Baird Memorial Primary School

Baird Memorial Primary

School

Handbook 2016

Service and People First

BAIRD MEMORIAL PRIMARY SCHOOL SCHOOL HANDBOOK 2016

Introduction

As a school community we aspire to have a learning community, which is flexible, caring, welcoming, stimulating and supports and values each individual to maximise achievements through high quality learning and teaching.

We aim:  to support and encourage all children to achieve high standards through active learning experiences.  to provide a safe and secure learning environment in which children are encouraged to be aware of local, environmental and global issues, fostering responsible citizenship.  to equip children with the skills and attitudes required to value diversity in an inclusive environment of fairness, tolerance and respect.  to promote secure partnerships across the school and beyond to maintain a healthy lifestyle and encourage lifelong learning.

Through the learning experiences of A Curriculum for Excellence, we ensure the development of the whole person, encouraging pupils and staff to be confident individuals, successful learners, effective contributors and responsible citizens. We actively encourage all parents to become fully involved in the education of their children by working closely with the school and by taking part in a range of activities throughout the school year, which have been designed to develop the relationship between home and school. We have an active group of parent helpers who work within the school.

Should you require further information with regard to the school, parent helpers or in relation to the information contained in this handbook, the school would welcome enquiries at any time.

Gillian Wylie Head Teacher

CHILDREN’S CHARTER

At Baird we respect and support one another, work together as a team and give each other the confidence needed to achieve our best.

I N D E X

Page No Title 2 Introduction 3 Index 4 School Information 5 Staff Members 6 Composite Classes, The School Hours, Non-class contact, Out of School Care 7 The School Year 8 Enrolment 9 The Curriculum 13 Improvement Plan 14 Improvement Report, Improvement Priorities 15 Homework/Equal Opportunity 16 Assessment, Recording & Reporting/Spiritual, Social, Moral and Cultural Values 17 Equal Opportunities & Social Inclusion/Additional Support For Learning 19 Bilingual Support/Home & School Links 21 Attendance at school 22 School and Community 23 Extra Curricular Activities 24 School Discipline 25 Indiscipline/Anti-Bullying 26 Supervision of Playgrounds 26 Clothing & Uniform 27 School Meals 28 Transport 29 School Travel Plan/Medical Health Care/First Aid 30 Information in emergencies/Parent Forum 31 The Parent Council 32 Placing Requests/Transfer from Primary to Secondary School/Freedom of Information 33 Data Protection/Transferring Educational Data 35 Complaints Procedure 36 Child Protection 38 Important Addresses

SCHOOL INFORMATION 1. School Name: Baird Memorial Primary School

2. Address: 6 Avonhead Road, Condorrat, Cumbernauld. G67 4RA

3. Telephone Number: 01236 632096 Fax Number: 01236 611611 e mail address [email protected] Web address www.baird.n-lanark.sch.uk

4. Present Roll: 166

5. Agreed capacity of the school: 264 - Parents should note that the working capacity of the school may vary dependent upon the number of pupils at each stage and the way in which the classes are organised.

6. Stages covered: P1 – P7 (English only – no Gaelic)

7. Nursery Provision For pre-five pupils with Additional Support Needs. Applications made to Resources Panel

8. Denominational Status: Non-Denominational.

9. Single Sex or Co-educational: Co-educational.

10. Associated Secondary School: Greenfaulds High School. Athelstane Drive Greenfaulds Cumbernauld (01236) 794876

11. Community Facilities: Parent Council Bilingual Support Base * Mon – Fri Meadow Club Nursery (Privately run not council) * Mon – Fri Out of School Care

*If you wish further information on these please contact the school.

For further information on letting procedures contact:

Mr Colin Coupar, Area Manager North, Muirfield Community Education Centre, Brown Road, Cumbernauld. Tel: 01236 725448 6 7

Under the direction of Learning & Leisure Services decisions are made regarding the letting of school premises. Lets for meetings of the Parent Council are arranged as required.

TEACHING STAFF

Head Teacher Mrs Gillian Wylie Principal Teacher Miss Anne Cummings

The number of teachers is adjusted each session dependent on the school roll. The present teaching compliment is as follows:

Miss McFadyen Primary 1 Miss Taylor Primary 2 Miss Dunbar Primary 2/3 Mrs Gillies/Mr Cochen Primary 4 Miss Cummings Primary 5 Mrs Colville Primary 6 Mrs Watson Primary 7

The existing staff complement is 9.88 Full Time Equivalent.

NON-TEACHING STAFF

Mrs Foster Clerical Assistant Mrs Semple Classroom Assistant Mrs Hamilton Classroom Assistant Mrs Timothy Additional Support Needs Assistant Ms Stevenson Additional Support Needs Assistant Mrs Riddell Additional Support Needs Assistant Mrs Campbell Additional Support Needs Assistant Miss Young Additional Support Needs Assistant Mr Wilson Janitor

NURSERY

Miss Jennifer Doig Principal Teacher Mrs Fay Crainie Early Years Worker Miss Eleanor Balfour Early Years Worker Miss Colleen O’Brien Early Years Worker Mrs Angela Welsh Additional Support Needs Assistant Mrs Tracy Carrigan Additional Support Needs Assistant Ms Nodira Akhmedjanova Additional Support Needs Assistant

COMPOSITE CLASSES

These are classes where children of one, two or more year stages are grouped together to form a class. These are normally formed on the basis of language and/or maths working groups.

SCHOOL HOURS

Opening time: 09.00am Morning interval: 10.30 – 10.45am Lunchtime: 12.15 – 1.00pm Dismissal: 3.00pm whole school.

Primary 1 children attend full time from August

NURSERY H0URS

(am) Opening time 08.40 Closing time 11.50 (pm) Opening time 13.00 Closing time 16.10

NON CLASS CONTACT TIME

In line with the McCrone report “A Teaching Profession for the 21st Century” teachers have two and a half hours per week during the school day for planning, preparation, assessment and recording. The class is taken at this time by the flexibility teacher for subject(s) agreed in advance. This subject is planned and assessed by the flexibility teacher who also reports on pupils’ progress.

Out of School Care

We have, on the school premises, an out of school care facility, which operates before and after school. A wide variety of activities are planned for the children throughout the year. The Wynd Out of School Care group operates this service. More details can be obtained from Mrs Marie Jones on 07931975527

SCHOOL YEAR Holiday Dates January 2016 – June 2017

Re-open Wednesday, 6 January 2016

Close on Friday, 5 February 2016 Re-open Wednesday, 10 February 2016

In-service Wednesday, 10 February 2016

Close on Thursday, 25 March 2016 Re-open Tuesday, 29 March 2016

Close on Friday, 1 April 2016 Re-open Monday, 18 April 2016

Close on Monday, 6 May 2016 In-service Thursday, 5 May 2016

Close on Thursday, 26 May 2016 Re-open Tuesday, 31 May 2016

Close on Wednesday, 29 June 2016

In-service Monday, 15 August 2016 In-service Tuesday, 16 August 2016

Pupils Return Wednesday, 17 August 2016

School closes Thursday, 22 September 2016 Re-opens Tuesday, 27 September 2016

School closes Friday, 14 October 2016 Re-opens Monday, 24 October 2016

In-service Monday, 21 November 2016

School closes Friday, 23 December 2016 Re-opens Monday, 9 January 2017

School closes Friday, 10 February 2017 In-service Wednesday, 15 February 2017 Re-opens Thursday, 16 February 2017

School closes Friday, 31 March 2017 Re-opens Tuesday, 18 April 2017

School closes Monday, 1 May 2017

In-service Thursday, 4 May 2017

School closes Thursday, 25 May 2017 Re-opens Tuesday, 30 May 2017

School closes Wednesday, 28 June 2017

ENROLMENT

Registration The registration of children due to start school in August of any year will take place at the local school in the January of that year. Official dates for registration will be announced in the press and parents will be notified concerning details of time etc. by the local Head Teacher. In keeping with the policy of Baird Memorial Primary School, parents are invited to contact the school at any time should they have a query with regard to the registration process. A child who reaches his/her fifth birthday between 1 March 2016 and February 2017 shall be registered in the local primary school before 1 February 2016.

Enrolment Parents who wish to enrol their child at Baird Memorial Primary School may do so on the specified day or at a time convenient to both the parent and Head Teacher. An informal visit to the school prior to enrolment is encouraged. There will be an induction programme organised in May/June for our new P.1 pupils and their parents. Within the programme the children will be given an opportunity to meet their new teacher and become familiar with the class environment. Our P.1 curriculum will be explained to parents and possible strategies for parents to prepare their pupils will be discussed.

Placing Requests Information regarding the enrolment of a child at another school can be obtained from the Head Teacher of the local school where the child will register.

You have the right to make a placing request for your child to be educated in a school other than their catchment school. In December each year, the authority will advertise its arrangements for placing requests. There are sound educational reasons for trying to ensure that the transfer or admission of children to a school takes place at the start of a school session. Other than those who are moving home or to a new area, parents are advised to time any placing requests so that they take effect from the beginning of the new school session. Every effort will be made to try to meet the parental wishes, but you should note that it is not always possible to grant every placing request to a particular school.

Placing requests to Primary School does not necessarily ensure that your child will have a direct entry into the associated secondary. Advice on this must be sought from the Primary School Headteacher. All placing requests details and procedures are available from the school or the council’s website.

Admission during term time Parents who wish to enrol children during term time are invited to visit the school at a time convenient to both the parent and the Head Teacher and discuss any concerns they may have

Parents and Young People have a right under the Additional Support for Learning Act 2009 as amended by the Education (Additional Support for Learning)(Scotland) Act 2009 to make a placing request for their child or young person to attend a nursery (including partnership nursery), special school or, special class managed by the home authority. In the event of a successful placing request the authority are not required to provide transport. The Act also enables parents and young people to make a placing request to attend a school/establishment belonging to another authority.

THE CURRICULUM The provision of a broad and balanced curriculum is essential if the school is to achieve its stated aim of building on the existing high standard of teaching and learning and ensuring the needs and ability of each child are catered for in accordance with set guidelines and incorporating areas outlined in a Curriculum for Excellence. To this end there are a number of school policy documents dealing with all aspects of the primary curriculum and these are supported by policy guidelines published at authority and national level. Parents are welcome to visit the school and have access to policy documents should they wish to do so and the school would welcome comments on the contents of such documents as these are reviewed from time to time as part of an ongoing process of School Improvement.

EQUAL OPPORTUNITIES

The school is committed to assessing all policies and practices to ensure there is no negative impact on any group of people.

The Equality and Human Rights Commission’s Technical Guidance for Schools in Scotland is the essential guide for the school community to promote equality. This information can be accessed at: http://www.equlityhumanrights.com/news/2013/jume/commission-publishes-equlity-guidance-for- schools/

A CURRICULUM FOR EXCELLENCE

Curriculum for Excellence aims to achieve a transformation in education in Scotland by providing an improved, more flexible and enriched curriculum for all children and young people from 3-18. The curriculum includes all of the experiences, which are planned for children and young people through their education, wherever they are being educated. All schools and nurseries in North Lanarkshire are working hard to raise standards so that children and young people will develop all of the skills necessary to continue to be successful when leaving school and entering the world of higher education, training or work.

Curriculum for Excellence is underpinned by the values inscribed on the mace of the Scottish Parliament - wisdom, justice, compassion and integrity. The purpose of Curriculum for Excellence is encapsulated in the four capacities - to enable each child or young person to be a successful learner, a confident individual, a responsible citizen and an effective contributor.

What are the curriculum areas in Curriculum for Excellence?

There are eight curriculum areas: -

Expressive Arts Religious and Moral Education Health and Well Being Sciences Languages (Literacy) Social Studies Mathematics (Numeracy Technologies

Importantly literacy and numeracy are given added importance because these skills are so vital in everyday life. All teachers will have responsibility to teach literacy and numeracy.

Learning is divided into two phases

The Broad General Education (BGE) is from nursery to the end of Secondary School Year 3. Learning is divided into levels. These are as follows: -

LEVEL STAGE

Early the pre-school 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 and fourth S1 - S3, but earlier for some.

Senior Phase S4 – S6 and college or other means of study

How will my child’s learning be assessed?

 National 4 and 5 qualifications were introduced in 2013/2014  Access, Higher and Advanced Highers are being updated to reflect Curriculum for Excellence  New Highers in most subjects were introduced in almost all North Lanarkshire schools in August 2014

In playrooms and classrooms staff will be using improved ways of assessing children’s learning taking account of national and local advice and guidance. Your child’s progress will be reported to you so that you know how well your child is doing.

Each year your nursery/school will let you know what is being done to implement Curriculum for Excellence so that you can be confident that your child is receiving a high quality education.

Teachers currently plan for a Curriculum for Excellence, using outcomes for all curricular areas. Topics are done using an interdisciplinary approach, which provides a context for the children’s learning. Assessment is for Learning strategies are used throughout the school to encourage children to assess their work and set targets for themselves. Active Learning is used in Language and Maths and Co-operative Learning encourages social skills and tolerance. We prepare children for lifelong learning by encouraging them to take responsibility for their own learning and to be independent workers as well as working as part of a team.

Curriculum for the early stages

In the early stages of the school (P1 – P3) the children are engaged in Purposeful Play as a member of a class or group. The initial concepts and skills in reading, writing, talking and listening are developed along with those of mathematics. North Lanarkshire’s Active Literacy Programme is used for the pupils to develop these skills.

The child’s local environment is investigated and children are gradually led from a localised awareness of their immediate environment to the beginnings of an awareness of a wider environment. The children experience music, physical education, art and design and initial elements of drama as well as work related to the area of religious and moral education. Health and ICT are also introduced.

Through the use of a range of teaching approaches and methods we try to ensure that all levels of ability are challenged with the result that the intellectual, physical, aesthetic, spiritual, and moral development of each child is enhanced.

The Curriculum for the middle/upper stages

In the middle (P4 – P5) and upper stages (P6 – P7) the curriculum continues to be developed in line with the needs of each child and increasing importance is attached to the practical application of skills in meaningful and realistic contexts. Knowledge and understanding is continually developed and concepts and skills are developed and refined in all areas of the curriculum.

We are also focusing on ensuring our children are Confident Individuals, Successful Learners, Responsible Citizens and Effective Contributors. In each of these areas the children develop at their own pace in keeping with their ability and school policy, combined with a continuous programme of staff and curriculum development. This ensures that the work being experienced is directly relevant to the development needs of each child.

Resources and Materials

A range of resources and materials is in use throughout the school. Parents are invited to visit the school and spend time in classes observing and helping out in order to develop an understanding of the types of resources and materials used in the school. A regular group of parent helpers work in the school but working parents are obviously unable to help out in this way. Therefore an open invitation is extended to this group of parents to arrange a suitable time for a visit, or to help on outings or with Parent Council events.

Programmes of Study

English Language: The four outcomes in English Language are Talking, Listening, Reading and Writing. The core Language Programme in school is Active Literacy in line with NLC Policy.

Mathematics The core scheme is Heinemann Active Maths, which is used throughout the school. We use a variety of sources to provide all pupils with the following range of experiences:

- Problem Solving and Enquiry Skills - Information Handling - Number, Money and Measure - Shape, Position and Movement

Social Studies: The school policy on Social Studies outlines specific topics for each stage of the school and takes into account the key areas of environmental studies which are -

Science: Planet Earth Forces, electricity & waves, Biological Systems

Materials Topical Science

Social Subjects: People, past events and societies People, Place and Environment People in Society, Economy and Business

Technologies: Technology in Society The impact on communities of ever changing technologies

Health & Wellbeing Mental, emotional, social and physical wellbeing Planning for Choices and Change Physical Education, Physical Activity and Sport Food and Health Substance Misuse Relationships, Sexual Health & Parenthood

Expressive Arts: The areas associated with the expressive arts are Music, Dance, Drama, Art and Design while P.E. comes under the heading of Health & Wellbeing. Guidelines for all these areas are in use in the school. The opportunity exists for P6 and P7 to have instrumental tuition by a specialist music teacher. Our allocation is for the trumpet and trombone.

Religious & Moral Education Christianity World Religions selected for study. Development of beliefs and values

Interdisciplinary Learning

All staff plan interdisciplinary studies, which show connections across different areas of the curriculum as well as developing and reinforcing social studies, knowledge and skills. This helps to maintain a coherent approach to the development of literacy, numeracy, citizenship, creativity, enterprise and sustainability.

Assessment

Assessment will support learning and promote learner engagement resulting in greater breadth and depth in learning, including a greater focus on the secure development of knowledge, understanding and skills.

SCHOOL IMPROVEMENT PLAN Health Promotion

Learning in Health and Wellbeing will ensure that all young people develop the knowledge and understanding, skills, capabilities and attributes, which they need for mental, emotional, social and physical wellbeing now and in the future. This will be done through the 8 ‘shanarri’ indicators. We will audit our current practice in relation to food and health to ensure that it meets the requirements of the document. ‘Better Eating, Better Learning – A New Concept for School Food.’

Promotion of Equality

We are committed to actively promoting equality of opportunity, eliminating discrimination and promoting good relations between different groups throughout all policies, functions and practices.

Parental Involvement

Use of the online resource, ‘How Well do you Know Your School’ in conjunction with ‘Playback Ice’, parents views will be more accessible and parent opinion can be used to better inform school practice. Parent Council will actively seek new ways of informing parents about school functions and ways that parents can be involved.

Pupil Involvement

Thinking Circles or Pupil Learning Communities allow pupils to work along-side other age groups to offer ideas, suggestions, views and opinions which will help shape events and improvements within the school.

Staff Involvement

Staff are fully committed to the CPD process from the GTCS, which has been in use from August 2014. Teachers will use this resource as a focus for PRD meetings. Recent advice on ‘Tackling Bureaucracy and Workload’ will be given priority in the coming session.

Proposed Priorities for 2016

 To enable learners to develop their scientific Knowledge and Understanding and Practical Inquiry and Investigative Skills in a way which fully embraces the CfE science Experiences and Outcomes across the five organisers. Liaise with High School Science Department for collegiate and moderation activities.  Using advice given by the Scottish Government and Education Scotland through the document, ‘Tackling Bureaucracy and Workload’ develop streamlined planning systems, which identify outcomes for learners, success criteria and focus for assessment.  To put the UN Convention on the Rights of the Child at the heart of the school’s ethos and culture to improve wellbeing and develop every child’s talents and abilities to their full potential.

 Using NLC’s new H.E.A.L.T.H.Y documents at Early and First Level, integrate the school programmes of work developed last session in Health and Wellbeing to ensure that all pupils’ mental, emotional, social and physical needs are being met.  Communication Friendly Establishment. To support inclusion, learners will have consistent use of symbols sets across the whole learning environment which supports communication, understanding, independence and participation, increases involvement, provides meaningful choice and improves confidence in learners.

IMPROVEMENT REPORT

The key strengths of the school are:

 The positive ethos of the school, which helps the children feel safe and included.  Strong relationships among staff  Good varieties of experience and expertise amongst staff  Effective leadership across all levels of school life  Successful partnership working with a wide range of agencies  Strong parental support  Motivated, enthusiastic and well behaved pupils  High quality learning experiences for children.

GOOD PRACTICE

How well do young people learn and achieve?

The children in the nursery are actively engaged in all aspects of their learning. They have responded well to the Star of the Week reward system that is linked to achievements within the four capacities. All children in the nursery are encouraged to share ‘Moments from Home’ which are recorded by staff in their Learning Journeys. Children are encouraged to develop their confidence and communication skills by sharing their achievements within and out with nursery with their friends at circle time. Children are involved in selecting photographs for their Learning Journeys and children are beginning to take part in discussions about what they are going to do next where appropriate. Outdoor learning has been well developed in the nursery to promote children’s health and well-being and engagement in physical activities. The use of motivating resources including soft play and Sticky Kids have been incorporated into the nursery PE programme to further encourage children’s participation in physical activity. The nursery has good community links and children participate in weekly social skills outings within the local community where they are developing a breadth of important life skills. The children have regular access to a range of ICT equipment including iPads and a smartboard and all children are confident in using these resources. Children are motivated and enthusiastic and are engaged in their learning. They have developed class rules, which are linked to their rights and responsibilities. Children respond well to the award system, which is linked to the four capacities, knowing the reason for the award and what their next steps might be. Pupils are encouraged to bring to school certificates, medals and trophies which show case their achievements out of school. House points are added for each award and are written in their Achievement File. Children are involved in Learner Conversations, enabling them to talk about their own learning and achievement. Assessment is for Learning strategies are used extensively in all classrooms. Co-operative Learning techniques are used with children learning as part of a team, increasing self- confidence and ability. Children are present at Parents’ Nights to discuss their progress and their next steps. They are also actively encouraged to give feedback on

16 17 written reports. More active homework tasks are in evidence throughout the school, embracing all curricular areas and involving parents in their children’s learning. PE now incorporates the Better Movers and Thinkers programme. Children freely use Learning Intentions and Success Criteria in their daily practice. Pupils are given opportunities for personalisation and choice by deciding what they want to learn in Interdisciplinary Learning as well as other curricular areas.

Homework

In Baird Memorial we aim to help

Pupils  to develop a sense of responsibility for their own learning  to provide opportunities for additional learning time  to improve pupil self confidence and motivation  to develop the formation of study skills  to manage their time

Parents  to provide opportunities to share in their child’s learning  to show an interest in their child’s education  to be involved with opportunities to share and encourage their child’s progress

Teaching and Learning Issues

Homework should include a variety of tasks that underpin the values and principles of A Curriculum for Excellence and extend work done in class. A Curriculum for Excellence proposes that learning experiences encourage children to be successful learners, confident individuals, responsible citizens and effective contributors. With this intention in mind, Baird Memorial believes home, the community, the environment and the media all provide information and examples, which can be used to enrich work introduced in school.

A variety of homework activities should be given:

 reinforcement of class work  research topics/investigations  preparation for class work  activities related to Personal & Social Development  preparation for a presentation  Researching current affairs

Equal Opportunity The homework programme offered to each child will be planned to provide structures, experiences and opportunities suited to each child’s ability. Homework should be differentiated, and where necessary, consultation should take place with relevant partners e.g. Network Support Staff, Bilingual Support Staff, Speech Therapist and Educational Psychologist. Opportunities for parents to be actively involved in their child’s learning should be supported through workshops, parent information sheets and homework diaries. The support of Bilingual Support Staff should be sought for parents who do not read English.

Assessment, Recording and Reporting Both formal and informal methods of assessment are used. The school is encouraging pupils to be fully active in their own learning and set themselves targets. Opportunities will be given for pupils to evaluate their own progress and aptitudes and contribute to their own learning plans. Assessment and recording are important so that:

 Progress can be charted and information passed on to teachers and parents.  Difficulties can be diagnosed and effectively dealt with.  Meaningful dialogue can take place with teachers and parents and pupils.  The transition from nursery to primary can be made more smoothly  The transition from primary to secondary can be made more smoothly.  Parents are fully informed of their child’s progress.

Reporting to Parents

Parents are encouraged to visit the school if they have concerns about any aspect of their child’s education. In addition the school uses the following formal methods of reporting to parents –

 Parental open meeting usually September  Parents’ Evenings – one in November, one in March.  Written Report – in June.  Work may be sent home on a regular basis so that you can see how your child is progressing.  Please contact the school for an appointment to speak to the class teacher or Head Teacher outwith these times.

SPIRITUAL, SOCIAL, MORAL AND CULTURAL VALUES

At Baird Memorial Primary School we aim to help pupils to:

 Recognise religion as an important expression of human experience.  Reflect on and respond to the values, beliefs and practices of religious traditions within our community and beyond.  Develop their own beliefs, attitudes, moral values and practices.

We should also:

 Allow pupils to engage in a shared activity reflecting their spiritual needs and aspirations.  Celebrate important occasions in the life of the school and community.  Involve pupils in experiences, which stimulate, challenge and extend their capabilities for spiritual response to the world in which they live.  Encourage pupils to become aware of a wide range of religious interpretations of personal experience and their importance to believers.  Foster attitudes of open enquiry and awareness of prejudice.

Parents/Guardians from ethnic minority religious communities may request that their children be permitted to be absent from school in order to celebrate recognised religious events. Only written requests will be considered. Appropriate requests will be granted on not more than 3 occasions in any one school session and the pupil noted as an authorised absentee in the register.

Social, Moral and Cultural values are dealt with as part of the Religious Education programme but also as part of the Health and Wellbeing programme, which includes Citizenship.

EQUAL OPPORTUNITIES & SOCIAL INCLUSION

Within school we positively seek to acknowledge diversity in culture, creed, language and ethnicity through inclusion and through the school ethos, curriculum and home-school community partnerships. Guidelines exist in school for dealing with racial harassment. The school is committed to assessing all policies and practices to ensure there is no negative impact on any group of people. Equal opportunities are provided for all children who are actively encouraged to pursue all areas of the curriculum, all extra-curricular activities and any specific interest they may have. The main aim is to educate for the creation of a multi-racial and interdependent society in which all citizen’s rights are respected and protected. Our school is accepting of all children, and the policies and practices related to the education of children, involves everyone.

ADDITIONAL SUPPORT NEEDS

Baird Memorial Primary complies with the Education (Additional Support for Learning) (Scotland) Act 2004 as amended by the Education (Additional Support for Learning) (Scotland) Act 2009.

North Lanarkshire Council’s policy is contained within “Support for Learning Policy into Practice 2, a copy of which is available in the School. The school has a Support for Learning Policy available from the school on request, which is consistent with North Lanarkshire Council guidelines.

The school follows Learning and Leisure Services Stage 4 plan:

Level 1 Internal support, where education staff identify that a child or young person needs support or planning which can be met within the existing classroom or playroom setting. Level 2 Internal support, where education staff identify that a child or young person needs support or planning from within the school or early years. establishment

Level 3 External Support where education staff identify that the child or young person requires support or planning from beyond the school or early years setting but within educational services. Level 4 External support provided on a multiagency basis, where the child or young person’s needs are identified as requiring support or planning from other agencies outwith education such as health, social work and/or voluntary services and these support needs are likely to last for more than one year.

We aim to educate all our pupils according to their age and ability and to assist them to achieve full potential. There is a Support for Learning Policy within the school, which is available to parents. One vital aspect is the early involvement of parents. Should your child be experiencing learning difficulties you will be involved as early as possible and become actively involved throughout the processes/plans drafted to assist your child.

At various times throughout the year we have visiting specialists who cater for a wide range of needs.  Educational Psychologist Paediatrician  Physiotherapist Speech & Language Therapist  Occupational Therapist School Nurse

Visits to individual pupils are arranged through the Head Teacher at a convenient time to the pupil as well as the Specialist. A Co-ordinated Support Plan may be drawn up where a young person’s needs are identified as requiring support or planning from multi-agency services and these support needs will last for more than one year.

Looked after children i.e. children who are cared for directly or whose care the local authority supervises are deemed to have Additional Support Needs unless assessment determines otherwise. The Head Teacher should be contacted in the first instance.

Parents and pupils are an essential part of the assessment; planning and review processes and your views will be actively sought. Parents and young people can request of the authority to establish when a child has additional support needs. They can also request an assessment at any time.

Planning Additional Support Plans (ASP’s) enable staff to plan effectively for children and young people with Additional Support Needs. Some children and young people may require significant support from education and at least one other agency, such as health, social work, and/or voluntary agency to help them meet their learning targets. Where this support requires a high level of co-ordination the opening of a Co-ordinated Support Plan (CSP) may be considered. The school or other agency may initiate a CSP. Parents and young people can, if they wish, request that a CSP be considered and would be involved in the process. Parents will receive letters from the Education Authority throughout the process of producing a CSP. Parents and young people will be invited to take part in multi agency meetings and their views will be recorded in the plan.

Dispute Resolution North Lanarkshire Council is committed to resolving any differences of views throughout discussion, dialogue and building on common ground. If the matter cannot be resolved with the Education Authority you have the right to request mediation. An independent mediation service is available to parents and young people through Resolve (see contact details at the back of this handbook). Mediation is free and independent of the Education Authority.

In the event that a disagreement cannot be resolved through mediation then an application for Independent Adjudication (see contact details at the back of this handbook) can be made by parents free of charge. The Independent Adjudicator will make recommendations to the Education Authority about how the dispute should be resolved.

The Additional Support Needs Tribunal has been set up to hear appeals made by parents or young people on the decisions made by the Education Authority relating to Co-ordinated Support Plans, placing requests and post school transition. If you disagree with any decision relating to your child’s Co-ordinated Support Plan, either the creation of a CSP, or the content of it, you may be entitled to refer to the Tribunal.

BILINGUAL SUPPORT

Time is allocated to this school to support children whose first language is not English. The Bilingual Support teacher may work with a group of children to encourage discussion amongst the pupils or she may work with an individual. The full Bilingual Support Team is based in our school and we have access to many of their resources.

Currently we have no time allocated to the school, as we have no children whose first language is not English. If this changes, the school will request assistance as necessary.

HOME AND SCHOOL LINKS A close partnership between home and school is essential if children are to benefit fully from their time at school. There are presently a number of ways in which the school seeks to develop and strengthen links with parents and these can be identified as: Information Evening – Aug/Sept at the start of each session Contact afternoon/evening. Parents will have the opportunity to discuss their child’s progress twice during the school session. (Parents will be notified in advance) normally in November and March. Written Report to which comments are invited – June each session. Monthly Newsletters Twitter account - @baird_ps School Website: in address bar type www.baird.n-lanark.sch.uk - Induction Programme for the Primary 1 intake (parents will be notified in advance). - Parent Open Afternoons (parents will be notified in advance). - Homework. Parents are provided with activities to help their children throughout the year. - Parent Council. This is open to all parents with meetings taking place, usually the first Monday of each month.

Parents can contact the school at any time to discuss matters of concern or to discuss specific issues with the Head Teacher.

ATTENDANCE AT SCHOOL

Section 30 of the 1980 Education Act places a duty on every parent of a child of “school age” to ensure that their child attends school regularly. Attendance must be recorded twice a day, morning and afternoon.

Regulation 7 of The Education (School and Placing Information) (Scotland) Amendment, Etc. Regulations 1993 requires each child’s absence from the school to be recorded in the school register as authorised or unauthorised. As defined by the Scottish Government.

At the start of each school session, parents will be asked to provide contact details including at least one emergency contact number, including where possible, a number that will accept a text message. Parents are required to inform the school if these contact details change during the course of the year.

Parents and carers are asked to inform the school if a pupil is unable to attend from the start of the school day on the first day of absence. Failure to do so will result in school staff accessing ALL contact numbers provided for the child and may result in the school sending a text message. In terms of child safety, police will be contacted if all attempts to locate the child have been exhausted.

Parents are asked to inform the school by letter or telephone if their child is likely to be absent for some time and to give the child a note on his or her return confirming the reason for absence.

The Head Teacher makes regular checks on attendance and where absence is high, a letter will be sent to parents asking them to contact the school with an explanation. This is because the school attendance officer can investigate unexplained absences and the authority has the power to write to, interview or prosecute parents, or to refer to the Reporter of the Children’s Hearings if necessary.

Regulation 7 of The Education (School and Placing Information) (Scotland) Amendment, Etc. Regulations 1993 requires each child’s absence from school to be recorded in the school register as authorised or unauthorised as defined by the Scottish Government.

If a child has a dental, medical or optician’s appointment they should bring the card to school before the planned absence if possible. On their return to school after the appointment they will be given the attendance for that particular part of the day. In such a situation children must be collected by the parent before being allowed to leave the school.

Every effort should be made to avoid family holidays during term time as this both disrupts the child’s education and reduces learning time. Parents/carers should inform the school by letter of the dates before going on holiday.

Absences will be classified as authorised only in exceptional circumstances. Such circumstances may include: a family holiday judged to be important to the well-being and cohesion of the family, following serious or terminal illness, bereavement or other traumatic events.

A family holiday classified under the “authorised absence” category will not include such reason as:

 The availability of cheap holidays.  The availability of desired accommodation.  Poor weather experience during school holidays.

 Holidays, which overlap the beginning or end of term.  Parental difficulty obtaining leave (except in cases where evidence is provided by the employer that it cannot accommodate leave during school holidays without serious consequence).

Family holidays with the above similar characteristics will be classified as unauthorised absence. Where the head teacher’s prior agreement has not been sought the absence will automatically be classed as unauthorised.

Where most family holidays will be recorded as unauthorised absence (see above) extended leave with parental consent will not be considered the same as a family holiday. Leave in such circumstances will be authorised under circumstances such as:

 Extended overseas educational trips not organised by the school.  Short-term parental placement abroad.  Family returning to its country of origin (to care for a relative, or for cultural reasons).  Leave in relation to the children of travelling families.

Parents may request permission for such leave in writing and the school may authorise such requests under the following circumstances:

 the period immediately after an accident or illness  a period of serious or critical illness of a close relative  a domestic crisis, which causes serious disruption to the family home, causing temporary relocation.

SCHOOL AND COMMUNITY The school is an integral part of the community and close links are maintained with the following individuals, groups, organizations and official bodies:

Community Council - the school works closely with the council and takes part in competitions, projects etc that they may organise.

Police - members of the police force visit the school to give talks on road safety, personal safety, anti- vandalism, and drugs awareness.

Public Health Nurse - visits the school and is involved in aspects of topic work in the area of health and wellbeing in addition to their regular duties.

Psychological Services - The school psychologist makes regular school visits and is able to offer advice and guidance when needed.

Local Churches - the school Chaplain is the minister from Condorrat Parish Church. Services are held in school 4 times per year i.e. Harvest, Christmas, Easter and Summer. The Minister is invited to visit the school to help promote the R.E. programme within the school.

Students - every year the school is pleased to assist in the training

of student teachers and early years workers. We also provide work experience to students from local secondary schools throughout the year as well as those involved in community projects.

General Links - the list could be extensive however it is important to note that parents are kept fully informed of all school events through termly newsletters and weekly update e-mails. We try at all times to vary and extend our links with the community by involving the children in competitions, visits and fund raising for charity.

The School Community - There are various groups who work within the school and all with a simple focus i.e. the benefit of our children.

o Parent council o the staff and Committee of the Meadow Club. o the staff and committee of the Out of School Care Club o as well as all Parent Helpers and o Bilingual Support Team

EXTRA CURRICULAR ACTIVITIES

A variety of activities are offered each year and these include:

 Annual Book Fair when parents have the opportunity to visit the school and select books with their children.

 A variety of educational visits and excursions relating to the work being carried out at any given time.

 Parties and discos at special times of the year.

 See more below – under heading “Out of Hours Learning”

 Fitness talk/health checks – various stages

 Nativity Play for P1-P3

 School concerts (on a 3 year cycle)

 Monthly Class Assemblies

Parent Helpers A list of parent helpers is kept in the school and is updated on a regular basis. Any parent is welcome to come into the school and help out on a regular basis or simply as a helper on class outings. The assistance and involvement of parents is a valuable and worthwhile experience for parents, children and teachers alike. PVG Disclosure is required for Parent Helpers.

Facilities for Sports and Outdoor Activities

The school has grassed and hard areas, a football pitch (not grass), a gymnasium/hall and separate dining area for drama.

Out of Hours Learning

Varies each term but may include some of the following: -

Knitting Fundamentals Ceilidh Dancing Football Dance Outdoor Learning Basketball Badminton Fundamentals

SCHOOL DISCIPLINE Promoting Positive Behaviour

 Emphasis should be on the positive approach of encouragement, praise and good example. Advice on how to improve behaviour should be given and be constructive in its approach. Good behaviour contributes to the whole school ethos and pupil attention must be drawn to the fact that every area, classroom and corridor is a positive teaching area. The school is committed to acknowledging achievement and recognises the motivating factor of praise in influencing beneficially a pupil’s behaviour and in raising a pupil’s self-esteem.

OVERALL AIMS

 To create a secure, happy and stimulating environment where individuals are of equal worth and have equal rights to have their needs met and their potential developed.  To provide learning experiences and activities designed to ensure the development of the whole person, to encourage creativity and ambition and to prepare them to be responsible citizens, effective contributors, successful learners and confident individuals.  To develop self-esteem and a positive sense of community, which are critical to raising achievement, whilst teaching respect for themselves and one another as well as their duties and responsibilities as Citizens within their community.  To establish an inclusive school which pays due regard to pupils with disabilities and special educational needs whilst respecting and celebrating the diversity in background, belief systems and lifestyles of other learners.

CHILDREN’S CHARTER Our school council devised a statement, which describes how we create a good ethos at Baird. We call it the Children’s Charter.

‘At Baird we respect and support one another, work together as a team and give each other the confidence needed to achieve our best’.

GOLDEN RULES In Baird we have a set of Golden Rules, which are followed, throughout the school. These are:  We are gentle - We don’t hurt others  We are kind and helpful - We don’t hurt anybody’s feelings  We listen - We don’t interrupt  We are honest - We don’t cover up the truth  We work hard - We don’t waste our own or others’ time  We look after property - We don’t waste or damage things

INDISCIPLINE/ANTI-BULLYING

This is dealt with quickly and fairly without fuss to minimise disruption in the classroom. Persistent offenders will be sent to the Head Teacher and a list of sanctions followed. Parents are informed at this time and their support sought.

As we strive to create a caring environment, each individual is encouraged to take responsibility for his or her own actions. Choices and decision-making skills are explored through the school’s programmes of work in Health & Wellbeing. Through Health & Wellbeing activities, pupils are made aware of what constitutes bullying and the network of support, which is available to them.

Our most important aim in the prevention of bullying is to adhere to our anti-bullying policy. This involves strong commitment from all parties – pupils, staff and parents.

It is vital that all parties are aware of the steps and action taken in the event of a bullying incident.

CIRCLETIME

This uses a behaviour management system with a process of personal and social growth. It is an effective way to promote positive behaviour and respectful relationships through moral development.

RESTORATIVE PRACTICES

This ensures a restorative climate with activities including peer support. It uses restorative conversations when teachers or peer mediators intervene in a situation to come to a solution, which suits everyone involved.

STAGED INTERVENTION

This is a systematic approach to the management of low-level disruptive behaviour in the classroom with teachers seeking support/ideas from one another and the Senior Management Team.

SUPERVISION OF PLAYGROUNDS

An adult presence is provided in the playgrounds at break times in terms of the Schools (Safety and Supervision of Pupils) [Scotland] Regulations 1990.

 The Janitor supervises pupils in the playground during the periods below:  Two Classroom Assistants supervise in the school playground during the periods below:  Additional Support Needs Assistants may supervise in the playground during the periods below:

Morning break 10.30 – 10.45am

Lunchtime 12.15 - 1.00pm

(The first 15 minutes of lunch for Classroom Assistants is spent supervising in the dining hall).

CLOTHING AND UNIFORM

All North Lanarkshire schools must have a dress code, which encourages pupils to dress in a way, which is appropriate to attendance at school. This dress code must not lead to direct or indirect discrimination on the grounds of race, religion, gender or disability. Prior to drawing up the dress code the parents, pupils and staff were fully consulted. It is the expectation of the education authority that parents will be keen to support the dress code and written agreement may be sought.

Clothing which is unacceptable in school under any circumstances would include items which:  could potentially encourage factions (e.g. football colours)  could cause offence (e.g. anti-religious symbolism or political slogans)  could cause health and safety difficulties, such as loose fitting clothing, dangling ear-rings, and other potentially dangerous jewellery  are of flammable materials which may be a danger in certain classes e.g. shell suits.  could cause damage to flooring.  carry advertising in particular for alcohol or tobacco; and  could be used to inflict damage on other pupils or be used by others to do so.

Parents in receipt of a clothing grant from the council will be encouraged to purchase items, which are in accordance with the school dress code. Approval of any requests for such grants in other circumstances is at the discretion of the Executive Director of Learning & Leisure Services. Information and application forms may be obtained from any school or First Stop Shop. Parents are entitled to receive a clothing grant if they are in receipt of any of the following benefits: Income Support, Job Seekers’ Allowance (income-based), Employment & Support Allowance (income related) housing benefit, council tax rebate.

Whilst in general terms it would not normally be the policy of the authority to exclude a pupil from school solely on the basis of his/her dress, persistent refusal to respond to a reasonable dress code might be deemed to be a serious challenge to the Head Teacher’s authority and be detrimental to the well being of the whole school community. In such circumstances, a Head Teacher could justify the use of the school discipline procedure.

The council wishes to minimise claims arising from the loss of pupils’ clothing and/or personal belongings. Parents are asked to assist in this area by ensuring that valuable items and unnecessarily expensive items of clothing and jewellery etc. are not brought to school. Parents should note that any claims submitted to cover the loss of such items are likely to be met only where the authority can be shown to have been negligent.

At school level it would be helpful if all clothing and equipment is clearly marked with child’s name.

The dress code of the school is the wearing of the school uniform which consists of:  Grey or black trousers or skirt, or Baird tartan skirt (details of tartan is available from school).  Magenta pullover or cardigan (available in school).  White shirt, blouse or polo shirt.  Tartan tie (available in school).  School badges for blazers are also available in school.  Joggers with the Baird logo are also available in school.  Fleeces with the Baird Logo are also available in school.

Gym Kit  Pupils are required to wear black shorts and a plain, white T-shirt.

SCHOOL MEALS A cafeteria is in operation in the school at lunchtime. A choice of school meals and snacks are available on a daily basis. Meals are cooked in Condorrat Primary and brought to Baird for serving. Menus are distributed to parents twice a year.

The availability of special diets

Diets required as a result of a medical condition (a medically prescribed diet e.g. coeliac disease, diabetes, food allergy or intolerance) can be provided in school. A medically prescribed diet form must be completed by the child’s Registered Dietician or General Practitioner. Procedures and forms can be accessed from the child’s school or dietician, or from North Lanarkshire’s catering service.

Occasionally, parents/carers may be asked to supply prescription foods or attend a meeting to discuss the child’s dietary requirements.

Some children with additional support needs may require food to be adapted to an appropriate texture and consistency. In this instance the child’s Registered Dietician or Speech and Language Therapist will liaise with the Head Teacher and school catering service to ensure appropriate food provision.

Special diets required for ethical, religious or cultural reasons should be requested in writing to the Head Teacher, who will liaise with the school catering service.

Children taking packed lunches are accommodated in the dining hall, however for safety reasons parents are asked to ensure that the children do not carry glass containers or very hot liquids to school. Primary 4-7 pupils take their packed lunch in the gym hall.

Pupils are supervised by the Support Staff and the Head Teacher or Principal Teacher.

All children using the cafeteria for lunches/packed lunches must remain in the school grounds during the lunch break. It would be beneficial if children going home for lunch return to school as close to one o’clock as possible during inclement weather.

Nursery Snacks: Healthy snacks are available during the morning and afternoon sessions. Staff are in contact with parents re individual dietary needs. Fresh drinking water is available at all times. Children are encouraged to make choices about their snack, where possible, and are involved in the preparation of food for the “Thursday Café”.

As of January 2015, all P1-P3 pupils are entitled to a free school meal.

Children of parents receiving Income Support or Jobseekers Allowance (income based) Employment and Support Allowance (income related) are entitled to a lunch without charge. Information and application forms for free school lunches may be obtained from schools, First Stop Shops and Municipal Buildings, Coatbridge. Parents are entitled to receive a clothing grant if they are in receipt of any of the following benefits: Income Support, Job Seekers Allowance (income based), Employment & Support Allowance (income related), housing benefit, Council tax rebate.

Only those children who receive free school meals are entitled to free milk. Milk may, however, be purchased in the school, or paid for in advance on a Monday.

TRANSPORT General The Council has a policy of providing free transport to all primary pupils who live more than one mile from their local school by the shortest suitable walking route. This policy is more generous than the law requires. This means that the provision of transport could be reviewed at any time. Parents who consider that they are eligible should obtain an application form from the school or from Learning & Leisure Services. These forms should be completed and returned before the end of February for those pupils beginning school in August to enable the appropriate arrangements to be made. Applications may be submitted at any time throughout the year but may be subject to delay whilst arrangements are made. There is discretion in special circumstances to grant privilege transport for pupils to travel in transport provided by the authority, where spare places are available and no additional costs are incurred. Not necessarily for the start of term.

Pick-up Points While free transport is provided it may be necessary for pupils to walk a certain distance to the vehicle pick-up point. Walking distance in total, including the distance from home to the pick-up point and from the dropping off point to the school in any one direction, will not exceed the authority’s limits (see above paragraph). It is the parent’s responsibility to ensure that their child arrives at the pick-up point in time. It is the parent’s responsibility to ensure their child behaves in a safe and acceptable manner while boarding, travelling in and alighting from the vehicle. Misbehaviour could result in your child losing the right to free transport.

Placing Requests The Council does not provide transport for those pupils in receipt of a placing request other than in exceptional circumstances.

In the case of early entry requests if the child is offered a place in the catchment area school, transport will be provided in accordance with the council policy stated above.

Free transport is only provided for nursery pupils in Baird Memorial Primary.

SCHOOL TRAVEL PLAN As part of the school’s Eco and Health Promotion initiatives, we actively promote road safety and the health benefits of walking to/from school and the damage done to the environment through too much unnecessary car use. Road Safety Education and the School Travel Plan form an integral part of our Eco initiative (Transport Section). The main aims of our School Travel Plan are:  To reduce the number of cars making the road journey and parking irresponsibly in the school’s drop off/pick up facility.  To reduce the speed of traffic on Avonhead Road on the approach to the school and entering the school.  To increase the number of pupils walking and cycling to and from school.  To make the journey to and from school safer for pedestrians and cyclists.  The school will take part in the Junior Road Safety Officer scheme. The full version of our School Travel Plan is available for parents/carers to view on request. A cycle shelter is provided for pupils using their bike or scooter to travel to school.

MEDICAL AND HEALTH CARE Routine medical examinations take place during each child’s first year at school. These are carried out by the school doctor and nurse, and parents will be notified of their appointments by Lanarkshire Health Board. During their time at school children who are suspected of having a defect of vision or hearing, or who are suffering from any condition, which limits their ability, to benefit fully from education may be referred to the school doctor by the class teacher although the matter would be discussed with parents in advance. In addition to visits by the doctor the school nurse makes regular visits during the school year. This includes dental checks at particular stages.

If a young person is unable to attend a suitable educational establishment as a result of prolonged ill- health, North Lanarkshire Council must make special arrangements for the pupil to receive education elsewhere, other than at an educational establishment.

In North Lanarkshire, children and young people are treated in the paediatric in-patient unit within Wishaw General Hospital. It is not common for children and young people to have extended stays in Wishaw General, and therefore, North Lanarkshire Council does not require a dedicated hospital education service. Children and young people resident in North Lanarkshire and in hospital in Glasgow, may access education through the hospital Education Service (HES). The service is provided by Glasgow

City Education Department and Social Work Services. For further information, please contact the school.

First Aid The school will attend to any minor injury (minor cuts/bruises) occurring on the premises. However, in the event of a more serious or complicated injury including a bump to the head parents will be contacted and asked to take the child for medical care. For this reason it is very important that details of home/day time phone numbers and emergency contacts are kept up to date.

Mrs Timothy has attended a First Aid course and is in possession of a current First Aid certificate and Mrs Semple is the appointed person for First Aid.

Medication Parents should notify the school of any particular medical requirements of their children and an Administration of Medicines “Parental Request Form” should be completed for the administration of any prescribed medicines.

Dental Care Dental examinations and treatment may be arranged at the dental clinic in the: Condorrat Health Centre Airdrie Road Cumbernauld Tel: 01236 733221

INFORMATION IN EMERGENCIES We make every effort to maintain a full educational service but on some occasions circumstances arise, which can lead to disruption. For example schools may be affected by severe weather, temporary interruption of transport, power failures or difficulties of fuel supply. In such cases we shall do all we can to let you know about the details of closure or re-opening. We shall keep you in touch by using letters, notices in local shops and community centres, announcements in local churches and announcements in the press and on local radio, as well as NLC’s website and Twitter.

THE PARENT FORUM

As a parent of a child at this school and Nursery you are automatically a member of the Parent Forum. The Parent Forum is composed of all the parents and carers of children at the school. As a member of the Parent Forum you can expect to:  get information about what your child is learning  get information about events and activities at the school  get advice/help on how you can support your child’s learning

 be told about opportunities to be involved in the school  have a say in selecting a Parent Council to work on behalf of all parents at the school.  be invited to identify issues for the Parent council to work on with the school

THE PARENT COUNCIL

The Parent Council is composed of parents, staff and co-opted members with the Head Teacher as professional advisor.

The Parent Council’s rights and duties include:

(a) supporting the work of the school; (b) representing the views of parents; (c) consulting with parents and reporting back to the Parent Forum on matters of interest; (d) promoting contact between the school, parents, pupils, providers of nursery education and the wider community; (e) fundraising; (f) taking part in the selection of senior promoted staff (g) receiving reports from the head teacher and education authority and (h) receiving an annual budget for administration, training and other expenses. (i) Improving home/school partnership and facilitating parental involvement.

Members of Parent Councils, on a voluntary basis, may also have an advisory role in decisions on placing requests by parents in respect of those situations where the number of placing requests for a particular school exceeds the number of places available.

The Parent council also take on the task of fundraising for the school. All events are well supported by parents, children and members of the local community.

There is a Parent Council in Baird Memorial Primary School at this present time. The Head Teacher has a right and duty to attend all meetings of the Parent Council. Meetings of the Parent Council are open to members of the public. Currently the members are:

Luisa Moreno Chair Person Alix Stewart Treasurer James Gilhooley Julie Christie Lynne Neilson Gillian Wylie Head Teacher Cassie Ogilvie Grant Thomson Carolann

Clerk:

Co-opted Members:

Miss Cummings Principal Teacher

Each year, vacancies on the Parent Council may arise and any parent who has a pupil at the school can put themselves forward for nomination.

Pupils are represented through Pupil Learning committees.

Placing Requests

You have the right to make a placing request for your child to be educated in a school other than their catchment school. In December each year the Authority will advertise arrangements for placing requests. There are sound educational reasons for trying to ensure that the transfer or admission of children to a school takes place at the start of a school session. Other than those who are moving home, to a new area, parents are advised to time any placing requests so that they take effect from the beginning of a new school session. Every effort will be made to try to meet the parental wishes, but you should note that it is not always possible to grant every placing request to a particular school.

Placing requests to Primary School does not necessarily ensure that your child will have a direct entry into the associated secondary. Advice on this must be sought from the Primary School Head Teacher. Further information on placing requests details and procedures is available from the school or the Council’s website.

Parents and young people have a right under the Additional Support for Learning Act 2009 as amended by The Education (Additional Support for Learning) (Scotland) Act 2009 to make a placing request for their child or young person to attend a nursery (including partnership nursery), special school, special class managed by the home authority. In the event of a successful placing request, the authority is not required to provide transport. The Act also enables parents and young people to make a placing request to attend a school/establishment belonging to another authority.

Transfer for Primary to Secondary School

Pupils normally transfer between the ages of 11.5 and 12.5 years, so that they will have the opportunity to complete at least four years of secondary education. Parents will be informed of the arrangements no later than December of the year preceding the date of transfer at the start of the new session.

Children in Primary 7 visit their prospective high school, Greenfaulds High, throughout the year and close links are maintained throughout the year between Baird Memorial and Greenfaulds to ensure that the transition from primary to secondary is as straightforward as possible.

The Head Teacher at Greenfaulds is: - Mrs Linda Park The school address is : - Greenfaulds High School Athelstane Drive Greenfaulds Cumbernauld G67 4AQ Tel: - 01236 794876

FREEDOM OF INFORMATION (SCOTLAND) ACT 2002

The Freedom of Information (Scotland) Act 2002 came into force in January 2005. The Act allows anyone to ask for information held by the Council and imposes a very tight time-scale of 20 working days for the Council to respond. To deal with Freedom of Information requests, the Council has appointed a Corporate Freedom of Information Officer with the support of an officer in each Service. The Freedom of Information and Records Management Officer can be contacted by telephone on 01698 524712.

DATA PROTECTION ACT 1984

The processing of your personal information by North Lanarkshire Council is carried out in accordance with the Data Protection Act 1998. The information you give is held securely, treated confidentially and only used for statutory educational purposes or to improve the quality of the service. Under the Data Protection Act 1998 you are entitled to access the information held. In terms of Section 7 of the Act such requests should be sent to Freedom of Information and Records Management Officer.

TRANSFERRING EDUCATIONAL DATA ABOUT PUPILS

Education authorities and the Scottish Government Education Portfolio (SGEP) exchange data about pupils either on paper or electronically through the ScotXed programme. The data collected and transferred covers areas such as date of birth, postcode, registration for free-school meals, whether a pupil is looked after by his/her local authority, additional support needs including disability, attendance, absence and exclusions from school. Pupil names and addresses are collected by the school and the council but they are not passed to SGEP. The postcode is the only part of the address that is transferred. Data is held securely and no information on individual pupils can be published by SGEP 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, SGEP and education authorities need accurate, up-to-date data about our pupils. We are keen to help all our pupils do well in all aspects of school life and achieve better educational outcomes.

Accurate and up-to-date data allows SGEP, education authorities and schools 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 that influence pupil attainment and achievement,  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).

SGEP works with a range of partners including Education Scotland and the Scottish Qualifications Authority. 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

34 35 strict control and prior agreement of the Data Access Panel in SGEP, which will ensure that no subject specific data will be made public as a result of the data sharing and that such data will not be used to take any actions in respect of an individual.

Concerns

If you have any concerns about the ScotXed data collections you can email [email protected]

or write to The ScotXed Support Office, SEGP, Area 1B, Victoria Quay, Leith, EH6QQ.

Alternative versions of this page are available, on request from the ScotXed Support Office, in other languages, audiotape, braille and large print.

Want more information?

Further details about ScotXed data exchanges are available on the ScotXed website, www.scotxed.net.

Baird Memorial Primary School Complaints Procedure

Do you wish to make a complaint? If so please contact the school by;

Telephone call Letter to school Personal visit

1. Most complaints can be dealt with quickly and satisfactorily. As we are a close-knit school, minor issues are often resolved by communicating with the teacher through the child’s homework diary. Often a short word with the teacher as he/she is greeting or dismissing the children can rectify a misunderstanding. Please note that the teacher has responsibility for the class at these times and cannot spend more than a few minutes with you. At the end of the day, although class teachers are willing to meet with parents, an appointment should be made as the teacher may have other commitments. This can be done by telephoning the school office.

2. Dependent upon the nature of the complaint, it may be possible to make an appointment directly with the class teacher. It is better to go through the Head Teacher first so that she may ascertain whether the problem can be dealt with at this level. If so, a convenient appointment will be arranged.

3. If the complaint cannot be dealt with by the class teacher, an appointment will be made with the Head Teacher. In the absence of the Head Teacher, the Principal Teacher will make a response. Depending on the time of day, the class teacher may attend.

The school will acknowledge your complaint and respond within two working days. This may be done by telephone or letter. In order to ensure clarity of understanding of your complaint, you may be asked to write down the detail.

4. If you are not satisfied, further appointments can be arranged with the Head Teacher, Principal Teacher and Class Teacher. An appointment can also be arranged at the school with the HT, PT, CT and the Parent Liaison Officer from North Lanarkshire Council Education Department. Not everyone mentioned here will be available for all meetings because of class commitments.

If you then feel that your complaint has not been dealt with satisfactorily, then the school can issue you with an official complaints form, which you then submit, to the Learning & Leisure Services. Parents at any time may telephone Learning & Leisure Services for advice on 01236 812240.

6. If you feel that we have not given you a satisfactory explanation you can contact the Scottish Public Services Ombudsman who will consider complaints about poor service, failure to provide a service and administration failure. The Ombudsman can be contacted at:

The Scottish Public Services Ombudsman Freepost EH641, Edinburgh EH3 OBR Telephone: 0870 011 5378 Fax: 0870 011 5379 Email: [email protected]

CHILD PROTECTION

Every adult in Scotland has a role in ensuring all our children and young people are safe and protected from harm at all times and in all situations.

The Head Teacher is responsible for the schools’ action in response to Child Protection Concerns.

If there are any Child Protection Concerns the Head Teacher or the Child Protection Co-ordinator will follow North Lanarkshire Child Protection Procedures and Guidelines.

Child Protection Co-ordinator is: Mrs Gillian Wylie Telephone No: 01236 632096

Although this information is correct at time of printing, there could be changes affecting any of the matters dealt with in the document.

(a) before the commencement or during the school year in question.

(b) in relation to subsequent school years.

Education Authorities are required by law to issue a copy of the school handbook to parents in December each year. It details the current policies and practices of both the Council and the school.

Help and advice on any matters relating to Support for Learning can be obtained from: -

Additional Support Needs Manager – Helen Delaney. Contact details can be found in page 36 of this handbook.

You can also get more help and advice from: -

Enquire – the Scottish advice service for additional support for learning. Operated by Children in Scotland, Enquire offers independent confidential advice and information on additional support for learning. Enquire also provide a range of factsheets.

0845 123 2303 [email protected] www.enquire.org.uk for parents and practitioners www.enquireorg.uk/yp for children and young people

Resolve

0131 222 2456 (Independent Adjudicator)

Scottish Independent Advocacy Alliance Melrose House 69a George Street Edinburgh EH2 2JG 01131 260 5380 [email protected]

Reference to Additional Support Needs Tribunal (Scotland) ASNTS Europa Building 450 Argyle Street Glasgow G2 8LH Helpline: 0845 120 2906 Fax: 0141 242 0141 Email: [email protected]

Cumbernauld Central Health Centre 01236 731738

Cumbernauld Kildrum Health Centre 01236 724140

Cumbernauld Condorrat Health Centre 01236 723383

Social Work

Cumbernauld/Chryston 01236 638700 Bron Way Cumbernauld G67 1DZ

IMPORTANT ADDRESSES

Learning & Leisure Services Paul Jukes Civic Centre Windmillhill Street Motherwell ML1 1AB 01236 812222

Councillor Wards Gerry McElroy 01698 302618 (Cumbernauld South) Danny Carrigan 01698 302608 William Goldie 01698 302643 William Homer 01698 302641 Municipal Buildings Kildonan Street Coatbridge ML5 3BT 01236 812222

Chief Executive Area Office Gavin Whitefield Chief Executive Officer Civic Centre Motherwell Tel: 01698 302222

Community Learning & Development Mr Colin Coupar, Area Manager North, Muirfield Community Education Centre, Brown Road, Cumbernauld. Tel: 01236 725448

Curriculum Improvement Officers Irene Pandolfi William Collum Robert Dalziel Kildonan Street Coatbridge 01236 812488

Quality Improvement Manager Ms Alison Cameron Kildonan Street Coatbridge 01236 812222

Additional Support Needs Manager Mrs Helen Delaney Kildonan Street Coatbridge 01236 632363