Applecross Primary School and Nursery Handbook 2021-2022 Camusterrach Applecross Highland IV54 8LU

Telephone: 01520 744325 E-Mail: [email protected]

https://www.facebook.com/Applecross -Primary-School-438548263341599/

www https://applecrosseducation.wordpress.com/

Dear Parents/Carers,

Applecross Primary School and Nursery would like to extend a very warm welcome as your child begins their journey with us. We look forward to working in partnership between home and school to support your child to achieve to their fullest potentials.

Whether your child is coming up from playgroup, you have moved into the local area or, using the handbook as a reference tool while your child is at our school, we hope that this booklet provides you with the information you require to make the transition to Applecross School or Nursery a smooth, concern-free and happy one. You will see that we strive towards providing a range of engaging, enjoyable curricular experiences to meet each individual child’s interests and needs. We aim to nurture every child’s interests, skills and abilities so that they can develop the four capacities – successful learners, confident individuals, responsible citizens and effective contributors - as set out in A Curriculum for Excellence.

We hope you find a friendly, open, and welcoming to our school community. We have regular opportunities to involve parents and carers in their child’s educational journey and encourage you to be active participants within this

Please contact us at any time if you would like to contribute in any way, receive further information or to discuss your child’s education or welfare. We are always happy to talk or meet with you.

We look forward to working together and to building a long, happy association with your family.

Kind regards,

Robert Gill, Head Teacher

The current pandemic has affected the normal running of schools in many ways. This Handbook reflects the way the school usually runs but does not cover all of the changes that we have made because of the pandemic. Our arrangements have changed in many ways this session, and may well change again, depending on how the pandemic develops. For the most up-to-date information about any aspect of the work of the school, please make contact and we will be able to tell you about our current arrangements. For the latest information about how the pandemic affects children, young people and families across Scotland, please visit the Scottish Government website, which has helpful information about Coronavirus and its impact on education and children.

OUR BACKGROUND

Applecross Primary School is a small rural primary school, set in the beautiful surroundings of the Applecross Peninsula. The primary school is clustered with Lochcarron Primary school with one Head Teacher overseeing both schools. Children usually attend Plockton High School after primary 7, where they board from Monday until Friday each week. There are currently 10 children in the primary school (ranging from P1 to P7), and 8 in the nursery.

Nursery provision is offered for all children in their pre-school year and for 3 year olds after their third birthday. As part of the Scottish Governments commitment to extend these opportunities, from August, 2019 we offer the longer nursery day option, whereby children can stay at the nursery for up to 30 hours per week.

Admission to the nursery is at three entry dates within the academic year, being directed by the Highland Council. Parents may choose to pay for nursery sessions as soon as their child is 3 years old, if their child turns 3 prior to this entry date.

The building has one large classroom, a nursery and a dining room, which is also used for art, music and other purposes. The school has a kitchen and hot meals are provided daily. We make use of the Community Hall for PE, Christmas and end of term celebrations, and other regular fundraising etc. events.

In the school grounds the children look after the garden and playground area, making use of the foliage at the back of the school for den building, games based activities, nature studies, and art. Across the road the school has it very own outdoor classroom, the Applecross Sheiling, which we are currently at the forefront of developing to embed a vision for outdoor learning as an entitlement across all years.

Aims - Our vision, values and aims

Our overall vision at Applecross Primary and Nursery is to create a secure, happy and friendly environment where all children are encouraged to develop academically, socially, emotionally and creatively to the best of their ability.

We want our children to enjoy challenge, to cope with change, to be confident and to be able to contribute. We want them to think for themselves, put others first, and develop an understanding of local, national and global issues.

This shared vision is supported by a number of strategies including our School Aims.

We aim that all our learners will become

Successful Learners by:  making it fun to learn so that all are motivated and enjoy learning.  providing active learning opportunities based on the principles of Curriculum for Excellence.  having very high expectations of ourselves and others.  building on children’s interests and abilities and inspiring them.  promoting an effective learning environment within the Applecross Learning Community which provides the highest standards of literacy, numeracy, and well-being, and using ICT.  meeting individual needs through appropriate pace and challenge.  helping pupils to become independent learners.  encouraging creativity and promoting curiosity.  maximising attainment and achievement for all children.  involving parents in the educational experiences of their children.

Confident Individuals by:  providing a positive, welcoming and inclusive ethos which promotes opportunities for raising self-esteem and valuing all contributions.  providing a variety of opportunities to build confidence, value everyone and ensure achievement for all.  providing a health promoting learning community.  celebrating individual and collective success and achievement both in school and the wider community.  ensuring that pupils benefit from equality of opportunity so that race, gender, religion or disability are not barriers to learning.  helping children make transitions well.

Responsible Citizens by:

 encouraging good standards of behaviour, manners, fairness and respect.  providing a wide range of opportunities for pupils to contribute  providing opportunities for pupils to take responsibility for themselves, their work and that of others.  providing regular opportunities for citizenship and decision making through o programmes of work, Pupil Council Activities, Eco Committee work, charity o events and a range of enterprise work.  promoting tolerance and co-operative working.

Effective Contributors by  promoting good communication and positive relationships between all members of the school community.  encouraging team spirit and participation in collaborative events which o celebrate our Gaidhlig culture, rich heritage and sense of community in Applecross.  celebrating diversity.  educating for sustainable development through Eco work and other activities.  raising awareness of our Global connections and place in the world.

Our Nursery and School Details:

Address:

Camusterrach Applecross Highland IV54 8LU

Telephone Number:

(01520) 744325

Website Address: https://applecrosseducation.wordpress.com/

Nursery and School Facebook Account: https://www.facebook.com/Applecross- Primary-School-438548263341599/

Number of children attending the Nursery: 4 Number of children attending the Primary School: 11

Primary School and Nursery Staff

Head Teacher Mr Robert Gill Class teachers Mr Tom O’Halloran Ms. Suzanne Gillies Early Years Support Teacher Miss Karen Starr Early Years Practioners Mrs Marion Gilroy Miss Floortje Van Schuppen Clerical Assistant Mrs Kath Fraser Pupil Support Assistants Ms. Kirsten Mackie Mr. Mark Horsley School Cook Mrs Maggie Edwards

Hours of the Nursery day:

Nursery opens – 9.00am Nursery week runs – 9.00am until 3.15pm Monday until Thursday 9.00am until 1.00pm Friday

Hours of the School day

School opens - 9.00 am School closes - 15.15 pm Morning interval - 10.30 am – 10:45 am Lunch break - 12.30 pm - 13.30 pm The pupils have a 5-hour teaching day.

Arrangements for parental visits and suitable times to telephone

Please telephone to make an appointment if you wish to discuss any matter. If you need to telephone the school, someone will usually be able to answer the phone, but the best times to telephone are:

10.00 am – 2.00pm 3.15 pm – 4:00 pm

Sometimes an answer machine is used. Please leave a message; we will pick up your call as soon as possible.

Medical Care

Primary 1 children undergo a medical health check during their first year at school. Questionnaires are issued to parents before the medicals.

If a child becomes ill at School, a parent will be telephoned, and be asked, if possible, to collect the child from School. In the absence of an available parent, an emergency contact will be telephoned. If that fails, then the child will be kept in School until contact with either can be made.

If a serious illness or injury is obvious, the District Nurse or Local Doctor will be contacted as a precaution. Parents should be aware that they must inform the School of any particular condition in their child that might put other children at risk. Children experiencing sickness or diarrhoea should be kept at home for 48 hours after the last bout of illness.

Special Clothing

We have a school uniform which we hope children will adopt and this is available to purchase directly via the school. Play and Art can be messy, so paint aprons are stored in the school for such activities. Pupils require shorts, tee-shirt and suitable soft shoes for PE lessons. We ask the children to change into indoor shoes when they come in to school. It helps us to keep the mud outside the classroom in the winter time and the cut grass outside during summer.

Transport

Free transport to and from the School is currently available for pupils under the age of eight residing over two miles from the School, and to those over the age of eight residing more than three miles from the School. Any pupil, who abuses the privilege of free School transport by inappropriate behaviour, will be subject to normal School disciplinary procedures.

School Meals

Children in primary 1 to 3 are entitled to free school meals. Primary 4 to 7 pay £2.30 per meal. Free school meals forms for any children entitled to this service are available on request from the School or downloaded from Highland Council website.

School dinner money for the whole week is collected by Thursday morning by the School Cook. Any absence during the week will result in the amount of money in credit being deducted from the following week’s amount. Fresh fruit and yoghurt are always available as an alternative to the desert dish on the menus. Parents may choose to provide their children with a packed lunch instead of a hot lunch.

Attendance/Absence

Children are expected to attend School at all times during term time, except obviously in the case of illness. While the School appreciates that some parents are unable to take holidays within School holiday dates, these breaks in education are extremely detrimental to a child’s progress, and also disruptive to those children left behind. Highland Council has recently issued guidelines advising against the practice of pupils taking time off School to accompany parents on holiday during term time. The school must register all such absences as unauthorised.

In the case of ‘normal’ absence from School due to ill health etc., and in line with child protection requirements, if a parent has not informed the school by 10.30am of their child’s absence we are required by law to make contact with the parents to enquire about the child’s whereabouts. This will be followed by a report being

13 made to the police if a child is absent for 3 days with no school contact having occurred.

Any parent requiring their child to have extended leave of absence is asked to contact the Head Teacher by telephone or in writing. Absence from School for any reason requires a note explaining the absence to be sent to the School when the child returns.

Schools are required to keep an attendance register by law. We have a responsibility for the care and welfare of all pupils during the school day and therefore we need to know the whereabouts of absent pupils.

When parents are considering whether or not to remove their children from school for a family holiday, they should be aware that such a decision:

 will result in a significant loss in classroom experience;  will result in a pressure to ‘catch up’ on missed work by pupils;  could result in pupils missing assessments with consequential impact on pupils and teachers;  could result in the loss of curricular activities;  will affect school attendance records and efforts to raise standards of attendance;  under the guidance issued at a national level, most family holidays will be coded as unauthorised absence; only in exceptional cases will the absence be recorded as authorised.

In conclusion, we would ask parents to be aware of these considerations when making decisions on planning holidays during term time. We have enclosed a link to the school term dates on the Highland Council website to aid parents in planning any holidays they may be considering https://www.highland.gov.uk/info/878/schools/32/school_term_dates If parents decide to make holiday arrangements during school term, this should be confirmed in writing to the Head Teacher.

Request for change in transport arrangements

If a parent wishes a change made to the normal travel arrangements in responding to a particular some situation, a written request or E-Mail communication must be sent to the school ideally a week prior to this, and the driver of the vehicle must be informed.

Emergency Closure Procedures

Guidelines on procedure in severe weather conditions are sent out annually to all parents. However, an emergency, at any time of year, such as a lack of water or electricity, could necessitate a closure, and in such an event we try to telephone all parents/emergency contacts. If we are unable to contact anyone, we will keep a child with us in school.

The school must be kept informed of the emergency contact's address and telephone number and any change in arrangements. We send out forms regularly to check our records.

If you want to find out if school is closed due to severe weather conditions, then phone this number:

0870 054 6999 041390.

You can also access the highland school closure website on: www.highland.gov.uk/learninghere/schools/schoolclosures/

The Curriculum throughout the School and Beyond

Your Children’s Learning Journey – 3 to 18

Curriculum levels

There are five curriculum levels - Early, First, Second, Third and Fourth - in the broad general education (from early years to the end of S3).

This above diagram shows the five curriculum levels with progression to the senior phase (S4-S6).

Early level: Age 3 to P1 First level: P2, P3, P4 Second level: P5, P6, P7 Third/Fourth level: S1, S2, S3 Senior phase: S4, S5, S6

Applecross Primary School implements Curriculum for Excellence (CfE). The central theme of this curriculum is to produce citizens for the future who are: Successful Learners, Confident Individuals, Effective Contributors and Responsible Citizens. All learning and teaching across the range of subjects should be undertaken to develop these 4 Capacities. There is an increasing emphasis on links between subjects and the use of real life situations as a focus and purpose for learning.

The children are taught as a whole class; as individuals; within mixed ability groups, depending on what is being taught and practised.

There are several national websites which are available which do provide important broad based information and an outline of the learning journey your child will go through as they progress through nursery and ultimately into their secondary years

These include: Parentzone https://education.gov.scot/parentzone/ Education Scotland https://education.gov.scot/

Learning Outside of the Classroom The Forest School – Saplings/Na Fiurain and the Applecross Sheiling

Current thinking and supportive research shows that learning outside the classroom in more beneficial when it is planned and integrated into the whole school curriculum. Therefore, at Applecross we have positively moved move far beyond offering occasional and one-off experiences, and to ensuring that it is a regular weekly core-part of curriculum delivery. With this in mind, the School has established its own special woodland learning space within the village. This unique learning outside the classroom experience helps all our children to develop the ability to positively embrace and experience over time a wide variety of related learning challenges. It requires them to make informed positive decisions and to understand their responsibility within these. It leads to a positive ‘can-do’ attitude, which is further reinforced by taking their “key” literacy, numeracy and health and well being skills and specifically placing them within meaningful and real world setting.

Language

The aims of Language are: 1. To enable children to communicate well, both orally and in writing. 2. To foster an enjoyment and appreciation of language in it’s various forms. 3. To provide opportunities to develop the many skills of listening, talking, reading and writing These are independent language skills which children need to communicate with the world today.

The school is committed to the Highland Literacy Project and The Highland Emerging Literacy Programme which encourages collaborative learning and the teaching of language skills through the context of Reading, making appropriate links with Writing and Listening and Talking. The Core Infant Reading Scheme is the Oxford Reading Tree, with children then progressing on to a variety of novels and non-fiction materials. Phonics are taught using HLP guidelines and Jolly Phonics resources.

Children learn to write Personally, Imaginatively and in Functional forms and to examine the craft of other writers through Writers’ Craft reading lessons. Poetry also features at various times throughout the session. Writing is also taught in context and linked closely to Topic work, reading and current affairs. The Handwriting Scheme used follows HLP guidelines and although the temptation to experiment is great, in order to achieve a fluid and fluent style of writing, correct letter formations should be maintained.

Good listening skills are a vital part of a child’s education. Children are given opportunities to develop these skills, and by the end of Primary School should demonstrate detailed perceptions.

Similarly, children are expected to develop higher order talking skills throughout their School career, starting with personal experiences, and leading to the sophisticated skills required for discussion and debate. Homework frequently includes looking at current affairs, which are then discussed at school.

In the nursery, children are encouraged to develop reasoning skills, listening and talking skills, while fostering a love of books and the sounds that language makes (rhyming, phonics games, singing songs, clapping games, finding text in their environment).

Mathematics

The aim of teaching Mathematics is to equip children with the necessary number and mathematical skills, which they will find useful and relevant as they grow, and take their place in the adult world. The children are taught by a variety of methods. There is continued emphasis on interactive Maths and Problem Solving in line with National and Council guidelines. Children will have an understanding of the processes, and an awareness of the usefulness of Mathematics, and how it can be meaningfully applied in everyday life situations.

It is recognised that calculators are very much part of our modern world, and therefore calculator work is included in our Scheme of Work in the upper stages. In line with government guidelines, the use of calculators in the younger stages is strongly discouraged.

Children at all stages are given ‘hands on’ experience of computers. Programmes vary from games to consolidate number bonds, shape recognition etc. to adventure games, information handling and word processing.

The Core Maths Schemes currently in use in this School are Scottish Heinemann Maths and Tee Jay, although we have many other resources. Lessons are planned not through the scheme, but based on what is required to be learned next, and the most appropriate resource will be used. Wherever possible, real contexts are used, further developing children’s understanding. Maths is increasingly taught through Topic work and eco-school activities to explore the practical uses of maths.

Children in the school engage in daily Mental Maths sessions. Problem Solving Design and Computer activities complement the main core work. In the nursery, any opportunity for developing mathematical understanding is seized upon. Social Studies

Social Studies

This subject is intended to encourage the child’s understanding of their environment, society and culture. The studies are a broad mix of Geography, History and Modern Studies, but Language, Mathematics and Expressive Arts are also included. Social Studies are taught in a project format i.e. a central theme is chosen from the School’s Cyclic programme, and then is used as a context for developing the appropriate skills. The School aims to provide a broad and balanced programme through which the child can develop the appropriate skills, knowledge and attitudes.

In both the school and the nursery, children are encouraged to choose what they want to learn – in the school, children come up with ideas for topics and vote for them. They then discuss what they already know and what they would like to find out. In the nursery, seasonal topics are thought out by the Early years Team, but children’s interests can change the course of this planning – the best topics are often those which have come from the children’s own interests.

Health and Well Being

Health Education is split into Physical Health, Social Health and Emotional Health. As there is overlap in other areas of the Curriculum such as Personal Social Development and Religious and Moral Education, the School has prepared a Cyclic programme to cover Health, PSE and RME.

We use a range of resources, television programmes and videos. We have involved health workers, policemen and fire fighters when delivering elements of our programme.

The class teacher teaches an hour of PE each week. On three days a week the children have a short lesson, building up balance and flexibility. These lessons may take the form of aerobics, yoga, games, running, etc. Our P.E. Sessions take place in the Village Hall with the grass area of the playground being used when weather permits. Our children also travel to our cluster school in Lochcarron to join gym class there. A mixture of gymnastics, games, movement, dance and athletics are taught, together with an annual block of 10 weeks swimming in Kyle Swimming Pool. Instruction there is given by trained swimming pool staff.

Children are encouraged to participate in Inter-School Sporting events, organised locally within the Plockton Cluster and by the Ross Primary Sports Association. The school works closely with the Active Schools Co-ordinator and seeks to provide opportunities for personal achievement.

During the months of finer weather and longer daylight hours, we have weekly after school cross country runs in the beautiful Applecross Estate. Pupils from p3-7 may run unaccompanied, all pupils from nursery onwards are very welcome to come along with their parents.

The children are strongly encouraged to use their voice and have their say in all school matters. The children help to decide and set the course for the annual Christmas Shows. They also take much responsibility for fundraising – which charities we fundraise for, how and when we go about it. This is very much a core part of our Health and Well Being Curriculum.

Science

Enquiry and investigation are encouraged in science. We have a range of equipment which is used in experiments and practical work.

Pupils learn to observe, plan, record, set up fair tests, draw conclusions etc. – and these are specifically then related to current issues and debates such as the effects of global climate change etc.

Technologies

This subject is taught within our social studies curriculum. There are two elements of technology: Understanding Technology in Society and Understanding and Using the Design Process. We encourage the pupils to use a variety of equipment including construction materials, a workbench, hand tools, safety saw and low temperature glue guns.

Information and Communication Technology

This subject is used and developed in various contexts across the curriculum.

Children work on the internet to guidelines and under the supervision of teachers. Children can access favourite search engines and sites. These are used in topic work.

We have an extensive range laptops, chromebooks, and computer tablets which have filtered internet access for all the children.

Children work with databases, spreadsheets, word processing and graphic software, as well as being introduced to the fascinating world of computer coding

Expressive Arts

Expressive Arts incorporates the subjects of Art and Design, Music, Drama and Dance. Not only do our pupils learn the necessary techniques and skills of the subject but also learn to express feelings and ideas; and learn to evaluate and appreciate their own work and the work and performance of others.

Art and Design

The children experience a range of media in their Art lessons. They learn to express themselves using different techniques and their creativity and enjoyment of art is encouraged. The work of internationally renowned artists is considered as part of their art education. Pupils take a pride in the presentation of their work, which is displayed throughout the school.

Our Love of Music and Singing

Class teachers plan the children's music programme to incorporate work with the voice, work with tuned and untuned instruments, creative work, where children compose short pieces of music, and listening work, where children listen and respond to a variety of music.

We have a variety of instruments including a piano, an electronic keyboard, several guitars and ukuleles. We also have musical input from visiting Feis Ross and Kodaly instructors during the course of the year.

The children are given opportunities to perform to parents at concerts, local Mods and the annual Christmas Pantomime and end of the nursery and school year presentation.

Drama

Children are given opportunities to act and mime throughout the session, beginning in the Nursery and Infant Classes where role-play etc. is all part of their experiences. The whole School is usually involved in a play, pantomime or musical production at Christmas time for parents and friends of the School. In addition we sometimes have visits from outreach workers and visiting performers at various times throughout the year. We also visit the theatre in Inverness on an annual basis.

Dance

During the course of their PE lessons, the children learn Scottish dancing during the Christmas period, and also spend some time learning creative dance.

Religious and Moral Education

We plan our Religious and Moral Education wherever possible to compliment and deepen understanding of our topics. These plans cover three areas: Christianity, Other World Religions and Personal Search. Wherever appropriate, our religious education links with our social studies topic.

Our school is visited by Dave Mockett, Christian Youth Worker. We also have a volunteer from the community who runs a weekly children’s bible group, exploring stories and beliefs through art and craft.

N.B. Parents can request the withdrawal of their children from religious education and observance.

Modern Languages and Gaelic

We currently rely on volunteers from the community and visiting teachers to help us promote Gaelic. Gaelic songs and crafts are learned at a children’s Gaelic club, run by volunteers in the Community Hall. We endeavour to foster an appreciation of the Applecross’s history, culture and heritage.

Equal Opportunities

All children are treated fairly and with equity. They are given the same opportunities to excel in all subjects regardless of race, gender or ability.

ASSESSMENT AND REPORTING

The Scottish Government have established a website providing parents and carers with an informative overview of the methods around which schools both track and assess children’s progress, which then in turn informs teachers future planning. The address for this is as follows: https://education.gov.scot/parentzone/learning-in-scotland/assessment-and- achievement

As a joined up nursery and school, we seek to provide information to children, parents and staff to assist in the effectiveness of learning and teaching process and in raising attainment and achievement Teachers will use the assessment process as an evaluative, diagnostic and formative tool to provide evidence of pupil attainment and progress and to inform learning and teaching approaches and pupil targets. Pupils should view the assessment process as a motivating experience which takes place within the overall context of a supportive school. Pupils should make use of feedback, in all its forms to inform next steps for the improvement of their own learning. Parents will receive feedback on your son or daughter’s progress through pupil reports, progress checks, and target setting information. Pupils will reflect on their progress, achievement and best through their learning journey/journal folders Progress The school uses ‘Assessment is for Learning’ Strategies which involves the pupils taking part in self and peer assessment eg reading over a partner’s story and offering some constructive criticism on punctuation or use of a different adjective, making up a Maths problem for a member of their group, working out whether an answer is right or wrong and if it is wrong, why it is wrong, etc. each pupil has ‘I Can Targets’ for each curricular area at the relevant level. This allows the pupil/ the teacher/ the parents/carers to see progression through a level and what skills need to be worked towards.

Parents wishing to enquire about a pupil's progress are invited to make contact with the Head Teacher

Assessment for Learning

The school uses ‘Assessment is for Learning’ Strategies which involves the pupils taking part in self and peer assessment eg reading over a partner’s story and offering some constructive criticism on punctuation or use of a different adjective, making up a Maths problem for a member of their group, working out whether an answer is right or wrong and if it is wrong, why it is wrong, etc. each pupil has ‘I Can Targets’ for each curricular area at the relevant level. This allows the pupil/ the teacher/ the parents to see progression through a level and what skills need to be worked towards. Formal testing in Maths skills, Reading and Spelling is conducted using INCAS, a national online test adopted by Highland Council. The tests also find out about the children’s attitudes to school. In writing, children’s work is cross marked by local teacher’s / head teachers from the Plockton Schools’ Group. This is to ensure that all marking is of the same standard. As both a nursery and school, we seek to provide information to pupils, parents and staff to assist in the effectiveness of learning and teaching process and in raising attainment.

Teachers will use the assessment process as an evaluative, diagnostic and formative tool to provide evidence of pupil attainment and progress and to inform learning and teaching approaches and pupil targets.

Pupils should view the assessment process as a motivating experience which takes place within the overall context of a supportive school. Pupils should make use of feedback, in all its forms to inform next steps for the improvement of their own learning.

Parents will receive feedback on their son or daughter’s progress through pupil reports, progress checks, and target setting information.

Pupils will reflect on their progress, achievement and best work on their e- portfolio.

SNSA Assessment: Since 2017 the Scottish Government has introduced new, national standardised assessments in aspects of reading, writing and numeracy, for all children in P1, P4, P7 and S3. These will specifically work alongside the various forms of assessment

29 teachers are already making when they are working on a daily basis with your child. They will not simply replace them. The results from the standardised assessments will provide an additional source of information to inform teachers' professional judgement, both when planning next steps and when considering whether Curriculum for Excellence levels have been achieved.

ADDITIONAL SUPPORT NEEDS, (ASN): Class/Subject teachers, in conjunction with Additional Support Needs Teachers monitor the progress of pupils with additional support. The needs of such pupils are generally catered for within the normal curriculum but with specialist advice and support as required. If necessary, a child’s plan may be put in place to help plan, organise, monitor and regularly review a child’s progress. Parents and pupils will be involved in these procedures and in reviews. More information can be found about the Highland Council model for support and child’s plans at: http://www.highland.gov.uk/downloads/file/230/highland_practice_model_- _delivering_additional_support_for_learners http://www.highland.gov.uk/download/downloads/id/11/co- ordinated_support_plan

Sometimes a Children’s Service Worker will be involved in supporting a child. A Children’s Service Worker is connected to the Nursery and School and will generally focus on more social and emotional needs rather than issues about the curriculum or classroom learning. They:  work in collaboration with the support team in school  work to support families in their own communities  work with individual pupils and small groups - offering a further level of support

Parents/Carers will always be involved in discussions about any additional support being suggested for their child and any need that may be identified within the school.

Highland Council would seek to work in partnership with parents at all times, but sometimes you will have a concern that you don’t feel is being addressed, or will want to talk to someone outwith the school. Should you have any concerns that your child’s additional needs are not being met, you should contact your child’s named person in the first instance and/or the Head Teacher . If your concerns continue, there are a number of means of resolving difficulties and disputes and information on this can be found at: http://www.highland.gov.uk/info/886/schools_- _additional_support_needs/1/support_for_learners

Mental Health and Wellbeing

Staff will support the emotional development and wellbeing of pupils through formal and informal curricular activities. Any concerns about a pupil’s wellbeing can be discussed with the named person. School have access to Highland Council’s Primary Mental Health Worker Service and consultation and advice may be sought if there are concerns that might require more targeted support.

National Sources of Advice and Support for Additional Needs

The Scottish Government have also supported the following “key” sources of support and information for families requiring additional advice and help with questions arising out additional needs support. These are:

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

My Rights, My Say – an advocacy and advice service for young people over 12 with additional support needs http://enquire.org.uk/myrightsmysay/

Scottish Independent Advocacy Alliance, an advocacy service to support parents and children

Scottish Child Law Centre, an organisation providing free legal advice to young people

PARENTS AND CARERS AS PARTNERS

We believe that much of the strength of the school lies in the positive relationships between staff, pupils and their parents. These relationships must be nurtured by a healthy exchange of information between teachers and pupils, between home and school. We always welcome parental interest in the welfare of our pupils. Whatever the nature of the issue, you can be assured of our help.

The school works very hard to keep parents informed regarding their child’s progress and any key decisions being made about their education. This includes:

 Parents’ evenings  Progress checks  Target Setting  Course choice/ Options evenings  Information on the school website

The support of parents in their children’s education is key to the success of young people. Taking time with them, discussing work, practicing language, helping them manage their homework and encouraging responsibility are important ways of supporting children’s learning.

The school always seek to involve parents in any key decisions about their child’s education and keep parents informed about progress.

Parental information is obtained from questionnaires issued regularly at Parents evenings and from Parent Forums.

A member of the teaching team is in school most evenings for parents to contact with any issues.

Parent Council is a group of parents selected to represent all parents of children at the school. Any parent who wishes to raise an issue for the Parent Council to consider can do so by contacting the Chair, Tery McCowan. Useful information for parents and how to get involved in your child’s education, how to support the school, information on curriculum developments can all be found at Parentzone: https://education.gov.scot/parentzone/

Reporting to Parents

We hold two parents' evenings each year when appointments are given to allow parents to discuss their children's work with class teachers and

32 support staff. A report form is issued in the summer term and we welcome a written response from parents.

We would, however, be glad to see parents at any time of the year to discuss any concerns. Please telephone and make an appointment.

COMMUNICATION WITH PARENTS/ CARERS The School communicates with Parents/Carers in a variety of ways which include: Email and text messages, Website, Pupils’ Personal Learning Plans, Newsletters, Local Newspaper, Parents’ evenings, Parent Classroom Visits, Phone Calls, Letters, School Assemblies and Events. Our Homework Diaries are also used for two way communication with parents. Parents are encouraged to contact the school at any time if they have any concerns.

COMPLAINTS AND REQUESTS FOR SERVICE

If a parent has any concerns they should contact their child’s Named Person in the first instance, Mr. Robert Gill, Head Teacher

The school will always endeavour to resolve issues by listening to parents and seeking solutions in partnership. Should a situation not be resolved, parents can then contact the West Interim Area Education and Learning Manager – Don Esson, The Fingal Centre, Viewfield Road, Portree. Telephone numbers - Portree: 01478613697 Fort William: 01397 707530 Mobile Number: 07557566426

Please note that transport is not a school responsibility and any queries should be addressed to the Transport Development Officer, Highland Council, Glenurquhart Road, Inverness, IV3 5NX, or [email protected].

COMPLAINTS / ENQUIRIES PROCEDURE:

It is hoped that parents will have little or no reason to complain about either the standard of the education offered or the manner in which it is taught. On occasions parents may feel that they would like to discuss some matter regarding their child’s education more thoroughly with either the class teacher or the Head Teacher. Parents are always welcome to make an appointment - please contact the School Office in order that a suitable time may be found for both parties.

SCHOOL PLACING REQUESTS – PARENTAL CHOICE

Each school serves its own particular catchment area. Pupils whose homes are located in that area will have priority in being allocated a place in the school. However, parents have the right to specify the school in which they wish to place their child. Application must be made to the West Interim Area Education and Learning Manager – Don Esson, The Fingal Centre, Viewfield Road, Portree. Telephone numbers - Portree: 01478613697 Fort William: 01397 707530 Mobile Number: 07557566426placing request forms can be obtained from http://www.highland.gov.uk/info/878/schools/11/school_enrolment/2

Transportation to and from school, for placing request pupils, is a parental responsibility.

If pupils live out with the school catchment area and their parents wish them to attend Applecross Nursery or Primary School they can contact the Head Teacher in order to arrange a visit

Parents of children with additional support needs, (including those that have Coordinated Support Plans) can make placing requests to any school in Scotland including schools outside of the local authority area they live in. All appeals about placing requests to special schools will be referred to the Additional Support Needs Tribunal.

Organisation of the School Day

Although we do not follow a rigid timetable, we do the bulk of our language work and maths work in the mornings, completing the Topic Work and Expressive Arts, Health and Well-being and RME in the afternoons. At any point in the day though, due to the nature of Curriculum for Excellence, children may be doing any of these: writing as part of an RME lesson, Drama as part of a reading lesson, Maths as part of an Art lesson, etc.

More Important Information for Parents/Carers

School Policies

All policies are written following guidance from Highland Council, in consultation with all staff, and are updated when necessary. Policies are available on the Highland Council Website and a copy is kept in the school.

Data Protection

Any information you have supplied/any information gathered from or about pupils will be used only for the purpose for which it was provided and any relevant procedures following from this. This data will be maintained in accordance with the Act and will not be passed onto any other organisation without your prior approval unless this is a legal requirement.

Additional Support Needs

The staff liaises with the Learning Support Teacher and educational specialist, speech therapists and health workers when necessary.

All children need support to help them learn. Some children require more help than others. We follow The Highland Practice Model staged approach to assessing, identifying and supporting additional support needs. In this model every child has a ‘named person’ who is responsible for making sure that the child or young person has the right help to support his/her development and well-being.

If you have a concern about your child in primary school please contact your child’s class teacher in the first instance or the ‘named person’, who will usually be the head teacher. In a secondary school, the named person will usually be the Principal Teacher Guidance/Pupil Support.

Sometimes a Child’s Plan may be put in place to help organise, monitor and regularly review your child’s progress.

If you wish to find out more about The Highland Practice Model or the Child’s Plan you can access more information at :

35 http://www.highland.gov.uk/learninghere/supportforlearners/generalguidance/p lanning/

Class/Subject teachers will monitor the progress of pupils with additional support. The needs of such pupils are generally catered for within the normal curriculum but with specialist advice and support as required. If necessary, a child’s plan may be put in place to help plan, organise, monitor and regularly review a child’s progress. Parents and pupils will be involved in these procedures and in reviews. More information can be found about the Highland Council model for support and child’s plans at: http://www.highland.gov.uk/downloads/file/230/highland_practice_model_- _delivering_additional_support_for_learners http://www.highland.gov.uk/download/downloads/id/11/co- ordinated_support_plan

Sometimes a Children’s Service Worker will be involved in supporting a child. A Children’s Service Worker is often based at the school and will generally focus on more social and emotional needs rather than issues about the curriculum or classroom learning. They will:  work in collaboration with the support team in school  work to support families in their own communities  work with individual pupils and small groups - offering a further level of support

Parents/Carers will always be involved in discussions about any additional support being suggested for their child and any need that may be identified within the school.

There are also Information sheets available at: www.chipplus.org.uk click on Education.

Find out more about how individual needs are met on the following website: Support for Learners Website

Further information and support for parents of children with ASN may be obtained from these organisations:

These organisations are identified under The Additional Support for Learning (Sources of Information) (Scotland) Amendment Order 2011 as:

(a) Children in Scotland: Working for Children and Their Families, trading as “Enquire – the Scottish advice and information service for additional support for learning”, a charitable body registered in Scotland under registration number SC003527; http://enquire.org.uk/ (b) Scottish Independent Advocacy Alliance, a charitable body registered in Scotland under registration number SC033576; and (c) Scottish Child Law Centre, a charitable body registered in Scotland under registration number SCO12741.”

Pupil Equity Funding, (PEF): Through our central aim to maximise the attainment of all our children, we access funding which has become available directly from the Scottish Government. This is called Pupil Equity Funding, (or PEF), and is targeted at further developing the Literacy, Numeracy and Health and Well Being milestones of children who will benefit from these extra resources.

Child Protection

From time to time an incident could occur within the school setting which causes concern or could indicate that a pupil is suffering some form of abuse. In terms of Highland Child Protection Committee Inter-agency Protection Guidelines, Education Service staff must report such incidents to Social Work Services which can lead to a joint Social Work/Police investigation.

All agencies involved in Child Protection are obliged to make the welfare of children their paramount consideration and this will be the priority for Education Service staff.

 More information about Child Protection Procedures within Highland can be obtained from the Highland Council website. If you are worried that a child may be at serious risk phone 0800 0938100 (office hours) or 0845 601 4813 (out of hours).

Preparing Your Child for School

Encourage your child to dress him/herself, and to be able to use a knife and fork for eating. Read stories, nursery rhymes etc. and encourage the child to talk about things that he/she has done or seen. It helps the School greatly if a child is made to tidy up his/her things at home.

Construction toys, jigsaws, drawing with large crayons and using scissors are all excellent preschool activities which will be really helpful when formal schooling begins.

Try and give your child opportunities to spend time each week with a friend, away from you. School must never be the first parting from parents, if at all possible.

Although the School appreciates the excellence of many children’s TV programmes, this is a very passive way of learning, and it cannot replace the stimulation a child receives through discussion and active interaction with parents, siblings and friends.

Children coming into Primary 1 will have had the benefit of Nursery provision, and its induction process. This helps to ensure a confident and happy start after the summer, as they will know the Teacher, other children and be familiar with the Classroom. There is particular emphasis on oracy and children are encouraged to talk meaningfully about their play, and communicate with their Teacher and their classmates.

Play is an important part of the beginning of learning. Children learn to co-operate and share with one another. Some toys encourage good hand control; some are creative; others introduce children to colour and shape and comparisons of size

38 and counting activities. Construction is always a worthwhile activity, whatever the medium.

As the Teacher deems children ‘ready’, they are introduced to the Reading Scheme, and its pre-reading activities. The Oxford Reading Tree encourages a great deal of talk and games, as the children become familiar with the characters in the series. These activities lead on to the ‘Reading Books’. The contribution of parents in promoting fluency and confidence is extremely valuable and greatly appreciated by the School.

Children are taught the sounds of letters, not their names, and the correct formation of letters is very important. Once the sounds are known, the children are taught to blend the sounds, enabling them to tackle simple words from a very early age.

The Phonics Scheme in use at present is Jolly Phonics, supplemented by Easy Learn Phonics.

Enrolment

Parents seeking to enrol a child/ children should contact the contact the Head Teacher. Infant enrolment takes place on dates intimated by the Area Education Manager in January/ February of each year. An advertisement to this effect is placed in the local press. To qualify for enrolment, your child must have reached the age of 5 years on or before the last day of February of the following year. Please bring your child’s birth certificate along at the time of enrolment. In May/June, to help alleviate any misgivings, children who are starting school in August spend three mornings in the infant class, culminating in staying for school lunch with their parent on the last day.

Placing Requests – PARENTAL CHOICE

Each school serves its own particular catchment area. Pupils whose homes are located in that area will have priority in being allocated a place in the school. However, parents have the right to specify the school in which they wish to place their child. Application must be made to the West Interim Area Education and Learning Manager – Don Esson, The Fingal Centre, Viewfield Road, Portree. Telephone numbers - Portree: 01478613697 Fort William: 01397 707530 Mobile Number: 07557566426 Placing request forms can be obtained from http://www.highland.gov.uk/learninghere/schools/informationforparents/ 39

Transportation to and from school, for placing request pupils, is a parental responsibility.

If pupils live out with the school catchment area and their parents wish them to attend Applecross Primary they can contact the Head Teacher to arrange a visit.

Homework

It is the School’s policy to give a little homework over the course of a week. From P1, children will have reading nightly, perhaps some phonics fun, and or number work. Further up the School, homework may include work from other areas of the Curriculum. Work, which should have been completed in class, may have to be finished occasionally at home if the Class Teacher thinks that the child is capable of more output in School.

Occasionally, children may be required to learn by heart, and are encouraged to practise at home.

Parents are strongly encouraged to take an interest in their child’s homework, as this is a vital area in the promotion of confidence and self-esteem.

Promoting Positive Behaviour

We have a very good ethos and high expectation of behaviour. Much of this is due to work throughout the year involving pupils in developing their own sense of responsibility. We have a positive approach to behaviour with school rules and "Golden Rules". Children are rewarded throughout the year with stickers and certificates for good behaviour.

Bullying and racist behaviour is not tolerated in our school. Please ask to see our Positive Behaviour policy for more details.

Children are expected to be courteous at all times to all members of School staff, conveyance operators, and to their fellow pupils and should behave in a manner

40 conducive to the safety and well-being of everyone. Bad language will not be tolerated within School boundaries, or whilst travelling in School Transport.

It is hoped that restorative discussion where children are encouraged to take responsibility for their actions. Thinking about the impact of what they choose to do and say has on the feelings and emotions of others encourages responsibility taking and what they need to do to make the situation better, or not happen again.

At all times children are encouraged to show a degree of self-discipline, and have regard for their own and other pupils’ property both in the School and in the community at large.

Promoting good School behaviour can only be achieved with the co-operation of home and School; the School will work hard to achieve high standards which reflect the high degree of parental support recorded to date.

Parent Council

Informal parental liaison has been a very successful method of communicating with parents, and the School appreciates and enjoys the benefits of these meetings. In accordance with the Scottish schools (Parental Involvement) Act 2006, the school has established a Parent Council and works closely with parents. All parents are members of the Parent Council and most parents do come to all meetings.

We have had help from parents with cycling proficiency, art, reading, maths games, and drama. During these group activities, the children have the advantage of learning from someone with special talents. The children have shown great enthusiasm for these and we appreciate such contributions and welcome any others.

We have had tremendous support and hope that this will continue. There is usually one meeting each term.

Useful information for parents and how to get involved in your child’s education, how to support your school, and information on curriculum developments can all be found at Parentzone: www.parentzone.gov.uk

Links between School and the Community 41

We hope to foster good relations between the school and the community, and are happy to distribute any local information sheets via our pupils. The community is very supportive of our concerts and fund raising.

The Community Christmas Party is valued and we are happy to meet any requests for cooperation in preparation for this event. The Parent Council are very good at organising and running this.

Our National Trust Rangers help us in our Environmental Studies, such as in the creation of our bird boxes.

We make the most of living in such a stunning environment and many lessons take place out of doors, in our local environment. We have recently enjoyed Foraging Walks with nature weaving and craft. Consent is asked for every time we go out for such trips.

Transition from Nursery to Primary School

During nursery, the children build up a relationship with the class teacher over time, when he comes into the nursery on informal and formal visits. The children also take part in whole school assemblies, whole school events and whole school challenges, learning in mixed stage groups to complete tasks. The children become very used to the staff, the primary children and the classroom environment.

Transition from Primary School to Plockton High School

During the last year of primary seven, there are many opportunities for the children to meet with other children from other schools who are going to go with them to Plockton High School. They take part in sports events, language and maths events. During the final term, there are meetings with the high school staff. There is a full week of induction, usually about a month before the end of term, which the children greatly benefit from. There are many opportunities throughout the year for children to meet staff at the hostel, where they will be boarding from Monday until Friday each week. There are also many opportunities

42 for children to see round the hostel, and eat their lunch there to familiarise themselves with the building and staff.

Liaison between staff at the primary school and secondary school is very good, and children with additional needs are well supported.

APPENDICES:

Administration of Medicines Staff will only administer medication when there is clear written guidance from the parents on: The name of the medicine, the quantity of the medicine to be given, the time it has to be given. Prescriptive medication should be given at home by parents. Minor injuries School will only deal with minor cuts and bruises, these will be cleaned and a plaster applied. Mental Health and Wellbeing Staff will support the emotional development and wellbeing of pupils through formal and informal curricular activities. Any concerns about a pupil’s wellbeing can be discussed with the named person. School have access to Highland Council’s Primary Mental Health Worker Service and consultation and advice may be sought if there are concerns that might require more targeted support. Adverse Weather Schools now have a dial-in service if there is risk of closure due to adverse weather. This allows parents to listen to a recorded message from the Head Teacher. It is an enhancement to the present service and does not replace existing methods of giving out information, such as radio broadcasts, described in the schools Adverse Weather Guidelines. You can also access the highland school closure website on: for school closure information. http://www.highland.gov.uk/schoolclosures

Access to Pupil Records

The Pupils’ Educational Records (Scotland) Regulations 2003 extend to parents the right of access (with certain specific exceptions) to any record held by the Authority in relation to their child. Parents may make application to the Head Teacher.

Data Protection Legislation

Information on pupils, parent and guardians is stored on a computer system and may be used for teaching, registration, assessment and other administrative duties. The information is protected by data protection legislation and may only be disclosed in accordance with the codes of practice.

Transferring Educational Data about Pupils

Education authorities and the Scottish Executive Education Department (SEED) collected data about pupils on paper forms for many years. We now work together with schools to transfer data electronically through the ScotXed programme. Thus SEED 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 Executive itself.

Data on each pupil is collected by schools, local authorities and SEED. The data collected and transferred covers areas such as date of birth, Scottish Candidate Number (SCN), postcode, registration for free-school meals, whether a pupil is looked after by his/her local authority, additional support needs including disability and English as an Additional Language (EAL), and attendance, absence and exclusions from school. The SCN acts as the unique pupil identifier. Pupil names and addresses are not passed to SEED. Your postcode is the only part of your address that is transferred for statistical purposes, and postcodes are grouped to identify ‘localities’ rather than specific addresses. Dates of birth are passed on as ‘month and year’ only, again to ensure that individuals are never identified. Data is held securely and no information on individual pupils can or would be published by SEED. Providing national identity and ethnic background data is entirely voluntary. You can choose the ‘not disclosed’ option if you do not want to provide this data. However, we hope that the explanations contained in this message and on our website will help you understand the importance of providing the data.

Why do we need your data?

In order to make the best decisions about how to improve our education service, SEED, education authorities and other partners such as the SQA and Careers Scotland need accurate, up-to-date data about our pupils. We are keen to help

44 all our pupils do well in all aspects of school life and achieve better examination results. Accurate and up-to-date data allows us to:

 plan and deliver better policies for the benefit of all pupils,

 plan and deliver better policies for the benefit of specific groups of pupils,

 better understand some of the factors which influence pupil attainment and achievement,

 share good practice,

 target resources better.

Your data protection rights

The collection, transfer, processing and sharing of ScotXed data is done in accordance with the Data Protection Act (1998). We also comply with the National Statistics Code of Practice requirements and other legislation related to safeguarding the confidentiality of data. The Data Protection Act gives you the right to know how we will use your data. This message can give only a brief description of how we use data. Fuller details of the uses of pupil data can be found on the ScotXed website (www.scotxed.net).

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

Concerns

If you have any concerns about the ScotXed data collections you can email the Senior Statistician, Peter Whitehouse, at :[email protected] or write to The ScotXed Support Office, SEED, Area 1B, Victoria Quay, Leith, EH6 6QQ. Alternative versions of this page are available, on request from the ScotXed Support Office, in other languages, audio tape, braille and large print.

Want more information?

Further details about ScotXed are available on the ScotXed website, www.scotxed.net., which contains a section on ‘frequently asked questions’ at https://www.scotxed.net/jahia/Jahia/lang/en/pid/220.

Equality and Inclusion

For up-to-date information please see: http://www.highland.gov.uk/info/751/equality_diversity_and_citizenship/313/e qual_opportunities In summary, our activities in school should ensure that we: Eliminate unlawful discrimination, advance equality of opportunity, and promote good relations. Activities should not discriminate against any of the following ‘protected characteristics’ age, disability, race, religion or belief, sex, sexual orientation, gender reassignment, pregnancy and maternity.

PROTECTION OF CHILDREN From time to time incidents can occur within the school setting which cause concern and could indicate that a pupil is suffering some form of abuse. In terms of Highland Child Protection Committee Inter-agency Protection Guidelines, Education Service staff must report such incidents to Social Work Services which can lead to a joint Social Work/Police investigation. All agencies involved in Child Protection are obliged to make the welfare of children their paramount consideration and this will be the priority for Education Service staff. COPIES OF CHILD PROTECTION POLICY GUIDELINES are available from or online at http://www.highland.gov.uk/info/1361/childcare_and_family_care/438/child_pr otection

APPLECROSS NURSERY AND SCHOOL CALENDAR

A copy of the school calendar (below) is available for download from: http://www.highland.gov.uk/info/878/schools/32/school_term_dates

2020 - 2021 SESSION:

2021 – 2022 SESSION:

Please Note: Whilst the information in this handbook is considered to be true and correct at the date of publication, changes in circumstances after the time of publication may impact on the accuracy of the information.

Applecross Nursery and Primary School Na Fiùrain Forest School Handbook Date Agreed: January 2020 Date for Review: February 2021 Created by Forest School Leader: Tom O’Halloran

Forest School Ethos

We, at Applecross Primary School, believe that every child should have the opportunity to experience learning, achieving and success both inside the classroom, and outside while interacting with nature. This is how we have come to Forest School.

Forest School is a unique educational experience and process that offers children the opportunity to succeed and develop confidence and self-esteem through hands-on learning experiences in a woodland environment.

Children engage in motivating and achievable tasks and activities throughout the year and in almost all weathers, with the appropriate footwear and clothing. Children will work with tools, play, learn and begin to understand the boundaries of behavior, both physical and social. They will grow in confidence, self- esteem and motivation whilst developing an understanding of the natural world.

The Forest School concept originates in Denmark, originally aimed at preschool children, where it was found that children who had attended forest school then arrived at school with strong social and communication skills, having the ability to work in groups effectively, generally had high self-esteem and a confidence in their own abilities. These foundations helped them to raise their academic achievements.

The children have named our forest school “Na Fiùrain” which is Gaelic for “Saplings”. The children decided a new tree sapling was a strong metaphor for the growth that they, as children, experience at school.

Our Forest School encourages children to: develop personal and social skills work through practical problems and challenges use tools to create, build or manage discover how they learn best pursue knowledge that interests them learn how to manage failures build confidence in decision making and evaluating risk develop practical skills understand the benefits of a balanced and healthy lifestyle explore connections between humans, wildlife and the earth

regularly experience achievement and success reflect on learning and experiences develop their language and communication skills improve physical motor skills become more motivated improve their concentration skills improve their communication explore the world through all the senses available to them Principles and criteria for good practice (developed and quoted from http://www.forestschoolassociation.org/full- principles-and-criteria-for-good-practice/)

Principle 1: Forest School is a long-term process of frequent and regular sessions in a woodland or natural environment, rather than a one-off visit. Planning, adaptation, observations and reviewing are integral elements of Forest School. - Our Forest School takes place every week on a Friday. This enables sessions to build on each other, and also encourages children to expect and plan for Forest School. - Forest School planning is carried out by the teacher in collaboration with the children. Every week we review what has happened through reflective tools and our Forest School diaries.

Principle 2: Forest School takes place in a woodland or natural wooded environment to support the development of a relationship between the learner and the natural world. - Our Forest School takes place in Carnach Woods / Torgarve Forest. Carnach woods are a broadleaf wood consisting of mostly hazel, birch and rowan. Torgarve Forest is a pine and spruce plantation. - These woods are ideal for the sessions, allowing learners opportunities to discover and explore, as well as develop practical skills. - A Forest School constantly monitors its ecological impact and works within a sustainable site management plan agreed between the landowner/ manager, the forest school practitioner and the learners. - Forest School aims to foster a relationship with nature through regular personal experiences in order to develop long-term, environmentally

sustainable attitudes and practices in staff, learners and the wider community. - Forest School uses natural resources for inspiration, to enable ideas and to encourage intrinsic motivation.

Principle 3: Forest School aims to promote the holistic development of all those involved, fostering resilient, confident, independent and creative learners - Where appropriate, Forest School will be linked to work in class and learner’s home lives. - Forest School programmes aim to develop, where appropriate, the physical, social, cognitive, linguistic, emotional, social and spiritual aspects of the learner.

Principle 4: Forest School offers learners the opportunity to take supported risks appropriate to the environment and to themselves. - Forest School opportunities are designed to build on an individual’s innate motivation, positive attitudes and/or interests. - Forest School uses tools and fires only where deemed appropriate to the learners, and dependent on completion of a baseline risk assessment. - Any Forest School experience follows a Risk–Benefit process managed jointly by the practitioner and learner that is tailored to the developmental stage of the learner.

5. Forest School is run by qualified Forest School practitioners who continuously maintain and develop their professional practice. - Our Forest School is run by the class teacher Tom O’Halloran who is working towards achieving Level 3 Practitioner status. - The leader will be assisted by two other adults giving us a ratio of 1 adult to 3 children.

6. Forest School uses a range of learner-centred processes to create a community for development and learning - A learner-centred pedagogical approach is employed by Forest School that is responsive to the needs and interests of learners. - The Practitioner models the pedagogy, which they promote during sessions through careful planning, appropriate dialogue and relationship building.

- Play and choice are an integral part of the Forest School learning process, and play is recognised as vital to learning and development at Forest School. - Forest School provides a stimulus for all learning preferences and dispositions. - Reflective practice is a feature of each session to ensure learners and practitioners can understand their achievements, develop emotional intelligence and plan for the future. - Practitioner observation is an important element of Forest School pedagogy. Observations feed into ‘scaffolding’ and tailoring experiences to learning and development at Forest School.

What happens at Forest School?

Forest school usually happens in this format, or a variation of this:

1. Arrive at meeting point, greeting children and gathering as a group. Snacks are taken out of bags and put in a communal bag, school bags are left in the Hebridean barn.

2. Walk through Carnach Wood, usually stopping at trees for climbing or to notice changes and points of interest.

3. Arrive at Forest School site in Torgarve. Children collect dry kindling from the forest floor and a fire is lit.

4. First activity takes place. Often this is an exploration type activity – detecting changes or observations. Can take in science and research, sometimes using technology (eg. Ipads)

5. Snack time around the fire. Followed by some free time.

6. Second activity – usually tools based.

7. Game.

8. Tidy up tools and return Forest School site to how it was found and walk back to the meeting point.

9. Collect bags and return to school in adult helpers’ cars.

10. After lunch we have a structure reflection on our morning in the forest and make entries into our Forest School Diaries. This reflection assists children to self-assess their morning in the forest, discuss what they learned, and where to go in the future.

Forest Site Policy Our main Forest School base is in the TorgarveWoods, however we do walk through and explore Carnach Woods on the way there and use it during sessions.

Forest School site

We meet at the gates to the Hebridean barns where the leader carries out a head count and welcomes the children. From there we walk to the forest – roughly half a mile.

Forest School is unlikely to be cancelled unless there is risk to children’s safety. This will usually be due to high winds or extreme cold. Snow and rain will not usually cancel a session, see the clothing policy for more information on this. Exposure to the elements is part of the magic of nature and is therefore integral to Forest School. Temporary shelters can be erected in inclement weather.

Before the children have arrived, the leader will visually check the site. It is relatively unused so there are not usually any issues. There may be trees that have shifted and could pose a risk, these need to be checked and assessed by the leader, and may lead to changes in the programme. Any dangerous branches can be cut / removed and, if needed, a temporary shelter erected.

The leader will bring tools, water, hygiene supplies, first aid kit and anything else that might be needed.

Clothing Policy Forest School sessions will take place in all weathers unless the safety of the participants is in question, due to high winds or extreme cold.

‘There is no such thing as bad weather, just bad clothing’

Suitable clothing is essential for everyone participating; we need to be adequately dressed in order to gain the full learning potential of the session. This includes sturdy and waterproof footwear

Winter

Vest or T-shirt Long sleeved top “Layering” is always the best policy Hooded top / fleece or thick jumper in dressing for cold weather. Warm Waterproof jacket under layers followed by waterproof Waterproof trousers outer layers. Thick socks (thermal or two pairs of thin ones) Trousers Wellington boots Hat, gloves and scarf.

Summer Long sleeved T-shirt or top Light trousers (Arms and legs must be covered in the woodland) Socks Trainers, sturdy shoes or Wellington boots. (Sandals, crocs and flip-flops are not suitable.) Sunhat Jumper

Environmental Impact Policy Every activity carried out in the outdoors will have an impact on the immediate environment. We aim to keep this impact to a minimum. This is discussed with the children and they contribute to how we can protect our natural environment.

We walk on a forestry road to get to the forest before taking a purpose made path for an Archaeological trail. Our impact is minimal on these main passages and we keep them clear of sticks for the general public’s access. Children are encouraged to stay on paths where possible.

Our fire is always lit on a raised and movable fire pit. It is in an area that the smoke won’t damage surrounding trees and spreading fire is highly unlikely. We have extinguishing equipment (see Fire Policy) and the fire is properly extinguished at the end of each session. In the summer the fire pit is taken apart and removed as we have had instances with tourists lighting fires and leaving them burning without supervision.

Waste is removed from the forest and recycled/ reused/ or disposed of as appropriate.

The leader is vigilant as to impacts on the environment through overuse. For example, a steep bank is suffering some erosion due to children running and sliding down it. The children decided they would go another way to allow it to recover.

Toileting Policy

Our Forest School site has no toilet facilities – it is a truly wild place! Children are therefore encouraged to go to the toilet before coming to the forest.

If there is a need to relieve themselves, they are instructed to let the teacher know and then walk a safe distance away from the group and pee there. If it is a “number two” the teacher has toilet roll, a plastic bag and a trowel for this

59 purpose. The pupil will leave everything where they have done it and the teacher will collect the waste, and safely dispose of it on leaving the forest.

Fire Safety Policy

Campfires are an important part of Forest School and are used in many sessions. Sitting around the campfire as a group: learning, listening, singing, making and sharing food cooked on the fire is a wonderfully communal and magical experience for children. It will stimulate their senses by letting them feel its warmth. They will watch the flames dance and experience its rich smell. They will feel a sense of togetherness with each other and the environment around them. We hope it will capture their imaginations and enthusiasm!

Fuel for our fire is obtained from our annual peat cutting day, and other fallen wood in the forest.

The children at Applecross Primary School will also learn why it is so important in our lives; how to respect fire; the dangers of fire; to be safe and responsible around it and will also learn about the fire triangle, (oxygen, fuel and heat) what is needed to build a small fire successfully, and how to cook on an open fire.

Applecross Primary School aims to ensure that all children and adults participating in Forest School sessions with fires will do so safely and with as little risk to their health as possible.

Fire Safety Policy: Location of fire

Forest School will usually take place in the Torgarve Woods where we have a movable fireplace set up. It may take place in Carnach Hazel woods next door or elsewhere and a temporary fire place can be set up. The same rules regarding location of the fire would apply.

- Only the agreed area will be used for campfire - We use a raised, moveable fire - All children are briefed that a fire is being lit, at times children will be lighting the fire themselves using a fire steel. An adult will be present at all times and will ensure that if needed, they can extinguish the fire at any time.

Fire Safety Policy: Positioning of Children and Adults

- Fire areas are surrounded by seating logs at least 1.5 metres from the fire pit. - When the campfire is in use, children are not permitted to access the area without permission. They need to ask, ‘May I enter?’ - When allowed to access the campfire, children must walk around the outside of the seating logs and wait for permission to step over. Once permission has been given, they must sit, ensuring legs are drawn into the log and not outstretched. - Once seated around the campfire, the children must remain seated until directed by an adult to move.

- Children will be taught how to change seats by standing, stepping over the log and then walking around the outside of the seating area. They must never cross the inner area. - If allowed to approach the fire, for cooking or warming up they must adopt the correct position; one knee on the ground, facing the fire so they are able to quickly move away. This position allows children to move away from danger, quickly.

Fire Safety Policy: Working with the fire, or near the fire:

Some general rules: - Running near the fire area is not permitted. - Long sleeves and trousers must always be worn. - Tie back long hair! - Children are not permitted to throw anything onto the fire. - Advice on the appropriate way for dealing with smoke will be given to the children: o They are advised to turn their head to one side, placing their hand across the face, to close their eyes and count to 30 (or ask an adult/peer to count for them) o If there is a clear wind direction, seating in the line of smoke is to be avoided. o If wind direction is variable, the leader should rearrange the seating if at all possible. - Fires will not be lit in strong winds!!!

Fire Safety Policy: Fire procedures

1. Lighting and keeping fires burning When lighting a fire the Forest School leader will take control of the operation and all accompanying adults will be briefed before we start. A lit fire will not be left unattended at any point. A fire may not be lit until it has been confirmed to all that our fire safety equipment is in place. Open fires are built within a fire pit.

For a fire we need fuel, fire and oxygen – the fire triangle

Children will collect tinder (dry grasses, very dry leaves, birch bark from the floor, very fine twigs, pine needles or open pine cones) to make an apple sized tinder bundle.

A few slightly larger pieces of wood will be put in the base of the firepit to create a dry platform and keep the tinder off the floor. Usually fire steel will be struck onto cotton wool giving us the initial fire. From there the finest tinder will go on. Gradually add larger sized tinder and kindling. As one piece lights, add another - too much too soon can suffocate the fire of oxygen and put it out.

The children and leader may use a Kelly kettle to heat water. Once the fire is going in the Kelly Kettle base carefully add the chimney top to it by holding the handle parallel to the ground, and supported on each side by your hands. When lit, do not stand directly over, or look straight down the chimney. Never blow into the top. When pouring out the water support the base by holding the bung chain in one hand and the handle with the other. To put the fire out, pour the remaining water into the base. We don’t have a Kelly kettle yet but it is on our list!

If sessions involve children adding fuel to the fire, this must be done with one to one adult supervision.

These items will be essential whenever a fire is lit: . First Aid Kit . A first Aid leader (the forest school leader) . WATER 1 x 10 x litre container

. Heatproof gloves . Torch . Whistle . Fire blanket . Toilet roll . Wipes . Burns kit . Scissors . Storm kettle (if using) . Fire steel and matches . Cooking equipment . Grill . Washing up bowls (washing up liquid, tea towels, bowls, cups etc) . Tinder and kindling boxes if wet . Fire Starter box – emergency matches, cotton wool, striker

3. Extinguishing fires

All fires must be extinguished at the end of a session. Whenever possible, all fuels should be burnt off to ash.

At the end of the session, the fire must be doused down with water and stirred until all smoke and steam has ceased. The fire pit will then be filled with water (this will drain through the holes at the bottom).

A shovel, sand and dirt are available to put out fire if necessary. 4. Cooking on the fire Leaders and other adults are aware of the following when cooking and eating at Forest School:  Open fire cooking is only permissible in the designated areas.  The respect position should always be used when near the fire.  Everyone should wash their hands before handling food and drink.

 All food is stored in appropriate containers. Only clean equipment is used.  Any dietary requirements are noted and catered for.  Food will be cooked correctly.  All equipment and waste is cleared away

Food Hygiene Policy

Food and drink preparation and sitting together whilst eating and drinking are important parts of Forest School.

This procedure has been devised using advice in Preventing Food Poisoning - Good Hygiene at Home published by the Food Standards Agency and 10 Ways to Prevent Food Poisoning on the NHS Choices website.

We will provide hand washing facilities at each session where food and/or drink is prepared and will ensure that adults and children follow Forest School food hygiene rules.

Everyone involved in Forest School should be involved in food safety and follow the food hygiene rules below. When involved in food and drink preparation you should: - Wash hands before and during cooking. - Not handle food if they are ill with stomach problems, such as diarrhoea or vomiting. - Cover sores and cuts with a waterproof dressing. - Avoid handling food when possible, and instead use spoons, tongs or other suitable implements. - Tie hair back. - Keep food that is waiting to be cooked separate from food that is ready to be eaten. - Use separate chopping boards for preparing different foods especially raw and ready-to-eat food. - Prepare food on a suitable surface, eg. Chopping board, cup, saucepan, and not on the ground. - Ensure food is cooked thoroughly before serving. Food should be cooked right through and piping hot in the middle. - Not reheat food more than once. - Keep utensils clean and regularly wash tea towels and cloths. - Store food in clean plastic containers with non-leaking lids. - Take all rubbish and food scraps away with them at the end of the session to avoid attracting vermin to the site.

Parents inform school staff of any allergies and dietary requirements when starting school and the leader will have these on a list along with any epipens etc in the forest. Dietary requirements will be used to plan cooking sessions.

Tool Policy

An important element of our Forest School is using tools. They involve practical skills such coordination, feel, balance and strength. Children use these to make crafts or to work on their own projects.

The use of each tool is modelled by the leader as and when they are needed, demonstrating the correct technique and identifying safety elements. Children must be engaged with these demonstrations or they will not be allowed to use the tool.

Children are taught about the “blood bubble” – the length of reach of a person using a tool – and how to avoid any accidents. Communication is important, for example knowing that someone is walking behind you.

There is a strong discipline policy that all children are aware of due to the dangers inherent in tool use. If they are engaging in unsafe practice they will not be allowed to use the tools for that session.

Children are taught some basic rules that are reinforced: - For sharp / dangerous tools you must work 1:1 with an adult (saws / knives / axes). - You must have a purpose for your tool. - You must make sure you choose a safe working area with nobody near your blood bubble. - Often children are working in pairs on tools (eg Bow saws) and this means that the blood bubble needs to be considered as the reach of both children.

We have created a large tool belt with pockets for each tool, this is hung between two trees and means that children are looking at and taking tools at their eye level rather than off the ground. They are also constantly encouraged to return them to where they got them from before moving onto another tool.

We have also created a video resource where the children explain how to use the tools and relevant safety information. This is shown to the children as a reminder and discussion point.

Tool Procedures:

Tool Bow Saw Purpose Cutting wood (most often green wood) Use at Forest Cutting wood / sticks School Making tools Safety Plastic hand guard on frame features Plastic cover for saw teeth (to be handled by adults) Personal Work glove for hand holding piece of wood / working piece Protective Equipment Adult : Child 1:1 ratio 1:2 if children are using saw together in tandem Transportation Always carry with the blade down Blood bubble Arm plus tool length (Working space) Body stance If using at ground level; kneeling on one knee. If cutting a branch; feet apart, one foot forward to give a stable stance. Method of use If using in tandem one student holds the handle in the hand guard the other holds the frame on the bend. If right handed both students hold the work piece firmly to stop it from moving with their left hands wearing a work glove on that hand. The work piece is rested on a log of stump to raise it off the ground. The students cut on their pull stroke keeping the saw frame upright in slow fluid movements. If working alone, held in guard and brought back and forward to cut. Gloved hand holds the wood well away from the blade.

Inspecting Check to make sure the blade is strained correctly and that the teeth are sharp and none are missing. Ensure the correct blade is fitted for the job being undertaken, wet or dry timber.

Tool Hand saw Purpose Cutting wood (dead wood) Use at Forest Cutting wood / sticks School Making tools Safety Plastic hand guard on frame features Plastic cover for saw teeth (to be handled by adults) Personal Work glove for hand holding piece of wood / working piece Protective Equipment Adult : Child 1:1 ratio Transportation Always carry with the blade down Blood bubble Arm plus tool length (Working space) Body stance If using at ground level; kneeling on one knee. If cutting a branch; feet apart, one foot forward to give a stable stance. Method of use If working alone, held in guard and brought back and forward to cut. Gloved hand holds the wood well away from the blade. Inspecting Check to make sure the teeth are sharp and none are missing. Ensure that the right wood is being cut.

Tool Loppers Purpose Cutting wood (green wood) Use at Forest Cutting wood / sticks 1-2 inch diameter School Making tools Safety Large plastic handles features Personal None Protective Equipment Adult : Child 1:4 ratio Transportation Always carry holding like a suitcase with the blade and anvil pointing behind so that people can see it if they are walking behind the tool holder. Blood bubble Arm plus tool length (Working space) Body stance Usually used to cut sticks off trees so use a legs spread standing stance for good stability. Method of use Much like scissors, the blade above the branch the anvil underneath then close the handles together. It is important not to pull the loppers back towards the body as they can flick back when the branch is cut. Inspecting Check to make sure loppers are closing, blade is straight.

Tool Fixed Blade Knife Purpose For modelling and shaping, or as a gutting tool Use at Forest To whittle , split wood, and make tools School Safety Short strong blade , soft plastic handle , sheath features Personal Work glove for hand holding piece of wood / working piece Protective Equipment Adult : Child 1:1 ratio Transportation Knife carried in sheath at all times Blood bubble Arm plus tool length (Working space) Body stance Kneeling or sitting Method of use Depending on the work being carried out the user should be either sitting on a log or stump or kneeling, using the log as a work bench. Always make sure that the log or stump that you are sitting on is safe and will not fall over or roll. If the user is right handed, hold the work piece in the left hand with work piece resting on the log pointing downwards. Firmly hold the knife in the right hand and draw it down the work piece away from the body, taking off a thin sliver of wood. If the user is left handed use the same procedure but hold the work piece in the right hand (a work glove can be worn on the hand holding the work piece). The knife can be used in the sitting position, sit on a log or stump, if the user is right handed, hold the work piece in the left hand with the left hand resting on the right thigh pointing the work piece downwards. Hold the knife in the right hand with the thumb on the back of the blade for control and firmly draw it down the work piece away from the body, taking off a thin sliver of bark or wood. If the user is left handed use the same procedure but hold the work piece in the right hand. (a work glove can be worn on the hand holding the work piece) The students must sit or kneel when working with tools for safety; it prevents wandering about with sharp tools.

Inspecting The knife should be checked before and after use to make sure it is sound and there is no damage to the handle or blade and that it is sharp. Cleaning and The tool should be wiped clean and sharpened by leader. Maintenance Store in a dry place to prevent rusting.

Tool Hand Drill Purpose For drilling holes into wood Use at Forest To drill holes into logs, construction School Safety Handle features Personal Work glove for hand holding piece of wood / working piece Protective Equipment Adult : Child 1:4 ratio Children usually work in pairs Transportation Carrie will drill piece pointing backwards Blood bubble Arm plus tool length (Working space) Body stance Kneeling or sitting Method of use Depending on the work being carried out the user should be either sitting on a log or stump or kneeling, using the log as a work bench. Always make sure that the log or stump that you are sitting on is safe and will not fall over or roll. If the user is right handed, hold the work piece in the left hand with work piece resting on the log pointing downwards. Firmly hold drill piece against the wood, in the position the hole is required. If the user is left handed use the same procedure but hold the work piece in the right hand (a work glove can be worn on the hand holding the work piece). Hold the handle and begin to turn it in concentric anticlockwise circles. If the user is left handed use the same procedure but hold the work piece in the right hand. (a work glove can be worn on the hand holding the work piece) The students must sit or kneel when working with tools for safety; it prevents wandering about with sharp tools. Inspecting The drill should be checked before and after use to make sure it is sound and there is no damage to the handle or drill piece and that it is sharp enough. Cleaning and The tool should be wiped clean. Store in a dry place to Maintenance prevent rusting.

Tool Flint and steel Purpose Making a spark – to light fire Use at Forest Fire lighting School Safety Good non slip handle to hold steel – thumb shaped grips features Personal None Protective Equipment Adult : Child 1:1 ratio Transportation In small watertight bag with cotton wool and petroleum jelly Blood bubble Arm’s length (Working space) Body stance Kneeling on one knee next to fire being lit Method of use If right handed, hold the steel by its handle over a small ball of cotton wool dipped in petroleum jelly. Hold the steel in the right hand between the thumb and first finger and draw it down the steel with a slight flicking action to shower sparks on the cotton wool or other tinder being used. If left handed as above but hold in opposite hands. Take care when using cotton wool because it lights very easily. Inspecting Check for wear and tear Cleaning and Keep clean and dry Maintenance

Tool Bill Hook Purpose For cutting small branches off a log, splitting wood Use at Forest Splitting wood to make tools, dressing poles/ logs School Safety Handle features Personal Work glove for hand holding wood. Long sleeves/ trousers Protective etc Equipment Adult : Child 1:1 ratio 1:2 if two children working together Transportation Blade should be carried downward Blood bubble Arm’s length plus the length of the tool (Working space) Body stance Kneeling on one knee, back straight Method of use When using for splitting wood the work piece must be placed on a solid wooden surface like a stump or log. The bill hook user will place the blade in the place they want to make the cut holding the hook by its handle and the end of the blade. Communication is very important; when they are happy they will give their partner using the mallet the signal to tap the blade edge. After each tap the bill hook user will check to make sure the blade is positioned to their liking before proceeding. Inspecting The blade and handle must be checked to make sure they are securely attached to each other to prevent the blade from flying off in use. The handle should be checked for splits, cracks and splinters. The blade must be checked to make sure it is sharp and that it is in good condition Cleaning and Wipe clean, oil to prevent rusting. Handle oiled too. Maintenance

Tool Vegetable Peeler Purpose Peeling fruits / vegetables Use at Forest Whittling sticks School Safety Covered blade designed to take thin slices – no stabbing features point Personal Work glove for hand holding wood. Protective Equipment Adult : Child 1:4 ratio Transportation Carried held downward Blood bubble Arm’s length (Working space) Body stance Sitting Method of use Sit on a log or stump, if the user is right handed, hold the work piece in the left hand with the left hand resting on the right thigh pointing the work piece downwards. Hold the peeler in the right hand and firmly draw it down the work piece away from the body, taking off a thin sliver of bark or wood. Rotate the work piece in the left hand and repeat until the work piece is clean of bark or is the desired thickness. If the user is left handed use the same procedure but hold the work piece in the right hand. Inspecting Check blade is OK and not coming out of handle Cleaning and Wipe clean Maintenance

Tree Climbing Policy

At Applecross Primary School we believe that climbing trees is an important way of interacting with our environment. There are risks, but the joy of achieving heights off the ground far outweighs these risks. Strength, balance, coordination, careful looking, self-assessing risk and much more are practiced when climbing trees.

The leader does try to lead children towards some trees seen as ideal for climbing, but often it is the children who find the best spots. Adults must always present underneath if tree climbing is happening. Tree climbing is not allowed in high winds or wet conditions.

In general, how high a child is allowed to climb is a negotiation between the child and the adult underneath. As a general rule, don’t climb where you can’t get down!

Missing Child Policy

Children are allowed freedom to explore and play in the forest. Children are instructed to always be with a buddy if they are going away from the base site. Leader is responsible for constantly head counting the group and communicating with other adults. In the event of a child not returning when the whistle is blown:

1. Leader to make an immediate search of vicinity blowing whistle loudly and calling child’s name.

2. Assemble rest of children and ensure they are safe, keeping them with adult assistant.

3. If child is not found, call school (if known that somebody is there) to call police and parent / guardian

4. Follow School critical incident procedure.

First Aid Leader

Health and Safety Policy / Procedures

Applecross Primary School has a clear approach to health and safety outlined in our school handbook. This is a list of additional points relevant to our Forest School.

- The Forest School Leader is in charge of the session and has overall duty of care for the children in his/her charge, but all adults are required to take all reasonable steps to ensure children are safe. - There is usually a high adult to child ratio at the sessions – 1:3 most commonly. The high number of adults means that children can safely experience activities like climbing trees, walking across logs blindfolded, lighting (controlled) fires and using knives that are usually considered too risky in other situations. It also means that adults, in particular the leader, are able to give individuals one-to-one attention when needed, and to lead small group work. - All activities are thoroughly risk assessed before the start of each session and Leaders continue to monitor the safety of the group as activities evolve. - The leader is First Aid trained and has a written emergency plan to follow. The leader will also carry an emergency bag, a cell phone and a list of all the children’s phone numbers and other relevant people (eg. Doctor). In the event of an emergency the Leader will ensure that emergency services are contacted - Participants are also involved in completing their own risk assessments throughout the sessions. This gives them ownership of the process and to helps them to be aware of, and calculate, the risks involved in each activity. They are asked to state what risks and hazards they should be aware of and what steps they can take to reduce or mitigate them. For example, what part of the saw is the dangerous part? And how can we take away the risk of hurting ourselves?

Accident and Emergency Procedure If an emergency occurs at a Forest School session the group leader should maintain or resume control of the group overall. The leader will, however, delegate responsibility when necessary, so all adults accompanying the visit must have read the handbook so they are aware of procedures.

The Forest School leader will:

1. Establish the nature and extent of the emergency as quickly as possible. 2. Ensure the entire group are safe and looked after, and kept together. . Other adults will be allocated roles as and if necessary. 3. Give / get immediate medical attention . First Aid kit on site. 4. Phone for ambulance if appropriate. . Due to the remote setting of Applecross, mobile reception isn’t always available. Another adult will be given the phone to look for reception, heading towards nearest house in case the reception isn’t found. If Bob and Lyla are in they are nearest at Torgarve house – leader to see car before day begins – if not, head towards Gordon and Valerie’s or Jimmy’s house and call from there. Teacher to stay with casualty unless appropriate to carry them out while calling for medical assistance. In case of teacher leaving with casualty, Adult assistants to lead children calmly to the pick up carpark. 5. Adult to accompany casualty to hospital. 6. Pass on to school details of incident . Time, location, nature etc 7. Leader to inform parents, or assistant if leader is unable to. 8. Keep a written account of events as soon as possible. 9. Complete Accident report form

Scenarios

First Aid Incident: - Forest school leader is First Aider. - Follow Accident and emergency procedure

Lost / Missing Child: - See Missing child policy

Irregular occurrence, uninvited person/stranger: - The intruder will be challenged and asked to leave politely. - If a child is involved then the police should be called and the child/children involved should be removed from the situation and made to feel safe. - Follow School’s critical incident procedure - Parents/guardian should be briefed by Forest School leader asap. - Inform School Child Welfare Officer (Head teacher) and gain advice.

Child Protection (From School Handbook)

All agencies involved in Child Protection are obliged to make the welfare of children their paramount consideration and this will be the priority for Education Service staff.

More information about Child Protection Procedures within Highland can be obtained from the Highland Council website.

If you are worried that a child may be at serious risk phone 0800 0938100 (office hours) or 0845 601 4813 (out of hours).

Promoting Positive Behaviour

Bullying and racist behaviour is not tolerated in our school. Please ask to see our Positive Behaviour policy for more details.

Children are expected to be courteous at all times to all members of School staff, conveyance operators, and to their fellow pupils and should behave in a manner conducive to the safety and well-being of everyone. Bad language will not be tolerated within School boundaries, or whilst travelling in School Transport.

At all times children are encouraged to show a degree of self-discipline, and have regard for their own and other pupils’ property both in the School and in the community at large. Promoting good School behaviour can only be achieved with the co-operation of home and School; the School will work hard to achieve high standards which reflect the high degree of parental support recorded to date.

Communications Policy

Parental involvement in Forest School is important and valued. Parents were asked for their thoughts in establishing a Forest School, and all were positive. Parents are also asked for their opinion on the programme’s success and value

88 to their children at relevant times such as “Parent’s Nights”. We have also collected a survey on the impact of Forest School on the children from their parents. In short, Applecross Primary School values the contributions and encouragements parents have given the project in its time.

In the summer of 2018 we successfully held a Family Forest School day where parents, carers and friends were invited to take part in Forest School sessions with children. This was a great success with are 30 adults attending, and we hope to do this again.

Equal Opportunities

All children are treated fairly and with equity. They are given the same opportunities to excel in all subjects regardless of race, gender or ability. Transport Policy

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