Foula Primary School And ELCC Handbook 2019/2020

Welcome to our School

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Introduction 3 Our School Handbook 3 Contact Details 3 Foula Primary School Staff 4 Current School Roll 4 School Opening Hours 4 Concerns, Complaints, Communication and Suggestions 4 Attendance, Absence, Sickness 5 Medicines 5 Allergies 6 Visiting the School 6 Parental Involvement 6 Parent Council 6 Homework, Supporting Learning at Home 7 Ethos and Life at our School 7 Positive Behaviors and Anti-bullying 8 The Curriculum - overview 9/10 Expressive Arts 11 Health and wellbeing 11 Language and Literacy 11

Numeracy and Mathematics 11

Religious and Moral Education 12

Sciences 12

Social Studies 12

Technologies 12

Assessment and Reporting 13

Transitions 13

ELCC Admissions Policy; Transition – ELCC to Primary 15

Support for Pupils 16 Getting It Right For Every Child (GIRFEC) 16 Child Protection 16 School Improvement 17 School Policies and Practical Information 18 Personal Belongings, Dress, Physical Education 18 Extreme Weather — Possible Closing of Foula Primary School and Pre-school 19 School Meals 19 Safe Use of Computers and the Internet 19 Financial Help for Parents 20 After School Clubs 20 Enterprise 20 School Trips and Visitors 20 Data Protection 21 SIC Children’s Services Information 21 Session 2015-16 Term Dates 22 Future School Year Dates 22

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Introduction

Foula Primary is a small, one teacher school situated in the centre of the island.

Foula is the westernmost island in Shetland.

Foula Primary is a non-denominational school. The school has a small office and three classrooms. Two are used by the school children and one for pre-school. There is access and toilet facility for the disabled. The school has use of the adjoining community hall for PE, toilets and school meals.

The school is supported by the Parent Council and has close links with other small primary schools in Shetland and the Anderson High School. The children work as a whole class group, in smaller groups or individually depending on the learning taking place.

The community playground is located beside the school. The playground includes swings and climbing play equipment which the pupils can use during playtime. To the south of the playground we have an established school garden. The children helped to design and set it up, with help from the community. Each year vegetables and flowers are planted. There are also trees, a bird table and totem poles within the garden. All scraps from lunch are collected here in the compost bins.

Our School Handbook

This handbook provides information for parents for the school year 2019-20. Although the information is believed to be correct (December 2019), it is possible that changes have occurred, or will occur during the course of the year, that will affect the contents for this year or for the following school years. Handbooks for all Shetland Islands Council’s schools can be found on the council’s website.

The direct link is: http://www.shetland.gov.uk/education/SchoolHandbooks.asp If, after reading this handbook, you have any further questions then please contact us at school and we will be pleased to be of assistance.

Contact Details:

Name: Foula Primary School Address: Foula Shetland ZE2 9PN Telephone: 01595 745026 Website: www.foula.shetland.sch.uk Email: [email protected] Stages of education: ELCC - P7 Current Roll: 4 (+1 ELCC) Denominational status: non-denominational Head Teacher: B McPherson Parent Council email: please send to - [email protected]

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Foula Primary School Staff

Head Teacher and Classroom Teacher: Mrs B McPherson Early Years Worker: Mrs F. Dyson-Sutton Art Instructor: Ms P. Gear ICT Instructor: Mrs F Dyson-Sutton Clerical Assistant: Mrs. M. Leaper (Temp) School Cleaner: Cleaner in Charge Supervisory Assistant: --

Current Roll (2019—2020) School Hours

ELCC 1 pupil School Starts 09:15 Primary 1 1 pupils ELCC Starts 12:05 Primary 2 1 pupil Morning Break 10:45 – 11:00 Primary 3 0 pupils Lunch 12:15 - 13:00 Primary 4 1 pupil School and ELCC closes 15:15 Primary 5 0 pupils Primary 6 0 pupil It is important that your child/ren arrive at school on Primary 7 1 pupil time and ready to learn but pupils should arrive no earlier than 9:05 am and should leave school premises promptly at 3:15 pm unless they have received teacher permission to stay later.

Parents are responsible for taking their child to and from pre-school. The safety of children on the way to and from ELCC is the responsibility of the parent or guardian. Children must be accompanied into and collected from ELCC by a person who must be over 16. The accompanying person should wait with the child by the front door until it opens at 12:05pm. Please pick up your child at 3:15pm promptly. Staff should be informed if someone else is picking up your child from pre-school.

Concerns, Complaints, Communication and Suggestions

The school communicates with parents and carers in a range of ways including the website, newsletters, emails and written notes, phone calls and use of the children’s homework/reading diaries. Photos from the school are also emailed home from time to time especially when we are on school trips. If a teacher has any concern they will notify parents to discuss them. Regular communication between parents and the school is essential for the success of pupils. If parents have any concerns or questions regarding their child/ren please contact the school.

Please direct any concern, complaint or suggestion to the Head Teacher in the first instance. Meetings can be arranged to suit any day after school. If this does not bring about a suitable conclusion, you can then contact the Quality Improvement Officer for the school (James Johnston 01595 744099)

The School Complaints Procedure can be found on Shetland Islands Council’s website. The direct link is: http://www.shetland.gov.uk/education/hpc_complaints_procedure.asp

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In the case of ELCC provision, complaints can also be taken to the ‘Care Inspectorate’ at www.careinspectorate.com or by phoning 0345 600 9527.

Attendance/Absence/Sickness

Daily attendance at school strongly contributes to a pupil’s success. Lessons are carefully planned to reinforce what was learned a day earlier while helping each child to progress at their own level. Schools are required by legislation (Section 30 of the 1980 Education Act) to record pupil’s attendance twice daily (in the morning and after lunch). The school is required to record each absence as authorised or unauthorised. The 1980 Education Act lays a duty on every parent of a school age child to ensure that their child attends school regularly.

In the interest of pupil safety, if your child is ill and will not be coming to school, please phone us as soon as possible and certainly by 9:15am. If the school has not been contacted by this time we will then make every effort to contact parents or named emergency contacts to establish a reason for the absence. You are expected to inform the school on the first day of a child’s absence and continue to keep the school up to date on the progress of the child’s illness should it be longer term.

If the absence is due to sickness or diarrhoea your child must remain away from school for 48 hours after the last episode. This is to prevent the spread of infection to other children. Parents/carers should inform the school in advance of any planned absences. If the school is satisfied that the reason is valid then this will be classified as an authorised absence. Family holidays taken during term time will normally be classified as an unauthorised absence from school, unless there are other circumstances considered to be exceptional. A Leave of Absence form for pupils is available from the school office and must be completed in advance of the absence taking place. Every effort should be made to avoid taking family holidays during term time as this both disrupts the child’s education and reduces learning time. Class work will not be provided for pupils who go on holiday during term time.

For further information on school attendance, a guide for parents can be found on the Scottish Government’s website. The direct link is: http://www.scotland.gov.uk/Publications/2009/12/04134640/0

Medicines

Staff are unable to administer medicines to pupils unless a care plan has been drawn up. Therefore, children should not bring medicines to school without prior agreement with school staff. If your child requires medication please contact a member of the staff so that the necessary paperwork can be completed.

All medicines must be sent to school in their original container. All medicines are kept in a locked cupboard and are dispensed by a responsible member of staff who keeps a written record of all medicines administered. Children who need to use inhalers to control their asthma will be able to use them as necessary. Parents should ensure that their child knows when, and how, to use the inhaler correctly.

Parents are reminded that they must keep the school updated about any medical condition that your child/ren has which may be relevant to their safety at school. This includes any allergies or food intolerances.

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Allergies

It is extremely important that parents inform the school of any allergies their child may have. It is essential that school staff are informed if any student requires lifesaving medication (e.g. Epipen) if they have an allergic reaction. Foula Primary School staff will adjust menus and snacks depending on any allergies of pupils attending the school. At times parents might be requested not to send certain foods with their child depending on the allergies of pupils attending the school. Pupil safety is always our top concern.

Visiting the school

You may wish to visit the school if your child has been offered a place or if you are seeking a place for your child. Please contact the school to make arrangements.

Parental Involvement

We very much value parental involvement in the life of the school. Research evidence is clear that the children of parents who are interested and involved in their child’s education do better in school. We believe that the more involved you are as parents, the more successful your child‛s learning experience within the school will be. We are always available to answer your questions and would be pleased to arrange an informal chat to discuss any questions or concerns you may have. Sometimes children are asked to bring in items connected with topics they are studying (photographs, toys, etc). We welcome parental input in this area, and, if your job, hobbies or pets could help us generate interest in a topic, please let us know and we‛ll arrange for you to come in and give the class the benefit of your expertise.

Parents are welcome to visit the school during school events - open afternoons, parents’ evenings, concerts, plays - when pupils demonstrate their learning.

The school seeks and takes account of parental views on the education it provides and involves parents and pupils in evaluating the school’s performance (e.g. through audits, questionnaires, open events). We would strongly urge you to participate in these opportunities so that the views of all parents can be taken into account in the decisions we make. For further information and resources regarding getting involved with your child’s learning, please contact the school and/or take a look at Parentzone on Education Scotland’s website. The direct link is: http://www.educationscotland.gov.uk/parentzone/index.asp

The more formal mechanism for seeking and representing the views of the parent body is through the Parent Council. All parents are automatically on our Parent Council, with 1 parent per child having voting rights. You may wish to learn more about the role of the Parent Council in representing your views on education matters.

You can contact the school’s Parent Council directly and/or access information on Education Scotland’s website.

The direct link is: http://www.educationscotland.gov.uk/parentzone/getinvolved/parentcouncils/index.asp

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Chair Mr K Gear

Vice-chair

Clerk vacant

Parent members All parents

Co-opted members vacant

Staff Member Ms F Dyson-Sutton

Homework/Supporting Learning at Home

Homework is an important link between school and home. It is a way of consolidating work learnt in the classroom e.g. maths, spelling and reading. It also provides an opportunity for parents to share in their children's learning and support them. All children receive homework appropriate to their age and ability. Also, homework should consolidate/challenge children not stress/distress them or their parents/carers – if this happens, stop and let the school know. All pupils are encouraged to read at least 20 minutes daily at home.

Supporting your child to complete their homework to a high standard is a very important way you can help to take your child’s learning forward. It gives children the opportunity to practice skills they are developing. The school’s Homework Policy is available on request.

Ethos and life at our school

We believe that the starting point for learning is a positive ethos and climate of respect and trust based upon shared values across our school community. We work hard to ensure that Foula Primary School and ELCC is a safe, welcoming, inclusive, child-centred, happy place to learn and work. We wish to make the learning and interests of all the children in our care to be at the very heart of our school. We value quality relationships, friendships and teamwork based on trust, respect and compassion. We want every pupil to achieve the best that they can through interesting, creative and challenging experiences. We will nurture an ethos of inclusion, safety, equal opportunities, fun, care and compassion working in partnership with each other and with the local and wider community. We aim to • establish good patterns of behaviour (caring, co-operation, sharing), nurture self-esteem and build confidence and independence. • develop a culture of ambition and achievement • work in partnership with parents, the community and other agencies in order to meet the needs of every child in our school • promote the outdoor environment as a space for learning and encourage everyone to explore, appreciate and respect their world • promote equality, honesty, fairness and respect to all within the school community

We want our pupils to be confident and leave with happy memories.

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Positive Behaviour and Anti-bullying

High standards of behaviour are expected from pupils at all times as good behaviour is essential for the safety and wellbeing of all pupils and adults in school. Pupils are involved in drawing up a list of values to follow. At present these are:

Our Values

Do respect each other

Do listen to each other

Do respect people’s personal space

Do work hard/try your best

Do look after all property

Do be kind and help each other

Do be gentle

Do be honest

Parental involvement in the continuing development of good behaviour is very important. We look for the support and co-operation of parents when misbehaviour is dealt with in school. In the event of serious or persistent misconduct, parents will always be notified and invited to come to school to discuss the problem. All concerns about bullying and inappropriate behaviour are taken extremely seriously and will be investigated. Incidents of bullying will be logged in the official format required by SIC Children’s Services. Numbers of incidents are reported to Hayfield House twice a year. Parents or pupils with any concerns at all about bullying issues are strongly urged to speak to the Head Teacher about them. We can’t sort it out if we don’t know about it! We undertake to work closely and honestly with pupils, parents, family and the community to find a positive resolution to all reported issues. Upon reporting of an incident pupils may be asked to write down what happened and all involved pupils will be required to record their side of the story and then the teacher will initiate an investigation. If necessary, appropriate sanctions will be applied at the discretion of the teacher/Head Teacher. These sanctions may include loss of privileges such as playtime/Free Choice of Learning Time. Parents will be informed as necessary if their child is involved in an incident at school. The school follows the procedures in the Shetland Island Councils ‘Standing up to Bullying in Shetland’ policy. The school’s Behaviour and Discipline policy is available on request.

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The Curriculum – overview

The Scottish Government has recently introduced its Curriculum for Excellence across its schools. The curriculum is designed to provide a coherent, flexible and enriched curriculum throughout a child’s life from 3 to 18 years old. The curriculum aims to ensure that all children and young people in Scotland develop the knowledge, skills and attributes they will need if they are to flourish in life, learning and work. Curriculum for Excellence defines five levels of learning. The first four levels provide a broad general education, with progression to qualifications described under a fifth level, the senior phase.

Level Stage Early The ELCC years and P1, or later for some. First To the end of P4, but earlier or later for some. Second To the end of P7, but earlier or later for some. Third S1 to S3, but earlier for some. The fourth level broadly equates to Scottish and Credit and Qualifications Framework level 4. Fourth The fourth level experiences and outcomes are intended to provide possibilities for choice and young people's programmes will not include all of the fourth level outcomes. Senior S4 to S6, and college or other means of study. phase

Teachers and practitioners will share information to plan a child’s “learning journey” from 3-18, helping their progression from ELCC to Primary, Primary to Secondary and beyond. This will ensure children continue to work at a pace they can cope with and be provided with challenges they can thrive on. Detailed information about Curriculum for Excellence can be found on Education Scotland’s website. This includes:

• how the curriculum is organised • the entitlements of every child • how progress is assessed.

The direct link is: http://www.educationscotland.gov.uk/thecurriculum/index.asp

Some pupils will have an alternative and individualised curriculum that may have a higher emphasis on Health & Well Being and skills for life and work. These will be reflected in Individual Educational Programs (IEPs). Some children with complex needs may be using the CFE milestones.

The Curriculum for Excellence aims to develop four capacities for successful learning. These are:

Successful Learners With: · Enthusiasm and motivation for learning · Determination to reach high standards of achievement · Openness to new thinking and ideas.

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Confident Individuals With: · Self-respect · A sense of physical, mental and emotional well-being · Secure values and beliefs · Ambition.

Responsible Citizens With: · Respect for others · Commitment to participate responsibly in political, economic, social and cultural life.

Effective Contributors With: · An enterprising attitude · Resilience · Self-reliance.

CfE aims to raise standards and prepare our children for a future we do not yet know and equip them for the jobs of tomorrow in an ever changing world. Teachers and practitioners are encouraged to share information to plan a child’s ‘learning journey’ from 3-18 with smooth changes at points of transition such as moving out of Early Years or moving into secondary. The curriculum develops skills for learning, life and work to help young people go on to further study, secure work and navigate life. It develops skills so that children can think for themselves, make sound judgements, challenge, enquire and find solutions. It brings real life into the classroom, making learning relevant and helps young people apply lessons to their life beyond the classroom. It links knowledge in one subject area to another, helping children understand the world and make connections. At the very heart of our curriculum planning lies the holistic development of children and their skills across the curriculum, building on their previous learning experiences, knowledge and skills. Children will learn through first hand experiential activities within play-based situations. In their play, children practise and consolidate their learning, play with ideas, experiment, take risks, solve problems and make decisions individually and in small or large groups. The development of children‛s self-image and feelings of self–worth and self–esteem are central to this process. The curriculum within the Early Stages is progressive and aims to meet the needs of all children including those who are at an early stage of development and those who are more able. The curriculum will be appropriate to the individual child‛s stage of learning rather than focussing solely on age-related outcomes to be achieved. Children will be helped to move on to the next stage in their learning when they are developmentally ready and at their own pace. Under Curriculum for Excellence, everyone involved in education has a responsibility to develop young people’s literacy, numeracy and health and well-being skills across all areas of their learning. Learning is not restricted to textbook work. Our children learn in the playground. They learn through the wealth of visits out-with the school and the interesting adults we bring into school. Technology opens up a whole wide world for us allowing the children to meet in the virtual world of cyberspace. We give pupils choices about what they learn. This can be at the beginning of a topic when pupils consider the questions they would like to think about, or it may be an aspect of the project they would like to pursue in more depth.

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The Curriculum

Expressive Arts

All children will have the opportunity to develop creativity and use their imagination in the four aspects of this area of the curriculum i.e. art and design, dance, drama and music. We plan progressive programmes of work to help children experience inspiration and enjoyment and of course develop skills in each of these areas often leading to presentation or performance. Currently we have an Art instructor.

Health and wellbeing

Within this heading learning is organised around six main themes: Mental and emotional health; planning for choices and changes; physical education, physical activity and sport; food and health; substance misuse; and relationships, sexual health and parenthood. Personal safety, anti-bullying, internet safety and substance misuse education are delivered at all stages although the focus changes to reflect risk and maturity.

All children are encouraged to sign up for the tooth brushing scheme.

Language and Literacy

Four areas are covered to include spoken language and listening as well as reading and writing. Listening plays an important part in speech development and is the main means by which knowledge and experience is shared, especially in the early years. Talking to each other and their teacher helps children to express their thoughts and feelings and to build up their confidence and fluency in language. Reading Development – Preparation for reading through developing visual and auditory recognition is provided through a variety of play activities. Our children are encouraged to build an enjoyment of stories and rhyme through a variety of books, songs and games. Talking and listening skills are developed through play and structured activities. From the very first stages of their time in the ELCC setting, children will have the opportunity to bring home books from the class library for you to share. Reading in the early stages is developed using The Oxford Reading Tree scheme and children become familiar with the letters of the alphabet through Jolly Phonics. The younger children are expected to read their individual reading book at school and home every day to an adult. The children also do silent reading and reading of novels.

French: From ELCC onwards the children are introduced to French and this continues throughout their primary education. In the early stages it is very much through play, daily routines and games. All P6/7 children are taught French weekly following an agreed syllabus that will equip them with the necessary skills they will need when they start at the Anderson High School. From P5 pupils have access to German lessons through remote teaching.

Numeracy and Mathematics

The Numeracy and Mathematics curriculum consists of Problem Solving and Enquiry, Information Handling, Number, Money and Measurement and Shape, Position and Movement. The emphasis is on providing opportunities for numerically confident children with an understanding of how applying mathematical work-life skills that will benefit them beyond the classroom. Teachers use a variety of resources and learning contexts to

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break down the material that is to be covered and link this to other aspects of children’s learning whenever possible. From the time your child joins us in ELCC they will experience a gentle approach to number recognition, building on knowledge already acquired. This will lead on to simple addition and subtraction. Work on colour, pattern, shape, measurement, time and money is all part of the curriculum and the children will be given many opportunities for problem solving to give relevance to their learning and to help them transfer skills between different subject areas.

In school we use the TeeJay maths scheme in conjunction with other resources including Numicon and SEAL.

Religious and Moral Education

The themes of RME are Beliefs, Values and Issues, and Practices and Traditions. These are studied for Christianity and for other world religions. Parents should be aware that they have the right to withdraw children from Religious Education, after consultation with the school.

Sciences

Adults of the future will need to make increasing decisions about science and the opportunities it presents. To do this children need to have at least the basic concepts that make up their studies in planet earth, forces, electricity and waves, biological systems, materials and topical science. For some this will be the foundation of further study, for others it will help them to recognise the role of science in their lives and on the lives of others and on the environment. Just as importantly, we aim to help them develop the skills of critical evaluation to equip them to make and express decisions on the moral, ethical and economic issues thrown up by developments in our scientific knowledge.

Social studies

The three main themes are: People, past events and societies People, place and environment People in society, economy and business Through social studies, the children will develop their understanding of the world by learning about their own values, beliefs, and culture and those of others. Our aim is to increase our children's awareness of their surroundings and of the part they can, and will, play as a member of society. The children are often involved in field trips and visits on school trips to extend and enrich their experiences in this area.

Technologies

This is a broad heading of ever growing importance. It encompasses technological developments in society; ICT (computers etc) to enhance learning; business; computing science; food and textiles and craft, design and technology. Our programmes are designed to ensure that children develop their skills in using the tools, equipment, software and materials, but also have the opportunity to work with others to solve problems, discuss and evaluate products, systems and services.

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Assessment and Reporting

Assessment is an ongoing part of learning and teaching throughout the school. It helps to provide a picture of a child’s or young person’s progress and achievements and to identify next steps in learning. Assessment approaches at Foula Primary promote learner engagement and ensure appropriate support so that all learners can achieve their goals and maximise their potential.

Our learners experience a range of approaches to assessment. The following approaches are used regularly throughout the school.

• Teachers share learning intentions and success criteria with pupils • Teachers work with pupils to set realistic targets • Classroom assessment involves high quality dialogue based on thoughtful questions, careful listening and reflective responses • Staff use assessment information to monitor provision and progress across the school and plan for improvement. • Staff use a range of evidence from day to day activities to check pupil’s progress.

Class teachers use the results of their assessments to plan next steps for learning. They track pupil progress through the experiences and outcomes of Curriculum for Excellence to ensure that all pupils experience both breadth and depth in their learning.

Progress will be reported to parents in a formal, written report in June each year. In addition to this we have achievement books available on the iPads. Your child will show you around the school and explain our displays and their work to you. An appointment is also made to enable parents to have a private talk with the Head Teacher to discuss progress if desired. Where a pupil’s lack of progress causes concern, parental consent will be sought for more detailed diagnostic assessment to be carried out. We give the children opportunities to reflect on their learning and gather evidence to show how well they are attaining and achieving. At the end of each year the children write a profile on themselves which states how they feel they are doing at that moment in time, using evidence they have collected throughout the year. The purpose of the profile is to help young people understand their learning and be able to present their successes to other people. Hopefully it helps to motivate, challenge and support all the children to do their best. Most importantly it builds learners’ skills and capabilities to reflect on their learning. We share these profiles with the Anderson High School. In this way they also support and inform transition to secondary school. Further information on achievement, reporting and profiling can be found on Education Scotland’s website. The direct link is: http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/achievement/index.asp

Transitions

Transitions occur at key points in a child’s education when they move on to a different stage of learning. Transitions can include moving to the next stage of primary education, moving from ELCC to school, moving from primary to secondary school, moving to the senior phase of Curriculum for Excellence and then post-school learning, training or work. Transitions can also include any changes in a pupil’s learning journey, for example when a pupil changes school or when learning is interrupted. Transitions for Children and Young People (CYP) with Additional Support Needs start approximately two years prior to the transition itself. We endeavour to get all our pupils out to the Anderson High Hostel in order to prepare them for hostel life. This can begin as

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early as P1. We usually plan residentials with other Outer Isles schools (Fair Isle & Fetlar) in order to give our pupils the chance to socialise with children from other similar settings.

Leaving Foula Primary School to attend another primary school

If your child is leaving Foula Primary to attend another primary school we would be grateful if you would inform the school as soon as possible. You should ask your new school to contact us in order that your child’s records can be passed on directly from school to school.

Transition — Foula Primary School to the Anderson High School

After Primary 7, our pupils usually transfer to the Anderson High School, Lerwick. Any parent wishing his/her child to transfer to any other school should make an application for a placing request. Details of how to make a placing request can be found in Shetland Islands Council, Children’s Services, Admissions Policy. The policy can be found at: http://www.shetland.gov.uk/education/documents/AdmissionsPolicyFINAL.pdf

A variety of transition activities will already have taken place by the time your child reaches P7 where the children from Foula meet with children from the other Anderson High School feeder primaries on school trips for sports and other learning activities. This is especially true in the case of the other outer isle primaries of Fair Isle and Fetlar with whom we have a close relationship. These are the only other primaries in Shetland who also send children to live at the Anderson High School Halls of Residence from secondary 1 onwards. In term 4 the P7 pupils are invited to the Anderson for a co-operative learning day (accompanied by Foula primary staff) and for 2 days where they follow a S1 curriculum timetable (not accompanied). During P7 we will make an informal visit to the Anderson to meet some of the staff and look around the school. On most of our school trips we stay at the Anderson High School Halls of Residence where our children live while attending the Anderson. The Halls accommodation, staff and routine has usually by this time become very familiar to our children. Prior to transfer we have an extended series of meetings with AHS staff and share information about pupil progress. Enhanced transition for those pupils with additional support needs begins in the P6/7 school year. In the run up to the year end there is also a literacy project that runs across Primary 7 and Secondary 1 allowing teachers to share the standard of writing for each child. A ‘careers’ project is also started which is completed in S1.

P7 Transition to High School- for Parents

In term 4 the parents will be invited to go and visit the Halls. The staff will give parents a tour and explain all they need to know about the Halls. A visit to the school will also be arranged so that parents can meet some of the staff and see around the school. Foula school will contact all P7 parents in term 3 to ask if they would like the visits to be arranged for them. Please note that that any costs incurred eg plane fares will be at the parent’s own expense. The Halls provide a parent’s flat so that parents can go out to Lerwick and visit their child/ren once they are living there. This is an arrangement that is made between parents and the Halls directly. There is a small fee per night.

In May there is a parents evening for all new S1 parents/pupils, run by the AHS which can help answer any questions parents may have about how things work in the Anderson. Should you require further information on transfer to Secondary Education please contact the Anderson High School:

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Ms Valerie Nicolson, Head Teacher, Anderson High School, North Loch Drive, Lerwick ZE1 0GR Telephone (01595) 808008

Should you require further information on the Halls please contact them directly:

Mr Nick McCaffrey, Manager, Anderson High School Halls of Residence, North Loch Drive, Lerwick ZE10GR Telephone (01595) 745920.

ELCC Admissions Policy

• Children who turn three between the commencement of the school year in August and 28 February will be eligible to access ELCC during the month after their third birthday. • Children who turn three from 1 March onwards in a school session are eligible for a ELCC place from the commencement of the following school session in August. Every child is entitled to up to 1140 hours/year of ELCC from their third birthday. At Foula ELCC this means up to 5 sessions of 3hrs 10mins/week during school term time only. You are under no obligation to send your child for all five sessions. If you feel that a shorter session would be the best for your child – especially on entry to ELCC – building up to the full 3 hrs 10 min session then this can also be accommodated. Please make an appointment to discuss this with the Head Teacher prior to your child starting. The children and their parents are invited to come for a visit prior to starting ELCC and are encouraged to attend Fancy Friday events from after their 2nd Birthday (by arrangement). A parent must accompany the child on these visits. Timing: 12:05pm – 3:15pm on any 3 days from Monday to Friday. Sessions must be decided in advance in consultation with ELCC staff and the Head Teacher.

Admission dates for 2019/20:

If your child was born between 1st March 2017 and 28th February 2018 you should complete a registration form for school session 2019/20, and return it to us as soon as possible. You also need to provide a birth certificate to verify your child’s date of birth; this will be given straight back to you.

Transition – ELCC to Primary

Sometimes we may consider that it would be helpful for a child to defer entry to primary school and that their progress and development would benefit from an extra year in pre-school. This would be discussed with parents as soon as possible prior to their planned move. Children who have their 4th birthday before the end of February are entitled to start primary school in August of that year. If a child’s 4th birthday falls in January or February, they are entitled to defer entry to a P1 class until the following year. Children who have their 4th birthday between 1st September and 31st December are not entitled to defer entry, but can be considered if it is in their best interests. The move from ELCC to primary is planned to meet the needs of individual children. The children will already have had very many informal opportunities to work with the primary age children and to be involved in whole school activities. Days will also be planned in the summer term for them to visit the P1-7 class. When pupils begin primary 1 they will attend for the morning school session only – plus lunch in the last week – until the October break. Points of transition can be a time of anxiety for our children and it is important that we make time to listen to any concerns they may have. Please get in touch if you would like to speak about any issue relating to transition.

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National organisations, such as Parenting Across Scotland, provide advice to parents on supporting their child’s transitions. The direct link to Parenting Across Scotland is: http://www.parentingacrossscotland.org/ Regarding transition into adult life, more information can be found on Shetland Islands Council’s website. The direct link is: http://www.shetland.gov.uk/education/transition_into_adult_life.asp We recognise that children with additional support needs may need transition arrangements that are additional to those made for their peers. Information sharing and planning will take place in advance of each transition. Further details can be found on Shetland Islands Council’s website. The direct link is: http://www.shetland.gov.uk/education/documents/TransitionAdmissionsandPlacingRequestsInformationForPare nts.pdf

Support for Pupils

Most pupils will be given the support they need to fully access the curriculum in the general course of their education. There will be times when some pupils will need additional support. This could be on a long-term basis with the amount of support varying according to the needs of the pupil as progress is made through school or as a temporary support when a need arises. Information on how pupils’ additional support needs are identified and addressed can be found on Shetland Islands Council’s website. The website also provides information on mediation and dispute resolution services, links to the NHS and other agencies or organisations that can provide further support, information and advice about support and advocacy. The direct link is: http://www.shetland.gov.uk/education/asn_home.asp It is the duty of education authorities to give some extra help in school to all children and young people with additional support needs. Children and young people may need this help because they have a difficulty with reading or writing; they may be physically challenged; or they may have difficult family circumstances or other circumstances, which is a barrier to their progress. Sometimes children with particular gifts or talents may also receive learning support to ensure that they too are moving on from their prior levels of learning and understanding. We have effective links with a number of external agencies including Speech and Language Therapy, Psychological Services and Social Work and can call on them to provide additional support as necessary. Parental permission will always be obtained prior to external agencies being contacted. It is very important that parents let us know about anything that may affect their child’s ability to learn in order that we can help with appropriate support. We will always speak to parents if we have any particular concerns about a child’s progress or learning. Other useful information and advice regarding additional support for learning can be found on Enquire’s website. The direct link is: http://www.enquire.org.uk/

Getting It Right For Every Child (GIRFEC)

In Shetland, we believe that children can be better supported by adults working closely together and sharing important information with each other. This process is known as GIRFEC: getting it right for every child. Before GIRFEC can be used, consent from the parent of the child and/or the child (depending on the age of the child) is required. The staff asking permission will explain more about what GIRFEC means. Detailed

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information about the process can be found on Shetland Islands Council’s website. Foula School uses the Shanarri wheel in order to see how children are progressing.

The direct link is: http://www.shetland.gov.uk/children_and_families/GIRFEC.asp

Child Protection

It is every child’s right to be cared for and protected from harm. It is every person’s responsibility to make sure that happens. The Shetland Child Protection Committee provides help when there is a need. Their website gives information on how to access that help. The direct link is: http://www.childprotectionshetland.com Given ongoing public concern on the subject of child abuse, and changes in the law, schools are now required to report if they think that any child is the victim of abuse or neglect. The named member of staff in Foula Primary responsible for child protection is the Head Teacher. Should you wish to talk further about Child Protection and the safety of children please feel free to contact the school. As a school, we have good contacts with social workers and the police - any or all of whom may become involved if abuse is suspected. Shetland Islands Council’s website also provides information on our responsibilities towards children and includes where to find help and support. The direct link is: http://www.shetland.gov.uk/children_and_families/child_protection.asp Online Protection For information about online protection for your child, you may like to look at the Child Exploitation and Online Protection Centre’s website. The direct link is: http://www.thinkuknow.co.uk

School Improvement

The school produces a Standards and Quality Report annually; this includes details on the main achievements of the school over the last 12 months and development priorities for the coming year. A school Improvement Plan is produced annually giving our development priorities in more detail. These can be obtained by contacting the school office. Information about the school’s performance at national level can be found on the Scottish Government’s website and on the Education Scotland’s Scottish Schools Online website which also includes HMIe Inspection Reports. Direct links are: http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education http://www.educationscotland.gov.uk/scottishschoolsonline/index.asp HMIe Inspection reports and School Consultation reports can be accessed directly on Education Scotland’s Reports webpage. The direct link is: http://www.educationscotland.gov.uk/inspectionandreview/reports/index.asp Other useful websites Information on the following websites may also be of interest to you: Scottish Qualifications Authority http://www.sqa.org.uk/sqa/41292.html Scottish Credit and Qualifications Framework http://www.scqf.org.uk/Learners, Parents and Carers/ Scottish Survey of Literacy and Numeracy For general information on the survey:

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http://www.educationscotland.gov.uk/Images/SSLN_lealet_tcm4-716257.pdf For the results of the survey and supporting documents: http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education/SSLN

School Policies and Practical Information

Foula Primary has a set of current school policies which are reviewed and updated when appropriate. The Foula Numeracy and Maths Policy is currently being revised.

The list of current policies is:

Homework Literacy Behaviour and Discipline Health and Wellbeing Confidentiality First Aid Mobile technologies Lone Worker

Copies are available from the school office on request.

Policies applicable to all schools across Shetland can be found on Shetland Islands Council’s website. The policies include: • healthy eating • bullying • exclusion • school trips • equality and diversity • adverse weather The direct link is: http://www.shetland.gov.uk/education/policies_guidelines_and_forms.asp

Personal Belongings / Dress / Physical Education

All children are expected to be clean and tidy and dressed appropriately for school. For safety reasons it is suggested that children only wear stud earrings to school. It is not appropriate for pupils to bring or wear make-up to school.

For PE and Drama lessons children we suggest shorts, T-shirt and gym shoes. Slip-on gym shoes are preferred for young children. You may also wish to consider tracksuit bottoms for PE, as PE will sometimes take place outdoors. In the interests of safety, jewellery must not be worn and long hair should be tied back during P.E. lessons.

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Children should come to the ELCC with suitable indoor and outdoor clothes and shoes. On a daily basis they will have access to paint, glue, water and sand and “good” clothes soon get ruined! It is a good idea to put on clothes that your child can manage independently for going to the toilet. Accidents can happen and if you feel this is a possibility with your child, please send in some spare clothes in a bag.

The school is not responsible for any monies or valuables left in coat pockets, in the building or in the playground. We would appreciate it if parents would discourage children from taking money or valuable items to school. Any loss of property should be reported as soon as possible. Whilst the school cannot accept responsibility for items lost, every effort will be made to trace missing articles. Pupils are strongly discouraged from taking mobile phones to school. If a pupil requires their phone for after school they accept total responsibility for it. Under no circumstances should it be switched on during the school day and it should remain in the child’s schoolbag at all times or in the office.

Extreme Weather — Possible Closing of Foula Primary School and Pre-school

In severe and extreme weather conditions parents/carers are strongly advised, for safety reasons, to keep their child(ren) at home. If the Head Teacher decides that the school and will not be open then all parents/carers will be contacted by phone by 8.45am. If the Director of Children’s Services decides to shut all Shetland schools then we will be shut as well. Information on this is widely broadcast in the media but you will be phoned asap. If the school and ELCC need to shut during a school day for any reason, all parents will be contacted by phone to collect their child/ren. Parents may collect their children from school/ELCC if they are concerned about deteriorating road conditions but please phone in advance.

The Shetland Islands Council home page http://www.shetland.gov.uk is updated regularly concerning school closures.

School Meals

Children need to bring their own packed lunch as we do not provide a hot meal. At present, we all cook a meal as part of our Fancy Friday activities.

Safe use of Computers and the Internet

The use of computers, the Internet and e-mail in Foula Primary is now well established. The school encourages this use as it is not only a rich information resource, but helps with the development of appropriate skills of analysis and evaluation. These skills will be fundamental in the society pupils will be entering. Pupils themselves are responsible for good behaviour on the Internet just as they are in the classroom. General school rules apply. Pupils have access to their own iPads. The Internet is provided for pupils to conduct research and communicate with others. This access is a privilege, not a right and access requires responsibility. Individual users of the Internet are responsible for their behaviour and communications over the network. It is presumed that users will comply with general school standards. Computer storage areas and USB’s will be treated like school exercise books, school folders, jotters, etc. Staff may review files and communications to insure that users are using the system responsibly. Users should not expect that files stored on servers or disks will always be private. The following are not permitted:

1. Attempting to bypass the school internet filter. 2. Sending or displaying offensive messages or pictures. 3. Using obscene language.

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4. Harassing, insulting or attacking others. 5. Damaging computers, computer systems or computer networks. 6. Violating copyright laws. 7. Using others’ passwords. 8. Trespassing in others’ folders, work or files. 9. Intentionally wasting limited resources. Violations of the above rules will result in a temporary or permanent ban on Internet and computer use. Additional disciplinary action may be added in. Also see our ‘Mobile technologies’ policy

Financial Help for Parents

Grants are available for school meals and clothing. Guidance and an application form can be found on Shetland Islands Council’s website. The application forms are available on our website at www.shetland.gov.uk/education/ClothingGrants.asp. Paper application forms are also available on request from Children’s Services, Hayfield House on 01595 743845 or email [email protected].

All pupils in Primary 1 to 3 are now eligible for Free School Meals. However, these pupils should still be included on application forms if they wish to apply for Free School Milk and/or a Clothing Grant. Information on the provision and finance of transport can be found on Shetland Island Council’s website. The direct link is: http://www.shetland.gov.uk/education/hpc_school_transport.asp

After School Clubs

At present we have no after-school clubs running but if any parent is interested in initiating one they are encouraged to contact the Head Teacher.

Enterprise

In collaboration with the Foula Community the school plays an active role welcoming visitors to the isle. One of our most successful endeavours has been the creation of the Enterprise programme. Each year the pupils design merchandise to sell to visitors. This programme helps develop pupils’ numeracy skills and social skills when they staff the Foula Primary School table each time a cruise ship visits the isle. The profit raised helps to fund our school trips. Cruise ships can often visit at the weekend causing us to working in the school on Saturdays or Sundays.

School Trips and Visitors

Whenever possible, pupils are taken on educational visits within Shetland which relate to their ongoing schoolwork. Parental permission slips are issued and specific permission forms are completed for these trips. When trips are taken to Lerwick, pupils and staff stay at the Anderson High School Halls of Residence. This helps pupils build familiarity and relationships with the staff and pupils of the hostel, preparing them for their transition to the Anderson High School. We take all possible opportunities to participate in events which allow us to integrate our pupils with other similar aged school groups. Whenever possible, swimming lessons and free swimming opportunities are built into our trips to Shetland. This provides pupils with an important life skill and is a highlight on all of our trips.

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Additionally, visiting actors, artists, musicians, dancers, etc. are invited to the school to provide workshop sessions, which contribute to pupils’ experience of learning.

Data protection

All data held regarding your child will be treated in a strictly confidential manner. As a parent, you are able to access any information held about your child. If at any time you would like to look through your child‛s information folder, please ask the Head Teacher who will access it for you to look through.

Shetland Islands Council – Children’s Services Information

Director of Children's Services Mrs Helen Budge Quality Improvement Manager Mr Robin Calder Quality Improvement Officer for Foula Primary Mr James Johnston

Children's Services Hayfield House Hayfield Lane Lerwick ZE1 0QD

Tel: 01595 744000 Fax: 01595 744010 Email:[email protected]

Thank you for reading the above information. If there is anything you would like clarification on or something we have not covered, please don‛t hesitate to ask. Please remember the care and education of your child is a home/school/ELCC partnership and that means communication must be two way. If there are any problems or issues you wish to discuss, please contact us and we will do our very best to help. The information contained in this handbook was true at the time of printing and may be subject to change throughout the year. You will be kept informed of all changes and amendments.

Session 2019-20 Term Dates

Term 1 Wednesday 21 August – Friday 11 October (inclusive) INSERVICE: Monday 19, Tuesday 20 August 2019 October Holidays Monday 14 October – Friday 25 October

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Term 2 Wednesday 30 October – Friday 20 December (inclusive) INSERVICE: Monday 28, Tuesday 29 October 2019 Christmas Holidays Monday 23 December – Friday 03 January 2020 Term 3 Tuesday 07 January – Friday 27 March (inclusive) INSERVICE: Monday 06 January 2020 Spring Holidays Monday 30 March – Friday 10 April Term 4 Tuesday 14 April to Friday 03 July (inclusive) Occasional Holiday Dates Wednesday 29 January 2020 Friday 21 February 2020 Monday 24 February 2020 Monday 13 April 2020 Friday 29 May 2020

Future School Year Dates: Information on future school dates can be found on the Shetland Islands Council website at: http://www.shetland.gov.uk/education/term_dates.asp

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