based on the researcher John Hattie’s work) and we promote this style of learning across all classes. Children are encouraged to become assessment capably learners and to learn in fun and active ways. We promote creativity and kindness and learning which meets the needs of individuals. Staff are caring and highly effective teachers and they provide, in consultation with pupils a rich and engaging learning experience for all children.

THE PUPILS AND PARENTS VOICE

Homework and Learning Folios The pupil’s homework is given on a needs basis and in response to learning. Parents are encouraged to support their children to complete the work and get involved with their learning.

Learning Festivals This event is held annually to help parents to support their children’s learning and underpins the school’s idea of inclusive parental involvement. Parents are provided opportunities to view and participate in group interactive learning with their children and the teaching staff.

Parents Night and Reports This is an informative and valuable interaction between parents, teachers and pupils concerning the progress of their child’s learning and all round development. Parents are encouraged to engage in a two way process with the teaching staff to ensure that their child is receiving an educational package to meet their individual needs.

Assessment Progress reports are sent to parents annually and parents’ evenings are held every year so that parents may discuss their children’s progress personally. Folios are shared regularly sharing children’s learning with parents. Formative assessment strategies are used daily and we participate in Scottish Standardised Testing the Scottish Surveys of Achievement.

Calendar A calendar is produced and issued by the school informing parents of dates and activities throughout the academic year. This provides full details of educational and social events for all pupils from Nursery to P7 and other important dates within the school calendar.

Feedback Parents are regularly asked for feedback about their children’s progress through questionnaires, school newsletters and Learning Logs. The school also encourages parents to engage in regular contact with the teaching staff on a personal basis to ensure that the strong communication links are maintained. This is mainly by way of DoJo.

THE CURRICULUM AT SCHOOL, LOCAL AND NATIONAL LEVEL

CURRICULUM FOR EXCELLENCE – see link below http://www.angus.gov.uk/parentsaspartners/CurriculumForExcellence.htm

Curriculum for Excellence (often shortened to CfE) is the curriculum in Scotland which applies to all children and young people age 3-18, wherever they are learning. It aims to raise achievement for all, enabling young people to develop the skills, knowledge and understanding they need to succeed in learning, life and work.

The Four Capacities - the curriculum aims for all children to become:

 Successful Learners  Confident Individuals  Responsible Citizens  Effective Contributors

The Eight Curriculum areas are:

 Expressive Arts – including art and design, dance, drama and music  Health and Wellbeing – mental, emotional , social and physical wellbeing, PE, food and health, substance misuse and relationships, sexual health and parenthood  Languages – listening and talking, reading and writing in literacy and English and modern languages, plus classical languages and literacy and Gaidhlig/Gaelic learners (where available)  Mathematics – including analysing information, solving problems and assessing risk  Religious and Moral Education (denominational and non-denominational) learning about Christianity, other world religions, and developing values and beliefs  Sciences – understanding important scientific concepts across planet Earth, forces, electricity and waves, biological systems, materials and topical science  Social Studies – understanding people, place and society in the past and present including history, geography, modern studies and business education  Technologies – including computing science, food, textiles, craft, design, engineering, graphics and applied technologies

Additional important themes across the curriculum are creativity, enterprise and global citizenship, which include sustainable development, international education and citizenship.

CURRICULUM LEVELS

There are national levels to describe different stages of learning and progress. For most children the expectation is:

 Early Level – pre-school to the end of P1  First Level – to the end of P4  Second Level – to the end of P7  Third and Fourth Levels – S1 to S3, with the fourth level broadly equivalent to SCQF level 4  Senior Phase – S4-S6, and equivalents in other settings, where they can continue to develop the four capacities and achieve qualifications

CAREERS GUIDANCE AND FINANCIAL ADVICE

Through partnership working, schools plan with a variety of organizations to ensure that financial education and career information, advice and guidance is an integral part of the curriculum which provides children and young people with real and relevant learning opportunities which can be applied both in and beyond the classroom.

SEX EDUCATION

Sex and Relationships Education is part of Health and wellbeing. The main areas covered are:  Respecting themselves and others  Respecting individual differences  Ways to express and deal with feelings and emotions  Ways to keep safe  Positive and supportive relationships

These areas are recommended by Scottish Government and are age and stage appropriate.

An effective programme of education about Sex and Relationships is best built on parents and schools working in partnership and assuming shared responsibilities. We aim to keep parents informed about the nature and purpose of the learning programme their children will follow, and to seek parents’ views at appropriate times. Any parents who do have any questions or concerns should contact the Head Teacher directly.

DRUGS EDUCATION

In accordance with the Scottish Government guidelines and Angus Council People Directorate policy and practice, and in common with all Angus schools, this school has in place procedures for dealing safely and effectively with drug-related incidents.

Parents of all pupils involved will be informed whenever an incident occurs which involves possessing, using or selling illegal or controlled drugs, alcohol or volatile substances

 In or around the school premises  during school lunchtime or after-hours activities, including visits and excursions

 on vehicles contracted by Angus council for transporting school pupils to and from school or school activities.

Parents should note that it is Angus Council policy for Tayside Police to be involved in all instances where the drug(s) in question are illegal or controlled substances not prescribed to the possessor. The attention of parents is also drawn to our school policy on the use of medication by pupils. Further information can be obtained by contacting the Head Teacher.

RELIGIOUS AND MORAL EDUCATION

The programme for Religious Education in our school aims to help pupils learn about Christianity and other major world religions and to recognise religion as an important part of human experience. Pupils will also be encouraged to learn from religions and helped to develop their own beliefs, attitudes, moral values and practices through a process of personal search, discovery and critical evaluation.

If a parent wishes to withdraw their child from Religious and Moral Education classes or attendance at school assembly or church services they should contact the school and discuss their concerns with the Head Teacher.

ASSESSMENT – also see link below: http://www.angus.gov.uk/info/20025/schools/286/pupilreportandassessment

Assessment is crucial to tracking progress, planning next steps, reporting and involving parents and learners in learning. Evidence of progress can be gathered by learners themselves, and by fellow pupils (peers), parents, teachers and other professionals.

A number of approaches are employed including the following:

 Self-assessment – learners will be encouraged and supported to look at and revisit their own work, to develop a better understanding of what they have learned, and what they need to work on  Peer assessment – learners will be encouraged and supported to work together to help others assess what is good about their work and what needs to be worked on  Personal learning planning – children, teachers and parents will work together to develop planning for next steps in learning  Profiles – a statement of achievements both within and out with school, to be introduced at P7 and S3.

Your child’s progress is based on diagnostic assessments and on the learning that takes place within the classroom and in different settings out with the classroom.

Evidence of children and young people’s progress and achievements will come from day to day learning and through the things they may write, say, make or do. For example evidence may emerge as a result of children and young people taking part in a presentation, discussion, performance, or practical investigation. Evidence may be captured as a photograph, video or audio clip as part of a particular learning experience. 13

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

REPORTING

Reporting informs parents of progress. This will be through a range of approaches including meetings at parent/pupil/teacher Learner Led Conferences held twice each session and a written report in May highlighting your child’s progress and achievements.

TRANSITION

Transitions are the moves children and young people make from home to nursery, from stage to stage, from primary to secondary, between schools and from secondary to further education and beyond. We have excellent transition between each stage of primary and work throughout the year with our nursery class together with primary 0ne. We also follow are programme of transition events in conjunction with our feeder high school, Monifieth High.

Starting Nursery Once your child has been allocated a place in the pre-school class you will be invited along to meet the staff and children, to find out more about the curriculum and to share information about your child. Your child will be invited to join the pre-school class with your support as necessary until they have fully settled.

Starting Primary One Children in Scotland must start school in the August term after their fifth birthday. This generally means that children start school when they are aged between four-and-a-half and five-and-a-half.

To help your child prepare for a good start you can:

 Listen and talk to your child about this change in their lives  Involve your child in getting ready for school by helping choose the things they will need e.g. their uniform, lunchbox, school bag  Keep in touch with the school about anything which may affect your child’s learning  Attend induction events or introductory sessions

Moving from Stage to Stage Your child will be involved in an induction programme every year in school. Prior to the summer holiday your child will meet their teacher for the following session and visit their new classroom. Teachers work closely and share information about your child’s learning and achievements. Staff will also share other information which will help the teacher support your child’s learning e.g. friendship groups, preferred ways of working etc.

Moving Between Schools When a child moves to a new school their class teacher will telephone the new school to share information on academic achievement and personal likes/dislikes with their new teacher. Parents are encouraged to organize a visit to the new school (if possible) in advance to support the child feel secure in the move.

It should be noted that opportunities for enhanced transitions is available for children as required.

LIAISON WITH SECONDARY SCHOOL

The school maintains close links with Monifieth High School – Panmurefield Road, Monifieth DD5 4QT, Tel: 01382 534466, and primary schools within the Angus area. Our teachers, and in some cases our pupils, visit other schools and establishments and other teachers and pupils visit us. This process is necessary for the professional development of staff, reciprocal understanding and the establishment of curricular consistency.

TRANSFER TO SECONDARY SCHOOL

Pupils normally transfer to Secondary School in August following completion of their P7 year. You will be contacted by letter and offered a place at the secondary school serving your home address which you may either accept or decline.

Secondary schools have their own arrangements for meetings with prospective parents, and you will be given details of these meetings.

Secondary staff visit P7 pupils to discuss aspects of their transfer with them, and in June the children will spend 2/3 days at their chosen secondary school.

Parents who wish to transfer their children to a secondary school other than that proposed by the Education Authority must submit a written placement request by mid March.

Placing Request forms are available from the Head Teacher or the People Directorate, Angus House, Orchardbank Business Park, Forfar DD8 1AE, Tel: 08452 777 778.

On Leaving School The first eligible school leaving date for most young people is 31 May in S4. This applies to young people whose fifth birthday fell between 1 March and 30 September in the year they entered P1. Younger pupils in a year group cannot leave before December in S5. Older pupils are eligible to leave as early as December in S4.

Opportunities for All is Scottish Government’s commitment to offer all 16-19 year olds a place in education, training, employment or other planned learning from when they leave school up to their 20th birthday. In Angus, the support provided by school staff and other partners such as Careers Advisers is personalised to meet each young person’s needs. All young people should receive the right amount rather than the same amount of information, advice and support in order to help them enter and sustain a positive destination. For young people who do not immediately enter a positive destination on leaving school, support will continue until they find a suitable opportunity.

Transitions are particularly critical for young people with additional support needs and require additional preparation and planning. Whenever a young person with additional support needs is approaching a transition, other agencies are involved in transition planning, the young person's views are sought and parents will be part of the planning process. In all cases, early consultation will take place with the post-school learning provider to ensure that any support necessary is in place.

SUPPORT FOR PUPILS

IDENTIFYING AND ADDRESSING ADDITIONAL SUPPORT NEEDS

In Angus, the Getting It Right ‘Multi-Agency Staged Intervention' process is used to identify and meet pupils' needs and to manage and review provision.

STAGED INTERVENTION Stage 1- All Pupils Stage 1 describes the everyday business of our schools. Pupils and parents are involved as a matter of course. Assessment of pupil progress and support needs is part of daily classroom processes. Additional or alternative teacher-based approaches meet identified need.

Stage 2 Assessment and review is still school-based but may involve 'networking' within the universal services of Education and Health. For example Educational Psychology Service and School and Family Support Service within Education or Community Child Health and Speech and Language Therapy within Health. An Individualised Education Programme (IEP) is in place to manage and review both needs and support provided.

Individualised Educational Programmes An Individualised Educational Programme (IEP) is an education planning document managed by schools setting out long and short term educational targets. Parents, and where appropriate, pupils, are involved in review each term.

Stage 3 Where a pupil is experiencing significant delay, disruption or distress in their learning, social development or personal circumstances, a Stage 3 Child’s Planning Meeting is held. The meeting may consider the need for a Coordinated Support Plan.

Co-ordinated Support Plans (CSPs) A Co-ordinated Support Plan is an educational planning tool which plans long term and strategically for a year at a time. A CSP is established by the education authority in cases where education staff are working together with colleagues from another agency to provide significant levels of support to a pupil and co-ordination is required.

Stage 4 Decision-making and resource allocation by the Angus Council Resource Management Team may lead to significant additional resources or alternative packages of care/education through extended support for pupils.

Stage 5 Senior Education and Social Work and Health Managers take decisions on an individual case basis. Exceptional resources may be necessary, such as education or care provision out with Angus.

MORE INFORMATION ABOUT ADDITIONAL SUPPORT NEEDS

Local, direct support is usually the best way to meet pupils' needs and all Angus schools support pupils who have additional support needs (ASN). If parents have any questions about their child's progress or well-being at school, they should discuss these first with the 16

class teacher or Head Teacher as the Named Person in primary school or the Pupil Care and Support Teacher as the Named Person in secondary school. Please contact the school office and arrange an appointment.

Pupils who have more significant or complex needs, and require more support than can be provided in their local primary/secondary school, can be supported in the area ‘Specifically Resourced School’, a school which has additional staffing and resources. At least one primary in every Angus burgh is additionally resourced, and all Angus secondary schools are specifically resourced schools. There is no special school in Angus, and so some Angus specifically resourced schools also have additional levels of staffing, expertise or resources to allow them to meet significant or complex needs.

The Education Authority values partnership working with parents and will do everything possible to help resolve concerns or differences of opinion at an early stage.

If you have any queries about your child's additional needs, or about the support being provided to meet those needs, after the first step of discussing it with your child's Class teacher or Head teacher, you would find it helpful to discuss a problem informally with someone other than school staff, please contact the People Directorate on 01307 476339.

Parents and young people also have the right to ask the Education Authority to establish if a pupil has Additional Support Needs (ASN) and consider if a Co-ordinated Support Plan (CSP) is needed.

Parents can also arrange an assessment privately and ask the Education Authority to take the assessment report into account. Requests should be made in writing to the Angus Council People Directorate, Angus House, Orchardbank Business Park, Forfar DD8 1AE ([email protected]) describing the type of assessment and why it is necessary. Requests are acknowledged promptly and usually agreed unless the request is considered to be 'unreasonable'.

Parents and young people have the right to:

 Independent Mediation Services This service is free and involves an independent third party who helps to resolve disagreements between education authority and parents or young people. A local independent mediation service can be accessed through contacting Moira Bisset, Parent to Parent, Ryehill Health Centre, St. Peter Street, Dundee DD1 4JH (01382 455200 [email protected]).

 Independent Advocacy Let’s Talk ASN is the National Advocacy Service for Additional Support Needs, established by the Scottish Government and provided jointly by Govan Law Centre and Kindred Advocacy. It offers independent professional or legal advocacy to families and young people who have grounds to make a referral to the Additional Support Needs Tribunal Scotland. More information is available from 0141 445 1955 or [email protected]

 Free Dispute Resolution Some disagreements, such as about the assessment of additional support needs or the level of support, can be referred for written review by an adjudicator independent of the council. Requests for Dispute Resolution should be made in writing or electronically to the People Directorate, Angus House, Forfar, DD8 1AE [email protected]. 17

 Refer to the Additional Support Needs Tribunal Scotland (ANSTS) Parents and young people can appeal to the ASNTS about decisions involving a Co-ordinated Support Plan (CSP) http://www.asntscotland.gov.uk (0845 120 2906). A new national advocacy service provides advice to parents and young people about grounds for a referral. Contact Barnardo's, 235 Corstorphine Rd, Edinburgh EH12 7AR (0131 3349893) http://www.barnardos.orq.uk.

Independent advice and information is available from Enquire, the Scottish Advice Service for ASL http://enquire.org.uk/ (0845 123 2303).

The Govan Law Centre Education Law Unit, Govan Law Centre, 47 Burleigh Street, Govan, Glasgow G51 3LB. 0141 445 1955 http://www.govanlc.com/index.html works in partnership to support pupils' and parents' rights in education.

The Scottish Independent Advocacy Alliance, Melrose House, 69a George Street, Edinburgh, EH2 2JG. 0131 260 5380, http://www.siaa.org.uk safeguards people who are vulnerable.

For any queries related to Additional Support Needs, please contact the People Directorate on 01307 476339

ON GOING SUPPORT ARRANGEMENTS FOR PUPILS

Providing personal support for learners 3-18 is the responsibility of all staff. In the pre-school and primary setting the Early Years Practitioner or Class teacher are the key adult who knows every child or young person in their care well, taking an avid interest in their welfare and progress.

If a parent wishes to contact the key adult who has an overall picture of how a pupil is progressing please contact the school office in all cases and arrange an appointment.

SCHOOL IMPROVEMENT

Our Curriculum Rationale

The rationale for our curriculum was created in consultation and collaboration with families and children and is underpinned by our shared values;

• We are a happy, learning school • We are inclusive and promote high expectations of attainment and achievement to secure improvement and positive outcomes • We take account of pupils’ voice and the views of parents and the community. • We encourage leadership at all levels • We value hard work, resilience and perseverance to do our very best

The curriculum Rationale outlines our aspirations and those you and pupils shared with us, for delivery of the whole curriculum, how we implement this as a school and our aims for our school culture and climate for learning. We evaluate the work of the school every year and therefore recognise the importance of personalising our curriculum to encourage all children to explore and develop their talents

and interests. The success of our School Shows are great examples of this, when we often see children’s confidence grow as they participate in drama, dance and performing activities. Our Curriculum Rationale embodies our purpose for education and seeks to prepare children of the future and for the future. As a staff, we have discussed at length the following three questions; 1. What should be our priorities for children to best equip them for the future?

2. How can we promote personalisation and creativity?

3. How do we embrace pupil diversity?

Following this professional dialogue and consultations with you and pupils, we have agreed on a further question, what are we trying to achieve? We have consolidated these ideas in to the following main achievements; • Exciting and positive experiences for all children, in all areas of the curriculum.

• Our aim, which is that children value themselves, others and our diverse and multi- cultural world.

• More opportunities for creativity and personalisation.

• Enjoyment for everyone through development of children’s strengths, talents and interests.

All children will have opportunities to be creative and to explore their world in an active way; both actively thinking and learning through activity. This will ensure that we provide a holistic education for every child. Ultimately, we hope that every child will be “In their Element!” We see our purpose and priorities as follows: Purpose: To enable children to understand the world around them and the talents within them so that they can become fulfilled individuals and active, compassionate citizens. Priorities We aspire that all our children have skills for learning, life and work so that they are able to be successful learners, confident individuals, effective contributors and responsible citizens. These include; • Social skills for building relationships and well-being

• Qualities of adaptability and resilience

• Understanding of culture and diversity

• Personalisation and the development of individual talents and interests

• Learning to learn, using imagination and being creative

Our curriculum seeks to value all of these and to embrace them in everything that we do. Our Murroes Learner Qualities are one way in which we help children to achieve our purpose and aspirations. Curriculum Rationale Implementation Our overarching theme for this session was; The World Within Us; The World Around Us We agreed that we would raise the profile of certain subjects within the curriculum to

support us to achieve our purpose and to raise attainment and achievement. We formally agreed this with members of the Parent Council on 21st August 2017. The structure adopted for this year took the form of 6 blocks of 6 Fridays per block, focused on the following areas; Art and Design • Food Technology

• Drama, Dance and Moving Images

• Culture and Diversity

• Science

• Engineering and Architecture

• Social Subjects – Rainforests

The Nursery followed a similar range of learning experiences in each area, throughout the year, specifically tailored to their interests and talents. Feedback about our Vision and Friday Clubs was gathered in October and June. This feedback has been used to inform our practice for the coming year.

Review of progress with improvement plan for session 2016-17

School Improvement Priority 1: The culture and ethos of our school promotes collaborative practice and a shared language of learning. NIF Priority: How Good is our School 4 Challenge Question/s:

1.2 Leadership of Learning Parental engagement How good is our professional engagement and collegiate working? Teacher Professionalism 2.2 Skills for Learning Life and Work School Improvement 2.3 Learning Teaching and Assessment – Learning and engagement How effectively do we involve learners and parents in planning and evaluating learning?

Progress & Impact:

Teachers, learners and parents understand how we learn. Learning strategies and metacognition  Shared curriculum rationale with parents linked to the NIF  Staff and pupils will share folios with parents during parent consultations to show how and what children learn Parents were provided with opportunities to contribute to leading improvements and making decisions that affect the school. Parents have been involved in on-going two way communications through the use of folios and parent consultations.

Learning dispositions are shared and understood across the school community

 Learning festival was led by pupils to share Murroes Visible Learning journey. Pupils led a variety of activities to demonstrate various visible learning strategies including the use of LI, SC learner qualities and feedback. Parents have an increased knowledge and understanding of Visible Learning and were able to use this to frame discussions with their children at parent consultations and during responsive homework tasks.

Teachers participate in professional dialogue focused on evidence based research.  Staff undertook professional reading as part of collaborative school CLPL and evaluated their practice against this Staff have an increased knowledge and understanding and can now apply this in their practice

Teachers, learners and parents engage in motivating and relevant learning experiences  Whole school IDL context planned using skills and dispositions linked to ‘Murroes Mighties’, focusing on creativity and challenge. High levels of learner engagement and a better understanding by pupils of how they need learner qualities to learn effectively.

Next Steps: A commitment has been made to involve the children more in the creation of the folios and the focus was streamlined to include only where the children are at in their learning and where they are going next. Learner quality progression to be created with Visible Learning Council and shared. Extend the IDL approach by planning quality learning through STEM and expressive arts during concentrated six week blocks.

School Improvement Priority 2: High quality learning and teaching with effective feedback as an integral part of the process. NIF Priority: How Good is our School 4 Challenge School Improvement Question/s: Assessment of progress 3.2 Raising attainment and achievement- 2.3 Learning Teaching and Assessment – Learning and engagement 2.7 Partnerships- Impact on learners

Progress & Impact:  Nursery staff have undertaken initial training in Visible Learning and have embedded the learning dispositions to fit their learning environment. This has aided transition between nursery and school. Overall quality of learners achievement  Increased responsibility over their learning by setting targets and taking responsibility for achieving these  Better account of children’s progress and attainment has been considered to effectively group children according to their ability as part of on-going diagnostic assessments in numeracy as part of fluid groupings  A wide variety of feedback strategies identified in visible learning and these have been used consistently across the school  Pupils are becoming more adept at reflecting on their learning and self-assessing using

the Learning Pit

Next Steps: Pupils to have increased ownership over their folio and sharing of this information with parents Increase opportunities for pupils to develop a range of skills and attributes through a wide range of activities (STEM subjects) Diagnostic test results to be shared and analysed by children with their teachers Better consideration needs to be given to how feedback is used effectively to track progress and ensure that the feedback is having a positive impact on learning Be constantly aware of ensuring that there is challenging learning for more able pupils

School Improvement Priority 3: Data is used effectively by teachers to measure their impact on learning and to improve outcomes for learners: Know thy Impact (Hattie 2014). NIF Priority: How Good is our School 4 Challenge Teacher professionalism Question/s: School leadership 1.1 Self-evaluation for self-improvement

Progress & Impact:  Teachers analysed data such as INCAS, diagnostics and PIPs and used results to create an action plan for literacy and numeracy

 Hot and cold testing used to good effect in writing and spelling

 We have accurate intelligence about the quality of learning and teaching and attainment through walk-throughs, visits to other schools collegiate discussion

 All staff have participated in self-evaluation through collaborative working groups with same stage cluster colleagues

 Pupil participation is a strong feature of our approach and Wee HGIOS version 2 was created by P7 pupils and used to evaluate

Next Steps: Results of data to be shared with children and used for children to set targets by pupils and teachers.

Priorities for inclusion in the 2018/2019 Improvement plan

Next Steps for 2018/19  Develop a Digital Learning Strategy  Improve use of the outdoor areas and develop an Outdoor learning Strategy  Embed good practice in Visible learning and adapt this to better meet the needs of early years pupils  Agree whole School Moderation Programme – work with cluster colleagues to moderate VL  Further develop school monitoring and tracking tool to ensure that it reflects data in line with folios, benchmarks and standardised assessments  Introduce systematic use of the Wellbeing Web to support learners in their understanding of “Getting it Right for ME”  Involve parents and pupils in the promotion of Health and Well-being events around resilience and internet safety/use of social media.

 Introduce the use of DoJo to improve home-school communication and further extend the use of ‘wee HGIOS’ ( pupil self-evaluation tool)

USEFUL LINKS & CONTACT DETAILS

Education Scotland’s Communication Toolkit for engaging with parents – https://education.gov.scot/improvement/Documents/Parental%20involvement/PAR2_Eng agingParentsandFamiliesToolkit/par2-engaging-parents-toolkit-section3-060416.pdf

The Scottish Government guide Principles of Inclusive Communications provides information on communications and a self-assessment tool for public authorities – http://www.scotland.gov.uk/Publications/2011/09/14082209/0

Choosing a School: A Guide for Parents - information on choosing a school and the placing request system – http://www.gov.scot/Publications/2010/11/10093528/0

A guide for parents about school attendance explains parental responsibilities with regard to children’s attendance at school – http://www.scotland.gov.uk/Publications/2009/12/04134640/0

Parental Involvement

Guidance on the Scottish Schools (Parental Involvement) Act 2006 provides guidance on the act for education authorities, Parent Councils and others – http://www.scotland.gov.uk/Publications/2006/09/08094112/0

Parentzone provide information and resource for parents and Parent Councils – https://education.gov.scot/parentzone/

School Ethos

Supporting Learners - guidance on the identification, planning and provision of support – https://education.gov.scot/scottish-education-system/Support%20for%20all

Health and wellbeing guidance on healthy living for local authorities and schools - http://www.scotland.gov.uk/Topics/Education/Schools/HLivi

Building Curriculum for Excellence Through Positive Behaviour and Relationships outlines the Scottish Government’s priority actions around positive behaviour in schools and is also a source of support – http://www.scotland.gov.uk/Publications/2010/06/25112828/0

Scottish Catholic Education Service’s resource ‘This is Our Faith’ which supports the teaching and learning of Catholic religious education – http://www.sces.uk.com/this-is-our-faith.html

Curriculum

Information about how the curriculum is structured and curriculum planning – https://education.gov.scot/parentzone/learning-in-scotland

Information about the outcomes a learner can expect to experience and achieve across literacy, numeracy and health and wellbeing, as well as the 8 curricular areas – https://education.gov.scot/parentzone/learning-in-scotland/About%20the%203- 18%20curriculum

Advice, practice and resources to support the experiences and outcomes on literary, numeracy and health and wellbeing – https://www.education.gov.scot/Documents/btc3.pdf

Broad General Education in the Secondary School – A Guide for Parents and Carers – https://education.gov.scot/scottish-education-system/Broad%20general%20education

Information on the Senior Phase – https://education.gov.scot/scottish-education-system/senior-phase-and- beyond/Senior%20phase

Information around the Scottish Government’s ‘Opportunities for All’ programme – https://www.skillsdevelopmentscotland.co.uk/what-we-do/partnerships/16plus-data-hub/

Information for organisations responsible for the planning, management and delivery of career information, advice and guidance services – https://www.skillsdevelopmentscotland.co.uk/what-we-do/our-products/career- management-skills/

The Skills Development Scotland website ‘My World of Work’ offers a number of tools to support career planning – http://www.skillsdevelopmentscotland.co.uk/

Assessment and Reporting

Building the Curriculum 5: a framework for assessment provides guidance around the assessment framework – https://education.gov.scot/scottish-education-system/policy-for-scottish- education/policy-drivers/cfe-(building-from-the-statement-appendix-incl-btc1- 5)/Building%20the%20Curriculum

Information about Curriculum for Excellence levels and how progress is assessed – https://education.gov.scot/parentzone/learning-in-scotland/assessment-and- achievement/What%20is%20assessment,%20and%20when%20and%20how%20does%20it% 20take%20place?

Curriculum for Excellence – https://education.gov.scot/scottish-education-system/policy-for-scottish- education/policy-drivers/cfe-(building-from-the-statement-appendix-incl-btc1-5)

Transitions

Curriculum for Excellence factfile - 3-18 Transitions - provides information on the transitions children and young people will face throughout their education and beyond – https://education.gov.scot/parentzone/additional- support/how%20schools%20plan%20support/Planning%20for%20transitions

Developing creativity, employability and skills - https://education.gov.scot/what-we-do/Developing%20employability%20and%20skills

Choices and changes provides information about choices made at various stages of learning – https://education.gov.scot/scottish-education-system/policy-for-scottish- education/policy-drivers/cfe-%28building-from-the-statement-appendix-incl-btc1- 5%29/Experiences%20and%20outcomes

The Additional support for learning page provides links to relevant legislation and guidance, including the arrangements that should be in place to support pupils with additional support needs – http://www.scotland.gov.uk/Topics/Education/Schools/welfare/ASL

Supporting Children's Learning Code of Practice includes specific requirements on education authorities and others under the new legislation in relation to transition – http://www.scotland.gov.uk/Publications/2011/04/04090720/21

Enquire is the Scottish advice service for additional support for learning – http://enquire.org.uk/

Parenting across Scotland offers support to children and families in Scotland – http://www.parentingacrossscotland.org/

Support for Pupils

Information about the universal entitlement to support that underpins Curriculum for Excellence – https://education.gov.scot/scottish-education-system/Support%20for%20all

Supporting Children's Learning Code of Practice (Revised edition) - provides Statutory guidance relating to the Education (Additional Support for Learning) (Scotland) Act 2004 as amended – http://www.scotland.gov.uk/Publications/2011/04/04090720/21

GIRFEC – see link below https://www.angus.gov.uk/social_care_and_health/children_and_families/getting_it_right _for_every_child

Getting It Right For Every Child and Young Person, is essential reading for anyone involved or working with children and young people, including practitioners working in adult services with parents and carers – http://www.scotland.gov.uk/Topics/People/Young-People/gettingitright

School Dinners – A school dinner costs £2.10. This is ordered and paid for via iPay Impact. P1-3 pupils receive free school dinners.

Applying for Free School Meals Information can be found on the Angus Council web site at: http://www.angus.gov.uk/info/20163/educationgrantsandbenefits/123/freeschoolmeals

SPECIAL DIETARY REQUIREMENTS

School lunches can be provided for children requiring medically prescribed diets. These are diets required to treat a specific condition e.g. a gluten free diet for coeliac disease, a milk free diet for milk intolerance. To organise a diet for your child you need to ask your GP or Dietician to write to: Fiona Dawson, Monitoring Officer, People Directorate (physical Resources), Angus House, Orchardbank Business Park, Forfar, DD8 1AE. Please include details of your child’s name, address, date of birth, the school they attend and the type of diet they are on.

SNACK PROVISION (PRE-SCHOOL ONLY)

There are no charges for the 5 sessions of pre-school education provided each week for all children.

SCHOOL MEALS

It is the Authority’s policy to provide meals and facilities for the consumption of packed lunches in all schools where these are required and encourage healthy eating.

School lunches are provided by Tayside Contracts and school menus meet the Nutrient Standards set for school lunches. An interactive copy of the menu, as well as other useful information, can be found on the Tayside Contracts site at http://www.tayside- contracts.co.uk/school-catering.cfm. School lunches are planned so that children can choose a well balanced meal, which includes a good selection of bread, vegetables, fresh fruit, milk and fruit juice being available daily.

However, some pupils prefer a packed lunch. We think a well balanced packed lunch with a tasty alternative to chocolate biscuits and sweets is very important, although one small treat per day does no harm! Dates, raisins, sultanas, carrot sticks, cherry tomatoes and seasonal fruit could provide healthy alternatives. Unflavoured milk and water are the ideal drinks for teeth. Sandwiches often form a major part of a packed lunch. Fillings for sandwiches should be chosen with care because the packed lunch will be stored in a warm classroom for a number of hours. It is therefore advisable to use a cool bag and ice pack and choose fillings that are less likely to be affected e.g. cheese and tomato, salad, egg and tomato. An alternative to sandwiches could be cooked pasta with a variety of fruit or vegetables and a suitable dressing. Occasionally a piece of quiche or pizza could be included.

The school aims to encourage young people to enjoy food which is both attractive to them and nutritionally sound whether this is a school meal, a packed lunch or a snack. We would appreciate your support in achieving this aim.

HEALTH CARE

You can contact your school health staff at: - Whitehills Community Care Centre 01307 475274 School nurse – Leanne Oliphant Mobile 07771 780742

ADMINISTRATION OF MEDICINES

Many pupils will, at some time in their school careers, need to take medication. For the vast majority this will be a short-term requirement, with pupils simply finishing a course of medication which has been prescribed for them by their family doctor. Wherever possible, parents are requested to ask for GP prescriptions which can be administered outwith the school day, i.e. in the morning and evening.

However, pupils may have medical conditions such as asthma or diabetes which may require long-term support and, if their conditions are not properly managed by taking regular medication in school, their access to education could be limited. In addition, some children have conditions which may require occasional staff intervention e.g. severe allergic conditions such as anaphylaxis. Pupils with such conditions are regarded as having health care needs but, notwithstanding these, the vast majority of children with such needs are able to attend school regularly and, with some support from the school staff, are able to take part in most normal school activities.

In any of these circumstances parents (or young people themselves if they are over the age of 16) should discuss the matter with school staff and agree the arrangements which will be made to provide support for the pupil. A written request form must be completed in advance when any medication is to be administered or taken in school.

MEDICINE – Medicines for pupils are required to be brought into school by parents and a form signed for the administering of any medicines during the school day (including throat lozenges). Inhalers can be left in the school office or carried by children as appropriate.

INTERNET SAFETY/MOBILE PHONES

An information evening on Internet safety is held every 2-3 years. Mobile phones brought to school should be handed in to the class teacher.

TRANSPORT– see link below http://www.angus.gov.uk/info/20234/travel/175/freeschooltransport

School Bus – Two school buses bring pupils to school every morning and take them home at the end of each day. Complaints about the school bus should be directed to the Angus Transport Team, 01307 473191.

The Authority will provide transport for primary school pupils living over two miles and secondary school pupils living over three miles from their delineated area schools. In these cases, bus passes are issued to pupils where suitable public transport exists, and contract transport is arranged where there is no suitable public transport. Vacant seats on non- registered vehicles may be allocated to pupils on a concessionary basis. Concessionary seats must be re-applied for an annual basis prior to the end of the school year in June.

Where a parent who resides less than two miles from the delineated area primary school considers that on grounds of safety the journey to school is unreasonable for his/her child to undertake when accompanied by a responsible adult, he/she may apply to the People Directorate for consideration to be given to the provision of transport. This applies only where no suitable public transport is available.

Application forms are available from the school office or you may apply on-line on the Council website at www.angus.gov.uk

The Education Authority may also consider requests for transport involving exceptional circumstances.

The Authority may provide free transport where necessary for pupils who attend a Specifically Resourced School proposed by the Authority. In certain cases, pupils may be encouraged to make their own way to school by public transport, and where this is authorised, bus passes are issued. Where a pupil’s address falls in the delineated area of a resourced school, and is within reasonable walking distance, the Authority will take advice from the Community Child Health Service before deciding if free transport should be provided.

INSURANCE

The Authority insures against its legal liability for:-

a) personal injury and b) damage to property not belonging to the school or Council.

This means that if an injury is sustained or personal property is damaged/broken/lost due to negligence or omission on the part of the school or its staff, claim costs will be met by the Council’s public liability policy. There is no automatic right to compensation. It is the responsibility of the person making the claim to prove that the Council has been negligent in their actions leading to the loss.

Parents may wish to consider their own insurance arrangements in terms of appropriate extensions to their household insurance or arranging their own separate covers. MUSIC SERVICES http://www.angus.gov.uk/info/20025/schools/284/musicservices

Angus Council aims to provide a quality music service which will raise attainment and enable pupils to achieve their full musical potential by:

 providing quality tuition  enriching the cultural and musical life of schools through ensembles, bands and orchestras and choirs 28

 ensuring equal opportunity to access to as many pupils as time and resources allow  fostering life-long skills which can serve the wider community  instrumental instructors actively promoting music for as many youngsters in Angus as possible

PARENTAL ACCESS TO RECORDS

The School Pupil Records (Scotland) Regulations 1990 Details of the regulations and process for obtaining information specific to pupils are available by contacting the school directly.

CHILD PROTECTION – see link below: http://www.angus.gov.uk/info/20237/protectsomeonefromharm/178/childprotection

Given on-going public concern on the subject of child abuse, and recent changes in the law, schools are now required to report if they think any child may have come to harm as a consequence of possible abuse.

A member of staff in each school has been appointed to be responsible for Child Protection matters and special training has been given to these people. Should you wish further advice about Child Protection and the safety of children, please feel free to contact the school.

The school has good liaison contact with the School Medical Officers, Social Workers, and the Police, any or all of who may become involved if abuse is suspected

TRANSFERRING EDUCATIONAL DATA ABOUT PUPILS

Education Authorities and the 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. This has two functions: acting as a ‘hub’ for supporting data exchange within the education system in Scotland and the analysis of data for statistical purposes within the Scottish Government itself. The data collected and transferred covers areas such as: date of birth Scottish Candidate Number (SCN) postcode registration for free-school meals whether a pupil is looked after by his/her local authority additional support needs including disability and English as an Additional Language (EAL), and attendance, absence and exclusions from school.

The SCN acts as the unique pupil identifier. Pupil names and addresses are not passed to ScotXed. Your postcode is the only part of your address that is transferred for statistical purposes, and postcodes are grouped to identify ‘localities’ rather than specific addresses. Dates of birth are passed on as ‘month and year’ only, again to ensure that

individuals are never identified. Data is held securely and no information on individual pupils can or would be published by ScotXed.

Providing national identity and ethnic background data is entirely voluntary. You can choose the ‘not disclosed’ option if you do not want to provide this data. However, we hope that the explanations contained in this message and on our website will help you understand the importance of providing the data.

Data transferred to the National Health Service (NHS)

Data is also transferred between the authority and NHS Tayside for a number of reasons e.g. we receive a data feed of pre-school children in order that we can project future school rolls; we provide data of pupils at different ages in order that NHS Tayside can offer your child, with your approval, specific health checks or advice through the school. The data we transfer is usually your child’s name, address, date of birth and gender which in most cases is already held on the NHS database. The reason for transferring the data is to ensure both the Council and the NHS databases are as accurate as possible.

Storing and holding pupil data

Angus Council use a system called SEEMiS which will be used by all local authorities inScotland and is subject to independent scrutiny to ensure that it is a secure environment for holding such data. Our schools update the data held in the system when they have an16 education update to make to a pupil’s record or when they receive advice from a parent or guardian either through the Annual Data Check exercise or when they are made aware of a change of circumstances at any other time in the year. Please note that we also hold, on the above system, a copy of your child’s photograph which is provided by the school photographer on a CD. This CD is duly destroyed at the end of each session. You should note that no one can access these photographs unless they are authorised to use the system by entering their User Code and a Unique Password.

Why do we need your data?

In order to make the best decisions about how to improve our education service, ScotXed, education authorities and other partners such as the SQA and Skills Development Scotland need accurate, up-to-date data about our pupils. We are keen to help all our pupils do well in all aspects of school life and achieve better examination results. Accurate and up-to-date data allows us to: plan and deliver better policies for the benefit of all pupils, 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.

Data is also transferred to ScotXed for pupils who have left school to provide accurate data on pupils in each school year who leave school having attained the minimum school leaving age. Skills Development Scotland also receives this data in order that they can provide an appropriate support service to school leavers.

Data protection rights with respect to ScotXed

The collection, transfer, processing and sharing of ScotXed data is done in accordance with the Data Protection Act (1998). The Data Protection Act gives you the right to know how we will use your data. 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).

ScotXed works with a range of partners including HM Inspectorate of Education and theSQA. On occasion, we will make individual data available to partners and also academic institutions to carry out research and statistical analysis. In addition, we will provide our partners with information they need in order to fulfil their official responsibilities. Any sharing of data will be done under the strict control of ScotXed, which will ensure that no individual level data will be made public as a result of the data sharing and that these data will not be used to take any actions in respect of an individual. Decisions on the sharing of data will be taken in consultation with colleagues within and out with ScotXed.

Concerns

If you have any concerns about the ScotXed data collections you can write to The ScotXed Support Office, Area 1B, Victoria Quay, Leith, EH6 6QQ.

EMERGENCY CLOSURES Emergency closure information can be found on the Angus Council web site at: http://www.angus.gov.uk/info/20025/schools/176/emergency_school_closures_and_trans port_updates

SCHOOL HOLIDAY DATES These can be found on the Angus Council website at: http://www.angus.gov.uk/info/20025/schools/13/school_holidays School Improvement

Scottish Schools Online - provides a range of school information, including contact details, school roll, facilities, website, and inspection reports – https://education.gov.scot/parentzone/find-a-school

The Scottish Survey of Literacy and Numeracy (SSLN) is an annual sample survey which will monitor national performance in literacy and numeracy – http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education/SSLN

Scottish Credit and Qualifications Framework (SCQF) – http://www.scqf.org.uk/

Scottish Qualifications Authority provides information for teachers, parents, employers and young people on qualifications – http://www.sqa.org.uk/

Amazing Things - information about youth awards in Scotland – http://www.awardsnetwork.org/index.php

Information on how to access statistics relating to School Education – http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education 31

School Policies and Practical Information

Schools and local authorities should consider the most relevant school, local and national policies and include details or links for parents to sources of further information.

National policies, information and guidance can be accessed through the following sites - http://www.scotland.gov.uk/Topics/Education http://www.scotland.gov.uk/Topics/Health http://www.scotland.gov.uk/Topics/People/Young-People

Children (Scotland) Act 1995 – http://www.legislation.gov.uk/ukpga/1995/36/contents

Standards in Scotland's Schools (Scotland) Act 2000 – http://www.legislation.gov.uk/asp/2000/6/contents