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2013-2014 CONTENTS  Our School Vision, Values and Aims  Contact details  School Profile  Staff  Hours  Holidays  Enrolment  Curriculum: Teaching and Learning  Curriculum for Excellence  Assessment and Reporting  Eco  Website  Comenius Project and International School Award  Values and Inclusion  Additional Support for Learning  Access and Communication  Our Nurture Group  Child Protection  Home links  Attendance at school  School, the Community and Extra Curricular  Discipline  Supervision  Clothing  Dress Code and School Meals  Transport  Medical  Parent Council  Parent Council Membership/Transfer to Secondary school  Data Protection/Freedom of Information/Equality Act  Compliments/Complaints  Useful addresses  Glossary

Glasgow Education Enterprise Awards Diamond Award Winner

GLASGOW CITY COUNCIL DEPARTMENT OF EDUCATION

Our Vision, Values and Aims

At Chirnsyde Primary School our vision is that we will  Continuously improve the short and long term outcomes for the young people who attend our school  Ensure that the young people are achieving, physically and emotionally healthy, active, safe, nurtured, included, respected and responsible  Promote high expectations and raise aspirations through our work with the young people, their families, the local community and the wide variety of multi-disciplinary professionals with whom we work on a daily basis.

Our schools ethos and culture is based on the shared values of Glasgow City Council Education Services in that we work to  Ensure equality for children and young people by considering their individuality in all decisions which affect them and promote their ownership of their rights and responsibilities.  promote mutual respect, wisdom, justice and integrity in all that we do and encourage development of these values in the young people with whom we work  form honest partnerships in learning with all who provide services to children and young people – especially the parents and family members of the children with whom we work.

In Chirnsyde Primary School we have very clear aims,  We have a strong commitment to facilitating equal opportunities and ensuring fairness and celebrating diversity.  We have very high expectations of our pupils both in terms of reaching high levels of attainment and achievement and behaving in a respectful, appropriate and confident manner at all times.  We seek to better our previous best and operate within a culture of continuous improvement, creativity and ambition.  We provide a happy and secure learning environment that motivates and demands full engagement with a full curriculum, a context that will foster the essential capacities of independence and ambition, but is also inclusive and values all learners.  We actively challenge negative attitudes which may be detrimental to the potential of our students.  We consistently strive to develop our partnerships with parents and communities to further secure our aims.

Childrens needs and childrens voices are at the heart of our school. All adults working with our children – teaching staff, pupil support assistants, ancillary staff, parent helpers, in addition to the many professionals and visitors who come to the school must value our children for the skills and attitudes they bring to each situation; for their unique natures and personalities which make them the individuals that they are; and for the diverse, yet equally valuable methods of thinking and learning which they bring to school.

To realise these expectations for our pupils we must also have the highest standards for ourselves as continuing learners and for our school. We continuously update and reflect upon our skills in order to develop our knowledge and understanding of those we teach and use that evaluation to inform our choice of methodologies and selection of relevant materials and resources and courses.

Welcome to Chirnsyde Primary School 288 Ashgill Road Milton Glasgow G22 7SB Phone/Fax 0141 336 8672 email address :[email protected]

Our School website: www.chirnsyde-pri.glasgow.sch.uk

Dear Parents and Carers, We extend a very warm welcome to you as you join our community at Chirnsyde Primary School. Some of you are already familiar with our school and others are meeting us for the first time. Whether you are old friends or about to become new school parents/carer, we hope to forge a strong partnership that will support you and your child’s needs here at Chirnsyde Primary. In our school we follow a broad, balanced curriculum as recommended by Council and National Guidelines. We aim to develop each child’s individual potential and extend every opportunity for your child to experience success. We share a common aim with you as parents, which is to educate, care and look after the welfare of your child. Our first priority is to create a positive and stimulating environment in which our children can fully develop their skills and talents, and where every child is self confident and happy to be at school and keen to share their experiences with you at home. We hope that you will find our handbook both interesting and enjoyable. In it we have tried to give you a picture of our school and the way in which we will try to meet your child’s needs and how we support and promote good relationships within our school community. Our school handbook is a central feature of our home/school link programme. The information which you read here is only the start of a partnership that will support your child as they develop from new entrants at Primary One to young adults in Primary Seven. Although this book contains information for parents on all aspects of the school, please remember you are always welcome to come and visit us or consult with our staff if you have any concerns. We have a busy social and academic calendar which will give you lots of opportunities to come and share your children’s success - we hope to see you on many different occasions throughout the year. Parents whose children are about to start school or transfer from one school to another will receive a copy of this handbook automatically. It is, however, possible for any parent to consult the handbook or to request a copy free of charge at the school or at Glasgow City Council Education offices, or online at www.glasgow.gov.uk/en/Residents/GoingtoSchool/Primary/Handbooks/

The handbook is updated yearly in the winter term.

We look forward to working in partnership with you now and in the future.

Yours sincerely Helen S Brown Head Teacher, December 2012 “Working together to be the best we can be!” – Our Partnership Commitment As a school we will: As a parent/carer, As a pupil, I will:  promote the values of integrity, I will: equality, respect, honesty,  encourage and support responsibility, commitment &  make choices which my child’s commitment care are guided by our to the shared values school’s shared values  commit to the pursuit of  make sure that my child  excellence and continuous let an adult know if attends school regularly improvement there is anything and on time worrying me  provide a broad, balanced and  encourage my child to  relevant curriculum always try to be the wear school uniform best I can be - my  seek to provide an education of best effort in learning  inform the school if high quality directed to the and behaviour anything is happening at development of the 'whole child' home that may affect  - personal, social and academic follow the Code of my child’s work or Conduct behaviour  ensure continuous progressive  development of the school wear school uniform  encourage my child to through preparation of annual be well behaved and to  structured School Improvement respect other cultures work hard Plan

 attend parent/carer  report to parents/carers on pupil -teacher meetings to progress share information about my child  promote and support the continuous professional  encourage and support development of all staff my child’s learning  promote and foster a supportive  show an interest in my and positive ethos of child’s life at school achievement for all learners in the schools

 self-evaluate annually  treat all fairly  monitor progress of all pupils

Chirnsyde Primary is a non-denominational, co- educational school that provides education for children from P1-P7

The school is situated on Ashgill Road in the Milton area of Glasgow and dates from around 1953. Classrooms are housed in a large building with many original features contributing to the unique character and environment in which the children learn.

Playground facilities are such that P1and P2 have their own playground with adult supervision during interval and lunch breaks, as do P3 and P4. P5-P7, as well as having use of their own playground, also use one of the football pitches surrounding the school site. P5-P7 are also supervised during interval and lunch breaks.

The school is available for use by community groups with lets arranged through the Community Education Service. Details are provided within Useful Addresses.

Chirnsyde Primary Parent Council is an active and supportive part of our school community. The council has parent representatives. The Head Teacher acts as an advisor to the Council.

Chirnsyde is part of the Springburn New Learning Community.

Present Roll: 231 Current Capacity: 382 Spaces Available: 151

Present Roll at each Stage P1 43 P2 31 P3 26 P4 32 P5 40 P6 34 P7 25

Parents should note that the working capacity of the school may vary dependent on the number of pupils at each stage and the way in which the classes are organised.

Chirnsyde Primary School Staff

Head Teacher Ms Helen Brown Responsible for the overall management and organisation of the school

Depute Head Teacher Ms Shona Sinnott o Child Protection, ASN & LAC Co-ordinator o CPD Co-ordinator o Nurture & International Education Co-ordinator o Comenius Project Co-ordinator o Operational supervision of Support Staff o Support for pupils and staff; especially student, probationers and temporary staff in P1 – 7 o Pastoral care Primary 1 –7 o Nursery & Pre-Entrant Co-ordinator o Deputise for Headteacher Principal Teacher Mrs Pamela McTaggart o 0.8 FTE Nurture Room Teacher o Numeracy, Expressive Arts(P.E) & HWB Co-ordinator o Extra Curricular Activity Co-ordinator o ICT & Website Co-ordinator o Work experience placements o Pastoral Care & Curriculum Development P4-7

Principal Teacher Miss Gayle MacDonald o 0.8 FTE P1 Teacher o Literacy, Citizenship &Enterprise Co-ordinator o Pre 5 – Primary Liaison Co-ordinator o Expressive Arts (Music & Arts) Co-ordinator o Students & Community Partnership Co-ordinator o Pastoral Care &Curriculum Development P1-3

Primary 1A Miss Gayle MacDonald Room 1 (Principal Teacher) Primary 1B Mrs Margaret McArthur Room 2 Primary 2 Miss Tracey Neil Room 4 Primary 3 Miss Elspeth Inglis and Mrs Ann Newman Room 3 Primary 4 Miss Susan Adams Room 9 Primary 5 Miss Sharon Lancaster Room 16 Primary 5/6 Mrs Jane Wright Room 14 Primary 6 Mrs Jackie Gallagher Room 13 Primary 7 Miss Eleanor Wilkins Room 8 Sunshine Room Mrs Pamela McTaggart Room 5 (Principal Teacher) NCCT Miss Joy Laughlin (0.4), Room 10 Mr Joseph Kevener (0.3) Teaching Staff Complement 13 F.T.E.

Clerical Support Assistant Mrs Linda Ritchie Clerical Support Assistant Mrs Linda Bradley Pupil Support Assistant Mrs Susan Bain Pupil Support Assistant Mrs Johan Gordon Pupil Support Assistant Miss Lynn McNair Pupil Support Assistant Mrs Jeana McKinnon Pupil Support Assistant Miss Elaine McNair Pupil Support Assistant Mrs Mary Wright Pupil Support Assistant (0.5FTE) Mrs Mary Greenhorn Pupil Support Assistant (0.2 FTE) Mrs Lorraine Barclay Janitor Mr William Hepburn Cleaning Supervisor Mrs Christine Dreghorn

Chirnsyde Primary School Hours

School begins 9.00am (please try to be in line at 9!)

Morning Interval 10.30 - 10.45am

Lunch 12.15 - 1.00pm

School closes 3.00pm (whole school)

Primary 1 children attend school in the morning only until Friday 30th August (incl). Then from Monday 2nd September 2013 they enjoy a full school day.

BREAKFAST CLUB

A Breakfast club operates in the school daily Monday–Friday. Breakfast is served from 8am to 8.45am. This is available at no cost to pupils receiving free school meals. For others, there is a daily small charge applied. From 8.45am until 9.00am pupils return to the supervised playground or, if wet, remain in the hall.

AFTERSCHOOL CLUBS

We run after school clubs from time to time throughout the school year. Clubs include football, netball, dance, tennis, jogging, Scripture Union and choir. Parents and pupils are informed prior to each club starting and are opened to all pupils in each appropriate stage, numbers and behaviour permitting.

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School Holidays ~ 2013/2014

Return Date for Monday 12 August 2013 Teachers Return Date for Pupils Wednesday 14 August 2013

September Weekend Friday 27 and Monday 30 September Inservice Day 2013 Tuesday 1st October 2013 First Mid-Term Monday 14 to Friday 18 October 2013 (inclusive) Christmas/New Year Monday 23 December 2013 to Friday 3 January 2014 (inclusive) 2014 2014 Return to school Monday 6 January 2014 Second Mid-Term Monday 10 and Tuesday 11 February Inservice Day 2014 Wednesday 12 February 2014 Spring Holiday Monday 7 to Monday 21st April 2014 (inclusive) Good Friday is 18 April and Easter Monday is 21 April 2014 May Day Monday 5 May 2014

May Weekend Friday 23 and Monday 26 May 2014

Inservice Day Thursday 5th June 2014 School Close Wednesday 25th June 2014

Pupils attendance will be 190 days after deducting 5 In Service days. Dates will be intimated to parents timeously.

Enrolment at Chirnsyde Primary School

ENROLMENT

During enrolment week for Primary 1 pupils, parents and children are invited to the school. An advertisement is placed in the local press, advising parents/carers of these dates, usually in January of each year.

When registering a child for school for the first time, you should bring along a birth certificate and proof of address. At other times, parents wishing to enrol their child should get in touch with the Head Teacher who will be pleased to show them around the school and make arrangements for enrolment. Any queries regarding registration can be by telephone or calling in person at the school.

Registration of your child must be in the local school. You may then wish to complete a Placing Request if you wish your child to attend another school.

Our new intake will be invited along with their parents in the summer term for visits to meet their teacher and class mates.

Teaching and Learning in Chirnsyde

We attach great importance to the development of all aspects of a child and as such, provide each child with a full and varied curriculum which ensures there is a balance of subjects taught and a progression in development from stage to stage.

All aspects of our curricular provision will reflect principles as outlined in the Curriculum for Excellence, issued by the Scottish Executive. Guidelines issued by Glasgow City Council will also be evident in our planning and teaching.

PROGRAMMES OF EDUCATION OFFERED; CURRICULUM for EXCELLENCE (CfE) Bringing learning to life and life to learning Curriculum for Excellence is now being introduced across Scotland for all 3–18 year olds – wherever they learn. It aims to raise standards, prepare our children for a future they do not yet know and equip them for jobs of tomorrow in a fast changing world. Curriculum for Excellence enables professionals to teach subjects creatively, to work together across the school and with other schools, to share best practice and explore learning together. Teachers and practitioners will share information to plan a child’s “learning journey” from 3-18, helping their progression from nursery to primary, primary to secondary and beyond, ensuring the change is smooth. They’ll ensure children continue to work at a pace they can cope with and with challenge they can thrive on. Curriculum for Excellence balances the importance of knowledge and skills. Every child is entitled to a broad and deep general education, whatever their level and ability. Every single teacher and practitioner will be responsible for literacy and numeracy – the language and numbers skills that unlock other subjects and are vital to everyday life. It develops skills and learning, life and work to help young people go on to further study, secure work and navigate life. It brings real life into the classroom, making learning relevant and helps young people apply lessons to their life beyond the classroom. It links knowledge in one subject area to another helping children understand the world and make connections. It develops skills so that children can think for themselves, make sound judgements, challenge, enquire and find solutions. There will be new ways of assessing progress and ensuring children achieve their potential. There will be new qualifications for literacy and numeracy and from 2013/14, new National 4 and 5 qualifications will be in place. Our well regarded Access, Highers and Advanced Highers will be updated to take account of and support the new approaches to learning and teaching.

There’s personal support to help young people fulfil their potential and make the most of their opportunities with additional support wherever that’s needed. There will be a continued emphasis by all staff on looking after our children’s health and wellbeing – to ensure that the school is a place where children feel safe and secure. Ultimately, Curriculum for Excellence aims to improve our children’s life chances, to nurture successful learners, confident individuals, effective contributors, and responsible citizens, building on Scotland’s reputation for great education.

The curriculum, or what we plan for our pupils to learn, is carefully structured to ensure progression and continuity across a broad and balanced range of subject areas. The content and structure of this curriculum, and more significantly, the methods by which we deliver it, seek to enable our pupils to become:

 successful learners  confident individuals  responsible citizens  effective contributors It is important therefore that curriculum delivery enables our pupils to see the links between various curricular areas, and how learning in school links to real life and assists them to become active citizens in a modern Scotland. We will aim to develop our children as lifelong learners, by teaching them a range of ‘learning skills’ and encouraging the continuation of learning beyond the classroom. Knowledge, understanding, skills and abilities across all curricular areas will be developed progressively, across a range of learning experiences and outcomes, and delivered in contexts and/or discretely, as most relevant and appropriate to children’s needs. The curriculum offers breadth and balance in the teaching and learning of 8 principle areas of learning: 1  Literacy and English  Numeracy and maths  Social Studies  Health and wellbeing  Active Citizenship (including Religious and Moral Education)  Expressive Arts  Science  Technologies

Curriculum for Excellence Study Levels are Stage as follows: Early The pre school years and P1 First Primary 2, 3 and 4 (with increasing depth) Second Primary 5, 6 and 7 (with increasing depth) Third and Fourth S1 to S3 (The fourth level broadly equates to SCQF level 4) Senior Phase S4 - S6 and college or other means of study

ACTIVE CITIZENSHIP: A Key Capacity for Life In addition to the development of pupil's academic, social and aesthetic skills, the school places much importance on developing our pupils as Active Citizens (incorporating Education for Citizenship and PSD). This is important because every society needs people who can contribute effectively, in a variety of ways, to the future health, wealth and success of communities and the environment, locally, nationally and globally. Our pupils must be regarded as citizens today rather than citizens in waiting. Through Active Citizenship we will help develop children as citizens by providing them with opportunities to: 1  Participate in decision making

 Participate actively in relevant learning experiences across the curriculum

 Learn to make connections between different areas of study through cross- curricular experiences relevant to Active Citizenship

 Understand, participate in and contribute to the life of communities to which they belong

 Develop the capacity for self-regulation

 Develop knowledge and understanding of community faiths and value

 Active Citizenship does not stand on its own; it is part and parcel of every area of study and of all teaching and learning, in both the hidden and formal, curriculum.

Spiritual, Social, Moral & Cultural Values In line with national advice [SOEID Circular 6/9, the Education (Scotland) Act 1980 and SEED Circular 1/2005 and additional advice received from the Scottish Government on RME/RERC and RO in February 2011] children will learn about a range of faiths, including Christianity [Religious Education] (in recognition of diversity and the heed to promote respectful understanding). In addition all children will be provided with the opportunity to develop spiritually. (Religious Observance) Religious Observance is now defined as, “Community acts which aim to promote the spiritual development of all members of the school community and express and celebrate the shared values of the school.” The agreed school values are: integrity, honesty, care, commitment, respect, responsibility and equality. This values based approach is in line with a Curriculum for Excellence (CfE). An annual programme will be structured to provide opportunities for spiritual development which will allow all children, regardless of faith or no faith, to participate with integrity. Central to this policy is the principle of respect for others. As a non-denominational school, no acts of worship will be organised within the formal curriculum.

Enterprise in Education: A Context and Approach in Curricular Delivery A key focus in curricular planning and delivery will be Enterprise in Education, which aims to develop in children the attitudes, skills and abilities necessary for active citizenship in a modern Scotland, a key part of which will be the world of work. From P1 – 7, all pupils will experience Enterprise in Education annually both in the form of specific, enterprise projects/activities, and enterprising approaches to the leadership of learning across the curriculum. In this way, we hope that children will have motivating contexts to transfer and consolidate a wide range of knowledge and skills taught in other curricular areas, as well as the opportunity to acquire and develop a range of additional skills and attitudes necessary for life and the world of work. This programme will also expose children to a wide range of ways in which responsible citizens contribute to a successful society, thereby broadening their understanding of society and a range of world of work opportunities. We will seek to do this in partnership with parents, the local community, and business partners.

Learn to Learn Skills A key capacity for success in the modern world will be the ability to learn throughout life. In a world where knowledge will become outdated at an increasing rate, it will be essential to know HOW to learn new skills, abilities and knowledge. Consequently, at Chirnsyde, all children, from P1-7, will be taught a wide range of strategies and skills on how to learn. Many of these will be subject specific, while others will be common to learning generally.

Literacy & English As far as possible, Language will be taught in carefully planned contexts to present as meaningful, relevant and engaging a course of study as possible. This may be supplemented with the use of textbooks and other resources as relevant and appropriate. Teaching in Language will be under four main headings: Listening & Talking skills are formally developed to enable pupils to be effective communicators, for all life situations. Children will be encouraged to express their own ideas, opinions and feelings confidently and articulately. The various skills required to be an effective listener will be developed throughout the seven-year course. Reading is a fundamentally important skill. Emphasis will be placed at the early stages on reading out loud i.e. decoding the printed word into the spoken word. Thereafter more sophisticated reading skills will be developed e.g. research and reference skills, inference, speculation, in-depth understanding of complex passages etc. The importance of recreational reading will be stressed and encouraged at all stages. Writing - Not only will writing skills for all life purposes be developed but the important technical skills of spelling, handwriting and grammar will also be taught. A multi- sensory approach to the teaching of spelling is used. In addition, further developments in the teaching methodologies for children's writing are ongoing this session. Handwriting - Starting as a simple script, and linking at P3 to form a concise style, it is hoped pupils will be enabled to write legibly and with speed. A variety of resources will be employed to assist learning across the levels of study in Literacy and English.

Children will be taught French, usually in P5, P6 and P7.

Numeracy & Mathematics Our aim is to provide a progressive programme of study in all aspects of mathematics for all pupils regardless of age, gender, aptitude or physical circumstances. Using a variety of approaches we hope to develop in each pupil an enquiring mind, along with the necessary attitude, skills and knowledge.

Numeracy & Mathematics (continued) To achieve this view of mathematics all pupils will experience a range of activities, which are practical, investigative, enjoyable and challenging. Transfer and connections across the curriculum will be made. Learning and teaching in maths will take place across the three aspects of: Information Handling Number, Money & Measure (including Financial Awareness) Shape, Position & Movement

Specific Aims To Be Developed:  a positive, confident attitude to maths  an awareness of the usefulness and relevance of maths in life  an understanding of maths through problem solving and investigation  the use of problem solving as a method of enquiry across the curriculum  the ability to discuss, explain and report maths activities  competence in the use of mental and problem solving strategies A variety of methods are used to give pupils a balanced experience of learning as a class, in groups and as individuals.

Expressive Arts Children will learn to express themselves in different ways and be creative. In addition, they will develop an appreciation of aesthetic and cultural values, identities and ideas. Through the development of skill and confidence in the expressive arts, children often develop confidence in other curricular areas.  Art & Design  Dance  Drama  Music Assessment will be ongoing and continuous.

Social Studies Children will follow a structured programme of progressive skill development largely delivered through 'contexts' relevant and appropriate to children’s needs and interests. The social studies experiences and outcomes are structured in three lines of development:  People, past events and societies  People, place and environment  People in society, economy and business

The learning and teaching programme aims to offer balance across each of these.

Social Studies topics may also provide a context for teaching and learning in other curricular areas, and the transfer and application of discretely taught skills. A key aim of this curricular area is to broaden children’s understanding of the world. Assessment will be ongoing and continuous. Science Through the study of science, children will experience the opportunity to investigate their environment by observing, exploring, investigating and recording. They will be helped to recognise the impact science makes on their lives, on the lives of others, on the environment and on culture. The science outcomes are in seven areas, although there will be interconnections between them:  Planet earth  Materials  Forces, electricity and waves  Topical Science  Biological systems Skills, knowledge and understanding will be developed progressively through all of these areas, again using contextualisation and discrete learning and teaching approaches as appropriate to children’s needs. Technologies The technologies provide frequent opportunity for active learning in creative and work-related contexts. Children will develop an understanding of technologies and their impact on society. They will also develop confidence and skill in the use of these technologies to create, present and record their own ideas and materials. Our ICT programme of study develops discrete skills in emailing, word- processing, graphics and information handling from P1-7. This is delivered in the classroom using laptops from the school’s Classroom In A Box, with an additional minimum of two desktop computers in every classroom. The use of a range of technology, including cameras, DVD recorders, laptops and interactive Smartboards in every classroom further supports learning and teaching across the curriculum. In addition, access to a wide range of software and the World Wide Web enhances and motivates both independent and collaborative learning. Pupils’ learning will be structured around 6 aspects:  Technological development in society  ICT to enhance learning  Business contexts for developing technological skills and knowledge  Computing science contexts for developing technological skills and knowledge  Food and textiles contexts for developing technological skills and knowledge  Craft, design, engineering and graphics contexts for developing technical skills and knowledge

Health & Wellbeing Chirnsyde Primary is a Health Promoting School. Health and education go hand in hand and children who are fit and healthy are more likely to achieve their full potential at school. The Scottish Government requires that all schools are Health Promoting, meaning that we adopt a whole school approach to promoting the physical, social, mental and emotional wellbeing of all pupils, staff and the wider school community. The introduction of the Schools Health Promotion and Nutrition Act and Curriculum for Excellence both place health and wellbeing at the heart of education. The main purpose of health and wellbeing is to develop the knowledge, understanding, skills, capabilities and attributes necessary for mental, emotional, social and physical wellbeing now and in the future.

Children will experience and learn about:  Mental, emotional, social and physical wellbeing  Planning for choices and changes  Physical education, physical activity and sport  Food and health  Substance misuse  Relationships and sexual health

Physical Education Activity and Dance Pupils follow a course devised by Education Services, which involves a programme of gymnastics, games skills and dance. In accordance with health and safety, pupils are not allowed to wear jewellery during PE. Parents wishing to have their children’s ears pierced are best to aim for the end of term in order to allow for ‘sleepers’ to remain undisturbed for six weeks. This area of the curriculum makes a huge contribution to children’s physical fitness and health. Curriculum for Excellence has a strong focus on “health and wellbeing” which will further strengthen our commitment to the health and wellbeing of our pupils.

Here is just a flavour of some of the health initiatives ongoing in our school:  Annual Health Week  Active After-Schools Clubs including Football, Dance, Jogging and Netball  Healthy School Meals  Comprehensive Health and Wellbeing lessons embedded in our curriculum  Playground Buddying  External specialists in Dance, Yoga, Netball, Volleyball, Golf and Basketball working directly with classes  Water available at all times for all pupils

Health initiatives (continued)

 Teaching positivity and confidences  Development of multiple intelligences  Annual sports event at Kelvin Hall Arena

We work in partnership with various health professionals and partner agencies to promote health and wellbeing, including the North East Health Improvement Team, Active Schools and School nurses. Religious & Moral Education Children will learn about:  Christianity  World religions  The development of beliefs and values

ADDITIONAL SUPPORT NEEDS CO-ORDINATOR Miss Sinnott, Depute Teacher, as part of her remit, co-ordinates additional support needs in the school. A key part of this remit will be multi-agency partnership working, including parents. Throughout the school, the Additional Support Needs Co-ordinator will undertake to support and guide staff with the teaching, learning and pastoral care of pupils with additional support needs. These needs may be social, emotional or academic. This support will be provided in the form of consultation and advice, provision of resources, referral to other agencies as appropriate, assessment and monitoring of progress. Pupils with specific learning needs will have a Support Plan drafted to meet their needs as relevant and appropriate. Children who are failing to progress after receiving such support may, after consultation with parents be referred to the Psychological Services Office, who would be requested to offer further assistance as appropriate.

Assessment We continue to develop our use of a range of formative assessment strategies, aimed at progressing pupils’ learning and development. Assessment is a continuous process. It is the aim of our assessment policy to:  Improve the quality of learning and teaching for all pupils.  Raise standards of individual pupil attainment and achievement.  Enable a continuum in provision for pupils across the range of stages through primary and into secondary school.  Enable more effective reporting to parents and pupils.

Various methods of assessment are employed on an ongoing basis. These include both formal and informal observations, structured assessments of practical activities, progress tests, and finally, the use of standardised assessments in reading, writing and maths to confirm the teacher's ongoing assessment that attainment of a given level has been reached. Attainment of levels assessed in this way will be reported in the pupil's annual progress report. A verbal Interim Report on your child's progress will be prepared and presented to you by the class teacher in October and March. These will be followed by a fuller annual progress report issued in June. Reporting All teachers will provide parents/carers with the opportunity to discuss their child’s progress whenever necessary and appropriate for continued progress in the session. Pupils are invited to self-assess their own progress routinely in order to underline the importance of their part in the learning partnership, and create a further opportunity for the development of self-assessment as a life skill.

An annual written report on progress in all curricular areas will be prepared by class teachers and issued to parents in June. This report invites parents to record any comments they would wish to make on the year's work and progress. Throughout the school session, wherever teacher or parent has concerns regarding pupils progress and wellbeing, an extra opportunity will be scheduled to discuss next steps. Parents of children in P1 will have additional opportunities to meet with the class teacher and Nurture Teacher in September through curricular workshops. These ‘Positive Start’ meetings are designed to share approaches to learning, and to discuss, as appropriate, how best we can together support our new starts.

Home Learning We have replaced the traditional approach of ‘Homework’ with ‘Homelearning’, based on our developing understanding of HOW children learn. Through ‘Homelearning’ we hope to enable children in P3–7 to see the value of learning not only within, but beyond, the classroom. As such, the continuation of learning at home will be based on a range of learning activities and experiences requiring the transfer of skills, knowledge and understanding taught discretely in school thereby allowing their consolidation and development. In this way, Homelearning should support the school’s keys aims of developing pupils as lifelong learners, who take responsibility for their learning, see the purpose and relevance of it, and how it links with ‘real life’. Pupils will be assigned a variety of Homelearning tasks throughout the year, covering the core skills of Literacy and Numeracy as well as a range of other curricular areas, yet still accommodating different learning styles and a degree of choice for pupils.

Home Learning (continued) Home learning provides children with an additional opportunity to learn beyond the school day, and further develop their skills. It is an enrichment exercise, which should support an enthusiasm for, and success with, learning. Parents of children in the Early Stages (P1) will be supported by a helpful guide on developing and supporting learning at home, all pupils and parents will receive a termly curriculum newsletter which will provide more specific information on classroom and home learning objectives.

Eco School Success

Chirnsyde Primary is very proud of being an Eco School. We got our First Green Flag in August 2010 and our Second Green Flag in November 2012. The Eco-Schools programme is an international initiative designed to encourage whole-school action for the environment. It is a recognised award scheme that accredits schools who make a commitment to continuously improve their environmental performance. It is also a learning resource that raises awareness of environmental and sustainable development. Chirnsyde Primary staff and pupils are very committed to caring for the environment and ensure that being environmentally responsible is an intrinsic part of the life and ethos of our school. The Eco-Schools programme can help schools to: Improve the school's environment; Reduce litter and waste; Reduce energy and water use; Devise efficient ways of travelling to and from school; Promote healthy lifestyles; Encourage active citizenship; Build strong partnerships with a variety of community groups; Develop international and global links.

Our fabulous Website

Chirnsyde has had its’ own website since February 2009. Our aim is for pupils, parents and visitors to use it as a source of information as well as enjoyment. The pupils of Chirnsyde are always keen to share their learning via the website. This may be done through photos, scanned pieces of work or even a class blog. We are always striving to move forward with the website and any comments are gratefully received. Please come and visit us at www.chirnsyde-pri.glasgow.sch.uk. Further information can be obtained from Mrs Pamela McTaggart, our website co- ordinator. Comenius Project 2011/2013

Theme: Tales And Legends Are On The Way

International education helps to prepare young people for life and active participation in a global multicultural society, by developing in them a knowledge and understanding of the world and Scotland's place in it.

Sense of Self : Sense of Community : Sense of Nation : Sense of International Connectivity

In taking part in our Comenius Project our children will:  develop an understanding of the history, heritage and culture of Scotland, and an appreciation of their local and national heritage within the world  broaden their understanding of the world by learning about human activities and achievements in the past and present  develop an understanding of their own values, beliefs and cultures and those of others  develop their understanding of the principles of democracy and citizenship through experience of critical and independent thinking  explore and evaluate different types of sources and evidence  learn how to locate, explore and link periods, people and events in time and place  learn how to locate, explore and link features and places locally and further afield.

8th October 2012

International ‘Gold Medal’ for Chirnsyde Primary School Chirnsyde Primary School in Glasgow has been awarded the British Council’s prestigious International School Award in recognition of its work to bring the world into the classroom. The International School Award is a badge of honour for schools that do outstanding work in international education, such as through links with partner schools overseas. Fostering an international dimension in the curriculum is at the heart of the British Council’s work with schools, so that young people gain the cultural understanding and skills they need to live and work as global citizens. Chirnsyde Primary School’s international work includes Primary 7 pupils visiting a partner school in Ireland, also travelling to Italy for a cultural visit to one of the partner countries, Pupils exchanging festival cards, pupils throughout the school exchanging news and work on their projects with pupils in partner schools through digital media, "Get Set for London 2012" including a range of activities related to the Olympics, and a variety of charitable activities encouraging the children to become thinking Global Citizens including the very established and successful "Shoebox Appeal." John Rolfe from the British Council, said: “Many congratulations on your well deserved success in being accredited with the British Council International School Award. The school’s fantastic international work is not only giving the young people a better understanding of the world around them, but it’s really making a difference to their future prospects too. Employers are telling us that international skills are just as important as exam results – so everything the school is doing is vital preparation for life in a global society and work in a global economy. 2012 is a big year for the UK on the world’s stage, and the school deserves a gold medal of its own for all its outstanding commitment to a range of fantastic international work’’

Press Release (Continued)

On hearing the news that Chirnsyde Primary had received the Award, Depute Head Teacher said: “Chirnsyde have embraced International Education and Global Citizenship whilst developing Curriculum for Excellence throughout the school and the wider community. All pupils, parents and staff have taken on roles of different degrees in the development of International Education.”

2012 has seen more than 700 schools receive International School Award accreditation nationwide. This includes a wide range of schools from a variety of different backgrounds and areas across the UK. The Award is now available worldwide in countries such as India, Sri Lanka, Egypt, Lebanon, Cyprus and Pakistan as part of the British Council’s Connecting Classrooms programme. Around 4000 International School Awards have been presented to successful schools in the UK since the scheme began in 1999. The ISA encourages and supports schools to develop:

 An international ethos embedded throughout the school

 A majority of pupils within the school impacted by and involved in international work

 Collaborative curriculum-based work with a number of partner schools

 Curriculum-based work across a range of subjects

 Year-round international activity

 Involvement of the wider community The British Council Schools Online website: http://schoolsonline.britishcouncil.org .  The International School Award was started in 1999 to recognise the schools leading the way in instilling and developing a global dimension into the learning experience of all children and young people. It is managed by the British Council.

Our Primary 7 pupils wrote the following article on Global Citizenship and our Comenius project, ‘Tales And Legends Are On the Way’ in Glasgow City Council’s newspaper ‘Shout it! – The Newspaper by Glasgow’s Young People for Glasgow’s Young People’ (Edition: December 2012)

Hello we are pupils in primary 7 at Chirnsyde Primary School in the north of Glasgow. We are developing our knowledge and understanding of the world and Scotland’s place in it. We are learning about a project called Tales and Legends are on the way (TALAOW). In primary 7, we are working in more depth on a story from Finland called the Fox catches a Fish, but we have read and talked about lots of different tales. This project has provided the opportunity for the people who participated to learn the similarities and common values that we share as members of the European family. The reason we are doing this is because we are trying to get to know the international citizens. We have been learning about our Comenius partners for around 2 years now. This is helping us understand other backgrounds, cultures, our own culture and also if we go to another country we might be able to speak a few words of their language. This reminds everyone we are one big world. This project helps us to recognise our similarities and differences as different countries and also helps us learn about different traditions and languages.

It isn’t just Comenius that makes us international; we do all kinds of other activities and fundraising like: when you buy a school lunch you get a brick to stick on a poster to fundraise for a charity called Mary’s Meals, and we raised money for sports relief. Miss MacDonald runs our Enterprise Committee on a Friday afternoon; it also helps fundraise for the likes of Poppy Scotland, Comic Relief/Sports Relief. We also take part in the shoebox appeal every autumn and bring in filled shoeboxes to be sent to children in countries like Romania so they will have an extra Christmas present. This year we celebrated the fact that the Olympics and Paralympics took place in the UK. We learned about working together with common values such as Courage, Determination, Equality, Inspiration, Respect, Excellence and Friendship.

This November our Comenius partners will be visiting Chirnsyde. We are all looking forward to showing off our work and welcoming our visitors. Staff and pupils from France, Italy, Netherlands, Ireland, Iceland, Finland, Spain and Portugal will all take part in the visit.

Because of all the hard work our staff and pupils have done and will do, the British Council awarded Chirnsyde Primary their International Schools Award. We are all very proud of our achievement.

EQUAL OPPORTUNITIES & SOCIAL INCLUSION

In keeping with Council Policy, we will seek to promote equal opportunity and social inclusion by providing a harmonious atmosphere in which children can work and be held to be of equal worth. The school will present a positive model and demonstrate equal opportunities for all members of the community, pupils, staff and parents/carers. The school will provide a totally non-biased curriculum. Information on any aspect of Equal Opportunities can be obtained from the head teacher.

ADDITIONAL SUPPORT NEEDS/ACCESSIBILITY STRATEGY The school has a duty to ensure that all our children have equal access to the curriculum, supported as appropriate to their individual needs. This covers not only the content of lessons and teaching strategies but also minor adaptations to the physical environment of our building to address the needs of children with physical or sensory impairments, including the relocation of classes to the ground floor where feasible. We also need to ensure that parents and carers who have a disability have equal access to information about their children. This will involve, for example, relocating the venue for parents/carers meetings to facilitate physical access; provision of an interpreter for deaf people; agreeing a phone contact system to provide direct feedback to parents and carers.

Physical Access The school is not fully accessible through the main side doors due to a number of steps. However Chirnsyde is in the next phase of Glasgow’s ramping strategy. Access is restricted to the upper floor as no lift is available. Toilets are also difficult to access due to stairs.

Communication All parents and carers have full access to meetings, and where appropriate, venues for these meetings are relocated to the most easily accessed parts of our building.

Curriculum Our curriculum is fully accessible for all our pupils. Where appropriate, materials are prepared by staff to meet individual needs.

Staff Development Staff are kept fully briefed on all issues. The Headteacher has undertaken full Disability and Equality training and the staff are trained in dealing with anaphylaxis and epilepsy.

Additional Support for Learning

The Education (Additional Support for Learning) (Scotland) Act 2009 includes the authority’s policy in relation to provision for additional support needs. GCC Policy – Glasgow City Council has a duty, as outlined in the Standards in Scotland’s Schools 2000 Act, to ensure that your child achieves their potential. Glasgow’s Education Services is committed to the inclusion of all children and young people with additional support needs, where possible, within mainstream schools. This is in accordance with the statutory requirement in the 2000 Act. It is also part of Glasgow’s policy to maintain a range of special educational establishments. This recognises the key role to be played by specialist provisions in addressing severe low incidence disabilities. The authority recognises that there are a wide range of factors, which may act as a barrier to your child’s learning. We are committed to working closely with parents and carers to ensure that you are fully involved in overcoming barriers to learning. Additional support needs may be linked to a learning difficulty or disability but could also apply to a child or young person suffering from bereavement who requires pastoral support, a more able child/young person or those with a particular talent, which needs to be fully developed. The policy requires all establishments to provide an environment where children and young people with additional support needs are actively encouraged to be effective learners and benefit from their school education. Any parent/carer seeking further advice regarding this policy should contact the head teacher in the first instance. If a parent is unhappy with the support their child is getting they must first discuss this with the school in order to seek a resolution at that very local level.

Further information relating to Additional Support Needs is available on the Glasgow City Council website – http://www.glasgow.gov.uk/en/Residents/GoingtoSchool/AdditionalSupport Needs/

Organisations specified by Scottish Ministers which provide advice, further information and support to parents of children and young people with ASN are identified under The Additional Support for Learning (Sources of Information) (Scotland) Amendment Order 2011 as: (a) Children in Scotland: Working for Children and Their Families, trading as “Enquire – the Scottish advice and information service for additional support for learning”, a charitable body registered in Scotland under registration number SC003527; (b) Scottish Independent Advocacy Alliance, a charitable body registered in Scotland under registration number SC033576; and (c) Scottish Child Law Centre, a charitable body registered in Scotland under registration number SCO12741.”

OUR NURTURE GROUP

The Nurture Group is an Early Intervention Initiative supported by Glasgow City Council. In Chirnsyde Primary School, it is known as the Sunshine Room. The Nurture Group is staffed by one full time teacher and a support assistant.

For some children, being a member of a large class in school can be overwhelming. Due to a variety of reasons, some children may need a little extra help to settle into school and become ready to learn there.

Groups like ours have existed for a long time in the UK and research has shown that children benefit from this nurturing environment which provides a bridge between home–life and school-life to give youngsters a positive start in school.

Children spend an average 60% of their week in the Nurture Group. There is a close liaison between the child's class teacher and the Nurture Group staff. It is important that parents/carers are also involved in this initiative. With this in mind, parents are consulted before a child joins the Nurture Group.

Class teachers, nurture staff and parents work together to assess the needs of each child and devise how best to support them. A variety of assessments are carried out, the main one being the Boxall Profile. This was developed in the 1980’s by Marjorie Boxall and is a two-part checklist which is completed by staff who know the child well. The results then give clear guidelines as to where the child’s development needs lie and the Nurture teacher will plan activities for children to practise the skills required to work well in their main class.

The curriculum features structured play, practical activities such as baking and there is particular emphasis on Health and Wellbeing with the exploration and management of feelings. Children will also follow a Literacy and Numeracy programme which is in line with their main class (where possible).

Parents/carers and class teachers are consulted about the child's re- integration to the full-time mainstream class. Once children are deemed ready, a gentle programme of reintegration is planned and the children are fully supported into their main class. CHILD SAFETY/CHILD PROTECTION POLICY (Summary of Management Circular 57 App. 9)

All educational establishments and services must take positive steps to help children protect themselves by ensuring that programmes of health and personal safety are central to the curriculum and should have in place a curriculum that ensures that children have a clear understanding of the difference between appropriate and inappropriate behaviour on the part of another person, no matter who.

As with other areas of the curriculum, you will be kept informed of the health and personal safety programme for your child’s establishment.

Schools, establishments and services must create and maintain a positive ethos and climate which actively promotes child welfare and a safe environment by:

Ensuring that children are respected and listened to Ensuring that programmes of health and personal safety are central to the curriculum. Ensuring that staff are aware of child protection issues and procedures. Establishing and maintaining close working relationships and arrangements with all other agencies to make sure that professionals collaborate effectively in protecting children.

Should any member of staff have concerns regarding the welfare or safety of any child they must report these concerns to the head of establishment, The head, or the person deputising for the head, after judging that there may be grounds for concern regarding the welfare or safety of any pupil must then immediately advise the duty senior social worker at the local social work services area office of the circumstances.

Home and School Links

Links between home and school are important during your child’s school career. We hope that parents/carers feel they are entering into a partnership with the staff of our school. It is by co-operating with each other and sharing information that your child will gain full advantage during their school years.

Parent/Carer with Teacher interviews are arranged twice in the school session to allow parents/carers the opportunity to look at their child’s work, hear of their progress and discuss any points of concern with the class teacher.

A programme of visits by children enrolled into our Primary 1 class, with their parents/carers is a key part of our Pre-Entrant programme.

A new set of information leaflets are distributed each term informing parents about  Home learning/Social Studies  Literacy  Numeracy  Health &Wellbeing.

A newsletter is made available to parents/carers ensuring they are kept up to date with the events, information and successes relating to school.

Invitations are extended to parents to join us once a year whenever we celebrate. Concerts, plays, shows, assemblies and services are all open to our parent body.

Please note that if you have any matters of concern about your child’s education, the Head Teacher will be happy to discuss this with you. To ensure that appropriate time is made available to you, it is preferable to arrange an appointment in advance.

Attendance at School

Section 30 of the 1980 Education Act lays a duty on every parent of a child of ‘school age’ to ensure that their child attends school regularly. Attendance must be recorded twice a day, morning and afternoon. Regulation 7 of the Education (School and Placing Information) (Scotland) Amendment, etc. Regulations 1993 requires each child’s absence from school to be recorded in the school register as authorised: e.g. approved by the authority, or unauthorised: e.g. unexplained by the parent/carer (truancy) or temporarily excluded from school. Parents and carers should contact the school by phone or letter on the first day of absence and indicate cause and estimated length of absence, a note should be sent on return to school confirming the reason for the absence. Parents/carers do not have an automatic right to take their child out of school without permission during term-time. The Head of Establishment can only authorise time off during term-time in exceptional circumstances. Exceptional circumstances include:  Short term parental/carer placement abroad;  Family returning to its country of origin for family reasons;  The period immediately after an illness or accident;  A period of serious or critical illness of a close relative;  A domestic crisis which causes serious disruption to the family home, causing temporary relocation. Time off during term time for the following reasons is not acceptable and will be recorded as unauthorised absence:  Availability of cheap holidays or desired accommodation;  Holidays which overlap the beginning or end of term. Clearly with no explanation from the parent or carer, the absence is unauthorised. If a child’s attendance is causing concern we would in the first instance write to parents, enclosing an attendance print-out, inviting parents/carers to inform us of any difficulty. If continued the Education Liaison Officer would be asked to investigate and would visit the home. Persistent absence will be referred to the Attendance Council and lastly the Children’s Reporter. The authority has the power to write to, interview or prosecute parents/carers, if necessary.

School and the Community

The school is part of the local community and the facilities within it are available to various groups. Requests for a let of the school premises must be made at least ten days in advance to:

Glasgow Life, School Letting Section Glasgow Royal Concert Hall 2 Sauchiehall Street Glasgow G2 3NY Tel: 0141 302 2814/5/6/7 or 0141 302 2879

Extra Curricular and Supported Study

Chirnsyde pupils have many extra curricular opportunities that are provided to extend children’s learning experience. These after school clubs are highly sought after and places are always limited, with many clubs being over subscribed. Clubs are made available according to personnel and finance. Clubs can include Football, Netball, Dance, Jogging and Choir.

Other school initiatives include our Comenius Project, the Pupil Council, Eco Committee, Travel Team, Buddies, Senior Monitors and our very own website with Web Team.

These clubs vary from year to year, but always add to the services offered to our pupils.

School Discipline If our pupils are to derive full benefit from their time at school, it is extremely important that a high standard of behaviour is achieved. To help us achieve this, Chirnsyde Primary has developed a Promoting Positive Behaviour Policy. This policy outlines the action taken by class teacher and promoted staff when unacceptable behaviour occurs but centres around a Promoting Positive Behaviour philosophy where rewarding good behaviour is our normal practice. Currently, class teachers operate a variety of reward schemes in class, always highlighting positive behaviour. Children are also nominated for two other special awards at assemblies throughout the session: 1 Star Pupil ~ for trying hard at class work over a period of weeks 2 Golden Book ~ for outstanding acts of citizenship We hope these incentives encourage our pupils to work towards positive behaviour. Our policy also outlines the valuable support which parents can provide should difficulties occur with their child’s behaviour. While we have very few incidents of bullying (repeated, malicious incidents with an intent to make another person unhappy) at Chirnsyde Primary, we do have a rigorous policy to deal with any incidents as they occur. Key objectives of this policy are to: 1 Create an atmosphere of respect for others and one in which children feel comfortable to report any behaviour they find upsetting 2 Ensure that any child who has been the victim of bullying behaviour is given support and protection 3 Help any child who has been taking part in bullying behaviour to realise that this is not an acceptable way to behave and will not be tolerated 4 Inform parents/carers of any incidents and work closely with them to support children or change their behaviour.

Bullying behaviour will not be tolerated within Glasgow City Council’s educational establishments. All children in Glasgow’s educational establishments have an entitlement “to work (and play) in a learning environment in which they feel valued, respected and safe and are free from all forms of abuse, bullying or discrimination”. (A Standard for Pastoral Care in Glasgow Schools). In 2009, Glasgow City Council published its revised Anti- Bullying Policy, incorporating the requirement to record and report all discriminatory behaviours within educational establishments. All establishments are required to review their policy in light of this. Parents and carers have a significant role to play in helping to address this problem. For this reason any anti-bullying strategy must stress the importance of partnership with the parents and carers of their children. By working together we aim to make our school a bully free zone .

Dealing with Racial Harassment

The Race Relations Act of 1976 makes it unlawful to discriminate against someone because of her/his colour, race, nationality, ethnic or national background. The Act makes it the duty of Glasgow City Council to eliminate unlawful racial discrimination. In 1999 the guidelines, “Dealing with Racial Harassment” were issued to assist all teaching staff in dealing with such incidents.

The adoption of an anti-racist approach should be seen as one part of the continuing attempt to improve the quality of education. Glasgow City Council recognises that support from the home is essential if these aims are to be achieved. Every child in Glasgow has the right to be happy secure at school.

Playground Supervision At Chirnsyde Primary we aim to provide a safe place to play for our pupils and to ensure that they conduct themselves in a well-disciplined way.

An adult presence is provided in playgrounds at both playtime and lunch time in terms of the schools (Safety and Supervision of Pupils) (Scotland) Regulations, 1990.

School Uniform

Given that there is substantial parental/carer and public approval of a dress code, schools in this authority are encouraged to develop a school dress code. In encouraging a dress code policy account must be taken in any proposals to prevent any direct or indirect discrimination on the grounds of race or gender. Any proposals will be the subject of widespread consultation with parents/carers and children. Against this background it should be noted that it is the policy of the Education Children and Families Policy Development Committee to encourage schools to develop an appropriate dress code policy.

There are forms of dress that are unacceptable in school, such as items of clothing which:

Potentially, encourage faction (such as football colours) Could cause offence (such as anti-religious symbolism or political slogans) Could cause health and safety difficulties, such as loose fitting clothing, dangling earrings Are made from flammable material for example shell suits in practical classes Could cause damage to flooring Carry advertising, particularly for alcohol or tobacco; and Could be used to inflict damage on other pupils or be used by others to do so.

Under no circumstances will pupils be deprived of any educational benefit as a result of not wearing clothing conforming to the school’s dress code policy.

Parents/Carers receiving income support, Job Seekers Allowance (Income Based), Working Tax Credit (with a total annual income of less than £15,050*), Housing Benefit, or Council Tax Benefit will normally be entitled to monetary grants for footwear and clothing for their children. Approval of any requests for such grants made by parents/carers in different circumstances is at the discretion of the Executive Director of Education. Information and application forms may be obtained from schools and from Grants Section at Education Services headquarters.

Glasgow City Council is concerned at the level of claims being received regarding the loss of pupils’ clothing and/or personal belongings. Parents/Carers are asked to assist in this area by ensuring that valuable items and unnecessarily expensive items of clothing are not brought to school. Parents/Carers should note that the authority does not carry insurance to cover the loss of such items and any claims submitted are likely to be met only where the authority can be shown to have been negligent.

*Amount correct at time of print

Chirnsyde Dress Code At Chirnsyde, we encourage all children to wear our school, uniform. Items suggested are practical, hard wearing and good value for money.

We are pleased to offer three orders of uniforms each session to help parents spread the cost.

Boys and girls are encouraged to wear:

1 Gold or white polo shirt 2 Maroon sweatshirt or jumper/cardigan. 3 Grey or black trousers/skirt, rather than jogging trousers. NO denim jeans please. 4 Black shoes, rather than trainers 5 Red gingham dresses or grey shorts may be worn in the Summer months

School Meals

Our school operates a lunch service which supplies a variety of meals and snacks.

Children and young people of parents/carers receiving Income Support, income-based Job Seekers Allowance, Working Tax Credit (where income is less than £6,420*), Child Tax Credit only (where income is less than £15,860*) and income-related Employment and Support Allowance are entitled to a free midday meal. Information and application forms for free school meals may be obtained from schools and from Grants Section at Education Services headquarters. All children are entitled to free milk, which can be drunk in the school dining hall during the lunch period. Seating facilities are provided within the dining hall for those children who bring a packed lunch to school. We also request that, in the interests of safety, children are provided with non-breakable containers for drinks, and that no drinks in cans or glass bottles are brought into school. If your child requires a special diet for medical reasons, this can be provided if notice is given to the Head Teacher. *Amount correct at time of print

Transport

The Education Authority has a policy of providing free transport to all primary pupils who live more than 1.2 miles from their local school by the recognised shortest walking route. This policy is more generous than the law requires. This means that the provision of transport could be reviewed at any time. Parents/Carers who consider they are eligible should obtain an application form from the school or Education Services. These forms should be completed and returned before the end of February for those pupils beginning school in August to enable the appropriate arrangements to be made.

Applications may be submitted at any time throughout the year but may be subject to delay whilst arrangements are made. The appropriate officer has discretion in special circumstances to grant permission for pupils to travel in transport provided by the authority, where spare places are available and no additional costs are incurred.

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

The education authority does not provide transport for those pupils in receipt of a placing request other than in individual exceptional circumstances and where appropriate legislation applies.

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

Medical and Health Care

The school nurse visits our school at various times throughout the year.

Routine checks ~ dental, hygiene etc. ~ occur from time to time and it is not normally necessary for parents to attend. Parents/carers will be informed of any course of treatment or action is advisable.

If a child takes ill during the school day, he/she may require to be sent home. It is necessary in these circumstances for the child to be collected by a known adult as no child will be allowed to leave the premises unaccompanied.

We ask parents/carers to update school contact records on a regular basis to help us on those occasions when we may have to get in touch. Please alert us if phone numbers change.

Should parents/carers wish their child to take any type of medication while at school, they must collect a form from our registered First-Aider or the school office. Further advice is available on this matter from Miss Brown, Headteacher.

Information in Emergencies

We make every effort to maintain a full educational service, but on some occasions circumstances arise which lead to disruption. Schools may be affected by, for example, severe weather, temporary interruption of transport, power failures or difficulties of fuel supply.

In such cases we shall do all we can to let you know about the details of closure or re-opening - we have established a text alert service; please make sure your mobile emergency contact is kept up to date.

We shall keep you in touch by using text alert, letters, notices in local shops and community centres, announcements in local churches and announcements in the press and on local radio.

The Parent Forum and the Parent Council

The Scottish Schools (Parental Involvement) Act 2006 has changed the arrangements for parental representation in all schools. Since August 2007, all parents/carers are automatically members of the Parent Forum for their school and they have a right to establish a Parent Council to represent them.

Parent Forum

The membership of the Parent Forum is made up of all parents/carers who have a child or young person at an education authority school. Membership of the Parent Forum allows parents/carers to have a say in the local arrangements to enable their collective view to be represented on matters such as the quality and standards of education at the school and other matters of interest to parents/carers. One of the ways the parents in the Parents Forum will be able to express their views will be through the Parent council.

Parent Council

The Parent Council is a group of parents/carers selected by members of the Parent Forum to represent all the parents/carers of children and young people at the school. Parent Councils are very flexible groups and the Parent Forum can decide on the type of group it wants to represents their views.

A Parent Council could get involved in:  Supporting the work of the school  Gathering and representing parents’ views to the Headteacher, education authority and HMIe  Promoting contact between the school, parents/carers, children and young people and the local community  Fundraising  Involvement in appointment of senior school staff.

Parent Councils are recognised in law from August 2007. As a statutory body, the Parent Council has the right to information and advice on matters which affect children and young people’s education. So, the school and the local authority must listen to what the Parents Council says and give it a proper response. Every school’s Parent Council will be different because it will be parents/carers in each school who make the key decisions. The Parent Council is also entitled to support from the education authority in fulfilling its role.

Membership of the Parent Council

Generally, members of the Parent Council must be parents/carers of children and young people who attend the school and the chairperson must have a child in the school. However, the Parent Council can decide to co-opt other members from teachers and the community who will have knowledge and skills to help them.

A copy of the Parent Council constitution is available from the school.

Chirnsyde members are:

Clerk to the School Council Mrs L Ritchie Staff

Parent Members: o Mrs G Plommer o Mrs M Bauld o Ms R McIlwraith o Ms K Colqhoun o Ms A Sinclair o Mr S O’Hara

Advisor to Council Miss H Brown Headteacher

Transfer from Primary School to Secondary School

Pupils are normally transferred between the ages of 11½ and 12½ so that they will have the opportunity to complete at least four years of secondary education. Parents and Carers will be informed of the school arrangements no later than December of the year preceding the date of transfer at the start of the new session.

Children from our school normally transfer to: Springburn Academy 151 Edgefauld Road Glasgow G21 4JL Head Teacher and Principal of Springburn New Learning Community: Mrs E Ervine

Data Protection Act 1998

Information on pupils, parents and carers is stored on a computer system and may be used for teaching, registration, assessment and other administrative duties. The information is protected by the Data Protection Act 1998 and may only be disclosed in accordance with the Codes of Practice. For further information please contact the school.

FREEDOM OF INFORMATION (SCOTLAND) ACT 2002

The freedom of Information (Scotland) Act 2002 enables any person to obtain information from Scottish public authorities.

Further information is provided on the Glasgow City Council website:

www.glasgow.gov.uk/en/yourcouncil/freedomofinformation

Equality Act 2010 Statement

The Equality Act 2010 protects certain characteristics. In the delivery of education the characteristics that are protected are disability, gender reassignment, race, religion or belief, sex or sexual orientation, pregnancy and maternity. When making decisions in relation to admissions, exclusions, the provision of education, benefits, facilities and services and any other relevant decisions the school has a duty to have due regard to the need to— (a) eliminate discrimination, harassment, victimisation and any other conduct that is prohibited under the Equality Act 2010; (b) advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it; (c) foster good relations between persons who share a relevant protected characteristic and persons who do not share it.

COMMENTS, COMPLIMENTS AND COMPLAINTS

If you have a positive comment or cause for complaint please approach the Head of Establishment in the first instance. Ms Brown is always happy to help.

If the Head of Establishment does not resolve the issue to your satisfaction, you should contact the Customer Liaison Unit.

Phone: 0141 287 5384 E-mail [email protected]

Customer Liaison Unit Education Services Glasgow City Council City Chambers East 40 John Street Glasgow G1 1JL

Useful Addresses

Maureen McKenna Bailie Ellen Hurcombe Executive Director of Education City Chambers Education Services George Square City Chambers East Glasgow G2 40 John Street Glasgow G1 1JL Telephone: 0141 221 9600

Telephone: 0141 287 4551

Patricia Ferguson ~ MSP Mr W Bain ~ MP 154 Raeberry Street Abbeymill Business Centre Maryhill Flemington House Glasgow 110 Flemington Street G20 6EA Glasgow G21 4BX

Telephone: 0141 946 1300 Telephone: 0141 557 2513

Education Services Glasgow City Council City Chambers East 40 John Street Glasgow G1 1JL

GLASGOW LIFE: SCHOOL LETTING SECTION

Glasgow Royal Concert Hall 2 Sauchiehall Street Glasgow G2 3NY Tel: 0141 302 2814/5/6/7 or 0141 302 2879

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 course of the school year in question; b) in relation to subsequent school years.

GLOSSARY OF TERMS USED IN THE HANDBOOK

LET The term given to a group using a room/hall outwith school hours

CURRICULUM The term given to all work experiences and subjects offered to the pupil

ASN Additional Support Needs – Needs that are over and above those usually catered for within the school eg support assistant, adaptations to building or curriculum.

ASP Additional Support Plan – A plan for a pupil with targets specific to that pupil over and above the class plan

Co-educational Catering for male and female pupils.

FTE Full Time Equivalent – number of full time teaching staff.

GCC Glasgow City Council

LA Looked After – pupils who are in authority care or in the care of relatives. NCCT Non class contact time – 2 ½ hours per week when teachers are not in class but preparing and liaising INFORMATION The term given to the work the pupils will be COMMUNICATION undertaking when working on the School’s Computers TECHNOLOGY (ICT) (including the internet)

Children’s Rights Your rights, your freedom to enjoy those rightsfor young people in Glasgow’s educational establishments CHILDREN’S RIGHTS Our ambition is for all children and young people in Glasgow to know their rights and have these rights protected. To achieve this we need all adults to support children and young people in knowing their rights and working together to ensure these rights are protected.

THE UNITED NATIONS CONVENTION ON THE RIGHTS OF THE CHILD (UNCRC) WORLDWIDE The United Nations Convention on the Rights of the Child (UNCRC) is an international agreement that most countries have formally agreed to honour. The agreement protects the human rights of children under the age of 18. It sets out in detail what every child needs to have for a safe, happy and fulfilled childhood. The UNCRC came into force in the United Kingdom in 1992. www.unicef.org.uk/crc

IN SCOTLAND As a young person you have the same human rights as an adult. The principles in the report Getting It Right For Every Child (GIRFEC) are based on the UNCRC. www.scotland.gov.uk/Topics/People/Young-People/families/rights/uncrc In Scotland there is an independent commissioner for children and young people. The commissioner is there to help promote awareness of children’s rights and to make sure that every child and young person in Scotland has their rights protected. www.sccyp.org.uk/rights/UNCRC

IN GLASGOW Article 12 of the UNCRC gives children and young people the right to be consulted in matters affecting them and to have their views listened to and considered. In Glasgow we are committed to listening to children and young people. Glasgow City Council’s Listening to Children and Young People framework promotes children’s rights. www.glasgow.gov.uk/en/YourCouncil/Council_Committees/Joint

Boards/ChildrensServices Exec Group We want children’s rights and the UNCRC to have positive influence in the corporate decisions that are made for the city. We want all adults who work in council services and partner organisations to be aware of children’s rights and respect them in their dealings with children and young people. The Glasgow Child and Family Plan states the vision for Glasgow children and young people as: “We want every child to be supported to achieve their full potential and contribute positively to their communities, throughout their lives.

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