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From mountain to sea

Elrick School

Handbook

2017/18

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Contents

Elrick School 1

Our Vision, Values and School Ethos 9

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Curriculum 14 Extra Curricular Activities ...... 24 1 1+2 Approach to Language Learning in Aberdeenshire 25 2 Further Information 25

Assessment and Reporting 27

Transitions (Moving On) 28 3 Admissions 30 4 Placing requests & School Zones 30 5 Skills for Learning, Life and Work / Developing Young Workforce 31

Support for Children and Young People 32 6 Getting it Right for Every Child 32 7 The Named Person 32 8 Educational Psychology 33 9 Enhanced Provision & Community Resource Hubs 33 10 Support for Learning 34 11 The Child’s Plan 34 12 Child Protection 35 13 Further Information on Support for Children and Young People 35

Parent & Carer Involvement 37 14 Our Parent Forum & Working with you as partners 37 15 Communication. 37 16 Parenting 38 17 Volunteering 38 18 Learning at Home 38 19 Decision-making and Developing Services 39 20 Collaborating with the Community 39

School Policies and Useful Information 40 21 Attendance 40 Pupil Absence Procedures 40

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Attendance and Absence Procedures ...... 40 Unplanned Absence ...... 40 22 Holidays during term time. 41 23 Elrick School Dress Code 41 24 Clothing Grants 43 25 Transport 43 26 Early Years Transport 43 27 Privilege Transport 43 28 Special Schools and Enhanced Provision 44 29 School Closure & Other Emergencies 44 30 Storm Addresses 45 31 Change of address and Parental Contact Details 45 32 School Meals 46 33 Healthcare & Medical 46 34 Exclusion 48 35 Educational Visits 48 36 Instrumental Tuition 48 37 Comments, Compliment & Complaints 48 38 Support for parents/carers 48 39 Insurance 49 40 School Off Site Excursion Insurance 50 41 Data we hold and what we do with it. 50 42 How Does Aberdeenshire Council Hold and Store Pupil Data 50 43 Parental Access to Records 51 44 ScotXed 51 45 Information Sharing 51 46 Freedom of Information 51

Appendix 52 School Improvement Plan 52 Members of Parental Groups 52 Stats for attainment: 52 School Events Calendar & holidays 52 Map of catchment area 54 Introduction to Elrick School

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Welcome to Elrick School,

In our handbook you will be able to find out more about Elrick School and what it can offer for families across our community. This will hopefully give you a picture of what Elrick School is like and would encourage you to have a look at both our website and Twitter feed, details of which are below. These are both updated regularly and capture recent events, class newsletters and information about our Parent Forum.

If you would like to find out more about the school, do not hesitate in contacting the school via telephone or email.

Kind regards Andrea Drummond Head Teacher

School Contact Details

Mrs Andrea Drummond Tel: 01224 741900 Elrick Primary School Rowan Drive Website: Westhill www.elrick.aberdeenshire.sch.uk AB32 6QB

Email: [email protected]

Twitter: @ElrickSchool

Adverse weather and emergency closure http://www.aberdeenshire.gov.uk/media/21608/adverse-weather-arrangements.pdf Information Line 0370 054 4999 [PIN 1670] (Please do not use this line to leave messages for the school.)

Elrick School Background Information

All Aberdeenshire schools are co-educational, providing education for both boys and girls. Elrick Primary School is a non-denominational Primary School set within the town of Westhill, seven miles west of Aberdeen. It opened in August 1981. In the course of its growth Westhill has absorbed the former village of Elrick. The school roll in November 2017 was 426 pupils in P1-7 and 59 pupils in Nursery. We provide education for children aged 3-12 i.e. from ante-pre school to Primary Seven.

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The school’s design is, for the most part, open plan. In August 2003, a twin relocatable classroom unit with a link to the main building was installed. A separate Nursery with an outdoor classroom opened in August 2008. The grounds provide ample space for pupils to play, exercise and explore nature.

The school is well supported by a range of support agencies, parents, the local community and local businesses. Pupils benefit from valuable support offered by BP and other local industries. Elrick Primary is committed to working closely with the other primary schools within the Westhill network and also with the local secondary school, Westhill Academy. On leaving Elrick Primary, nearly all pupils proceed to Westhill Academy.

At Elrick there are 16 primary classes taught by class teachers, some of whom are part-time, 1 full time Early Years Lead Practitioner and 5 part time Early Years Practitioners. The Head Teacher is non class committed. There are one full-time and two part-time Depute Heads and one Principal Teacher all of whom are class committed for part of the week. Specialist teachers help with the delivery of Art and Design, Music, Science, MLPS and Physical Education. We also have 1 full time and 2 part time Additional Support Needs teachers. The school also works closely with a range of other support agencies and volunteers in order to provide the best possible experience for children with additional support needs.

Our Active Schools Coordinator, teachers and parents provide a range of additional active and sporting activities for the children.

The staff are supported by 2 part-time school administrators, 1 clerical assistant, 11 pupil support assistants, 6 kitchen staff, 4 cleaners and a janitor.

Community links are a valued part of school life. The school is used for a range of community activities, including after school sports and activity clubs. The school has a very supportive Parent Council which supports school improvement activities and raises additional funds to provide many extras for the pupils in the school.

Devolved budgets are managed in accordance with authority guidelines in order to support planned improvements in the school.

HMIe last inspected the school in January 2009. The report can be accessed online. The school was accredited with the ICT Learning Award at Scottish Schools Education Awards in 2009.

Visits of Prospective Parents

Prospective parents can contact the School Office and request an appointment to come and visit the school/nursery and meet with the Head Teacher. During this visit you will get a tour of the school/nursery and have an opportunity to ask any questions and discuss any particular needs for your child(ren).

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Staff list

Head Teacher Mrs Andrea Drummond

Depute Head Teachers Miss Jenny Anderson Mrs Lynsey Matthew Mrs Leah Robinson

Principal Teacher Miss Kerry Ann Darlington

Class Teachers Mrs Wendy Coney Miss Lauren Campbell Mrs Margaret Young Mrs Alison Adams Miss Eilidh Alexander Mr Thomas MacKenzie Mrs Louise Skinner Mrs Lisa Cowan Mrs Claire Smith Mrs Jill Stockdale Mrs Claire Clark Mrs Carly Neave Mrs Jenny Bruce Mrs Angela Skene Mrs Margaret Rule Miss Marianne Crockett Mrs Ginny Reid Miss Kirstin Budge Mrs Claire Birt Mrs Esther Lloyd Miss Elizabeth Pool Mrs Angela McLelland

Additional Support Needs Teachers Mrs Michaela Reid Mrs Linda Barrack Mrs Vivien Moorhouse

Early Years Lead Practitioners Miss Adele Rose Mrs Julie Crockford

Early Years Practitioners Mrs Nikki Bond Mrs Claire Beltran Mrs Gillian Shimwell Mrs Julie Farquhar

Pupil Support Worker Mrs Marion Smillie Intervention and Prevention Teachers Mrs Elaine Northcroft Mrs Gemma Smith

Educational Psychologist Mr Stuart Bull

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Pupil Support Assistants Mrs Cathy Smith Mrs Jenny Rataj Mrs Claudia Muller Mrs Sonia Adamson Mrs Masuda Chowdhury Mrs Sue Thom Mrs Wendy Aitkenhead Mrs Angela McLean Miss Padmasundari Ganeson Mrs Chrissie Anderson Mrs Shona Collins

School Administrator Mrs Brenda Webster Mrs Claire Singer

Administrative Assistant Mrs Angela Bowman

School Janitor Mr Collin Connor

Music Specialist Teacher Mrs Amanda O’Gallagher

PE Specialist Teacher Mr Jason Strachan

Modern Languages Teacher Mrs Sandra Coles

School Cook Mrs Sam Milton

Catering Assistants Ms Lesley Stewart Ms Amanda Dowbekin Mrs Toni Molina Mrs Susan McLean

Cleaners Ms Wendy Sutherland Mrs Susan Gordon Mrs Sheena Quilter Mrs Brenda Moggach

Parent Council Office Bearers

Joint Chair – Mrs Fiona Fitzgerald/Mrs Chrissie Simpson

Parent Forum Contact Email: [email protected]

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School Hours

Nursery

Monday to Friday AM sessions are from 8.35am-11.45am Monday to Friday PM sessions are from 12.10pm-3.20pm

Both Blue and Green nurseries have a mixture of am and pm sessions – see below for details.

AM sessions PM sessions

Monday Blue Nursery Green Nursery

Tuesday Blue Nursery Green Nursery

Wednesday Blue Nursery Green Nursery

Thursday Green Nursery Blue Nursery

Friday Green Nursery Blue Nursery

Primary 1-3

Morning Break Lunch End of day

Monday to 9.00am 10.40-11.00 12.30-1.15 3.05pm Friday

Primary 4-7

Morning Break Lunch End of day

Monday to 9.00am 10.40-11.00 12.00-1.00 3.20pm Friday

Our Vision, Values and School Ethos | 9

Our Vision, Values and School Ethos

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School Ethos

Positive Behaviour Management Positive behaviour management is a vital component in helping us to achieve our vision, values and aims. It also provides our pupils with the boundaries and rules they need to fulfil their potential and contribute to the well-being of others. To read our school Positive Behaviour Policy go to the school website at www.elrick.aberdeenshire.sch.uk.

Rights Respecting School Elrick is a Rights Respecting School, promoting the principles of UN Convention on the Rights of the Child. Each class draws up an annual charter, agreeing what needs to be in place for each child to enjoy a happy, safe and productive learning environment. These charters are shared with parents.

Promoting Positive Behaviour

We look to our pupils to:  work co-operatively with school staff and with each other  be polite when working with adults and also with their peers  show consideration and tolerance towards each other  be kind, concerned and considerate towards younger children  follow all requests and instructions  be attentive when being offered advice and instruction  observe the school rules and adhere to our vision, values and aims

House System All pupils in Elrick are part of a House System. Each year pupils are allocated to one of four houses – Balmoral, Crathes, Drum or Fraser. Pupils are awarded house tokens for a variety of reasons linked to the four capacities – successful learner, confident individual, effective contributor, responsible citizen, e.g. special efforts in class, good manners, adhering consistently to one of our school social goals. These tokens are collected and counted at weekly assemblies and at the end of each term the winning house team gets a special treat. The winning house team at the end of each school year is awarded a trophy.

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Orderly movement Children in school represent a large number of people in relatively small space. Orderly and disciplined movement is therefore essential in the interests of safety and harmony. We operate the following procedures:

 Pupils come into school in an orderly manner  On entering school, pupils remove their jackets and, if necessary, change their shoes  On entering their class area, pupils prepare for starting work  When pupils move around the school, they do so in a quiet, orderly manner, with no running or shouting

Orderly behaviour Our school is open plan. This arrangement has many advantages, but it does mean that large numbers of children are within earshot of each other. It is therefore essential to keep noise down to an acceptable level.

In order to keep down the level of noise, we expect children to

 speak quietly, and only at times when the teacher is encouraging talking  be careful when moving around or when moving items such as chairs  keep movement around class areas to a minimum  be particularly considerate of others when working in shared ‘wet areas’

Keeping the school tidy In order to keep the class areas neat and tidy, we expect children and staff to

 tidy up after themselves e.g. put away their belongings in class and cloakroom areas  help with the collective effort to tidy up activity areas after use  make sure that any potential litter is placed in bins or recycling boxes provided both in classes and in the playground

Volunteers All P6 and P7 senior pupils are given the experience of being volunteers around the school.

Volunteers are required to keep a watchful eye on playground activities and they supervise an assigned class in indoor activities at lunchtime and intervals when bad weather forces pupils indoors. Being a volunteer allows the oldest children in school to take on an important role of responsibility within the school and it can help the older pupils build friendships with younger children.

Volunteers do not have any power to punish: their duty is to help and support, provide ideas for playing games and promote a friendly atmosphere. Volunteers are made aware that they should refer any matter that they are unable or uncomfortable handling to a member of staff immediately.

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Bullying Bullying may be defined as a range of pre-meditated, persistent and often deliberate actions, undertaken by a person or a group of people, which cause the victim(s) physical or emotional distress. It may be useful at this point to draw a distinction between acts of bullying and incidents which, although not to be encouraged, are commonplace when groups of children play together. An occasional tussle or quarrel between two children will be treated as a breach of discipline by staff, but it is not bullying. Similarly, reciprocal or casual name-calling is not to be condoned, but it is not bullying. Sustained victimisation is. The crucial distinction is where the imbalance of power is such that the victim clearly needs positive support. At the same time the bully needs to be made aware of the damage, which his/her actions are causing. The school will not tolerate any form of bullying behaviour, be this physical, verbal, threatening and intimidating behaviour or ostracism from groups, games or activities, and we will do everything in our power to prevent such behaviour amongst our pupils, and to deal effectively with any incidents which might occur. Victims of bullying are supported by a range of strategies and resources depending upon the needs of the child and the nature of the incidents.

We believe that a strong, positive school ethos and constant work on building a caring school community, together with close contact with parents, offers the best way forward.

Restorative Approach to Bullying Behaviour Whilst many believe that children who bully must be punished for their behaviour, it is widely accepted that this type of response can at times be ineffective and make the situation worse. Punishment can make a person resentful instead of reflective. Children who bully must be given the opportunity to hear about and face up to the pain, hurt, distress and anger they have caused to others. Punishment does not help to restore relationships and can result in further retaliation.

Aberdeenshire Council has a responsibility to protect those being bullied but also to provide an education for all pupils including children who bully or those with behavioural problems. Whilst appropriate action will be taken by the school, it is also important that all parents involved, work with the school to resolve the problems in the best interests of their child or young person.

Race Relations Act Schools actively discourage any racist language or behaviour. Where any such behaviour has been reported schools are required to record the incident and the person(s) involved. The behaviour will be dealt with according to school policy.

A copy of the school’s Anti-Bullying policy is available on the school website.

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Curriculum

Within Elrick School, we aim to provide a curriculum that is both inclusive and ambitious for all – a curriculum which is both academically challenging and also provides opportunities to develop skills for learning, life and work. Our curriculum will be based around the four capacities of Curriculum for Excellence – to ensure our pupils are successful learners, confident individuals, effective contributors and responsible citizens. Our curriculum will also reflect the principles of curriculum design to ensure breadth, depth, personalisation & choice, challenge & enjoyment, progression, coherence and relevance. Therefore we will have a curriculum which we will adapt continuously over time to meet the needs of our pupils. Following the principles of Curriculum for Excellence, achievement of children and young people is celebrated in its broadest sense. This means looking beyond formally assessed learning, to also recognise activities like volunteering and participation in arts, sports and community-based programmes. This approach complements the nurturing and aspirational outcomes of Getting It Right for Every Child, and our aim in Aberdeenshire to overcome inequality by Raising Attainment for All, promoting Equity and Excellence in schools, and Closing the Gap.

The Curriculum for Nursery to Primary 7

Literacy and English Language is at the heart of children’s learning. Literacy is fundamental to all areas of learning as it unlocks access to the wider curriculum. It enables children to communicate effectively and helps them to examine their own and others’ experiences, develop critical and creative thinking and competence in listening, talking, reading and writing. It is also important for children to develop interpersonal and team-working skills. Children need to spend time with stories, literature and other texts which will enrich their learning, develop their language skills and enable them to find enjoyment.

Throughout education, effective learning and teaching in literacy and English will involve a variety of approaches including:

 the use of relevant, real-life and enjoyable contexts which build upon children and young people’s own experiences  effective direct and interactive teaching  a balance of spontaneous play and planned activities  collaborative working and independent thinking and learning  making meaningful links for learners across different curriculum areas  the development of problem-solving skills and approaches  the appropriate and effective use of ICT

In the course of the language programme, pupils learn how to:

 increase their knowledge of language

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 listen, reflect and respond

 talk with confidence and clarity

 read with interest and understanding

 write accurately, legibly and fluently  write purposefully and creatively  make connections between reading and writing

Mathematics and Numeracy Mathematics is important in our everyday life. It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess risk and make informed decisions. Learning mathematics develops logical reasoning, analysis, problem-solving skills, creativity and the ability to think in abstract ways. We encourage pupils to learn mathematics through practical activities, problem solving, and computation. Children are encouraged to verbalise their thinking and demonstrate their understanding of concepts. Children also develop mental agility skills.

Wherever possible, we help pupils to apply their mathematical skills to other areas of the curriculum, so that they can appreciate the key role of mathematics and numeracy within learning and as applied to the practicalities of everyday life.

The three main organisers are:

 Number, money, measure  Shape, position, movement  Information handling

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. Everyone within Elrick shares responsibility for creating a positive ethos and climate of respect and trust.

We place great emphasis on the health, welfare and safety of children. We encourage them to value themselves, their families, their peers and other people within society.

Our curriculum promotes ways of keeping healthy and helps children, staff and parents to understand the importance of mental, emotional, social and physical wellbeing.

We emphasise the key role of personal relationships and illustrate how showing care and concern for others helps to promote personal and social health. We also promote the use of the outdoor environment to enhance a healthy lifestyle.

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Relationships, Sexual Health and Parenthood The following Aberdeenshire Council information guidance is followed by the school in providing appropriate learning experiences with regard to relationships, sexual health and parenthood which is part of the health and wellbeing curriculum.

Sex education can be defined as a lifelong process whereby children and young people acquire knowledge and skills, and develop beliefs, attitudes and values about their sexuality and relationships within a moral and ethical framework. (Sex Education in Scottish Schools: Effective Consultation with Parents and Carers, Scottish Executive & Learning and Teaching Scotland 2001).

Children learn about relationships, sexual health and parenthood from a wide range of sources including formal education, parents and families, friends and the media: magazines, books, TV, video games and movies.

We use the resource All About me Living and Growing – Alternative, which is a sexual health and relationship programme for 5-11 year olds.

In some exceptional circumstances, parents or carers may prefer to deal with their child’s relationship and sexual health education themselves. This should be discussed with the Head Teacher or designated member of staff so that appropriate alternative arrangements can be made.

For further information about specific resources or programmes of work please contact the school.

Drugs Education/Substance Misuse When planning for Substance Misuse Education within the curriculum, it is important to reflect on the guidance outlined in the Aberdeenshire Policy. Within the rationale of this policy, the key elements of successful Substance Misuse Education provision are addressed directly within the advice for supporting children and young people in becoming successful learners, confident individuals, effective contributors and responsible citizens. http://arcadialite.aberdeenshire.gov.uk/?p=2930

The Aims of Substance Misuse Education

An effective Substance Misuse Education programme should aim to:

 Allow pupils to develop knowledge and understanding about legal and illegal drugs, their effects and the implications of use and misuse.

 Provide opportunities for pupils to develop beliefs, attitudes and values about drugs.

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 Enable pupils to develop the skills necessary to make healthy, informed choices and informed decisions about drugs, including resistance to peer pressure or influence.

 Link with other components of personal, social and health education to develop life skills and promote access to positive, health-promoting lifestyles.

At Elrick School programmes of study are arranged in compliance with this guidance. For further information on learning and teaching of Substance Misuse Education, please contact the school.

Physical Education The Scottish Government recommends that each child has 2 hours of purposeful, satisfying and enjoyable physical experiences, per week. As a school, we aim to support this recommendation, as we believe that Physical Education is vital to the overall physical development and wellbeing of every child.

We look to instill in all pupils a positive approach towards their own personal fitness and wellbeing that will stay with them throughout their lives.

Physical Education should also lead to children developing self-confidence, self- awareness, a pride in their own achievements and a sense of collective responsibility and co-operation when participating as part of a team.

Social Studies The key components of ‘Social Subjects’ are People, Past Events and Societies, People Place and Environments, People in Society Economy and Business.

Work done in this area encourages pupils to interpret various sources of evidence, develop enquiring minds, interact with others and develop reasoned points of view. Children will also develop an understanding and appreciation of their own country and its heritage.

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Science In Science, we encourage pupils to carry out collaborative investigations and develop scientific enquiry and thinking skills. Pupils’ work helps them to understand the living, material and physical world.

Technologies We give children plenty of ‘hands on’ experience by presenting them with practical problems and by inviting them to devise, test and evaluate their own solutions.

In the course of their work, children come to appreciate the extent to which their lives are influenced by changes in technology, by the development of new materials and by the time, thought and effort put into design. Work in technologies is connected with all other areas of the curriculum and includes craft, design, engineering, food, graphics, textiles and information and communication technology (ICT).

At Elrick we recognise that ICT is a natural part of good learning and teaching. In recognition of our strengths in this area, we won the ICT Learning Award at the Scottish Schools Education Awards in 2009. Increasingly, we are using a wide range of technologies to maximize learning and enhance and enrich teaching with the addition of tablets and iPads.

Expressive Arts

Art and Design

Art and Design aims to extend children’s awareness and appreciation of the world around them while encouraging creativity. It gives pupils opportunities to express their own personal view of the world, using a variety of media, including pencil, crayon, pastel, collage, paint, clay and print. We emphasise the need for children to have plenty of experience of handling media, so that their skills improve, their level of confidence rises, and their enjoyment grows. At the same time we encourage them to evaluate the worth of their own work.

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Art and Design allows children to draw on their own feelings and their own imagination in order to express and interpret ideas. As children progress, we introduce them to art past and present and to the diversity of different cultures, which they are encouraged to evaluate as well as appreciate.

We value the work children do and regularly have it on display throughout school.

Drama Drama is an ideal medium through which to teach the life skills necessary to develop children into young adults who are ready to take their place in society.

Drama aims to develop within each child the skills of co-operation, concentration and self- expression. It can make a significant contribution to a child’s self-awareness, self- confidence, and self-respect. It opens up opportunities for children to explore not only themselves but also their relationship with other people, cultures and the world around them. There will be opportunities for performances throughout the year.

Music We ensure that all pupils experience singing, music-making, listening and responding to music. Our music specialist plans a broad programme of music, encouraging pupils to develop a sense of rhythm, create music and investigate sound, using both tuned and untuned instruments. Part of the programme will also include performance work, where pupils will have the opportunity to share their work with an audience. Group music making is also encouraged, providing opportunities for pupils to co-operate, support and learn from each other. Children from Primary 5-7 have the opportunity to be part of the school choir.

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Learning and Teaching Our teaching methods recognise and reflect that each child is an individual with his/her own aptitudes, aspirations and needs. We aim to develop each child’s potential to the full. We use a wide variety of teaching methods to cater for a range of learning styles.

We believe in active learning for all age groups with children fully engaged in thinking. In promoting active learning, we recognise the importance of ensuring that learning experiences are stimulating and challenging. Children are supported to take responsibility for their own learning, recognising their own strengths and areas for improvement. They are encouraged to be reflective when talking about their learning.

We make full use of our local environment, including local businesses. Our aim is to make learning relevant and meaningful and promote enthusiasm for lifelong learning.

Not all pupils do the same work all the time; within a class the teacher will regularly allocate tasks that are set at different levels of difficulty. The aim is to challenge all pupils, but at the same time give them work that is within their capabilities, so that each child experiences success.

There are times when all pupils within a class are given the same task. In these circumstances, teachers will look for and accept different levels of outcome, based on their knowledge and experience of each child’s capabilities.

By the time that our pupils leave our school, we hope they will have acquired many of the attributes of an independent learner. Each will have developed at his/her own pace and in his/her own way. We trust that not only will each of them have gained an awareness of his/her full potential, but will want to fulfil that potential.

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Co-operative Learning

At Elrick staff have undertaken training in co-operative learning and we continue to develop a co-operative ethos within the school. Co-operative learning focuses on individual accountability, common goals and recognition of group success. A co- operative task cannot be successfully completed unless each member of the group has a role to play.

Groups are formed and are presented with tasks which have both a social and academic goal. The academic goal is the learning intention, for example, to research information from a variety of sources. The social goal is a social skill which children are purposefully taught, for example, active listening. At Elrick we have adopted a whole school approach to this.

We use co-operative learning as it promotes active, collaborative, pupil centred learning, where each pupil’s contributions are valued/listened to and it helps to develop a range of life skills. It provides a motivating model for learning whilst also developing social skills which are embedded in the four capacities of the Curriculum for Excellence. Lastly it helps to develop oral communication skills and raise self- esteem.

Personalisation and Choice The school provides a framework for learning based upon the principles of curriculum design and curriculum entitlements. Within this, the school encourages pupils to have a say in how they learn and what they learn e.g. in cross curriculum study within a social studies based topic, the children might choose to communicate their learning through a report, a PowerPoint presentation or a piece of artwork. The pupils also might choose to research a specific aspect of information within focus areas. Through the use of learning logs and personal planning, the pupils are involved in setting their own targets and planning next steps in learning.

For further information on specific aspects of learning, please contact your child’s teacher in the first instance.

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Homework Our purpose in setting homework is:

 To practise and build on what has been learned in school  To promote learning at home  To encourage and support parents to participate in their children’s education  To encourage children to take responsibility for their own learning

Homework will be set in line with our policy which can be accessed on the school website.

Work brought home for completion will not involve parents in having to teach children anything unfamiliar or unduly difficult. We do ask parents to check and sign homework, where appropriate, as a way of confirming to us their awareness that homework was set and has been completed.

Spiritual, Moral, Social and Cultural Values

The Development of Pupils’ Values In our school we are committed to providing appropriate opportunities for the development of pupils’ spiritual, moral, social and cultural values through both the ethos and the curriculum. This will be undertaken in partnership with parents and will take account of the individual needs of pupils and the views of parents. Our school welcomes and encourages diversity and individuality, while emphasising our common commitment to moral values such as honesty, respect for others, compassion and justice. It is a fundamental principle of our school that everyone who is involved in the life of our school has the right to be respected as an individual and carries the responsibility to act in a considerate and respectful manner towards others. We implement the Council policy for Equal Opportunities and ensure that all pupils have access to the full range of educational experiences available within the resources of the school. We are firmly committed to the elimination of any form of discrimination on the grounds of age, race, religion, gender, sexuality or disability. See Aberdeenshire Council Policy at www.aberdeenshire.gov.uk/about/equality.asp

Religious and Moral Education Throughout the school there are opportunities for pupils to learn about aspects of Christianity, other world faiths and to reflect upon their own moral standpoint in relation to world issues. During weekly whole-school assemblies, we encourage awareness of matters of a cultural, social and moral nature. During assemblies we activley promote our vision, values and aims. We aim to develop in our pupils an ethos of tolerance, understanding and respect for the beliefs and customs of others. The school is committed to supporting the development of its pupils as whole people and as a result, wish to encourage their development in moral, social and cultural terms.

The key human aspects of learning are supported by:

 Creating an atmosphere that is both caring and challenging and which provides opportunities for the development of personal responsibility.

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 Promoting social and moral learning through the way in which disciplinary issues are handled.  Ensuring staff and adults within the school provide positive models for pupils.  Arranging regular gatherings of the school community and using such occasions to encourage and reinforce the values on which the school is based.  Enriching the curriculum in all appropriate areas with an emphasis on moral, social and cultural development.  Providing opportunities within the curriculum to advance personal and social development.  Providing a programme of religious education in which consideration will be given to responses to basic questions relating to the meaning, value and purpose of human life.  Providing a programme of moral education.  Taking every opportunity to acknowledge, value and appreciate the various cultures and heritage of our pupils and to encourage them to appreciate and value the cultures and heritage of others including visits by representatives of other beliefs or faiths.

The School Chaplain visits school on a fortnightly basis and twice a year we visit the local church for a short service which is usually led by the children.

Parents wishing to exercise their right to withdraw their child from Religious and Moral Education should contact the Head Teacher so that acceptable alternative arrangements can be made.

Educational Visits We offer various educational visits during the course of a school year. We believe that hands on experiences greatly enhance a child’s education, while also helping children to make the necessary links between learning in school and life outwith school. Staff members and parent volunteers provide supervision and adhere to the standards laid down by Aberdeenshire Education and Children’s Services. We give parents as much advance notice and information as we can with regard to visits that affect their child. In term 3, P6 pupils have the opportunity to participate in a 4 day skiing trip near Glenshee. Primary 7 pupils have an opportunity to participate in a five day long residential educational visit to Barcaple. This normally takes place in term 4 and has a physical activity and health and wellbeing focus.

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Learners’ Involvement In The Life Of The School

Taking Responsibility We encourage pupils to take responsibility within the school. This allows them to have a say in aspects of what happens in school and allows them to see that they can make a difference. Some of the ways that we do this are:  Volunteers – P7 and P6 support the younger pupils at break times  Buddies – P7s paired with the P1s to help settle into the school  Play Leaders – teaching younger children to play co-operatively  ECO group – help the school become more environmentally friendly  Health group – helping the school become healthier  Pupil Council – making decisions about charity events and improvements to the school.

Extra Curricular Activities

Pupil Council/Sport and Health The Pupil Council and Health and Sport Groups were set up to provide opportunities for the children at Elrick to voice their opinions and make decisions on aspects of school life. Pupils who are interested can put themselves forward for the role. Pupil Council members meet several times a term to discuss relevant issues. To date the children have selected and purchased equipment for the playground and have been involved in organising and running fund raising and charity events. The Sport and Health group is responsible for promoting healthy lifestyle choices at Elrick. We currently offer Football, Hockey, Chess, Running, Netball and Play Leaders as extra-curricular activities, run either by a professional coach, teachers, parents or adult helpers. Children also have the opportunity to represent the school in Cross Country and Swimming, as well as at local Rotary-organised events.

Cycle Training Pupils in P6 are offered the opportunity to participate in cycling training, provided we have sufficient parent helpers. Only pupils who have completed the training should cycle to school on their own.

Sports teams We have football for children in P3, P4, P5, P6, and P7. Parents and friends of the school run the teams, which train and play outwith school hours. We are very fortunate to have this level of support for activities from which our pupils gain so much pleasure and sense of achievement.

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1 1+2 Approach to Language Learning in Aberdeenshire The Scottish Government has introduced a policy ‘Language Learning in Scotland: A 1+2 Approach’. Children are growing up in a multilingual world and to allow them to take their place as global citizens, they need to be able to communicate in many settings. This approach entitles every child and young person to learn two languages at school in addition to their mother tongue language. In Elrick School the first foreign language is French. This language will be learned from P1 (in Primary School) through to S3 (in secondary school). All schools in our cluster will continue to plan together to make sure that what learners do in secondary school builds on what has been learned in primary school. This will ensure that learning languages remains an appropriately challenging and rewarding experience for learners as they move into secondary.

We are committed to this new approach to language learning because learning languages can play an important role in helping young people to develop their literacy skills, including literacy in their first language, whether this is English or another language. Through languages, learners have opportunities to:  develop and improve their skills in listening, talking, reading and writing  get a feeling for how languages work  learn how to communicate ideas and information in their own language as well as in the new languages they learn  become familiar with different texts and media in different languages  develop skills which will help them further for learning, life and work.

If you would like your child to access Gaelic Medium Education and they have not yet started to attend a primary school you can make a request for an assessment of need for Gaelic Medium Primary Education (GMPE). For more information, please go to: http://aberdeenshire.gov.uk/schools/information/gaelic-in-schools/ The parent or carer of any child or young person can make a request for their child to attend to any school which offers GMPE. This will enable your child to be taught by specialist staff. As there are currently no schools in Aberdeenshire which have GME provision learners are transported to school in Aberdeen City.

2 Further Information For more information on specific aspects of learning, please contact your child’s teacher in the first instance.

Further information on the school’s approach to Curriculum for Excellence including information for parents, can be found on the school website. More general information on Curriculum for Excellence and the new Qualifications can be found by clicking on the hyperlinks below.

26 |Curriculum

Policy for Scottish Education: https://education.gov.scot/scottish-education-system/policy-for-scottish-education Early Learning & Childcare: https://www.education.gov.scot/scottish-education- system/Early%20learning%20and%20childcare Broad General Education (Pre school – S3): https://education.gov.scot/scottish-education- system/Broad%20general%20education Senior Phase and beyond (S4 – 16+): https://education.gov.scot/scottish-education-system/senior-phase-and-beyond National Qualifications: https://education.gov.scot/nationalqualifications/

Assessment and Reporting | 27

Assessment and Reporting

Pupils move through the curriculum at their own pace. Assessment will focus on how well and how much pupils are learning and not just how quickly they move through all the experiences and outcomes. Progress will be evidenced using a variety of approaches that best reflect the learning that has taken place, and will track the skills that your child or young person is developing. There are four main ways in which pupils will be assessed in the Broad General phase (pre-school – S3): ‘SAY’ where a pupil may have presented to the class or teacher. ‘WRITE’ where a pupil may have some written evidence e.g. end of unit/topic. ‘MAKE’ where a pupil may have created a model or poster. ‘DO’ where pupils may act out a scenario or conduct a class vote. Assessment is ongoing throughout the Broad General phase and is a continuous process which influences the goals set for your child. Assessment can take many forms including observation, sampling of work, presentations, portfolios, performance, self & peer assessment as well as tests. From August 2017, new national standardised assessments are being introduced as part of the National Improvement Framework, where every child in P1, P4, P7 and S3 will undertake assessments covering aspects of reading, writing and working with numbers over the course of the school year. Assessments will be completed online and will be automatically marked by the online system, giving teachers immediate feedback to help children progress.to help teachers judge how well children are doing and plan next steps in their learning. For more information please go to: http://www.gov.scot/Resource/0051/00510590.pdf Throughout this time, parents will receive regular updates through our current reporting to parent process, currently we are moving towards a new online profiling system called Seesaw and also have the opportunity to meet informally and formally with teachers and support staff Pupils have responsibility for maintaining their pupil profile, supported by school staff, which involves them pulling together their strengths, achievements both inside and outside of school to help them understand what they are learning and support planning for future learning. Parents and carers are encouraged to contact the school at other times throughout the year to discuss their child’s progress. Further Information on Assessment, Reporting & Profiling can be found on Parentzone: https://education.gov.scot/parentzone/learning-in-scotland/assessment-and- achievement

28 |Transitions (Moving On)

Transitions (Moving On)

We understand that transitions, especially at Pre-School, P1 and S1 stages, can be anxious times for parents and pupils. At Elrick Primary we have arrangements in place to support transitions and these are outlined below.

Transfer to Ante-Pre School and Pre-School Nursery In order to support and ease transition into early years setting, we arrange a series of induction events/meetings/Come and Play sessions for you and your child. These events are planned to allow you and your child to become familiar with the early years setting, to meet staff, to meet with the other children and to find out about life in early years and what you can do to support your child’s transition into the early years setting. A major part of this process involves parents sharing information about their children’s needs and you will be asked to complete a number of forms e.g. your child’s specific needs. Any other early years setting which your child attends will forward transition information regarding your child’s needs and learning journey.

Deferred entry to P1 Where parents have concerns regarding their child’s entry to P1, they should discuss this with the nursery team in the first instance who will be able to offer support and guidance.

Transfer to Primary 1

Buddy system When your child begins school with us at any stage our buddy programme will support those early days. For this your child will be given a nominated buddy to guide them through our school routines and building. All P1 pupils will be allocated a P7 buddy.

In order to support and ease transition into P1, we arrange a series of induction events/meetings for you and your child. These events are planned to allow you and your child to become familiar with the school building, to meet staff, to meet with the other children including your child’s buddy and to find out about life in school and what you can do to support your child’s transition into P1. The induction process starts in your child’s pre-school year, with P1 staff arranging to visit your child in their pre-school setting wherever possible in order to begin to get to know your child.

Induction meetings are arranged for parents around May/June in order to share information about starting school and how you can help your child at home. This is also an opportunity for parents to meet their child’s teacher and to ask any questions or share any information.

Transitions (Moving On) | 29

At these induction meetings, parents are issued with a range of materials designed to support children’s learning at home and parents are asked to complete a range of forms to gather information about e.g. your child’s medical needs, contact addresses, special needs etc.

Our prospective P1 pupils also have the opportunity to come into class for a series of induction sessions around May/June. This allows the children to begin to get to know their classmates and their teacher as well as familiarising themselves with the school buildings and classroom routines.

Parents are also invited to join their P1 children for a school lunch.

Information communicating details of P1 induction arrangements along with dates will be communicated directly to Prospective P1 parents around April.

Transfer to Secondary Education Most children from Elrick Primary move on to attend Westhill Academy, Westhill. (Telephone Number 01224 740111).

Elrick Primary is part of the Westhill Community Schools Network. An induction programme for P7 is in place to help ease the transition into S1. P7 pupils spend 3 days at Westhill Academy towards the end of the summer term. Further information is communicated to parents about the induction calendar for secondary school around February each year. Parents also have the opportunity to visit Westhill Academy, where information will be shared and questions can be asked.

Liaison between Elrick Primary and Westhill Academy is very good. During the P7 year, pupils have many opportunities to join with P7 pupils from the other Westhill Community Schools Network. Transition art projects, sports festivals, trips, invitations to the academy pantomime and other ad hoc activities are arranged for P7 pupils to get together.

Information about our P7 pupils is shared with guidance staff at the academy to help support appropriate continuity of education. Parents are welcome to attend these information sharing meetings, especially when additional support has been provided previously.

Westhill Academy staff also visit our pupils in Elrick Primary where information is shared and questions can be asked.

Where parents opt to send their child to any other secondary school, (following placing requests) Elrick School supports any alternative transition arrangements wherever possible.

Placing request forms are available from the school – see p 30 for further information on placing requests.

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Transitions Between Stages For some children, the thought of moving onto their next class/teacher can also be an anxious time. Again, we have structures in place to support these transitions. Teachers share planning and work together on school improvement projects helping to ensure a commonality of expectations and approaches. Time is arranged for teachers to hand over information regarding the learning needs of the pupils transferring from class to class. Around June of each year “step up” time is also arranged where pupils can meet their next teacher and their classmates. Opportunities throughout the year for children to work on joint projects, e.g. enterprise challenges help to ensure that the children have opportunities to work with other staff and pupils.

If you have any particular concerns regarding transitions, please make an appointment to see the Head Teacher. Visit Parentzone for more information about transitions: https://education.gov.scot/parentzone/my-child/transitions

3 Admissions Nursery Admissions. All parents should submit an application form for their child, to the nursery of their choice during the admissions period. The application form can be found here: http://aberdeenshire.gov.uk/schools/information/early-learning-and-childcare- information/ Primary Admissions New entrants to P1 are enrolled early in the calendar year for entry to school in August. This is for children who will be five on or before the school start date in August. Those that have their fifth birthday between the August start date each year and the end of February the following year, may also be admitted. Go to: http://aberdeenshire.gov.uk/schools/information/primary-school-registration/

4 Placing requests & School Zones For all advice and information on placing requests and guidance on school catchment/zones go to: http://aberdeenshire.gov.uk/schools/information/choosing-a-school If you live Out of Zone, parents have the right to request that their child attends a school in another 'zone' if they wish (without giving any particular reason) and Aberdeenshire Council will, where possible, agree to this request. Please follow the link for more info: http://aberdeenshire.gov.uk/media/14818/out-of-zone-placing-request-policy-final- updated.pdf http://aberdeenshire.gov.uk/media/14819/electronic-placing-request-application-form- aug16.pdf

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5 Skills for Learning, Life and Work / Developing Young Workforce As part of the curriculum, pupils will work towards developing the key employability skills, those being communication, teamwork, problem-solving, computer literacy and customer service. All pupils will have an opportunity to experience meeting and talking with employers, further education and training providers. Pupils in secondary will also have an opportunity for a work experience placement. Further information for parents can be found on the DYW Website: http://dywaberdeenshire.org/

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Support for Children and Young People

6 Getting it Right for Every Child Getting It Right For Every Child is the national policy approach in Scotland which aims to support the wellbeing of all children and young people, by offering the right help, at the right time, from the right people. Certain aspects of this policy have been placed in law by the Children and Young People (Scotland) Act 2014. Wellbeing of children and young people sits at the heart of the Getting it Right for Every Child approach. Eight Wellbeing Indicators shown below, outline the aspirations for all Scotland’s children and young people.

The Getting It Right approach means services will work in partnership with children, young people and their parent/carer(s) and we want every child at Elrick School to feel happy, safe and supported to fulfil their potential.

7 The Named Person Prevention and early-intervention are seen as key to the Getting It Right approach in achieving positive outcomes for children and young people. By providing support at an early stage, most difficulties can be prevented from escalating. One way the Scottish Government has decided this should be taken forward, is by making a Named Person available to every child and young person in Scotland. The Education Service provides the Named Person Service for all children on entry to Primary One, until aged 18 (or beyond where a young person remains at secondary school). In Aberdeenshire the Named Person will be either the Primary Head Teacher or Deputy Head Teacher and in Secondary School, the Named Person will

Support for Children and Young People | 33

be that young person’s allocated Principal Teacher of Guidance (with a few exceptional circumstances). The purpose of the Named Person role is to make sure children, young people and parents have confidence that they can access help or support no matter where they live or what age the child is. Acting as a central point of contact, the Named Person can help children, young people or parents/carers get the support they need, if and when they need it.

The Named Person can help by:

 Providing advice, information or support  Helping a child, young person, or parent/carer to access a service or support  Discussing or raising a wellbeing concern about a child or young person.

There is no obligation for children and young people or parents to accept any offer of advice or support from the Named Person. Non-engagement with a Named Person is not in itself a cause for concern. For more information you can contact your child or young person’s Named person directly, or go to:

http://www.girfec-aberdeenshire.org/for-parents-carers/what-is-the-named-person/

Here at Elrick School the Named Person for your child is Mrs Andrea Drummond, Head Teacher.

8 Educational Psychology Educational Psychologists are trained to work in collaboration with school staff, parents and other professionals to help children and young people to achieve their full potential. They use psychological skills and knowledge to improve the learning and wellbeing of all children and young people and offer schools a range of services including consultation, assessment, intervention, research, project work as well as support for staff’s professional learning and development. http://aberdeenshire.gov.uk/schools/eps/

9 Enhanced Provision & Community Resource Hubs Aberdeenshire Council is committed to supporting children and young children to be educated in local schools through providing the right support in the right place at the right time. By enhanced provision we mean that a local primary and secondary school has an enhanced level of resources, such as access to a sensory room and life skills area; and support for learning staff who have an enhanced level of expertise to meet a range of needs. Further enhancement is available through the community resource hub, for a small minority of children with severe and complex needs, who regardless of chronological age are making very small steps in learning and are at the early levels of learning. The enhanced provision centres and community resource hubs can offer outreach support to mainstream schools, short term assessment placements, flexibility (e.g. blended places) and access to a variety of therapies.

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For more information on all of our resources and policies go to: http://asn-aberdeenshire.org/

10 Support for Learning There are times when pupils may experience challenges with their schoolwork. This can be for a variety of reasons including specific learning difficulties, challenges with specific subjects, general learning difficulties or a period of absence. Each school cluster has an allocation of Teachers of Additional Support for Learning (ASL) who are employed to support pupils with additional support needs. They work across each cluster in primary and secondary with the main aims of identifying and assessing (with others) barriers to learning, and in partnership with appropriate practitioners and parents, address these needs through a relevant curriculum. Pupil Support Assistants (PSA) assist teachers in promoting achievement and raising the standards of pupil attainment and provide general ‘hands-on’ support in relation to the needs of the class and individuals’ care, health and wellbeing and safety and to ensure a secure and safe environment.

11 The Child’s Plan The Getting It Right approach makes sure children and young people are provided with a range of support, which is proportionate and put in place to meet assessed need. This is reflected in Aberdeenshire’s staged approach to assessment and planning for individual children and young people, shown below.

For a small minority of children or young people, there might be higher levels of need or risk identified. These children may require a level of targeted support, coordinated on a single or multi-agency basis through a Child’s Plan. Where a child or young person needs one or more targeted interventions, the benefit of a Child’s Plan will be discussed with them and their parents/carers. An assessment would identify any affected wellbeing indictors (Safe, Healthy, Active, Nurtured, Achieving, Resected, Responsible, Included), looking at both strengths and pressures in the child’s situation, and fully involving the family in discussions.

Support for Children and Young People | 35

The Child’s Plan will outline what action will be taken by the child, their family and professionals, and detail how these supports aim to help improve the child or young person’s Wellbeing and overcome any difficulties. A Lead Professional will help to co-ordinate and manage any Child’s Plan. Information is available on the Aberdeenshire Getting It Right Website: http://www.girfec-aberdeenshire.org/for-parents-carers/

12 Child Protection Child Protection is everyone’s responsibility. Protecting children and young people is the responsibility of every member of the community. Within Elrick School we have a designated member of staff appointed to be responsible for Child Protection matters. If there is the possibility that a child could be at risk, the school is required to refer the child to Social Work, the Police or the Children’s Reporter. Here at Elrick School the designated officers are Mrs Andrea Drummond, Head Teacher or Miss Jenny Anderson, Depute Head Teacher. Remember – if you suspect abuse, do not rely on someone else to notice. If you would like to speak to someone, seek help or pass on information or concerns: Social Work Monday to Friday during office hours contact your Children & Families local Social Work Office Evenings & Weekends call the Out of Hours Service on 03456 08 12 06 Police Emergency 999, Non-Emergency 101 Signs of abuse can range from poor personal hygiene and hunger to unexplained injuries or self-harm. If a young person tells you they are being abused:  stay calm and listen to them  never promise to keep it a secret – tell them you must let someone else know  remind them that they are not to blame and are doing the right thing  report it, but leave any investigation to child protection agencies Protecting Aberdeenshire’s children and young people is everyone’s business, go to: http://www.girfec-aberdeenshire.org/child-protection/

13 Further Information on Support for Children and Young People The following websites may be useful: Getting It Right For Every Child (GIRFEC) http://www.girfec-aberdeenshire.org/ Aberdeenshire Council http://www.aberdeenshire.gov.uk/schools/additional-support-needs/ Support for All https://www.education.gov.scot/scottish-education-system/Support%20for%20all

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Enquire http://enquire.org.uk/

Parent & Carer Involvement | 37

Parent & Carer Involvement

Here at Elrick School, we recognise that parents are the main educators and most influential people in a child’s life and as such, we strive to work with you as partners to support your child’s learning. To do this we aim to work with you in a number of ways. Parental engagement and feedback from children and young people who use services is seen as key to their development and creating relationships of trust, based on transparency, inclusion and respect, is the basis of positive working relationships with children, young people and their families. This includes recognition and awareness of differing cultures and backgrounds, which may have an impact on, or be important to a child or young person’s situation. Aberdeenshire Parents Charter. (See Appendix) These are a series of expectations that state our commitment to a way of working with you that places the following as priorities: welcome & care; value and include; communication and working in partnership. Assessment and Planning The Getting It Right approach and Children and Young Person (Scotland) Act 2014 means the views of children, young people and their families, are seen as central to any assessment of wellbeing, and when drawing up a Child’s Plan.

14 Our Parent Forum & Working with you as partners The Parent Forum is a collective name for every parent, carer or guardian at the school. As part of our forum we want to work together to give children and young people every opportunity to be successful and increase attainment. For that to work well, we have summarised how we aim to do this: Our Parent Forum has a committee which meets regularly with staff from the school. All classes have a parent representative who will be the point of contact and be able to share information, ask for volunteers, plan events and bring items to the Parent Forum meeting. We also encourage families to support school events and opportunities to be part of learning at Elrick School. This could be as a volunteer in class, helping at events such as a book fair, library, supporting class trips, coaching or helping at after school clubs. If you would like to help with any regular commitment, contact the school and we will take you through our volunteering process, which may include applying for membership of the P.V.G scheme. We also encourage families to share their own expertise and areas of work through World of Work opportunities and are happy to hear from any parent or member of the community who would like to support Elrick School.

15 Communication. The school uses a range of approaches to share information and enable insight into what your child is learning and how they are progressing. These include:  Use of Groupcall to text and email

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 School Website: www.elrick.aberdeenshire.sch.uk  Social Media: Twitter @ElrickSchool  Newsletters are sent by email  Sharing the Learning Events throughout the year, for example, performances, open mornings/afternoons, enterprise events  Learning profiles – currently shared through Seesaw  Individual meetings with families The school calendar highlights planned opportunities where we welcome parents & carers into school for events and opportunities to talk about their child’s progress, wellbeing and behaviour.

16 Parenting Working with you we aim to make advice and information available which helps create home environments to support children and young people’s learning by providing guidance along with support programmes or events where you have the opportunity to learn together with your child. We may share with families opportunities within the local community to support your family life, such as events at our local library.

17 Volunteering There are many opportunities for parents to support learning in school by giving up some time to maybe share the skills and knowledge they have; support children and young people in the classroom; support or lead extra-curricular activities or indeed more direct support with specific skills (paired reading as an example). To do this please go to: http://jobs.aberdeenshire.gov.uk/volunteer-with-us/ or contact your Head Teacher.

18 Learning at Home We provide materials and resources to support either homework or materials for you to work with your child to develop key skills at home. For explanation of this please go to our homework policy: www.elrick.aberdeenshire.sch.uk and also the access the range of home learning materials on: www.aberdeenshire.gov.uk/schools/parents-carers/involvement/home-learning/ Homework is shared regularly with pupils and put on GLOW. Each pupil will have their own unique log in and password to this secure webaddress. https://sts.platform.rmunify.com/Account/SignIn/glow?ReturnUrl=%252fissue%252fw sfed%252fglow%253fwa%253dwsignin1.0%2526wtrealm%253dhttp%25253a%2525 2f%25252flaunchpad.platform.rmunify.com%25252frp%2526wctx%253drm%25253d 0%252526id%25253dpassive%252526ru%25253d%2525252f%2526wct%253d2017 -11- 02T14%25253a17%25253a33Z%2526wreply%253dhttps%25253a%25252f%25252f glow.rmunify.com%25252f

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19 Decision-making and Developing Services Reflecting our vision, values and aims, the school has a range of priorities that we work to improve on each year which are explained in our School Improvement Plan (SIP). To take forward some of those priorities we need parents’ views, ideas, and opinions, as well as creating the opportunity to draw upon parents’ skills and strengths. To enable this we have a series of working groups/focus groups which any interested parent is invited to be part of. We also regularly consult on key issues using a range of tools such as questionnaires. Our Parent Council, which is a nominated group of parents who represent the views of the parent forum, works with us to ensure we understand how to most effectively involve parents in their children’s learning and to support the school with our improvements. Contact the Head Teacher for more information about getting involved in the Parent Council.

20 Collaborating with the Community Elrick School and our staff strive to work with the many local organisations, community groups and businesses to ensure our children and young people benefit from further resources, experiences and opportunities. If you are interested in working with the school, please contact the Head Teacher.

40 |School Policies and Useful Information

School Policies and Useful Information

School Policies such as the Homework Policy; Promoting Positive Relationships; Mobile Phone Policy etc. are published on the school website and can be found on the home page. www.elrick.aberdeenshire.sch.uk

All Aberdeenshire Council Education policies can be found here: http://www.aberdeenshire.gov.uk/council-and-democracy/about-us/service- structure/education-and-children-s-services-policy-framework/

21 Attendance

Pupil Absence Procedures In recent years increasing attention has been paid to the issue of child protection and safety due to reported occasions where children have been seriously or fatally injured because of the inappropriate or criminal actions of adults. It is important that staff and parents continue to work together to develop and improve arrangements for monitoring the care and welfare of all children and young people. With that specific aim in mind, Aberdeenshire Education & Children’s Services has asked all schools to implement a series of standard procedures to monitor pupil attendance and absence from school and to invite the co-operation of parents in making these changes work. All parents are asked to assist the staff in the schools which their children attend in the manner described below:

Attendance and Absence Procedures Parents are responsible for ensuring that their children attend school regularly and arrive on time. They are also responsible for ensuring the safety of their children on their journeys to and from school except whilst on school transport where Aberdeenshire Council has clear guidelines about pupil safety. Absence of pupils travelling on school transport must also be communicated to the bus company or (where known) the bus driver. Regular and punctual attendance is linked closely to achievement and school staff would wish to work with parents to ensure that children can achieve fully. The school is required by law to maintain an accurate record of the attendance and absence of each pupil and parents are requested to assist in this process by keeping the school informed if their child is to be absent for any reason.

Unplanned Absence It is important to note that if a child does not arrive at school and there is no reasonable explanation provided for his/her absence then members of staff will be required to ascertain the whereabouts for the safety of the individual child. This will

School Policies and Useful Information | 41

involve a phone call to the parent soon after 9.30am. Repeated calls will be made until the child’s whereabouts have been confirmed. If contact cannot be made the situation will be assessed and it may be thought necessary to inform the local social work department. In order to avoid causing unnecessary concern for staff and parents the importance of good communication between home and school cannot be over-emphasised. Parents are asked to assist school staff in the manner detailed below:  If your child is unable to attend school through illness/other reason please telephone the school between 8:30am and 9:30 am on the first day of his/her absence or send a signed note via a brother or sister where applicable.  If your child is home for lunch and becomes unwell at lunchtime making them unable to return to school in the afternoon please telephone the school before the beginning of the afternoon session to inform a member of staff.  When you contact the school it would be helpful if an indication could be given as to the child’s expected length of absence from school.  On your child’s return to school a note should be provided explaining the reason for absence and confirming the periods of absence from the school. The note should be signed and dated.

If your child feels ill, they should tell the class teacher. If appropriate, office staff will arrange for them to be collected from school. The school follows the Aberdeenshire Attendance Policy: http://www.aberdeenshire.gov.uk/media/19805/attendance-policy_april-2015.pdf Procedures for following up on pupil absence are based on the Education (Scotland) Act 1980 which requires by law that parents/carers ensure that children attend school regularly. The Home/School Liaison Officer has a key role to play, providing a vital link.

22 Holidays during term time. The Scottish Government has deemed that holidays taken during term time should be recorded as unauthorised absence unless there are special, exceptional circumstances. Should you wish to remove your child from school to attend a family holiday you must inform the Head Teacher. This will be recorded as unauthorised absence though there may at times be exceptional family circumstances previously discussed with the Head Teacher. Parents are advised to limit the number of holidays taken during term time, to minimise disruption to a child’s education. For annual holiday dates for Aberdeenshire schools please see the section at the back of this book, contact the school office or go to: http://www.aberdeenshire.gov.uk/schools/parents-carers/school-term-dates-and-in- service-days/

23 Elrick School Dress Code We actively encourage all children to wear school uniform. This helps instill a sense of pride and team spirit within our school. This policy is supported by the Parent Council and all staff.

The official school uniform is:

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Uniform Item Colour

Trousers, shorts, pinafore, skirt black or grey blouse, polo shirt – school* or plain white/blue school tie* (optional) maroon/blue stripes sweatshirt*, jumper, maroon cardigan* maroon or grey summer checked dress maroon/blue

*Polo shirts, sweatshirts, and ties in official school designs are available to order from the following link, which is also available on the drop down menu on our school website: http://elrickps.imagescotland.com

We also sell school fleeces which are maroon and have the Elrick school badge on them. The fleece is not part of the official school uniform but is an optional purchase. It has proved to be popular with pupils and parents.

At Elrick we believe that designer sweatshirts, football shirts, training tops, jogging bottoms, jeans etc are best kept for activities outside school and should not be worn at school.

P.E kit The recommended PE kit is: shorts/joggers, white or blue polo shirt/T-shirt, gym shoes or indoor trainers.

We take pupils’ safety seriously. Baggy shorts, loose-fitting clothing and bulky trainers have been found to be hazardous in PE lessons and should not be worn.

Where possible, pupils should remove jewellery and earrings. If removal is not possible, the items must be taped. We expect pupils to provide their own tape.

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Footwear We work hard to keep the school looking clean and tidy. During the winter months and inclement weather we ask children to change their footwear when they arrive at school. In school, the children may wear indoor shoes, gym shoes or indoor trainers. We also ask all pupils to use a drawstring shoe bag to hold their change of footwear. These bags can be ordered from the School Office.

Parents should note their responsibility to ensure all clothing and belongings brought to school should be named or marked in some way, as it is difficult for children to distinguish their own clothing from that of others.

24 Clothing Grants Some families may be entitled to a school clothing grant of £50 per year. More information about this can be found at: http://www.aberdeenshire.gov.uk/schools/parents-carers/assistance/school-clothing- grants/

25 Transport The Council provides free transport to all children who live over two miles walking distance from school, in the case of primary school children, and three miles for secondary school pupils. School transport routes are determined by the pick-up locations required for pupils who are entitled to free school transport. Contact your school for more details.

26 Early Years Transport Transport to early year’s settings will not be provided by Aberdeenshire Council, unless there are relevant exceptional circumstances. Where there are significant additional support needs, transport may be provided. In such instances this requirement should be discussed with the Head Teacher in conjunction with the Early Years Quality Improvement Manager.

27 Privilege Transport Pupils who live within two miles of primary school or three miles of secondary school may be able to travel on school transport at a charge. Where spare seats are available on a school transport route parents/carers can apply for a privilege place for their child by downloading an application form. The application form includes

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information on prices and payment methods for privilege passes. Discounts are available for pupils entitled to Free School Meals, and to families with 3 or more children travelling to the same school. For further information click on the link below or contact the school. http://www.aberdeenshire.gov.uk/roads-and-travel/school-transport/school-transport/

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

29 School Closure & Other Emergencies Head Teachers decide if and when schools should close due to bad weather or another emergency. In bad weather they will decide this after receiving information about local weather conditions. This decision can be made during any time, day or night. These guidelines outline the procedures for dealing with school closures during bad weather or other emergencies. School transport contractors have been told not to allow children to walk home alone from drop-off points under any circumstances during extreme weather conditions. If you can’t meet or arrange for your child to be met, the school transport will return them to a designated location. Public service vehicles – drivers of these vehicles follow a specified route and keep to timetables – they cannot make special arrangements. If children are at school and the school is to close early, a message will be sent via Group Call the phone line and Aberdeenshire Council website will be updated. Parents will be informed of the closure and expected to collect their child from school, or contact school with alternative arrangements e.g. a friend/neighbour collecting their child. If this is not possible the school will contact your named ‘emergency contact’. It is important that every effort is made to collect your child as we also need to ensure the safety of staff travelling in adverse weather situations. No child will be released from school without contact being made. It is important contact details are current and the people named are available – particularly during bad weather. If you are concerned about local weather conditions contact the school. You may wish to collect your child yourself and are free to do so provided you make arrangements with the school. Before the start of the school day… During bad weather some staff may not be able to get to school or bus routes may not be safe to travel on – so the school may have to close. Head Teachers will advise parents and carers using the following communication tools:

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Outwith school hours, your local radio station is a good place to find out information on school closures. The following radio stations receive updated information every 30 mins from our website:

Northsound 1 FM 96.9 Northsound 2 MW 1035 kHz BBC Radio Scotland FM 92.4 - 94.7MW 810 kHz Moray Firth Radio FM 97.4 MW 1107 kHz North East Community Radio FM 97.1 - 106.4 Waves Radio FM 101.2 Original 106 FM

Twitter http://twitter.com/aberdeenshire

Aberdeenshire Council Website https://online.aberdeenshire.gov.uk/Apps/schools-closures/ You also have the option to sign up to receive email alerts when your school(s) updates their closure status: https://online.aberdeenshire.gov.uk/myAberdeenshire/

School Information Line Tel: 0370 054 4999 then 02 + your school’s 4 Digit Pin, which is 1670. If you cannot get through first time, please do not put this number on redial. This will only lead to the line being busier.

30 Storm Addresses When there has been severe snow storm during the day it may be prudent for pupils who live some distance from the normal bus routes not to attempt to reach their homes but to spend the night in alternative accommodation nearer school. It is the parents responsibility to inform school about any pupils who may be at risk in such situations and to provide the name and address of a relative or friend who is willing to provide overnight accommodation.

31 Change of address and Parental Contact Details To enable us to make easy contact with parents, the school would appreciate if any changes of address, telephone number or other circumstances is notified in writing to the School Office. It is also important that the school has details of an Emergency

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Contact should it prove impossible to get in touch with parents in the event of an emergency.

32 School Meals

It is Aberdeenshire Council policy to provide meals and facilities for the consumption of packed lunches in all schools where these are required.

 Primary 1-3 pupils are provided with school meals free of charge.  Primary 4- S6 pupils are currently charged £2.20 for a school meal unless they qualify for Free School Meals.

For more information and how to apply for Free School Meals, go to:

http://www.aberdeenshire.gov.uk/schools/parents-carers/assistance/free-school- meals/

For information about school meals and menus go to:

http://www.aberdeenshire.gov.uk/schools/meals/ Aberdeenshire Council provides an online payment service to pay for school meals. To register for online payments you will be provided with a reference number by your school for each child. Parents and carers of pupils who qualify for Free School Meals are encouraged to create an account to see meal selection histories and to pay for non-food items such as school trips and activities when that option becomes available. The first step in accessing the online payment service is to visit Pay facility located on the Aberdeenshire Council web site home page. Alternatively you can register by following the link: http://www.aberdeenshire.gov.uk/schools/meals/online-payment-for-school-meals- and-other-school-payments/ Parents should be aware that they can request a special diet for their children if there are medical or religious reasons for doing so. Children who require medically prescribed or modified diets should be identified during the admission process. Parents and Carers are advised to complete Admission Form D which is available from the school administration office.

33 Healthcare & Medical Every child’s health and welfare is very important to the school. Parents who have any concerns should let school know by telephoning or writing in. Alternatively parents can inform the Health Visitor or their own GP. Parents are requested to let the school know of any hospital appointments. Parents/carers are requested to keep children at home for 24-48 hours if the child has diarrhoea, flu-like symptoms or is clearly unwell.

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Always seeks a GP’s advice before sending a child back to school. Please remember that other children can be vulnerable to infection. The school is fortunate to have a nurse in attendance to undertake Health Interviews and provide advice on health matters for pupils. The school doctor will play a vital role in monitoring a child’s health and well-being. Although our medical staff provide help and advice as appropriate, all pupils must be registered with a doctor in general practice who should be consulted about health matters as they arise. Parents should provide us with the name and telephone number of their child’s doctor and an up-to-date emergency contact for themselves in case it becomes necessary for a child to be sent home during school hours because of illness. Aberdeenshire Community Dental Service inspect P1 and P7 children in schools as part of the National Dental Inspection Programme. Written parental consent is not required for dental inspections, but parents will be informed in writing approximately one week before the inspection date. Most pupils will at some time have a medical condition that may affect their participation in school activities. For many this will be short term; perhaps finishing a course of medication to combat an infection. Other pupils have medical conditions that, if not properly managed, could limit their access to education. Such pupils are regarded as having health care needs. Most children with health care needs are able to attend school regularly and, with some support from the school can access most school activities. However, school staff may need to take extra care in supervising some activities to ensure that pupils are not put at risk.

Planning formats may include either:  Individual Pupil Protocol (IPP) (Med form 7).  Health Care Plan written by Health professionals for very specific medical needs. A risk assessment should also be completed. The above can help schools to identify the necessary safety measures to support pupils with medical needs and ensure that they and others are not put at risk. Please find our Medication Policy here: http://asn-aberdeenshire.org/wp-content/uploads/2017/08/Admin-of-Meds-and- Healthcare-2016.pdf Sunscreen - As children are outdoors for learning and for play, parents should apply this prior to sending children to school or nursery. School staff do not supply, nor do they apply, sunscreen creams.

If your child has long term medical conditions such as asthma or diabetes, which may require on-going support, this should be fully discussed with the school. In certain cases specific training of staff about a child’s treatment may need to be given. In addition, some children have conditions which may require occasional staff intervention e.g. severe allergic conditions such as anaphylaxis.

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34 Exclusion Where pupils who repeatedly display behaviours which compromise the good order of the school i.e. disruption of learning and teaching, unsafe practices, bullying and other forms of abuse and where other forms of support and sanctions have proved unsuccessful, the Authority exclusion policy will apply. For further information on exclusions contact the school or go to: http://www.aberdeenshire.gov.uk/media/3901/policy_disc_exclusion.pdf

35 Educational Visits We offer various educational visits during the course of the school year. We believe that ‘hands on’ experiences greatly enhance a child’s education, while also helping to make the necessary links between learning in school and life outwith school. Staff members and parent volunteers provide supervision to standards laid down by Aberdeenshire Education & Children’s Services. We give parents as much notification as possible with regard to visits their children will participate in.

36 Instrumental Tuition From Primary 4 onwards, tuition is available for a range of musical instruments. All disciplines are taught in the secondary schools however not all disciplines are available in primary schools due to limited resources. Orchestral string instruments are not normally available to beginners at secondary level. Tuition is subject to availability. In Elrick School some pupils currently receive tuition in piano, violin, cello and brass. For further information go to: http://aberdeenshire.gov.uk/schools/ims/

37 Comments, Compliment & Complaints To reflect our commitment to working with you, it is imperative that if you have any concerns these are shared and discussed with us as a school. We work hard to make sure you feel listened to as parents or carers, and find many difficulties can be easily resolved through the opportunity for direct discussion. However if you are dissatisfied about our action or lack of action, or about the standard of service provided by us, you can submit a complaint. To explain our complaints service and how the process works please go to: http://publications.aberdeenshire.gov.uk/dataset/072f6c0d-955a-4f4c-a228- 568e30884391/resource/52439609-98b5-45eb-b1e6-0d418371ba27/download/full- complaints-procedure-customerv6.pdf Where complainants continue to be dissatisfied with a stage 2 response, complaints can be referred to the Scottish Public Services Ombudsman. Further information and guidance can be found at: http://aberdeenshire.gov.uk/contact-us/have-your-say/have-your-say-guide/

38 Support for parents/carers For more information on Support and Advocacy contact: KEEP

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Enquire, Princess House 5 Shandwick Place Edinburgh EH2 4RG Helpline: 0845 123 23 03 Email: [email protected] Website: www.enquire.org.uk

For local advocacy contact: KEEP Advocacy North East Thainstone Business Centre Inverurie Aberdeenshire AB51 5TB Tel: 01467 622674

Scottish Independent Advocacy Alliance can be reached at: Website: https://www.siaa.org.uk/

Independent Mediation Services KEEP This service is free and involves an independent third party who helps to resolve disagreements between education authority and parents or young people. A local independent mediation service can be accessed at: Children 1st 15 Frithside Street Fraserburgh Aberdeenshire AB43 9AR Tel no 01346 512733 Fax no 01346 512810 Email [email protected]

Additionally, information for the Scottish Child Law Centre can be found at: www.sclc.org.uk

39 Insurance No insurance is held by Aberdeenshire Education & Children’s Service that automatically compensates school pupils for personal accident, whether an accident occurs within or outwith the boundary of the school. Insurance of this nature, e.g. personal accident, life, private medical, is seen as a parental responsibility. It is your responsibility as a parent to insure your child for personal accident or death if you feel this is appropriate. Aberdeenshire Education & Children’s Services does hold third party liability insurance, which indemnifies the Council against claims from third parties, e.g. parents on behalf of pupils who have suffered injury, illness, loss or damage arising from the negligence of the Council or its employees. In these circumstances all claims are handled on behalf of the Council by external Insurers and Claim Handlers and compensation is dealt with on a strictly legal liability basis.

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The Authority has a duty of care in respect of pupils in its charge during school hours and as such has to take reasonable steps to ensure the safety of all primary and secondary pupils. However, it is thought that secondary pupils should be more mature and, therefore, a lesser degree of supervision would be sufficient. It may be necessary to provide supervision for primary children on school premises before or after normal school hours if their early arrival or late departure is due to the timing of official school transport. This general duty of care continues if the children go home by way of school transport and ends when the child gets off the bus, at which point the parents then become responsible. Parents may wish to consider their own insurance arrangements in terms of appropriate extensions to their household insurance or arranging their own separate covers.

40 School Off Site Excursion Insurance Aberdeenshire Council has in place a School Excursion Insurance policy, whereby both pupils and teachers are covered for offsite activities / trips both within the UK and abroad (offsite meaning off the school premises). The policy covers medical expenses, loss of baggage, cancellation, curtailment and change of itinerary (along with other sundry benefits) etc. for worldwide trips and adventurous activities (including winter sports). If personal items such as jewellery, phones/tablets, watches etc. are taken on a school trip then these are taken at an individual’s own risk and are not covered under the policy, unless damage or loss is caused by an Aberdeenshire Council employee. Should a parent or carer want such items to be covered then this would need to be arranged by parents/carers independently of the school. In addition to this policy, Aberdeenshire Council also holds Public Liability insurance cover for any injury or loss incurred by individuals due to the negligence of the Council or its employees (including volunteers).

41 Data we hold and what we do with it. Education authorities and the Scottish Government collected data about pupils on paper forms for many years. We now work together with schools to transfer data electronically through the ScotXed programme. This has two functions: acting as a ‘hub’ for supporting data exchange within the education system in Scotland and the analysis of data for statistical purposes within the Scottish Government itself.

42 How Does Aberdeenshire Council Hold and Store Pupil Data Aberdeenshire Council use a system called SEEMIS which is used in all local authorities in Scotland and is subject to independent scrutiny to ensure that it is a secure environment for holding such data. Our schools update the data held in the system when they have an education update to make to a pupil’s record or when they receive advice from a parent or guardian either through the Annual Data Check exercise or when they are made aware of a change of circumstances at any other time in the year.

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43 Parental Access to Records

SAR - Subject Access Request information Subject Access Requests are the formal process by which individuals can seek information held about them (or their children) by the council. The requests can be broad, in terms of everything that is held, or quite specific - everything held by a specific department, establishment, team or individual. We have a legal requirement to provide the information under the Data Protection Act 1998. An SAR is wider than an Educational Record in that it will include all personal data held about a child not just their educational record. Further information can be found at: https://ico.org.uk/for-the-public/personal-information/ The Pupils’ Educational Records (Scotland) Regulations 2003 means that you can get access to your child’s records. Details of the regulations and process for obtaining information specific to pupils are available by contacting the school directly or can be found at: https://education.gov.scot/parentzone/my-school/general-school- information/My%20child's%20record

44 ScotXed If you have any concerns about the national ScotXed data collections you can email the Head of Schools Analysis, Mick Wilson, at [email protected] or write to The ScotXed Support Office, Area 2D, Victoria Quay, Leith, EH6 6QQ. Alternative versions of this page are available, on request from the ScotXed Support Office, in other languages, audio tape, Braille and large print.

45 Information Sharing In terms of effective communication, including sharing relevant and proportionate information, where appropriate, Aberdeenshire Council in accordance with the Data Protection Act 1998 and Human Rights Act 1998 adheres to this as part of our current routine practice.

46 Freedom of Information The law gives everybody a right to access all recorded information held by the council. This is called Freedom of Information or FOI. Anyone can use this right, and information can only be withheld where Freedom of Information (Scotland) Act 2002 (FOISA) expressly permits it.

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Appendix

School Improvement Plan Our most recent school improvement plan and updates can be found on our school website: http://elrick.aberdeenshire.sch.uk/ However a summary of our priorities for school improvements for the 2017-18 year are:  Use Scottish National Standardised Assessment data to bring about improvements in literacy and numeracy  Further develop reflective language in classroom practice  Further develop the online system of reporting progress to parents, engaging more with parents and seeking feedback from them.  Use feedback to further develop learning and teaching approaches.  Develop and online/interactive version, along with a children’s version of the curriculum rationale  Raise the profile of enjoyment of reading and further develop a literacy rich environment for all  Improve reading skills, particularly at the early stages. Promote an ethos of reading for enjoyment and support boys to engage more readily in reading  Improvement in reading in P4 and P7 (session 17/18), particularly middle/lower achievers. Continued focus on developing mental arithmetic knowledge and skills.

Members of Parental Groups Chairperson of our Parent Forum: Mrs Fiona Fitzgerald and Mrs Chrissie Simpson

Stats for attainment: Please click on the following link which will take you directly to the Scottish Government website page for all schools’ Curriculum for Excellence Attainment Data. You will find Elrick School by searching in the box on the right. https://public.tableau.com/profile/sg.eas.learninganalysis#!/vizhome/AchievementofC urriculumforExcellenceCfELevels201516/Dashboard1

School Events Calendar & holidays School events and the calendar dates are shared via regular newsletters and will be on the school website. Please find a link to the annual holiday calendar:

Appendix | 53 http://aberdeenshire.gov.uk/media/16718/school-holiday-planner-2015-2020- updated-003.pdf Termly newsletters for each class are posted on the website towards the start of each term.

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Map of catchment area