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Headteacher: Gayle Clarkson
80 Criffell Road Mount Vernon Glasgow G32 9JQ
0141 778 9616 www.mountvernon-pri.glasgow.sch.uk Twitter: @mvpglasgow
0 Gayle Clarkson Head Teacher October 2015
CONTENTS
You can visit us online Follow us on Twitter: @ @mvpglasgow www.mountvernonpri.glasgow.sch.uk
Chapter Page Chapter Page
Contents 1 5. The Curriculum: Welcome to Mount Vernon Primary 2 Curriculum for Excellence 24 1. School Information: Core Subjects: Literacy & English 26 Contact details 3 Core Subjects: Numeracy & Mathematics 27 Teaching staff & school hours 4 Core Subjects: Health and Wellbeing 28 Remits of promoted staff 5 Religious and Moral Education 29 Support staff 6 Other Curricular Areas 30 The school calendar 2015-2016 7 Assessment 31 Communication 8 Reporting to parents and carers 33 Enrolment 9 6. Support for Pupils: 2. Parental Involvement: Additional support needs 35 The Parent Council 10 Child protection procedures 38 Gathering your views 12 CPP – Appendix 9 39 Home/school partnerships 13 Homework 15 7. School Improvement: Key documents 40 3. School Ethos: Plans for school improvement 2014-2015 40 Our vision, values and aims 16 Our achievements 2013-2014 41 Children’s Rights 17 Promoting Positive Behaviour 19 8. School Policies & Practical Information: Our Partnerships 21 Medical needs and first aid 42 Attendance, holidays and late-coming 43 4. Our Pupils’ School meals 44 Welcome to our school 22 School uniform 45 Voices: Our staff 22 Anti-bullying and other policies 46 Our uniform 22 Clubs and trips 47 The Pupil Council & other committees 23 Transport 48 If you have a worry 23 Classification and composite classes 49 Our values 23 Emergencies and playground supervision 50 The Equalities Act and racial harassment 51 Data Protection and Freedom of Information 52 Comments and complaints 53 Useful Websites 54 Glossary of terms 55
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WELCOME!
Dear Parents and Carers,
We are happy to welcome you and your child to our school. The next seven years are very important and we are looking forward to sharing this time with you. We hope you will find Mount Vernon Primary School a warm and caring place where everyone can reach their full potential. This handbook has been written with you in mind. It aims to provide a rich source of information on every aspect of school life. Wherever you see this icon you will be directed to a source of further relevant information: perhaps a website or a downloadable document.
At Mount Vernon we wish to promote in children a positive attitude to work, self, others and the environment. We will provide a high-quality service and wish to work in close partnership with you in preparing your child to be a successful learner, confident individual, responsible citizen and effective contributor.
Many activities are organised throughout the school year, giving parents the opportunity to meet and work with the staff of the school. We look forward to seeing you at various occasions during the session.
The teaching and support staff are incredibly hardworking and talented professionals. We put children and young people first and greatly value our relationships with them. It is vital that children are happy, safe and achieving their potential.
Please feel free to make an appointment to speak with me or my Depute Head, Victoria Collins, if you have any worries or concerns about your child’s progress or welfare. We will be happy to help at any point in the year and can be contacted through the main office or by e-mail.
I am incredibly proud of our school and hope that you and your child will be too.
Kindest regards,
Gayle Clarkson Head Teacher
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Chapter 1: School Information
There are 7 sections within this chapter: Contact details Teaching staff & school hours Remits of promoted staff Support staff The school calendar Communication Enrolment & Transition to Secondary School
Name: Mount Vernon Primary School
Address: 80 Criffell Road Mount Vernon Glasgow G32 9JQ
Tel: 0141 778 9616 Fax: 0141 778 5583 Email: [email protected]
Website: www.mountvernon-pri.glasgow.sch.uk
www.glasgow.gov.uk/en/residents/goingtoschool
Present Classes P.1c P.1a P.2 P.3/2 P.3 P.4/3 P.4 P.5 P.6 P.7/6 P.7 Role 19 19 27 25 30 25 32 30 29 25 33
Total Roll: 295
Capacity: 348
Parents should note that the working capacity of the school may vary dependent upon the number of pupils at each stage and the way in which the classes are organised. In Mount Vernon we keep ‘reserved spaces’ in each school stage.
Stages covered: P1-7
The school is non-denominational and co-educational. We are part of the Bannerman Learning Community.
COMMUNITY FACILITIES
The school is open after hours for the following uses:
Tuesday: Parent Council 7.00pm-9.00pm (at least once per term)
Should anyone wish to apply for the use of the school accommodation, please make application to:
Glasgow Life Community Letting Section 20 Trongate Glasgow G1 5ES
Tel: 0141 302 2814/2815 E.Mail: [email protected]
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School Information: Teaching Staff
Head Teacher: Mrs. Gayle Clarkson
Depute Head Teacher : Mrs. Victoria Collins
Principal Teacher: Mrs. Kirsty Campbell Mrs. Heather McDonald (Acting)
Class Teachers: Mrs. A. Barr Chartered Teacher P.7 Mr. M Hopgood P.7/6 Mrs. C. Kelly P6 Mrs. L. Cullen P.5 Mrs. L. Reid/Miss. E. McPherson P.4 Miss. C. MacIver P.4/3 Mrs. H. McDonald Principal Teacher P.3 Mr. M. Prentice P.3/2 Mrs. M. Donnelly & Mrs. A. Doran P.2 Miss. T. Agnew P.1a Mrs. K. Campbell Principal Teacher P.1c
Non-Class Contact Time: Miss. R. Hamilton Miss. E. Cullen
This list is for session 2014-2015 and may vary from session to session
Total Staff = 14.6
School Information: School Hours
Primary P.1-P.7
Morning Starting time: 9.00am Interval: 10.30am to 10.45am Lunch break: 12.15pm to 1.00pm
Afternoon Starting time: 1.00pm Dismissal: 3.00pm
*Please note: P.1s remain in school for mornings only until the first week in September
We have a breakfast club in our cafeteria which offers breakfast to all pupils between the times of 8.00am – 8.45am. This costs £1.00 per day.
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School Information: Remits of Promoted Staff -in brief-
HEAD TEACHER: Gayle Clarkson
School effectiveness and continuous improvement Curriculum management and development Staff management Pupil attainment and achievement Quality Assurance School improvement planning Behaviour management Professional adviser to the Parent Council Implementation of council policies Child welfare and protection Health and safety Fire warden Enrolment, transition and attendance [email protected] Management of resources and financial management Management of communications Management of the corporate life of the school Responsible for work experience students and supply teachers Staff development co-ordinator
DEPUTE HEAD TEACHER: Victoria Collins
Management of school effectiveness and continuous improvement Management of Additional Support for Learning Management parent helpers School improvement planning Pre 5 / Primary liaison Direct line manager of P.1-4 staff Curriculum development and overview of Environmental Studies and Enterprise Education Parent Council member – Fundraising branch Trained first aider Fire Warden [email protected]
PRINCIPAL TEACHER: Mrs. Kirsty Campbell PRINCIPAL TEACHER: Mrs. Heather McDonald
Science and Outdoor Education Social Studies Curriculum Health and Wellbeing Curriculum Pupil Council Member of the improvement planning team Member of the improvement planning team Staff Representative on Eco-Committee Responsible for support and guidance to Respon sible for support and guidance to colleagues colleagues Staff Representative – Parent Council Staff Representative – Parent Council (Fundraising) (Fundraising) Fire Warden
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School Information: The Support Staff Team
The support staff has a wide and varied remit within the school. They are extremely helpful and support, pupils and parents in a number of ways.
Miss Gillian Farrell Mrs. Lynsey McSorley Mrs. Janice Young Senior Clerical Support Assistant Clerical Support Assistant Clerical Support Assistant
M r. Brian Cassidy Mrs. Annmarie Sharp Mrs. Janice McGurn Janitor Support for Learning Worker Support for Learning Worker
Mrs. Ann Marie Robb Mrs. Jane Coull Mrs. Monica Clarke Support for Learning Worker Support for Learning Worker Support for Learning Worker
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School Information: School Calendar
January 2016 – June 2017
Return to School: Wednesday 6th January 2016
February Holiday: Monday 15th and Tuesday 16th February 2016 Staff In-Service: Wednesday 17th February 2016
Spring Holiday: Good Friday 25th March & Easter Monday 28th March Monday 4th April 2016 to Monday 18th April 2015
nd School closes at 2.30pm on May Day: Monday 2 May 2016 st Friday 1 April 2016 Staff In-Service: Thursday 5th May 2016
th May Weekend: Friday 27 May 2016 and School closes at 1.00pm on Monday 30th May 2016 Friday 24th June 2016
Close: Friday 24th June 2016
Teachers Return: Thursday 11th August 2016
Pupils Return: Monday 15th August 2016
September Weekend: Friday 23rd and Monday 26th September 2015
Staff In-Service: Friday 14th October September 2016
October Holiday: Monday 17th October to st School closes at 2.30pm on Friday 21 October 2015 th Tuesday 20 December 2016 Christmas Holidays: Wednesday21st December 2016 to Wednesday 4th January 2017
Return to School: Thursday 5th January 2017
February Holiday: Friday 10th, Monday 13th and Tuesday 14th February
Staff In-Service: Wednesday 15th February 2017
rd School closes at 2.30pm on Spring Holiday: Monday 3 April 2017 to st Friday 14th April 2017 (inclusive) Friday 31 March 2017
Good Friday & Easter Monday: Friday 14th April 2016 and Monday 17th April 20167
May Day: Monday 1st May 2017
Staff In-Service: Thursday 4th May 2017
May Weekend: Friday 26th May 2017 and Monday 29th May 2017 School closes at 1.00pm on Close: Tuesday 27th June 2017 Tuesday 27th June 2017
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School Information: Communication
Keeping up-to-date
Each week the Head Teacher sends an e-mail containing the diary for the week ahead. If you would like to receive this please contact the school and ask for your e- mail address to be included.
We also have the facility to send 1 text message per family. This is sent to the main contact. It is very important that you ensure this person’s mobile phone number is kept up-to-date. In the event of the school being closed due to an emergency you will be contacted by text.
Monthly newsletters are a great way to hear about our school and the exciting things happening. These are available through the school bag post, e-mail and also online.
If you visit our school website you will be able to download a number of interesting leaflets about the curriculum, homework, assessment and other important topics.
www.mountvernon-pri.glasgow.sch.uk
If your child is absent, late or they have an appointment
If your child is going to be absent on any school day or is going to be late please contact the Absence Reporting Line to report this. They will update 0141 287 0039 the school.
The teachers take a register at 9.00am. At 9.15am a member of the clerical team visits each class and lets teachers know who has called in. If there is any child absent and we do not have a record of their absence we will call you immediately.
If your child arrives shortly after 9.00am they should come through the main door. They will be met by a Support for Learning Worker who will take them into the main office to sign the ‘Late Book’ and then escort them to class. This way we can ensure that they are safe.
For more information on attendance at school please see page 43.
If you have a concern, question or comment
Please contact the Head Teacher. You can make an appointment at a time which suits your work and personal commitments. Every attempt will be made to see you as soon as possible. You can also e-mail the Head Teacher or Depute Head Teacher at the following addresses:
Gayle Clarkson HT [email protected] Victoria Pollock DHT [email protected]
Your concern will always be taken seriously and treated with respect and professionalism. We seek to resolve concerns in a speedy and professional manner. We are happy to provide confirmation of the resolution in writing. Should you wish to speak to your child’s teacher the Head Teacher and Depute Head are happy to facilitate this.
For further information on concerns complaints or compliments please see page 53.
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School Information: Enrolment & Transition to Secondary School
New entrants
When your child is ready to begin school for the first time, you will be asked to bring him/her to school for registration during the month of January. You will need your child’s birth certificate and 2 proofs of address e.g. a utility bill with your name and address on it.
The local authority will make an announcement in the press giving specific dates. Also look out for our own school literature in your child’s nursery or playgroup.
At other times
If you are considering enrolling your child in our school, please contact the Head Teacher, Gayle Clarkson, either by calling personally at the school or by telephoning 0141 778 9616 to make suitable arrangements for you to come and discuss any relevant details.
Catchment or Placing Request?
If you are unsure which school is your catchment school please visit Glasgow Online at www.glasgow.gov.uk/ecitizentemplates. If you input your postcode this will identify your catchment schools. You have the right to make a placing request for your child to attend a school of your choosing. Information on how to go about this can be found at www.glasgow.gov.uk/goingtoschool.
Transfer to Secondary School
The associated secondary school for Mount Vernon Primary School is Bannerman High School. Pupils work on a variety of projects throughout their P.6 and P.7 years to help them get to know staff at Bannerman High and also the year group of pupils with whom they will transfer. A three day visit is scheduled for June of each year. Pupils who need additional support can join the enhanced transition programme. Please contact the Head Teacher or Depute Head for further information. Arrangements for transfer to secondary normally begin in December.
The contact details for Bannerman High School are: The Bannerman Learning Community: Barlanark Family Learning Centre Ms Jackie Purdie Caledonia Primary School Head Teacher Carmyle Primary School Eastmuir Primary School Bannerman High School Garrowhill Primary School Glasgow Road Mount Vernon Primary School G69 7NS Sandaig Nursery School 0141 582 0020 Sandaig Primary School Swinton Primary School www.bannermanhigh.glasgow.sch.uk
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Chapter 2: Parental Involvement
There are 4 sections within this chapter: Parental Representation: The Parent Council Gathering Your Views Home/School Partnerships Learning at Home: Homework
Parents are the greatest influence on their children. They are central to the life chances of their children and, as such, are partners in the work of educational establishments and Education Services. Glasgow City Council’s Parental Involvement Strategy 2008
You can read this document in full at: http://www.glasgow.gov.uk/en/Residents/GoingtoSchool/ParentCouncils
Parental Representation: The Parent Council
The Scottish Schools (Parental Involvement) Act 2006 has changed the arrangements for parental representation in all schools. Since August 2007, all parents/carers are automatically members of the Parent Forum for their school and they have the right to establish a Parent Council to represent them.
Parent Forum
The membership of the Parent Forum is made up of all parents/carers who have a child or young person at an education authority school. Membership of the Parent Forum allows parents/carers to have a say in the local arrangements to enable their collective view to be represented on matters such as the quality and standards of education at the school and other matters of interest to parents/carers. One of the ways parents in the Parent Forum will be able to express their views will be through the Parent Council.
Parent Council
The Parent Council is a group a parents/carers selected by members of the Parent Forum to represent all the parents/carers of children and young people at the school. Parent Councils are very flexible groups and the Parent Forum can decide on the type of group it wants to represent their views. A Parent Council could get involved in: Supporting the work of the school; Gathering and representing parents’ views to the Headteacher, Education Authority and Education Scotland; Promoting contact between the school, parents/carers, children and young people and the local community; Fundraising; Involvement in the appointment of senior school staff.
Parent Councils are recognised in law from August 2007. As a statutory body, the Parent Council has the right to information and advice on matters which affect children and young people’s education. So, the school and the local authority must listen to what the Parent Council says and give it a proper response. Each school’s Parent Council will be different because it will be parents/carers in each school who make the key decisions. The Parent Council is also entitled to support from the education authority in fulfilling its role.
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The Parent Council meet at least once per term on a Tuesday at 7.00pm
Membership of the Parent Council
Generally, members of the Parent Council must be parents/carers of children and young people who attend the school and the chairperson must have a child in the school. However, the Parent Council can decide to co-opt other members from school staff and the community who will have knowledge and skills to help them.
In Mount Vernon Primary the Parent Council:
Will have a minimum membership of five parents/carers of children attending the school. The maximum membership is twelve In the event of the number of volunteers exceeding the number of places set out in the constitution there will be a ballot of the Parent Forum Has a membership period of two years May co-opt up to four members Will meet at least once a term as a Council and Fundraising sub-committee
Parent Council Members 2013-2014
Chair Person: Mrs. Mairi Greenshields [email protected] Clerk: Mr. Andrew Polson Treasurer: Mrs. Lorna Ormiston Business members: Mrs. Jennifer Allen Mrs. Frances Porter Mrs. Rose Stewart Mrs. Claire Atkinson
Fundraising members: Mrs. Rachel Mochrie Mr. Alan Cartwright Mrs. Laura McDonald Mrs. Jacqueline Kirkland Mrs. Gillian Haddow Ms. Irene Davison Mrs. Brenda Welsh
Co-opted members: Mrs. Victoria Collins DHT Mrs. Ailsa Barr Mrs. Kirsty Campbell PT Miss. Elspeth Cullen Miss. Christine MacIver
The Head Teacher has a right and a duty to attend the Parent Council meetings but does not have the right to vote.
Should you wish to contact the Parent Council please do so through the Chair Person, Mrs. Mairi Greenshields, the Secretary, Mr. Andrew Polson, or the Head Teacher.
Should you wish to be involved in the Fundraising Branch please contact Mrs Victoria Collins DHT through the school office.
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Parental Involvement: Gathering your views
Your views matter!
In the best schools school staff, children, parents and carers work together to create the best possible learning environment. One of our key values at Mount Vernon Primary School is collegiality. This means working together. Everyone’s opinion is valued and we are keen to keep improving our school.
Throughout the year we will seek your views on the work of our school. The Parent Council voice your views and opinions at meetings and we often have ‘tear off slips’ attached to monthly newsletters which you can complete. Each Parents’ Evening you will be asked to complete a brief questionnaire about an aspect of our school practice. We gather your views because it is important to us that we ensure our school provides the highest quality service to you and your children.
Results and changes in policy will always be communicated to you through school leaflets and newsletters. These are discussed at Staff and Parent Council meetings prior to publication. We have a number of leaflets which will be of interest to you. These can be downloaded from our website, e-mailed to you or you can pick up a paper copy in the foyer. Chapter 10 has further information.
The Parent Council at Mount Vernon Primary School are very committed to voicing the views of the parents and carers of the school. You can contact them through the Chair Person or any other member. Please see page 11 for contact details.
You can arrange to meet with a member of the Leadership Team at any point throughout the year and we will endeavour to arrange a time which suits you and your family. We are always keen to hear your feedback or comments so please e- mail or telephone us at any point.
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Parental Involvement: Home & School Partnerships
At Mount Vernon Primary School we strive to work in partnership with parents and carers. We recognise the value of partnership working and seek ways to fully involve you in the education of your child. We also recognise that you will have many other commitments in your lives and so we work hard to provide a range of opportunities from which you can select the most appropriate ways to be involved in your child’s education.
Homework Diaries and Reading Records
The children all have a Homework Diary and/or a Reading Record. This will give you clear guidance on the homework tasks they are to undertake. Please sign the book and feel free to add your own comments.
Basic Skills Cards
Your child will have a Basic Skills Card such as a tables card or number bonds card. This is to support them in learning basic skills. The children can work at their own pace. Throughout the week their teacher or support assistant will test their knowledge. When they have completed an entire card they come to the main office where Mrs. Clarkson HT or Mrs. Collins DHT will test their knowledge and then give them a special reward.
Termly Information
At the start of each term you will receive a leaflet about the learning your child will be undertaking in the coming term. This leaflet has information about the CORE curricular areas as well as interesting information about Curriculum for Excellence. These leaflets are set out via schoolbag post.
Parent Helpers
If you would like to help with class trips, discos and other events please do not hesitate to get in touch. We have a list of parents and carers who are available to help so please contact the main office if you would like your name to be added.
You can also volunteer to support the children in the Open Area. If this is something you would enjoy please contact Victoria Collins DHT.
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Information Evenings and Training Events
Throughout the year we hold training events and information evenings. Over the last few years we have held events on Big Writing, ICT, Sexual Health and Relationships Education and residential experiences. We decide which events are most useful for parents and carers by looking at the feedback you provide. If there is an event you would like to be scheduled please contact the Head Teacher.
Assemblies and Open Days
Each year your child’s class will present a class assembly or hold an Open Day in order for you to share their learning. These are normally held on a Thursday morning. Last year events included a Burns Supper, the Great MVP Bake Off and a Charlie and the Chocolate Factory Afternoon. You will find out about these events through Termly Information, the Head Teacher’s weekly e-mail and the online diary.
Sharing your skills and expertise
We are always keen to hear from parents and carers who would like to share their skills and expertise.
If you have an idea for a club or feel your life experience could be of interest to our children please do not hesitate to get in touch.
Currently we are very keen to make contact with any parents, carers or grandparents who enjoy gardening. If this appeals to you please contact Mrs. Kirsty Campbell PT through the main office.
PVG Membership
If you would like to volunteer you will need to become a PVG member. This stands for ‘Protection of Vulnerable Groups’. This scheme is run by Disclosure Scotland.
The telephone number is 0870 609 6006.
For further information on keeping up-to-date with school news please see page 8. For information on Parents’ Evenings and reporting please see pages 33 and 34.
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Parental Involvement: Homework
Homework is valuable for many reasons, including:
It allows pupils to develop the practice of working independently It can involve parents and others in the work of the school to their mutual benefit It can allow valuable practise of skills learned in the classroom It provides a daily link between home and school
In P1-P7 homework is given out once a week with the week’s homework being set on that day:
2 numeracy activities 2 literacy activities and reading
This means there is an element of flexibility should your family have other commitments on a particular evening.
Tasks set will be in line with the ability of the pupil. Homework will not be set for school holidays, nor will it be set if a pupil is taken out of school during term time for a holiday.
Homework missed due to absence will not normally require to be completed.
Time taken for homework: In P.1-3 homework should not exceed 20 minutes per night In P.4-5 homework should not exceed 30 minutes per night It should be noted that these In P.6-7 homework should not exceed 40 minutes per night are maximum times
How can parent/carer help with homework?
Help your child organise his/her time to the best advantage so that homework is not left to the last minute or even forgotten Try to ensure there are suitable working conditions at home e.g. not in front of the television Check and sign completed homework Let us know of any problems you cannot resolve If your child is unsure what to do please let us know
Children and families participate in Shared Home Learning twice a year.
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Chapter 3: School Ethos
There are 4 sections within this chapter: Our vision, values and aims Children’s rights Promoting positive behaviour Our partnerships
School Ethos: Our vision, values and aims
Our vision for Mount Vernon Primary is to be a school community who are: Collegiate Respectful Confident Resilient Trusting
We value: working together and trusting one another respecting ourselves and each other being confident and resilient We will: strive to create an ethos in which everyone feels valued, supported and inspired to reach their full potential. work together to develop, motivate and inspire happy, healthy, confident individuals. work in partnership to develop the skills vital for our children to lead fulfilling and productive lives.
As a school we embrace the principle that young people have rights as laid out in the Children’s Charter for Young People in Glasgow’s Educational Establishments. It is essential that children who attend Mount Vernon Primary School are safe, healthy, well cared for as reflected in the 10 Standards for Personal Support.
We aspire to provide the highest quality of learning and teaching in order to ensure that all children and young people achieve their full potential.
Further information about Children’s Rights as laid out in Glasgow City Council’s Children’s Rights leaflet can be seen on the following two pages. You can also visit http://www.goglasgow.org.uk/Pages/Show/1295.
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If you are viewing this online you will be able to access an original version of this poster at www.glasgow.gov.uk/NR/rdonlyres/32EE4AF5.../0/childrensRights.pdf
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School Ethos: Promoting positive behaviour
In Mount Vernon Primary we operate a positive disciplinary structure, which works effectively and is successful because staff, pupils and parents all work together. Standards of behaviour are consistently high throughout the school. Our system is based on upholding our school values, positive and respectful relationships, encouragement and rewards, as well as sanctions for those who misbehave. Staff are currently being trained on restorative approaches and this will be incorporated within our policy.
Sticker Cards Every child in the school has a sticker card and collects stickers from the Head Teacher for upholding the school values and demonstrating the four capacities of Curriculum for Excellence: being responsible citizens, successful learners, confident individuals and effective contributors. Praise and encouragement are used at all times and positive attitudes to school life are promoted in class, during assemblies and in the daily life of the school. Children receive an additional reward when they reach 10, 20, 30 and 40 stickers and those who reach 50 are presented with a merit badge. Children who reach 100 stickers receive a special award.
Children follow their class values, which they develop with their teacher. They are straightforward, reasonable and practical. Where children misbehave they will be given a verbal warning and then a warning card if the behaviour continues. More serious misbehaviour or repeated warnings may result in them losing ‘Golden Time’.
Special Commendations Each month teaching and support staff choose two pupils from each class to receive a Special Commendation. Parents will receive a special letter letting them know about the award and telling them the reasons why their child was chosen. Children receive a special ‘Mount Vernon’ badge and their photograph is displayed on the ‘Commendation Wall’ in the main entrance.
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The Golden Book Creative writing has a high profile within the school and children are encouraged to submit pieces of writing to the Head Teacher for consideration for the Golden Book. This book sits in the entrance hall and contains the very best examples of pupils’ writing. Those who get their writing published in the Golden Book receive a special sticker and a letter is sent home to their family in order to share their success.
Celebrating educational attainment and wider achievements
My Learning Log The children have a Learning Log and a Learning Journey. Each week they record their key learning achievements and other achievements in their Log. Learning logs are shared with parents twice a year where we ask you to record your views on your child’s achievements. At the end of the term the children summarise their term in their Learning Journey. They note their key achievements in learning and beyond. We celebrate this in assembly each week. They can also bring in a photograph to be displayed on the Achievement Wall which is in the main corridor.
‘Golden Time’ and ‘Loss of Golden Time’ On a Friday between 2.00pm and 2.45pm teaching staff plan a relaxed and enjoyable activity time where the children can listen to music, play games and chat. This is a positive experience and children value this informal time with their friends and teacher. This year we have been piloting Golden Time Clubs as part of our work on Promoting Positive Behaviour.
Those who have lost their ‘Golden Time’ are sent to the Head Teacher’s office where they explain why they lost their time. They then have to watch a sand timer for the duration of time lost before returning to their class and apologising to their teacher. Parents will be notified in writing should their child lose ‘Golden Time’ on 3 occasions within a month.
The school’s policy for preventing and dealing with bullying is referred to on page 46 of this handbook.
Any serious or continual breach of school discipline may result in exclusion from school.
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School Ethos: Our partnerships
At Mount Vernon Primary School we actively seek to build relationships with a wide range of partners to enrich our children’s educational experience. Here are some of our partners. Kenmuir Church Centre Playgroup School’s Out
Rev. Murdo McLean from Kenmuir Mount Children in Primary 5 visit the playgroup every This after school care provider picks children up
Vernon Church visits the school once a month to Friday to read to the children. These Reading from Mount Vernon Primary School at 3.00pm speak at our assemblies. Buddies are very popular and once a month the each day. For more information contact He tells the children about Christian beliefs and Linda on 07818 719298 or 0141 778 8556 nursery children visit them at the school. shares stories from the Bible.
Baillieston Credit Union Glasgow Life Road Safety Team
The Credit Union is open each Thursday at Active Schools Coordinators work with us to Alan Barclay from the Road Safety Team has 1.00pm. It is staffed by P.6 pupils who work promote physical activity in young people. They been working with us for over 4 years. He has alongside staff from the Baillieston branch. provide coaching, support the Playground Pals supported us in delivering workshops with The staff have trained our pupils initiative and help us ensure all children get children about road safety and discussing to a very high standard. 2 hours per week of quality P.E. concerns with the Parent Council.
ComputerXplorers Royal Bank of Scotland ECO Schools Scotland
Staff from RBS support our school through our Each term we run 2 after school computer clubs. We were first awarded an Financial Education programme. They work ComputerXplorers provide very high quality ICT ECO Schools Scotland flag in 2007. alongside Mrs Victoria Collins DHT to develop learning experiences for our children. We were delighted to be awarded our our children’s knowledge and skills in this area. 3rd flag in June 2012. Ingles Buchan
Ingles Buchan worked with us to develop and produce our own school tartan. Senior pupils designed this in 2011. 20 Gayle Clarkson Head Teacher October 2015
Chapter 4: Our Pupils’ Voices
There are 6 sections within this chapter: Welcome to our school The staff in our school Our uniform The Pupil Council & other committees If you have a worry Our values
This section has been written by some of our Primary 7 and Primary 1 pupils.
Welcome to our school!
Our Head Teacher Our Depute Head
Our school is a friendly, joyful place where
you can enjoy your schools life.
All our staff and teachers are caring and loving to all the children in the school.
This is Millie.
The wee ones can cuddle her if they are upset.
This is our uniform. It is grey, blue and silver. The P.7 pupils wear a tartan tie made from our school tartan!
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If you have a worry we have lots of different ways to help you. You can have a Bubble Time with your teacher or visit the Golden Bubble Box and write a message for Mrs. Clarkson.
The ECO Committee helps all the children in our school participate in lots of fun ECO The Pupil Council are a strong team who work lessons and activities like together to make our school a wonderful place. recycling and growing food. Every year in every class we vote for a Pupil Council representative who goes to the meetings. They help you with your worries, complaints or suggestions to make our school stronger! If you’re in P.1 your P.7
Buddy will help you when
The P.6 Playground you start school. They will Pals help you meet new show you round and tell you friends and play all what things you have to do. sorts of different games at playtime.
The P.5 Reading Buddies visit Centre Playgroup every Friday and read stories to the J.R.S.O. stands for Junior children Road Safety Officer. They give
us advice about road safety at assemblies. Going to school is cool!
Our Values
Our values are really
important. They remind us about the kind of people we want to be and the kind of school we want to belong to. 22 Gayle Clarkson Head Teacher October 2015
Chapter 5: The Curriculum
There are 6 sections within this chapter: Curriculum for Excellence Core Subjects: Literacy & English Core Subjects: Numeracy & Mathematics Core Subjects: Health and Wellbeing Other curricular areas Assessment and Reporting
The Curriculum: Curriculum for Excellence
Bringing learning to life and life to learning
Curriculum for Excellence has been introduced across Scotland for all 3-18 year olds – wherever they learn. It aims to raise standards, prepare our children for a future they do not yet know and equip them for jobs of tomorrow in a fast changing world.
Teachers and practitioners will share information to plan a child’s “learning journey” from 3-18, helping their progression from nursery to primary, primary to secondary and beyond, ensuring the change is smooth. They’ll ensure children continue to work at a pace with which they can cope and with challenge on which they can thrive.
Curriculum for Excellence balances the importance of knowledge and skills. Every child is entitled to a broad and deep general education, whatever their level and ability. Every single teacher and practitioner will be responsible for literacy and numeracy – the language and numbers skills that unlock other subjects and are vital to everyday life.
It develops skills for learning, life and work to help young people go on to further study, secure work and navigate life. It brings real life into the classroom, making learning relevant and helps young people apply lessons to their life beyond the classroom. It links knowledge in one subject area to another helping children understand the world and make connections. It develops skills so that children can think for themselves, make sound judgements, challenge, enquire and find solutions.
Within Curriculum for Excellence there are 8 curricular areas:
Literacy and English Second Level Numeracy and Mathematics Primaries 5-7 Health and Wellbeing Social Studies First Level Primaries 2-4 Sciences Technologies Early Level Expressive Arts Pre-5 and Primary 1 Religious and Moral Education
You can also visit the Curriculum for Excellence website or ParentZone for more information
23 Gayle Clarkson Head Teacher October 2015
The Curriculum: Literacy and English
READING:
Reading is a critical tool for lifelong learning and our main aims are to encourage and teach children to read fluently with expression and understanding, and to develop a love for books.
We use Oxford Reading Tree throughout the school as our main reading scheme, however teaching staff use a variety of other texts to ensure reading mileage. This includes novel studies newspapers, leaflets, catalogues, websites and blogs.
Phonics and spelling
The earliest stages of reading focus on learning the letter names and sounds. We use the ‘Jolly Phonics’ scheme to support children with this learning.
By the end of P.3 we would expect pupils to be able to read, write and accurately spell the first 100 most common words in the English language. A spelling programme continues throughout the upper stages of the school. Our core spelling resource is Nelson Spelling however teaching staff use active spelling approaches and make use of the common words lists to support children in transferring their skills in spelling to their writing. Lists of common words are available from your child’s teacher and on our website.
WRITING:
Writing skills include handwriting and creative writing.
In handwriting we use the Nelson scheme. Here are samples of each stage of the progression:
Nelson print looks like this Children begin learning how to Nelson pre-cursive script looks like this join their writing in primary 3. N
In creative writing there are two areas: fiction and non-fiction. This table shows some types of writing in each area: Non-Fiction Fiction
Persuasive Imaginative Report Personal Procedural Poetry Explanation Playscripts Discursive
We use the BIG Writing methodology to support the children’s skills.
TALKING AND LISTENING: We encourage children to express themselves confidently using the spoken word by creating opportunities in drama, discussion, story telling, games, poetry, speech making, debates and listening skills. We use a variety of resources.
MODERN LANGUAGES IN THE PRIMARY SCHOOL:
In Mount Vernon Primary we have five teachers who are qualified to teach French as a foreign language and three are qualified to teach Spanish as a foreign language. Pupils in P.5 learn French. Spanish is introduced in P.6 and is carried on into P.7. This has been agreed in full consultation with the local secondary school and meetings between primary and secondary colleagues to help smooth the transition from primary to secondary in this subject area.
24 Gayle Clarkson Head Teacher October 2015
The Curriculum: Mathematics and Numeracy
We follow national guidance in Mathematics and Numeracy. From P.1-7 we use the Heinemann Active Mathematics scheme to support the children’s learning in this area. It is based on development through activity and is specifically written to support the Curriculum for Excellence.
Basic skills are practised and stressed. We also, however, allow ample opportunity for children to develop mathematical concepts of shape, measure, time etc. This is done in a practical and meaningful way and can be linked to other areas of the curriculum. Children are shown how to collect, organise, display and interpret information from graphs and databases and even from the earliest stages in the school.
Children are taught how to use a calculator properly and computers, maths games and equipment such as the “Bee Bots” are all given their place in the mathematics timetable. Problem solving begins right from the start and permeates all aspects of the numeracy and mathematics curriculum. It is through problem solving that children can apply their skills.
Financial education has a key role within our children’s learning and we have two ‘Financial Fortnights’ in the year to focus on developing knowledge and skills necessary to help children become financially responsible, capable and competent. Our partnership work with Baillieston Credit Union and RBS support this.
In a daily Numeracy and Mathematics lesson children will be involved in: Oral mental games Written mental numeracy and mathematics questions Key teaching session with opportunities for challenge and additional support Plenary sessions to recap and reinforce key teaching points
Linking learning in numeracy and mathematics to life is essential to demonstrate the purpose of mathematical learning. This is emphasised in all lessons: children will be encouraged to make links in their learning and relate their learning to real life situations.
25 Gayle Clarkson Head Teacher October 2015
The Curriculum: Health and Wellbeing
Learning in health and wellbeing ensures that children and young people develop the knowledge and understanding, skills, capabilities and attributes which they need for mental, emotional, social and physical wellbeing now and in the future. Learning through health and wellbeing enables children and young people to: make informed decisions in order to improve their mental, emotional, social and physical wellbeing experience challenge and enjoyment experience positive aspects of healthy living and activity for themselves apply their mental, emotional, social and physical skills to pursue a healthy lifestyle make a successful move to the next stage of education or work establish a pattern of health and wellbeing which will be sustained into adult life, and which will help to promote the health and wellbeing of the next generation of Scottish children.
The areas of study within this aspect of the curriculum are: Mental, emotional, social and physical wellbeing Planning for choices and changes Physical education, physical activity and sport Food and health Substance misuse Relationships, sexual health and parenthood.
Throughout the week children will have three sessions of health and wellbeing education including 2 hours of quality P.E. They will have a weekly class ‘Circle Time’ to discuss and explore important issues as well as discrete teaching of the key elements.
Sexual Health and Relationships Education (SHRE)
We use Glasgow City Council Education Services materials to deliver this aspect of the curriculum. As one of the schools involved in the original pilot, all permanent teaching staff are fully trained to deliver this material. SHRE lessons take place in February of each year and you will be invited to view lesson content in January. You will be able to hear about the programme, view the lessons and resources used to teach your child. The Talk2 website is a very useful source of advice and guidance for parents and carers wishing to support their children in this area.
http://www.talk2glasgow.com/
26 Gayle Clarkson Head Teacher October 2015
The Curriculum: Spiritual, social, moral and cultural values
At Mount Vernon Primary we wish to develop in the children: A knowledge and understanding of Christianity and other major world religions and to recognise religion as an important expression of human experience An appreciation of moral values such as honesty, liberty, justice fairness and concern for others Life skills to enable our children to participate effectively and safely in society
We also seek to develop certain positive attitudes in the children, e.g. loving and caring for all living creatures, tolerance, respect, consideration etc.
We will follow programmes of study as laid out in Curriculum for Excellence Religious and Moral Education, Health and Wellbeing and Glasgow City Council’s policies on Religious Education (1993). Our school chaplain, Rev. McLean is an active member of our team and visits the school regularly, helping and supporting us particularly in Christianity.
Whole school, class and stage assemblies play an important part in bringing all of our children together.
Any parent who does not wish his/her child to take part in our religious programme should contact the Head Teacher, who will make alternative arrangements for the child. These policies are consistent with national advice set out in SOEID Circular 6/9, the Education (Scotland) Act 1980 and SEED Circular 1/2005 and additional advice received from the Scottish Government on RME/RERC and RO in February 2011.
Parents and carers from religions other than Christianity may request that their children be permitted to be absent from school in order to celebrate recognised religious events. Only written requests detailing the proposed arrangements will be considered. Appropriate requests will be granted on not more than three occasions (days) in any one school session and the pupil noted in the register using code REL on these days.
27 Gayle Clarkson Head Teacher October 2015
Other curricular areas covered in the school are:- Science Technologies Social subjects Expressive arts
We have been awarded a PLATINUM AWARD and a DIAMOND AWARD for our Enterprise Education and believe we have excellent practice in this area of the curriculum. In June 2015 we were gained our fourth GREEN FLAG AWARD as an ECO school.
While children are engaged in their topics, visits are paid to places of interest. Libraries, local health centre, police station, fire station, local parks, museums are all important locations. Each year every class will have an educational visit linked with a topic they are studying.
We also have ‘SmartBoards’ in use in every class, two PCs, a laptop and a visualiser. Many classes also have a scanner. The senior open area has a laptop trolley containing a half class set of laptops. A wireless network has been set up here and in the extension. Children use this technology for collaborative learning as well as independent study. Portable devices such as digital cameras and microphones are also in use.
Children have an entitlement to experience a broad, general education between the ages of 3-18. Further information about this can be found at http://www.educationscotland.gov.uk/thecurriculum/whatcanlearnersexpect/broadeduca tion.asp
Successful Learners
Responsible Citizens
Confident Individuals
Effective Contributors
28 Gayle Clarkson Head Teacher October 2015
The Curriculum: Assessment
Assessment is a way of collecting information allowing teachers, pupils and staff to measure pupil progress.
Assessment in Mount Vernon Primary is integrated into the planning process: in the teaching; in summarising success and progress and in providing useful feedback. Assessment measures the success of learning, teaching and pupil achievement and informs the next steps for learning. It is continuous throughout the year and is important in ensuring that each child receives the education suited to his/her own individual needs. The teachers assess through observation of normal daily work and regular group and individual tasks and activities.
We aim to use assessment in many ways:
To recognise success and achievement To support learning To provide feedback to pupils and parents To encourage high expectations of all pupils To provide information to measure attainment throughout the school To provide evidence to inform the next steps in learning
If we feel a child has a particular difficulty, or capability, we may use an objective or diagnostic test to help us plan a suitable programme of work. The progress of each child will be carefully monitored and recorded.
Children and teachers use
Neat writing. formative assessment strategies I like your story, it is full such as traffic lighting, 2 stars and of interesting a wish and self/peer assessment. Remember full details. stops.
We use PM Benchmarking and Super WOW words! HODDER Reading to assess skills in reading and comprehension. Accurate punctuation MALT assessments are used to assess progress in numeracy as well as next steps. Remember to use connectives.
29 Gayle Clarkson Head Teacher October 2015
Assessment is on-going throughout the year in all areas of the curriculum. Every pupil has a ‘Learning Log’ in which they record their new learning throughout the week. They reflect upon their successes and achievements. At the end of the term they
My complete their ‘Learning Journey’. This picks out key areas of success Learning Log and allows them to include evidence of their learning. This ‘Learning Journey’ follows them throughout their time at primary school and shows his/her progression from Primary1 through to Primary 7. Each parents’ evening you will be asked to comment on your child’s progress as part of this process.
As well as devising assessments and tracking your child’s progress on a day-to-day and termly basis we also have three different standardised tests which we use to further support our professional opinions about children’s progress. We use: Hodder Group Reading Test Mathematics Assessment for Learning and Teaching (MALT) PM Benchmarking in Reading and Comprehension
Children are tested once per year and their progress plotted on an individual graph. You are able to examine your child’s tests and discuss their strengths and next steps at any time. Please make an appointment to speak to the Head Teacher or Depute Head Teacher.
Should you be concerned about your child’s progress please do not hesitate to contact the school at any point throughout the year.
The level your child is working at will be reported to you in his/her school report from the teacher. Your child should be aware of the level they are working at and their next steps in learning.
The new curriculum
encourages us to remember how important
DEPTH of learning is.
Once children have knowledge of a particular
skill they must practice
applying this skill in lots of different contexts.
30 Gayle Clarkson Head Teacher October 2015
The Curriculum: Reporting to parents and carers
You can make an appointment to view your child’s work, meet their teacher or meet the Head Teacher and Depute Head Teacher at any point throughout the year. There are also several formal opportunities planned when you may speak to your child’s teacher:
November Interim Report & interview by appointment March Interview by appointment June Annual Progress Report & interview on request
Before the first formal opportunity in November you will receive your child’s short Interim Report. The Interim Report November The Interim Report Family Feedback Sheet
Before coming to
Parents’ Evening you and your child will complete a feedback sheet.
This gives you the opportunity to formally comment on The Interim Report has been devised in partnership the report. Your child with the Parent Council. It provides a brief summary of also has the your child’s progress between August & November. opportunity to share
their views. Reflecting on Learning
The Parents’ Evening appointments last for 10
minutes. Should you have a matter you wish to
address which is likely to require a longer
discussion please do not hesitate to contact the Head
Teacher who will make every effort to arrange an
additional time.
Each term every child completed a termly review like Your child’s work will be placed outside the
the one pictured above. In it they have summarised classroom. Please take time to look through their
their learning, strengths and next steps. On each work and complete their ‘Reflecting on Learning’
Parents’ Evening there is a space for you to write them booklet. a letter which they take time to read the following morning. 31 Gayle Clarkson Head Teacher October 2015
Following the March Parents’ Evening you will receive your child’s Annual Progress Report. These are published in June and give a full picture of your child’s strengths and next steps in learning. You may wish to make an appointment to speak to your child’s teacher in June, however this is not compulsory.
The Annual Progress Report
June
This provides a very full picture of your child’s achievements, strengths and next steps in learning across all curricular areas.
The feedback sheet allows you and your child to formally record you views about their progress. These are kept in the child’s Learning Journey.
In Primary 7 we encourage children to join the family at the Parents’ Evening meeting. This gives them the opportunity to contribute to the discussion. 32 Gayle Clarkson Head Teacher October 2015
Chapter 6: Support for Pupils
There are 3 sections within this chapter: Additional Support Needs Child protection procedures Transitions – to secondary school & other establishments
Support for Pupils: Additional Support Needs
Glasgow City Council has a duty, as outlined in the Standards in Scotland’s Schools 2000 Act, to ensure that your child achieves their potential. Glasgow’s Education Services is committed to the inclusion of all children and young people with additional support needs, where possible, within mainstream schools. This is in accordance with the statutory requirement in the 2000 Act. It is also part of Glasgow’s policy to maintain a range of special educational establishments. This recognises the key role to be played by specialist provisions in addressing severe low incidence disabilities. The authority recognises that there are a wide range of factors which may act as a barrier to your child’s learning. We are committed to working closely with parents and carers to ensure that you are fully involved in overcoming barriers to learning.
Additional support needs may be linked to a learning difficulty or disability but could also apply to a child suffering bereavement who requires pastoral support, a more able child/young person or those with a particular talent which needs to be fully developed. The policy requires all educational establishments to provide and environment where children and young people with additional support needs are actively encouraged to be effective learners and benefit from their school education.
Any parent/carer seeking further advice regarding this policy should contact the Head Teacher in the first instance. If a parent/carer is unhappy with the support their child is getting they must first discuss this with the school in order to seek a resolution.
Further information relating to Additional Support Needs is also available on the Glasgow City Council website: http://www.glasgow.gov.uk/en/Residents/GoingtoSchool/AdditionalSupportNeeds
As identified under ‘The Additional Support for Learning (Sources of Information) (Scotland) Amendment Order 2011, other organisations and registered charitable bodies who can offer support and advice are: Children in Scotland: Working for Children and Their Families (SC003527) Scottish Independent Advocacy Alliance (SC033576) Scottish Child Law Centre (SC12741)
33 Gayle Clarkson Head Teacher October 2015
Support for Pupils: Additional Support Needs @ Mount Vernon Primary
Victoria Collins DHT has responsibility for Additional Support Needs and Additional Support for Learning. As a school we seek to get to know your child’s strengths in learning as soon as they arrive. If they are a new entrant we meet your child prior to them starting school at the three pre-entrant afternoons. This gives us the opportunity to meet them, get to know their personalities and assess their strengths. On the first day you will be asked to complete a short booklet about your child letting us know lots of details about them: from their favourite games to the name of the family pet. We want to form a rounded picture of your child as an individual. Transition records from nursery also help us get to know the children and school staff make every effort to visit each child at their nursery.
Children learn at different paces throughout their school careers and sometimes a small amount of additional support is all that is required to help them master a new concept. Teaching staff are very skilled in supporting children’s learning in the classroom. Sometimes it may be possible that there is another teacher available to work with a small group within the class to support them on aspects of their learning. At other times a Pupil Support Assistant will be made available to help them with their concentration or help them practise their times tables, reading or spelling.
Children need to be given appropriate time to learn basic skills and so we monitor their progress very carefully throughout their primary education. When a child has had a degree of additional support and is still struggling with their learning we look to our partners for advice and guidance.
In the first instance we will contact you to discuss our concerns. Very often parents and carers will have had similar concerns. You can contact us first if you are worried about your child’s progress. When we have shared our concerns we will conduct some further assessments based around those concerns. These include:
Literacy and numeracy diagnostic assessments Classroom/playground observations Basic skills assessments and checklists Learning conversations
We will then decide together the best course of action. This can include referral to: The school’s Education Psychologist Speech and Language Therapy Child and Adolescent Mental Health Services The School Nurse Occupational Therapy
34 Gayle Clarkson Head Teacher October 2015
At all times in the process you and your family will be fully supported by Mrs Collins DHT: we are working in partnership to support your child’s learning. You will receive information about meetings and the outcomes of these meetings as well as clear guidance on how to help your child at home and the types of support your child will receive in school. Your child will be given a level within ‘Staged Intervention’. This will make clear the level and type of support they will require.
A Wellbeing Plan may be written to support your child. This is a plan that focuses learning development on the specific needs of your child. In consultation with you, your child and their class teacher long term targets are drawn up to give a focus for learning for the academic year. These are the broken down into steps which last a term. Everyone has a role to play in supporting the child’s learning including the child themselves and everyone will take responsibility for a different part of the plan.
Getting it Right for Every Child (GIRFEC)
The wellbeing of children and young people is at the heart of Getting it right for every child. The approach uses eight areas of wellbeing in which children and young people need to progress in order to do well now and in the future. These eight areas are set in the context of the ‘four capacities’, which are at the heart of the Curriculum for Excellence.
Every child in school has a key adult who has the overall picture of the child’s progress. In almost all cases this will be the class teacher.
Victoria Collins DHT has overall responsibility for coordinating Additional Support Needs within Mount Vernon Primary School.
Gayle Clarkson HT has overall strategic responsibility for Additional
Support Needs within Mount Vernon Primary School.
35 Gayle Clarkson Head Teacher October 2015
Support for Pupils: Child Protection
Glasgow City Council have clear guidelines and procedures for child welfare and protection. There follows a summary of Management Circular 57 (August 2006) which outlines the referral procedures.
FOR ALL STAFF
If you have a concern about a child’s welfare or direct evidence or suspicion of a child being at risk then the only way you can protect the child or children is to report the matter. Whether you are a permanent member of staff, a supply teacher or a visiting specialist you should intimate your concerns to the Head of Establishment or, in their absence a senior member of staff.
STEP 1 Alert the Head of Establishment or senior manager immediately to your concerns. Confirm your report by completing Appendix 3 as soon as possible and at the latest within 24 hours and forward it to the Head of Establishment.
STEP 2 Follow the guidance of the Head of Establishment or senior manager in supporting the child and cooperating with subsequent actions by Social work and Police.
In exceptional cases, where a member of staff feels that concerns about a child are not being taken seriously or followed through appropriately or with sufficient speed by the Head of Establishment, it is perfectly legitimate for a member of staff to refer the matter to the designated Child Protection Officer within Education Services or direct to Social Work Services, the Police, or the Scottish Children’s Reporter Administration
Appendix 9 can be seen overleaf.
36 Gayle Clarkson Head Teacher October 2015
37 Gayle Clarkson Head Teacher October 2015
Chapter 7: School Improvement
There are 3 sections within this chapter: Key documents Plans for school improvement 2014-2015 Our achievements 2013-2014
School Improvement: Key documents
There are several documents which take a close look at our school’s achievements, standards and plans for improvement. This part of the handbook provides a brief summary. The key documents are:
The Standards and Quality Report 2014-2015 Summary Leaflet The School Improvement Plan June 2015 2015-2016
This document spells out our This report highlights the This summarises both the achievements and academic plans for improvement and Standards and Quality Report development work over the standards within the school and the School Improvement next year. over the last academic session. Plan. It also gives attendance
and other types of statistical data.
Should you wish to find out more you can access these documents: Paper copies are available from the main office
School Improvement: Our improvement priorities for 2015-2016
1. Health and Wellbeing The Health and Wellbeing Curriculum covers a variety of areas. This session we are working on clear progression planning in Health and Wellbeing and developing the Physical Education Curriculum.
2. Global Citizenship Global citizenship is an area that we have identified as requiring development within the school and we plan to develop this using the ‘Learning for Sustainability’ tool. The issues surrounding children’s rights will also be introduced through this development. We will also use this context to enhance the children’s awareness of their views influencing the work of the school as the Pupil Council will have a very high profile in organising and publicising events.
3. Social Studies We are developing learning experiences in Social Studies and settling up a whole school lending library.
38 Gayle Clarkson Head Teacher October 2015
School Improvement: Our school achievements in 2014-2015 were:
We have maintained very high levels of attendance across the year. The average at Mount Vernon Primary is 96% compared to the Glasgow City Council average of 93%. Our sporting achievements have continued. We won several gold medals at the Glasgow wide athletics championships, cross country races and rugby tournaments. Within the Learning Community we have won the football league each year since 2009. We successfully implemented a variety of assessment approaches to track attainment and progress. In Literacy and English and Numeracy and Mathematics almost all children performed within average and above-average levels with a significant group highlighted as more-able. The children’s learning experiences in numeracy and mathematics were significantly enhanced within financial education. In partnership with Baillieston Credit Union we set up our own credit union which is staffed by P.6 pupils. We also had a very successful ‘Financial Fortnight’ where we worked in partnership with numerous agencies within the financial sector. We continued to build on the successes of our pupil committees and groups enabling children to undertake additional responsibilities in the school and the local community. The P.6 ‘Reading Buddies’ initiative was highly praised by Education Scotland during the inspection of a local nursery. The outdoor spaces have been further developed and pupils grew and shared crops of strawberries, apples, asparagus, radishes, runner beans and carrots. We also developed bird watching areas outside two classrooms to capitalise on the birds attracted to our Scottish woodland area. There were a huge range of after-school and lunchtime clubs provided for children and every child in the school who expressed an interest was able to attend. Our children continued to show their commitment to being responsible citizens and effective contributors through their charity work, raising over £3000 for various charities last session.
39 Gayle Clarkson Head Teacher October 2015
Chapter 8: School Policies and Practical Information
There are 15 sections within this chapter: Medical needs and first aid Attendance and late-coming School meals School uniform Anti-bullying Interesting leaflets Clubs and trips School transport Classification & composite classes Emergencies & playground supervision The Equalities Act Data Protection & Freedom of Information Comments and Complaints Useful websites Glossary of terms
School Policies and Practical Information: Medical and first aid
Routine medical examinations are carried out at various intervals, usually in Primary 1 and 7. Parents who are requested to be present are given notification of when the examination is to take place. Dental inspections are carried out annually and treatment, where necessary, is communicated.
Our own First Aiders are always on hand for minor ailments and first aid. Mrs Victoria Collins DHT and Mrs. Lindsey Cullen CT are trained first aiders.
If your child has a medical need
It is particularly important that the school be informed of any child who may have particular medical requirements.
Pupils who require long term medication such as an asthma inhaler or anti-histamine medication are able to keep this medication in school. Their parent/carer must visit the main office and complete an ‘Administration of Medicines’ form giving permission for medication to be stored and administered in school. Children will have their own medicine box with their photograph clearly displayed on the outside.
Anaphylaxis
If your child suffers from allergies or severe allergies please alert the school immediately. School staff are trained in managing such conditions and have annual training on the use of epi-pens. We will always inform you if your child requires their medication.
Bumps, bruises and falls
These will be dealt with promptly and professionally by our first aiders. We will only contact you if we feel your child may require further care. Otherwise we will give them an ‘I’ve had a bump’ letter to put in their schoolbag.
Feeling unwell
If your child is unwell and we feel that they are unfit to continue with their day at school we will contact you to make arrangements for them to be collected.
It is ESSENTIAL to ensure you keep your child’s record up-to-date with new telephone numbers and a list of emergency contacts. Please note that the school’s telephone number will not show up on caller-ID. It will appear as ‘Blocked’ or ‘Withheld’.
40 Gayle Clarkson Head Teacher October 2015
School Policies and Practical Information: Attendance and late-coming
Section 30 of the 1980 Education Act lays a duty on every parent of a child of ‘school age’ to ensure that their child attends school regularly. Attendance must be recorded twice a day, morning and afternoon. Regulation 7 of The Education (School and Placing Information) (Scotland) Amendment, etc Regulations 1993 requires each child’s absence from school to be recorded in the school register as authorised: i.e. approved by the authority, or unauthorised: i.e. unexplained by the parent (truancy) or excluded from school.
Parents and carers should inform the school by letter or phone, if their child is likely to be absent for some time and to give the child a note on his or her return to school confirming the reason for absence.
Parents / guardians do not have the automatic right to take their child out of school without permission during term time. The Head of Establishment can only authorise time off during term time in exceptional circumstances.
Exceptional circumstances include: short term parental placement abroad family returning to its country of origin for family reasons the period immediately after an illness or accident a period of serious or critical illness of a close relative a domestic crisis, which causes serious disruption to the family home, causing temporary relocation
Time off during term time for the following reasons is not acceptable and will be recorded as unauthorised absence:
availability of cheap holidays or desired accommodation holidays, which overlap the beginning or end of term
Clearly with no explanation from the parent, the absence is unauthorised.
It should be pointed out that the Education Liaison Officer will investigate unexplained absence and the authority has the power to write to, interview or prosecute parents / carers, or to refer pupils to the Reporter of the Children’s Panel if necessary.
If you child has an appointment during school hours – e.g. doctor/dentist, he/she MUST be collected by a parent of carer. This, of course, is in the interests of safety.
If your child is going to be absent from school, please contact the school office BETWEEN 8.30am and 9am and give a reason for his or her absence.
If we do not hear from you, our own monitoring system will mean that you will receive a call at home or work to check that your child is safe.
The Head Teacher monitors attendance termly and will notify parents/carers if their child’s attendance falls below 90%.
Late-coming If your child arrives after 9.00am they will be required to enter through the main door. This is for their safety. They will sign the ‘Late Book’ before going to class. Late-coming will be recorded by the Head Teacher and should a child be late on more than 4 occasions in a term their parent/carer will be notified. 41 Gayle Clarkson Head Teacher October 2015
School Policies and Practical Information: School Meals
Primary Fuel Zone All services available in the Fuel Zone are developed in line with The Schools (Health Promotion and Nutrition) (Scotland) Act 2007 which aims to help children eat healthily during the school day and beyond. Cordia supports Education Services to meet the requirements of the Act by providing healthy food and drink in schools to encourage Glasgow’s children to make the right choice in order to maintain a healthy lifestyle.
Breakfast Service
Glasgow’s Big Breakfast is available in all Glasgow primary schools every week day morning. Children can enjoy a nutritional breakfast of fruit juice, cereal and milk, toast and fresh fruit prior to the start of the school day. Children have the opportunity to socialise with their friends in a supervised and safe environment. This opens at 8.00am and costs £1 per day.
Play and Lunch Snax
To support schools, parents and guardians in the promotion of healthy snacks Fuel Zone provides a limited range of healthier snack items which meet the nutritional requirements. Play and lunch snax are available after lunch. Lunch Snax product range includes: fruit juice, yoghurt, fruit frozen dessert, fresh fruit and home baking.
Lunch
Fuel Zone focuses on serving healthy food in a bright and informal environment where children can enjoy lunch. The menu in the Fuel Zone rotates on a fortnightly basis giving children more variety at lunchtime. Three meal choices are available daily: main meal, vegetarian or snack meal. Children can select from soup and bread, fruit and vegetables, yoghurt or jelly and milk to accompany their meal. A halal menu is also available if required please speak to the catering manager for further information. Lunch costs £1.70 per day.
Special Diets
If your child has a special medical diet requirement please seek a referral from your dietician. Please then contact your catering manager who will deal with your request.
Refresh
Lack of water can cause dehydration, better hydration means better performance in school and water is an excellent alternative to sugary drinks, which can cause tooth decay. The Refresh initiative allows access to fresh, chilled drinking water in schools to encourage children to drink more water. All Glasgow schools have been supplied with mains fed coolers that filter and chill the water ready for drinking. This allows access during the day to refill water bottles which can be taken into the classroom. The main aim of Refresh is to encourage children to drink water at home and school.
If you require further information about the catering service please contact your catering manager. Catering Manager’s Name: Agnes Lafferty (based at Eastbank Primary School) Catering Manager’s Phone Number: 0141 778 9454
For information on entitlement to free school meals please visit www.glasgow.gov.uk/Goingto School/educationonline.htm
42 Gayle Clarkson Head Teacher October 2015
School Policies and Practical Information: School uniform
Pupils attending Mount Vernon Primary School dress for success and all wear school uniform. This uniform is: Blue shirt/school polo shirt School tie – elasticated version available Grey skirt/trousers Grey school sweatshirt
Pupils in Primary 7 wear the senior school tie which is in our school tartan. These ties are purchased by the Parent Council each year and are presented to the P.6 pupils at the annual award ceremony in June.
Items of uniform may be purchased from the school office where a small stock is kept. Otherwise there are two opportunities to order uniform throughout the year: normally October and March. New entrants can order uniform at the pre-entrant afternoons in May.
Following the launch of our school tartan in January 2011 you are now able to purchase a wide variety of items including tartan scrunchies, scarves, ties and tammies.
Uniform order forms are available from the main office and the schools website. Please contact Janice Young, Clerical Assistant for more details or visit www.mountvernon- pri.glasgow.sch.uk to download the appropriate forms.
Glasgow City Council is concerned at the level of claims being received regarding the loss of pupils’ clothing and/or personal belongings. Parents/Carers are asked to assist in this area by ensuring that valuable items and unnecessarily expensive items of clothing are not brought to school. Parents /Carers should note that the authority does not carry insurance to cover the loss of such items and any claims submitted are likely to be met only where the authority can be shown to have been negligent.
For information on entitlement to clothing grants please visit www.glasgow.gov.uk/Goingto School/educationonline.htm
Kit for Physical Education Indoor Shoes Swimming
Your child should bring a pair of shorts on P.E. days. They can also In Primary 5 & 6 your child will benefit from the opportunity to attend wear their blue polo shirt and indoor shoes. swimming lessons during curricular P.E. As the classrooms are carpeted time. Girls must wear a one piece suit: Earrings and other jewellery MUST bikinis and tankinis are not permitted. be removed to prevent injury. we ask that the children bring a pair of shoes to wear indoors. Boys must wear trunks: baggy shorts Covering earrings with tape is not are not permitted. Children with long permitted under any Most people purchase a paid on hair must cover it with a swimming cap. circumstances. plain black plimsolls.
43 Gayle Clarkson Head Teacher October 2015
School Policies and Practical Information: Anti-bullying
Bullying behaviour will not be tolerated within Glasgow City Council’s educational establishments. All children in Glasgow’s educational establishments have an entitlement “to work (and play) in a learning environment in which they feel valued, respected and safe and are free from all forms of abuse, bullying or discrimination”. (A Standard for Pastoral Care in Glasgow Schools).
In 2009, Glasgow City Council published its revised Anti-Bullying Policy, incorporating the requirement to record and report all discriminatory behaviours within educational establishments. All establishments are required to review their policy in light of this. Parents and carers have a significant role to play in helping to address this problem. For this reason any anti-bullying strategy must stress the importance of partnership with the parents and carers of their children.
Our full ‘Anti-Bullying’ policy is available to download at www.mountvernon-pri.glasgow.sch.uk/parents/policies
School Policies and Practical Information: Other interesting leaflets
There are a number of interesting leaflets which give a further insight into the work of our school. They are all available to download from the school website and paper copies are available from the main office.
The homework This explains how Active learning policy in the Curriculum for is an approach school is made Excellence has central to clear in this changed assessment Curriculum for leaflet & reporting Excellence
Big Writing is Sexual Health This leaflet gives the approach we and Relationship an overview of use to teach Education is Curriculum for creative writing taught in Excellence February
44 Gayle Clarkson Head Teacher October 2015
School Policies and Practical Information: Clubs and trips
There are many opportunities throughout the school year for our children to participate in a wide range of interests, e.g. Sports related activities, football, art and craft, various outings and visits, drama, health education, visiting theatre groups.
Each year the Primary 7 group go on a residential week to the Lochgoilhead centre. This is an extremely popular trip which enables pupils to build their confidence and skills in a number of outdoor activities. It is also a wonderful opportunity to further develop relationships with staff.
Throughout the year children have a number of educational trips and visits to complement their studies in class. Visits are planned in advance and we always take particular care when risk assessing venues. Management Circular 48 provides clear guidance to managers about taking children on trips outwith the school. Should you have any concerns about a trip please do not hesitate to contact the school.
Our staff are also committed to providing activities or clubs which take place after the school day. These clubs run throughout the year and cover a wide range of interests. When clubs are available we will contact you through the schoolbag post and the e-mail system.
Clubs this session have included football, gymnastics, ComputerXplorers, contact rugby, street dance and handball. The school football team also trains as part of an after school club and competes in the Glasgow East football league. We have won the league every year since 2009! We also
run lunchtime clubs and Golden Time clubs.
45 Gayle Clarkson Head Teacher October 2015
School Policies and Practical Information: Transport to school
GENERAL
The education authority has a policy of providing free transport to all primary pupils who live more than 1.2 miles from their local school by the recognised shortest walking route. This policy is more generous than the law requires. This means that the provision of transport could be reviewed at any time. Parents/carers who consider they are eligible should obtain an application form from the school or Education Services. These forms should be completed and returned before the end of February for those pupils beginning school in August to enable the appropriate arrangements to be made.
Applications may be submitted at any time throughout the year but may be subject to delay whilst arrangements are made. The appropriate officer has discretion in special circumstances to grant permission for pupils to travel in transport provided by the authority, where spare places are available and no additional costs are incurred.
The authority has an Exceptional Circumstances policy relating to e.g. homelessness, parental disability, etc. Details are available form the school. There is also a procedure to request transport on medical grounds. The school can advise on procedures.
PICK UP POINTS
Where free transport is provided it may be necessary for pupils to walk a certain distance to the vehicle pick up point. Walking distance in total including distance from home to the pick up point and from the drop off point to the school in any one direction will not exceed the authority’s limits (see above paragraph). It is the parent/carer’s responsibility to ensure that their child arrives at the pick up point on time. It is also the parent /carer’s responsibility to ensure the child behaves in a safe and acceptable manner while boarding, travelling in and alighting from the vehicle. Misbehaviour could result in your child losing the right to free transport.
PLACING REQUESTS
The education authority does not provide transport for those pupils in receipt of a placing request other than in individual exceptional circumstances and where appropriate legislation applies.
Parking around the school perimeter
As Mount Vernon Primary is within a residential area we are keen to maintain positive relationships with our neighbours. Around 9.00am and 3.00pm the roads around the school, particularly Dornford Avenue and Penryn Gardens, are severely congested. I would ask all parents, carers and family members to consider leaving their car at home and walking to school. If this is not possible for you and your family please ensure you drive and park responsibly.
46 Gayle Clarkson Head Teacher October 2015
School Policies and Practical Information: Classification & composite classes
When I approach classification for the coming year I have a number of initial considerations: The number of children in the school The number of children at each stage The number of classrooms in the school
This session there are 295 children in the school ready to start in August 2015. The numbers of children at each stage were as follows:
P.1 38 P.2 38
P.3 50 P.4 52 You can download this leaflet from our website for P.5 30 P.6 47 more information.
P.7 40
As always there are 11 classrooms in the school. This does not change. The type of classes (straight or composite) depends on the number of children at each stage against the number of classrooms in the building. The teachers submit their handover documents and I analyse the number of children in each literacy and numeracy group. Classes are then created around working groups.
Your child’s main consideration is probably that they are with their friends. Unfortunately we cannot classify according to friendship groups. Making new friends and having more than 1 friend is a vital part of leading a happy life - a skill children should learn in the early years.
Every year in Mount Vernon Primary School we have composite classes. This is because we have 11 classrooms and around 300 children. Composite classes are made up when the number of children at each stage means that three classes need to be created from two year groups of children.
For example:
33 is the maximum We can have a Primary 4 and 5 number of children P.4 of 30 pupils, Primary 4 has 40 pupils we can have in a and Primary 5 has 39. a P.5 of 30 class. In a composite We have 3 rooms pupils and a we can have 25. available. P.5/4 of 19.
Children are taught at their own level and teaching staff are skilled in selecting appropriate learning experiences and outcomes to match the needs and interests of all children in their class. One significant benefit is the maximum number of children who can be in a composite class is 25.
47 Gayle Clarkson Head Teacher October 2015
School Policies and Practical Information: Emergency Situations
We make every effort to maintain a full educational service, but on some occasions circumstances arise which lead to disruption. Schools may be affected by, for example, severe weather, temporary interruption of transport, power failures or difficulties of fuel supply. In such cases we shall do all we can to let you know about the details of closure or re-opening. We shall keep you informed by using letters, notices in local shops and community centres, announcements in local places of worship and announcements in the press and on local radio. You can also use the Glasgow City Council website and Twitter Page as a source of information.
The most effective way to be notified of an emergency closure is through the school’s texting service. Please ensure your child’s main contact has an up-to-date telephone number listed with the main office.
School Policies and Practical Information: Supervision of playgrounds
An adult presence is provided in playgrounds at break times in terms of the Schools (Safety and Supervision of Pupils) (Scotland) Regulations, 1990.
At Mount Vernon Primary there are normally at least 4 adults in the playground at all times. These could include, Mr. Cassidy the school janitor, Mrs. McGurn, Mrs. Sharp, Mrs. Clarke, Mrs. Coull, and Mrs. Robb who are all Support for Learning Workers.
We always do our best to ensure the safety and well being of the children in our care!
Primary 6 pupils are trained as ‘Playground Pals’. They take out equipment for the children to play with and help them have an enjoyable and active break.
We try to ensure children are able to go outside for fresh air. They will only be kept Before 9.00am the janitor is in the in on occasions when bad weather is severe. playground only as a presence.
48 Gayle Clarkson Head Teacher October 2015
School Policies & Practical Information: The Equalities Act
The Equality Act 2010 protects certain characteristics. In the delivery of education the characteristics that are protected are: Disability Gender reassignment Race Religion or belief Sex or sexual orientation Pregnancy and maternity
When making decisions in relation to admissions, exclusions, the provision of education, benefits, facilities and services and any other relevant decisions the school has a duty to have due regard to the need to: Eliminate discrimination, harassment, victimisation and any other conduct that is prohibited under the Equality Act 2010; Advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it; Foster good relations between persons who share a relevant protected characteristic and persons who do not share it.
Further information and advice on this matter can be obtained by contacting the Head Teacher. Dealing with racial harassment
The Race Relations Act of 1976 makes it unlawful to discriminate against someone because of his/her colour, race, nationality, ethnic or national background. The act makes it the duty of Glasgow City Council to eliminate unlawful racial discrimination.
In 1999 the guidelines ‘Dealing with Racial Harassment’ were issued to all teaching staff in dealing with such incidents.
The adoption of an anti-racist approach should be seen as one part of the continuing attempt to improve the quality of education. Glasgow City Council recognises that support from the home is essential if these aims are to be achieved
Every child in Glasgow has the righ t to be happy and secure in school. 49 Gayle Clarkson Head Teacher October 2015
School Policies and Practical Information: Data Protection Act 1998
Information on pupils, parents and guardians is stored on a computer system and may be used for teaching, registration, assessment and other administration duties. The information is protected by the Data Protection Act 1998 and may only be disclosed in accordance with the Codes of Practice. For further information please contact the school.
As a local authority our schools and early years establishments process information about children and young people in order to provide education and care. In doing so we must comply with the Data Protection Act (1998). This means, amongst other things, that the data held about children and young people must only be used for specific purposes. However, you should be aware that we may use this information for other legitimate purposes and may share this information where necessary with other public bodies or where otherwise required by law. We may also use any information for research purposes. However, all personal data is treated as confidential and used only in accordance with the Data Protection Act and the Information Use and Privacy Policy approved by the City Council.
For further information please see our full privacy statement at : www.glasgow.gov.uk/index.aspx?articleid=2895.
School Policies and Practical Information: Freedom of Information (Scotland) Act 2002
The Freedom of Information (Scotland) Act 2002 enables any person to obtain information from Scottish public authorities. The Act applies to all Scottish public authorities including: Scottish Executive and its agencies; Scottish Parliament; Local Authorities; NHS Scotland; Universities and further education colleges; and the police.
Public authorities have to allow access to the following information: The provision, cost and standard of its service; Factual information or decision making; The reasons for decisions made by it
The legal right of access includes all types of ‘recorded’ information of any data held by the Scottish public authorities. From 1st January 2005 any person who makes a request for information must be provided with it, subject to certain conditions.
Further information is provided on the Glasgow City Council website:
www.glasgow.gov.uk/en/yourcouncil/freedomofinformation
50 Gayle Clarkson Head Teacher October 2015
School Policies and Practical Information: Comments and complaints
If you have a comment or complaint please approach the Head of Establishment in the first instance. This is called ‘frontline resolution’ and we will try to resolve your complaint immediately. If we cannot do that we will endeavour to resolve the complaint within 5 working days.
If the Head of Establishment does not resolve the issue to your satisfaction, you should contact our Customer Liaison Unit who will:
Take a totally neutral stance in fully investigating your complaint; Acknowledge receipt of your complaint within 5 working days; Give a full written response within a further 20 working days, unless another timescale has been agreed.
The Customer Liaison Unit can be contacted by phone or email:
Phone: 0141 287 5384 Email: [email protected]
Customer Liaison Unit Education Services Glasgow City Council 40 John Street GLASGOW G1 1JL
Please note that in line with recommendations issued by the Scottish Public Services Ombudsman all establishments, during the course of a formal complaints investigation, must: Ensure that all statements made as part of the investigation are dated and include, wherever possible, dates of events recounted within the statements; Ensure that written records which form part of the investigation are retained for an appropriate period of time; and Give consideration to the inclusion of this within the procedures outlines in the relevant section of the schools’ Pastoral care Policy.
ADDRESSES
EXECUTIVE DIRECTOR OF EDUCATION Mrs. Maureen McKenna
EDUCATION OFFICES: City Chambers EAST 40 John Street Glasgow G1 1JL
LOCAL COUNCILLORS: Bailie John McLaughlin Bailie Anne Simpson Councillor Frank McAveety
Although this information is correct at time of printing, changes could affect any of the matters dealt with in the document – a) before commencement or during the course of the school year in question. b) in relation to subsequent school years.
51 Gayle Clarkson Head Teacher October 2015
School Policies and Practical Information: Useful Websites
Contact details
Choosing a School: A Guide for Parents - information on choosing a school and the placing request system - http://www.scotland.gov.uk/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 - http://www.educationscotland.gov.uk/parentzone/index.asp
Curriculum
Information about how the curriculum is structured and curriculum planning - http://www.educationscotland.gov.uk/thecurriculum/
Information about the outcomes a learner can expect to experience and achieve across literacy, numeracy and health and wellbeing, as well as the eight curricular areas - http://www.educationscotland.gov.uk/thecurriculum/howisthecurriculumorganised/experiencesa ndoutcomes/index.asp
Advice, practice and resources to support the experiences and outcomes on literary, numeracy and health and wellbeing - http://www.educationscotland.gov.uk/learningteachingandassessment/learningacrossthecurriculu m/responsibilityofall/index.asp
Assessment and reporting
Information about Curriculum for Excellence levels and how progress is assessed - http://www.educationscotland.gov.uk/thecurriculum/howisprogressassessed/stages/index.asp
Information on recognising achievement, reporting and profiling - http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/achievement/in dex.asp
Parenting
Parenting Across Scotland offers support to children and families in Scotland - http://www.parentingacrossscotland.org/
Support for pupils
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 (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
52 Gayle Clarkson Head Teacher October 2015
School Policies and Practical Information: Glossary of terms In writing this handbook I have attempted to use plain and straightforward language, however there may be some vocabulary which is unfamiliar. This glossary has been included to explain some of the terminology.
Term Definition/Explanation Achievement . Achievements are successes children have in their lives. Examples might be sports awards, musical achievements, acting achievements, contribution and participation in school committees Additional Support for Learning . When a child needs some extra help with their work or needs to be challenged further, they can work in a smaller group with an additional member of staff. Additional Support Need . When a child has an identified challenge such as dyslexia or autism. This can also mean a more temporary need such as a child dealing with bereavement or a family break-up. Attainment . This is a formal measure of academic ability such as standardised tests. Catchment . This refers to the area surrounding the school. Each house will have a local school depending on their location. Chartered Teacher (CT) . This is a teacher who has undertaken extended study for up to six years. They are a classroom specialist. Classification . This is the word used to describe the way the classes are made up. This depends on the number of children and the number of rooms available. Curriculum . This means the collection of learning experiences the children have when they attend school. Curriculum for Excellence . This is the curriculum brought into Scottish Schools in 2009. Enrolment . This is the process of joining the school. Exclusion . This used to be called ‘suspension’. Children can be excluded for up to ten days. A ‘Permanent Exclusion’ is when a child is not allowed to return to the school. Formative Assessment . This type of assessment is to help children know their strengths and their next steps in learning. Golden Time . This happens on a Friday afternoon. Children earn this throughout the week by working hard and behaving well. In-service . This is a day when the school is closed to pupils. Staff are involved in meetings, preparation, planning and training. Leadership Team . The leadership team is made up if the Head Teacher, the Depute Head Teacher and the Principal Teachers. Loss of Golden Time . If a child does not follow the rules of the school despite warnings they can lose some of their social time on a Friday. Permanent Staff . These are staff who are appointed to the school and remain part of Glasgow City Council’s teaching staff until they choose to move to another local authority. These staff are permanent to the local authority rather than the school: the school is not their employer. Principal Teacher (PT) . This is a teacher who may have a class but also has whole-school responsibility. Remit . This is a list of duties for which a person is responsible. Roll . This is the total number of children who are at the school. School Improvement Plan . This is the plan for improving the school. It is written by the school leadership team. Summative Assessment . This type of assessment is used to monitor progress for example a test or quiz. Support for Learning Worker . Another adult in the classroom who is there to support the pupils in their day to day tasks and activities. Teaching staff direct the work of the SfL Worker Temporary Staff (Supply) . These are teachers brought in to cover vacancies and absences. They stay at the school only for as long as the vacancy exists e.g. 8 weeks, a term. Wellbeing Plan . This plan is a statement of targets to be achieved over a school term.
53 Gayle Clarkson Head Teacher October 2015