H a N D B O O K

FISHERTON PRIMARY SCHOOL

H A N D B O O K

2015/2016

Fisherton Primary School Ayr Road Dunure KA7 4LQ

Telephone/Fax: 01292 612049/500658 E-mail: [email protected]

Contents Page No.

SECTION A General School Information ...... 1-9 1. Introduction by Head Teacher ...... 3 2. Council/School Aims and Values ...... 4-5 3. School Information ...... 6  Name  Address  Telephone number  Email address  Website  Denominational status  Accommodation and capacity  House structure  Nursery provision  Catchment map and area 4. School Staff ...... 7 5. Management Team ...... 7 6. The School Year and School Hours ...... 8 7. Enrolment ...... 9

SECTION B Teaching & Learning ...... 10-26 1/2. Curriculum for Excellence/Core Curriculum ...... 10-14 3. Extra Curricular Activities ...... 14 4. Homework Policy ...... 15 5. Assessment and Reporting ...... 16 6. School Improvement ...... 17 7 Additional Support Needs ...... 18-21 8 Getting it Right for Every Child ...... 22 9. Child Protection ...... 23 10 Composite Classes ...... 23 11. Equal Opportunities and Inclusion ...... 24 12 Religious and Moral Education ...... 24 13 Sensitive aspects of Learning ...... 24 14. Health & Wellbeing ...... 25 (Including the school discipline policy) 15 Pupil Council ...... 26

SECTION C Home / School / Community...... 27 1. Parental Involvement ...... 27 2. Parents as Partners ...... 27 3. Choosing a School ...... 29 4. Attendance ...... 29 5. Routine and Expected Visits Outwith School ...... 30 6. Transferring Educational Data about Pupils ...... 30 7 School Uniform Policy ...... 31 8. Transfer to Secondary School ...... 32 9. Parental Complaints Procedures ...... 32 SECTION D Care and Welfare ...... 33-38 1 Playground Supervision ...... 33 2. School Meals and Free School Meal Information...... 33 3. Footwear and Clothing Grant Information ...... 33 4. Transport Guide to Parents ...... 34 5. Insurance ...... 34 6. Valuable Items ...... 34 7. Use of Mobile Phones ...... 35 8. Health and Medical Information ...... 35 9. Data Protection Act ...... 36 10 Freedom of Information (Scotland) Act 2002 ...... 37 11. Helpful addresses and websites ...... 37 Appendix……………………………………...... 38

SECTION A – General School Information

1. Welcome by Head Teacher

Dear Parent/Carer

I am very happy to welcome you and your child to Fisherton Primary School and Nursery Class.

We hope you will find Fisherton Primary and Nursery a warm and caring place where your child is made to feel safe and secure. Being a small school, we pride ourselves on our individual approach to meeting your child’s learning needs and help them reach their full potential.

The next seven years are very important to you and your child and we are looking forward to sharing in their development.

At Fisherton we promote in children a positive attitude to work, self, others and the environment. We provide a quality service for you and your child and wish to work in close partnership with you in preparing your child to be a successful learner, confident individual, responsible citizen and effective contributor.

Many activities are organised throughout the school year, giving parents the opportunity to meet and work with the staff of the school. We look forward to seeing you at various occasions during the session.

We value and welcome any input from our “Fisherton Family” and I would be delighted to discuss any aspects of school life. Please feel free to contact me if you have any worries or concerns about your child’s progress or welfare.

Kind Regards

Mrs Gillian McDowell (Head Teacher)

2. Statement of School Aims and Values

SOUTH AYRSHIRE COUNCIL Department of Educational Services

‘it is the intention of the department that the aims for the service will be delivered within an open and rigorous climate of continuous improvement’

Douglas Hutchison, Director

 Promote effective Learning and Teaching Across the Learning Continuum

 Raise standards of educational attainment in our schools  Maximise achievement for all learners  Develop an integrated programme for ICT to support learning  Establish an effective measuring, monitoring and evaluation performance system  Provide access to high quality specialist services to support learning and teaching

 Secure Best Value Consistent with High Quality Educational Provision

 Improve the fabric of and access to our buildings to meet the needs of lifelong learning  Develop all personnel to reflect the changing needs of the service  Provide modern equipment and resources to address the needs of all learners  Strategically deploy resources to secure best value for the service  Embed rigorous quality assurance and quality management systems across the service

 Build Community Capacity and Advance Active Citizenship

 Form partnerships to facilitate and support learning  Strengthen links among families, school and community  Support the development of skills and confidence in community activists and organisations  Promote broad-based participation in community affairs

 Ensure Lifelong Learning is Inclusive and Promotes Equality and Fairness

 Develop equality of opportunity for all learners  Create an ethos of support for learning for every individual  Provide a full range of learning opportunities  Encourage individual personal development

 Promote the Development of Cultural Activities

 Develop positive links with Arts’ organisations throughout South Ayrshire in order to maximise the impact of cultural activities in the area  Increase access to and encourage participation in cultural activity  Enrich learning through the experience of cultural activities  Widen opportunities for participation in cultural activities in local communities and among disadvantaged groups  Develop a strategic approach to the delivery of cultural services which takes account of the National Cultural Strategy and local priorities

FISHERTON AIMS

To provide a bright and positive learning environment which enables all individuals to become successful learners through achieving their full potential and in which quality is paramount.

 Raise standards of reading, writing and maths.  Maximise achievement of all learners.  Ensure children receive support for learning/Early Intervention.  Ensure that the curriculum motivates and children are enthusiastic about learning.

To ensure that equal opportunities and social justice are open to all.

 To provide opportunities for children to develop confidence and self esteem.  To provide suitable and up to date resources and equipment to address the needs of all learners.  To ensure that all children/adults are treated equally and with respect.  To ensure that all children get an equal opportunity to participate in all aspects of school life.  To ensure that school values are embedded into school life.

To become responsible citizens, through being proud of their community, caring for others and helping to protect the environment.

 To form effective links within the community.  To develop a sense of responsibility and understanding towards others and the community.  To develop an understanding of their environment and how they can help to protect the environment.  To develop knowledge about different cultures and encourage children to become effective informed contributors.  To develop opportunities to become a health promoting school.

To develop an interest in the world of work both on a local and world basis and to set children on a path towards lifelong learning.

 Develop enterprising attitudes.  Provide a full range of learning opportunities for everyone.  Encourage individual personal development.  Provide adequate support for every individual.  All learners have the same opportunities.  Foster good work patterns and develop pride in work.

To foster effective and rewarding partnerships.

 Encourage parent participation in all school activities.  Develop and encourage children's awareness of participation in local community events.  Encourage opportunities for staff personal development.  Encourage children to contribute confidently and become informed citizens.

3. School Information

Name Fisherton Primary

Address Ayr Road, Dunure, Ayrshire KA7 4LQ

Telephone Number 01292 612049

Email address [email protected] Website www.fisherton.sayr.sch.uk Head Teacher Mrs Gillian McDowell

Denominational status Non-denominational

Gaelic Language Not offered

Accommodation and capacity Functional capacity – 80 Working capacity - 71

House structure 4 Houses Greenan - Dunure - Culzean - Newark

Nursery provision 10

Catchment map and area Details of the school's catchment area and street names are available for inspection at the school and parents can also access them on the Council's web site at www.south-ayrshire.gov.uk Catchment map and area (available from School Management Section, Educational Services, County Buildings, Wellington Square, Ayr, KA7 1DR

4. School Staff

Name Designation Gillian McDowell Head Teacher Amanda Moscardini P 1-4 Teacher Helen Hamilton P 5-7 Teacher Irene Miller Support for Learning Scott Walker Brass Music Davina Blain School Assistant Jane Gibson Clerical Assistant Jacqueline O’Donnell Janitor Jacqueline O’Donnell Catering Assistant

5. Management Team

Name Designation

Gillian McDowell Head Teacher

6. The School Year and School Hours

SOUTH AYRSHIRE COUNCIL

Educational Services

Amended Approved School Holiday Arrangements: 2015/2016

Term Break Dates of Attendance Cumulative Cumulative Holiday Total Working Days

Teachers (Inservice) Mon 17 Aug 2015 Teachers (Inservice) Tues 18 Aug 2015 Pupils return Wed 19 Aug 2015

local holiday Fri 18 Sept 2015 1 First local holiday Mon 21 Sept 2015 2 Mid Term Close Fri 9 Oct 2015 Teachers (Inservice) Mon 19 Oct 2015 Re-open (Pupils) Tues 20 Oct 2015 7 86 Close Fri 23 Dec 2015

Re-open Thurs 7 Jan 2016 17

Close Thurs 11 Feb 2016 Second Mid Term Local Holiday Fri 12 Feb 2016 18 Local Holiday Mon 15 Feb 2016 19 Teachers (Inservice) Tues 16 Feb 2016 Re-open (Pupils) Wed 17 Feb 2016 Close Thurs 24 Mar 2016 143 Re-open Tues 29 Mar 2016 21 Close Fri 1 Apr 2016

Re-open Mon 18 Apr 2016 31

Third May Day Mon 2 May 2016

Teachers (Inservice) Thurs 5 May 2016 Local Holiday Mon 30 May 2016 Re-open (Pupils) Tues 31 May 2016

Close Wed 29 June 2016 195

Session Teachers (Inservice) Tues 16 Aug 2016 2016/17 Teachers (Inservice) Wed 17 Aug 2016 Pupils return* Thurs 18 Aug 2016

NB Good Friday: 25 March 2016

*Pupil’s attendance will be 190 days after deducting 5 in-service days.

SCHOOL HOURS

Morning Open 9.00 a.m. Afternoon Open 1.15 p.m. Interval 10.40 - 10.55 a.m. Close 3.00 p.m. Lunchtime 12.30 p.m.

Pupils in Primary 1 finish at 12.30 p.m. each day until the 1st Monday in September thereafter they will remain in school until 3.00 p.m. 8

7. Enrolment

The date and time for the enrolment of Primary 1 children is advertised in the local press early in January.

All children will be invited to visit the school for a short time in late May or early June to meet their teacher, see round the school and observe other children at work.

Once the children have actually started school, an afternoon is arranged for parents to come in and listen to how we proceed when teaching the children to read, write, count and to see the range of materials we use.

Parents who wish to enrol their child/children in the school are welcome to telephone for an appointment.

You can be of great help to your child before he/she starts school by ensuring they can put on/take off a coat, go to the toilet and recognise their name (not write it).

By all means encourage scribbling, drawing and colouring, as they are good preparation for writing, but please do not teach your child to write as the way letters are formed is of vital importance and if bad habits are fostered, it is twice as difficult to re-teach.

SECTION B – Teaching and Learning

1. Curriculum for Excellence

Curriculum for Excellence is now being implemented 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. Glow, Scotland’s unique, world-leading, online network supports learners and teachers in this and plans are already in place for parents across the country to have access to Glow.

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 for 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 ne new qualifications for literacy and numeracy from 2012/13 and new National 4 and 5 qualifications from 2013/14. 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 new 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 is 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.

2. The Core Curriculum

Guidelines for the curriculum are provided at National Level by the Scottish Executive, by South Ayrshire Council and by other agencies. At Fisherton Primary School, the curriculum is designed taking these guidelines into account to provide a well-balanced programme of learning. All pupils work at their own level, with all pupils set achievable targets in their learning.

Language/Literacy: Listening, Talking, Writing & Reading/P6 & 7 – Modern Language

Maths/Numeracy: Number, measure, money/Shape, position, movement/Information handling

Social Studies: People, past events & societies/People, place & environment/People in society, economy & business

Expressive Arts: Performance & presentation/Art & design/Dance/Drama/Music

R.M.E. Christianity, World Religions, Beliefs & Values

Health & Wellbeing: Mental, emotional, social and physical wellbeing/ Planning for choices & changes/Physical education, activity & sport/Food & health/substance misuse/Relationships, sexual health & parenthood

Science: Planet Earth/Forces, electricity & waves/Biological systems/Materials

Technologies: Technological developments in society/ICT/Computing Science/Craft, design, engineering & graphics

ACTIVE LEARNING

A Across all stages of the school from Nursery to P1-4 and P5-7 our pupils learn in an active way. Children g are given opportunities to interact, discuss, discover and learn from each other, in a very active practical w way.

LANGUAGE/LITERACY

In English language, work is split into four main outcomes, i.e. Listening, Talking, Reading and Writing. The acquisition of the skills therein is essential to every aspect of the curriculum since language is the principal medium of learning. We aim to enable pupils to:

 Develop their ability to communicate their thoughts and feelings and respond to those of other people  Develop the high level skills of listening, talking, reading and writing which are essential for learning, work and life  Use different media effectively for learning and communication  Develop a secure understanding of how language works and use language well to communicate ideas and information in English and other languages  Exercise their intellectual curiosity by questioning and developing their understanding and use creative and critical thinking to synthesise ideas and arguments  Enhance their enjoyment and their understanding of their own and other cultures through literature and other forms of language  Develop competence in other languages so that they can begin to understand and communicate

We use a variety of resources to deliver language in the classroom and ensure that classrooms are dyslexia friendly. Pupils requiring support are closely monitored, as are those showing a special aptitude. This applies to all curricular areas.

Literacy is fundamental to all areas of learning, as it unlocks access to the wider curriculum. Being literate increases opportunities in all aspects of life, and lays the foundations for lifelong learning and work.

The development of language skills is crucial to a child’s success in the school. High priority is placed on giving pupils a command of the English language and the ability to use it. This includes having knowledge about language, listening attentively, talking effectively, reading with understanding and writing fluently and legibly with accurate spelling and punctuation.

MODERN LANGUAGES

This session all children in Primary 1 – 7 shall be learning French. Nursery children are learning numbers and greetings. P1-4 shall be learning numbers, greetings, classroom objects etc. days of week, months of year. P5-6 follow the programme of work devised in liaison with Carrick Academy and other primary schools in the cluster.

MATHEMATICS/NUMERACY

We aim to enable pupils to:

 Develop essential numeracy skills, including arithmetical skills which allow them to participate fully in society  Develop a secure understanding of the concepts, principles and processes of mathematics and apply these in different contexts  Have an understanding of the application of mathematics, its impact on our society and its potential for the future

A variety of mathematical resources are used for the teaching of maths at Fisherton. As well as basic number, the children learn about shape, position, measurement, money, information handling, and calculator work. The emphasis, through teaching, is to encourage pupils to think for themselves and to encourage them to think in a strategic way. All stages throughout the school use active learning strategies to teach and reinforce skills. We place great emphasis on oral maths and each class undertake work involving oral maths daily. Interactive maths is encouraged in all classes. Teachers supplement the work of the core scheme with activities to provide reinforcement or to challenge our more able pupils. Regular assessments are undertaken and recorded in the pupil assessment file.

SOCIAL STUDIES

Social Studies is made up as follows:-

 People, past events & societies  People, place & environment  People in society, economy & business

In Fisherton, we feel that HOW the children learn is as important as WHAT they learn, therefore, programmes of study are in place to ensure that all pupils from Nursery to P7 are provided with activities which develop their skills and involve the use of application of knowledge and understanding. Lessons are based on what the children already know and what they would like to find out. Opportunities exist to use the local environment and to bring visitors into the school to speak and work with the children. During the studies, the pupils will develop many skills – map skills, note taking, using reference books, libraries, presentation skills, etc

EXPRESSIVE ARTS

This heading covers the areas of music, drama, dance and art and design. In music, pupils are given the opportunity to sing a variety of songs, play instruments, in turn developing a sense of rhythm and pitch. The pupils are given opportunities to listen and to create music of their own.

Art is taught throughout the school with our aim being to provide all pupils with systematic experiences of drawing, painting, picture making and three dimensional work – developing skills at each stage. 13

Drama is taught to encourage pupils to express ideas and thoughts through role-play and improvisation, while developing language skills at all levels. We have worked with Cast Productions to produce a pantomime which the pupils will perform in.

Through our Expressive Arts programme our pupils will be able to  Experience the arts  Recognise and nurture creative and aesthetic talents  Develop skills and techniques that are relevant to specific art forms  Experience and understand the culture of Scotland and the wider world  Participate and enrich their understanding through partnerships with professional art companies and cultural organisations

SCIENCE

Through learning in the sciences, pupils will develop an interest in, and understanding of, the living, material and physical world. They shall engage in a wide range of collaborative investigative tasks, which allow them to develop important skills to become creative, inventive and enterprising. The key concepts that our pupils shall be learning are:

 Planet Earth  Forces, electricity and waves  Biological systems  Materials  Topical Science

Learning in the Sciences will enable our pupils to

 Develop curiosity and understanding of the environment and in the living, material and physical world  Demonstrate a secure knowledge of the big ideas and concepts of the sciences  Develop skills for learning, life and work  Develop scientific enquiry and investigation  Develop accurate use of scientific language formulae and equations  Apply safety measures and actions to control risk  Recognise that science impacts on their lives, the environment and society  Develop understanding and responsible use of the Earths’ resources  Express opinions and make decisions  Develop lifelong interest in science  Establish a foundation for more advanced learning.

TECHNOLOGIES

Computers are used throughout the curriculum to extend learning opportunities for all pupils. In addition all stages use an interactive whiteboard to enhance learning. Information Technologies are used to enhance learning experiences throughout curricular activities. It includes creative, practical and work-related experiences in business, computing, science, food textiles, craft, design, engineering, graphics and applied technologies.

Pupils will develop their creativity and entrepreneurial skills and shall be encouraged to become innovative and designers of the future in order to play a part in the global economy and embrace technological developments.

Through learning in the technologies pupils will develop an interest in, and understanding of  Technological development in society  ICT to enhance learning  Business  Computing Science  Food and textiles  Craft design, engineering and graphics

Learning in Technology will enable our pupils to develop  Curiosity and problem solving skills, a capacity to work with others and take initiative.  Planning and organisational skills in a range of contexts.  Creativity and innovation, for example through ICT and computer aided design and manufacturing approaches.  Skills in using tools, equipment, software and materials.  Skills in collaborating, leading and interacting with others.  Critical thinking through exploration and discovery within a range of learning contexts.  Discussion and debates.  Searching retrieving information to inform thinking within diverse learning contexts.  Making connections between specialist skills developed within learning and skills for work.  Evaluating products, systems and services.  Presentation skills.

3. Opportunities for Wider Achievement

This year both Nursery and Primary children have taken part in a selection of Football and Multisports Activities. Primary 4/5 pupils have a ten-week swimming block each year and P6/7pupils have the opportunity to take part in Road Safety Cycling Assessment every 2 years. The upper primary children also participate in Netball and Mini Football Tournaments, Volley ball, badminton and an athletics activity day. All pupils have the opportunity to participate in an Arts & Crafts Club which is organised by our Parent Council and parents also provide Parents Master classes. As part of our Eco School initiative, the children maintain a planted area within our playground and are assisted in this by parents who are responsible for the Eco Master class. Various authors have also visited the school to enhance children’s reading and writing. Every two years Primary 6 & 7 pupils have the opportunity to visit an Outdoor Activity Centre usually the Dolphin House at Culzean. Active Schools work closely with us to provide opportunities for all our young people. Active Schools demonstrates how creative and innovative work in sport can shift perceptions engaging children and young people in a more active lifestyle for the benefit of themselves and others. To discuss how to increase sport and physical activity opportunities within your school, or to volunteer with Active Schools please contact us on 01292 294191 or email us at [email protected].

4. Homework Policy

At Fisherton Primary School we view education as a partnership between home and school and believe that both should work together for the benefit of the children in our care. Through this partnership we aim to develop each child to achieve his/her full potential. The child will be encouraged to realise that education is not only school based and that learning takes place in many environments.

Homework Aims  To make parents aware of pupils progress  Encourage partnership with parents  To give some insight into the curriculum  To encourage children to take responsibility for their own learning, thereby developing good work habits and self discipline  To allow practice and consolidation of class work  To develop an enquiring attitude

Homework can be a very valuable addition to the work that children do in school. It is our policy to provide homework for all children. The amount of homework will increase gradually from P1 to P7 with individual needs catered for. As pupils progress from P1 to P7 we hope that they will have been prepared for the more independent work habits that will be required when they go to secondary school. It is important that the children see the value in homework. Teachers will ensure that the homework tasks are useful and structured. Appropriate support and feedback will always be provided.

Completion of Homework We expect that homework be carried out and completed according to the tasks set. Pupils will be given paper or a jotter in which to complete written work. We would like homework to be signed by an adult and welcome any comments you might have. Teachers will mark the homework and note any obvious difficulties. Homework should be returned to school on requested day. Teachers will always be sympathetic to children who cannot, for any genuine reason, complete homework tasks within the set time.

Unfinished Work In general, unfinished work should not go home on a regular basis. If however a teacher is satisfied that a pupil has failed to complete tasks due to lack of effort then the pupil may be asked to finish these at home. This work will have been considered by the teacher to be well within the pupil’s capability and enough time for completion to have been given in class

5. Assessment and Reporting

ASSESSMENT & REPORTING

The start of the 2010/11 session marked a milestone in the Curriculum for Excellence programme with every school fully engaged with the new curriculum. In order to ensure we are able to provide parents with information about how children are progressing we have implemented new assessment procedures including arrangements for moderation and quality assurance of Curriculum for Excellence. To complement these arrangements we also implemented adaptive electronic assessments for literacy and numeracy developed by the Centre for Evaluation and Monitoring (CEM) based at Durham University. Pupils are assessed using these adaptive electronic assessments in P1, P3, P5 and P7. The CEM assessments, which are professional diagnostic tools incorporated by teachers into the classroom as part of the assessment programme, provide detailed information about the strengths of individual pupils in reading and mathematics. .

In addition to CEM arrangements, pupils’ progress within Curriculum for Excellence is assessed in a range of ways. Class teachers assess their pupils regularly in their every-day work. Pupils’ strengths and weaknesses are noted and from this the teacher can both plan what is to be learned next and monitor the effectiveness of his/her teaching. Pupils in all classes are becoming more confident in assessing their own learning and that of others.

Formative assessment has been a National Development since 2003 and Fisherton Primary have been involved in this work from that date. Assessing children’s work in a formative way is regarded as a more effective way of bringing about improvement with feedback being offered to pupils during the lesson and based on learning intentions or targets which have been clearly set and discussed at the outset. Summative assessments such as formal tests e.g. spelling/mental tests, “Write to the Top” assessments are still valuable and are used as appropriate. Pupils in Primary One complete a PIPS assessment on entry in early September and then again in May. This assessment provides a baseline for class teachers and also allows the school to monitor progress in class. Similar assessments are carried out in P3, P5 and P7 classes between October and December.

At Fisherton Primary the expectations for assessment are to  Provide quality feedback to learners  Monitor and track progress in learning  Provide information to those outside the school on learner’s progress and achievements  Provide information for use beyond the school, including qualifications and awards.

We use a variety of methods to assess children’s progress on a daily basis and the purpose of this is to have.  Greater breadth and depth of learning  Greater focus on the secure development of skills and knowledge  Progress across a breadth of learning  Application of learning in different and unfamiliar contexts  Effective planning and tracking of progress  Summary of achievements  Effective preparation for children and young people for the next stage in learning. A full report is sent home to parents March/April. Parents are also provided with an opportunity to speak to teachers in privacy twice a year.

6. School Improvement

Fisherton Primary School Improvement Priorities for 2015-2016

No Priority name Outcome 1 CfE Raising Attainment Raising  Develop Jolly Phonics at Early level Attainment –  Introduce Blooms Higher order thinking skills Literacy- to develop a consistent  Encourage pupils to take part in debates and public speaking approach to Listening and Talking. Numeracy : To focus on the pace  To ensure that pupils have a good variety of strategies that will enhance of learning for pupils to close the their mental/oral skills. attainment gap.  Pupils develop an understanding of problem solving skills  Implement Big Maths throughout school  Implement Local Authority Maths framework  Continue to raise standard of children’s attainment across learning by implementing Local Authority frameworks in Numeracy/Science/Technologies/RME/Expressive Arts 2 Learning and Teaching  Pupils will be inspired and motivated to learn through the implementation of learning and teaching approaches which will further encourage creativity, enterprise and personal achievement  To implement the children and Young people’s Act  To improve differentiation by task, activity and resource 

3 Assessment and attainment  To plan assessments across the curriculum which can be tracked and Develop Moderation/Assessment monitored and Tracking procedures  To plan assessments across the curriculum which demonstrate a range of evidence  Maximise opportunities for staff to take part in moderation activities.  4 Self Evaluation  To continue to implement PRD with all staff  To implement increased expectations from Education Scotland  To continue to develop and share good practice across the cluster 5 Carrick Cluster  All young people shall experience a smooth transition in key stages of To work in partnership with each their education, enabling staff to share the children’s successes and other to enable a smooth transition achievements. from primary to secondary  All young children to experience a consistent delivery of high quality education teaching and learning, delivered by highly skilled staff, enabling young people to reach their full potential in the widest sense.

The school has also successfully gained their 3rd Green Flag. We have very good levels of engagement with individuals, families and community groups within the village. The school took part in the bicentenary harbour celebrations and helped to plan and put together a children’s day which proved very successful. The children have been closely involved in the creation of a time capsule which was embedded into the harbour wall. The school pupils help to make decisions that affect the community. Our local community speaks positively of the school and feels that the improvements we have made have been positive and have helped our pupils learning. Partner agencies have indicated that they are happy with level of engagement. The pupils take part in friendly football/netball matches with other schools within the area. Our Primary 7 pupils have participated in the Awards of Ambition scheme and have successfully completed the award. Primary 6 and 7 pupils have the opportunity to stay at the Dolphin House every 2 years, where they are joined by other schools within the Cluster and learn how to take care of their local environment and have also taken part in the John Muir Award.

The pupils in P4-7 have received Handball ,Volleyball, Football and Rugby training and have taken part in the First Club Golf programme and festival. Primary 4 /5 also take part in a 10 week swimming programme at Maybole Pool. Our P5-7 pupils take part in the annual swimming gala at Maybole Pool. Our P1-4 & P5-7 pupils have also had the opportunity to participate in Tennis activities. Our P5/6/7 pupils took part in Bikeability cycle training with P5 completing level 1 and P6/7 level 2. Our pupils take part in Jog Scotland three mornings a week and our P7’s have led after school athletics and also gained their Young Leaders certificates. The pupils organize the school’s Harvest Assembly and the pupils distribute gifts within the local Community. Through our Masterclass programme all of our pupils are involved in producing a termly Community Newsletter which has been very well received .Eight of our pupils took part in the South Ayrshire Orienteering and a P7 pupil won first place and a P4 pupil won second place. Overall Fisherton Primary won the small schools shield for Orienteering. Several of our pupils took part in the Badminton tournament and were winners of the Cluster competition. The pupils take part in the annual poppy collection for the Earl Haig Fund. One of our pupils won an art competition run by Partners for Inclusion and two of our P7 pupils have received Bronze award for the Mathematical challenge in connection with Glasgow University.

7. Support for Pupils- Additional

Support Needs

Schools

Additional Support for Learning

South Ayrshire Council has duties outlined in the Standards in Scotland’s School Acts, and the Education (Additional Support for Learning) (Scotland) Act 2004 (As amended). These include the production of a policy for additional support needs, authority arrangements for identification and assessment of additional support needs, preparation of plans, including a CSP where appropriate, maintain and review additional support needs on an ongoing basis. South Ayrshire Council is committed to a care policy of inclusion to carry out these duties of support. The authority is also committed to maintain a range of specialist establishments and services to support the whole continuum of needs.

What are additional support needs?

Some children and young people need extra help in school to make progress. It is the duty of the education authority to give some extra help in schools to all children and young people with additional support needs. Children and young people may need this help with their reading or writing, to make sure they can get into and around the school or to support their learning through difficult family circumstances. Additional support needs can last for only a short time or could last for much longer. For instance, additional support may be needed for a child or young person who:

 Is gifted  Has behavioural or learning difficulties  Is bereaved  Is deaf or blind  Is being bullied  Is not attending school regularly  These are just some examples.

How do we make sure we can meet the additional support needs of pupils in South Ayrshire?

All children and young people may need additional support at some point to help them make the most of school education. The main support is the class teacher who is able to meet the needs of most pupils without extra help. With good teaching and learning, and the right materials, most children and young people won’t need anything more than this.

Establishments have policies outlining resources and approaches which will be used to address additional support needs for your child. The Head of Establishment will always try to support your child’s additional support needs, which have been identified following assessment.

If a pupil needs more help than the class teacher can give in school, then a process of providing the right support begins. We call this staged intervention. Staged intervention is our way of recognising additional support needs and then giving extra help for a child or young person. This can be broken down into three main stages in school:

Stage 1 – In class support

At this stage the teacher notices children or young people who need more help than other children or young people in the class. For most pupils the help they need can be given by the class teacher without anyone else being involved. The teacher may change the way she teaches, change the materials the pupil is using or reorganise her classroom. Even after this, some children still need help and the class teacher will talk to the pupil support co-ordinator or principal teacher in the school for advice and help.

Stage 2 – In school support

If the child or young person is still having problems and not making good progress, the teacher will get help from other people in the school, such as pupil support staff. At Stage 2, this help will come from the school. The school should talk to parents as soon as possible in order to make sure they know all about the help being given to their child.

Stage 3 – Interagency support

Sometimes the help at stage 2 is not enough and the school will arrange a meeting so that everyone who might be able to help the child to learn will be able to talk things over and agree a plan to support the child or young person. This might be social workers, health workers or voluntary workers who might be asked for information, advice or help. It will involve the educational psychologist. The teacher and the school gather this information, advice and services. This is then used to help the child or young person make the most of school.

Establishments will have in place a range of support plans, which will systematically record and monitor the learning outcomes and the progress of children and young people with additional support needs.

Before the plan can be drawn up everyone will have to share information about the child or young person’s additional support needs. Then everyone should agree what they can do to support the child or young person. They will all have to agree some targets and when to meet again to make sure the targets are being met.

For most pupils this will be written down in an Individualised Educational Programme (IEP). For a small number this might mean a Co-ordinated Support Plan (CSP) has to be prepared. An IEP sets short and long term targets for the child or young person. A CSP also sets targets for the child or young person. However, in a CSP the child or young person needs the support of people outside education, such as health workers, in order to help them learn to their full potential. Pupils at stage 3 should also have a meeting to discuss their plan at least once a year.

South Ayrshire has developed a range of enhanced services to help meet the identified needs of children and young people. These services assist establishments in responding to the additional supports not normally available to them. These supports include:

*Psychological Services *Peripatetic Services e.g. Visual Impairment and Hearing Impairment *Home Link Service *Looked After and Accommodated Service *Intensive Support *Care and Learning *School Support Assistants *Cluster Support Teachers *Home Tutoring *Outreach services from Specialist Centres Education would in an integrated framework with Social Work and Health, address a range of concerns. Where necessary, establishments can access advice and direct support from e.g. Speech and Language Therapy, Occupational Therapy and Physiotherapy.

How can parents help to support children and young people with additional support needs?

As parents/carers, you will be fully involved in both the assessment of your child’s needs and the plan of any outcomes detailed on your child’s support plan. Opportunities are also given by South Ayrshire Council to parents/carers to contribute to policy and procedure development.

Parents should know about and be involved in the plans to support their children right from the start. Parents can bring supporters or advocates to any meeting at school to discuss their child’s additional support needs.

The school or education authority can give you more information if you want it. If a CSP is being prepared for a child or young person, the Authority must take account of the views of parents. This should be when deciding to prepare a CSP and when reviewing the CSP. In addition the views of parents on any aspects of the CSP should be written into the plan.

What role do children and young people play?

All children and young people will have the opportunity to make their views known about decisions that affect them. They will be encouraged to take part in any meeting where people are discussing their additional support needs. They will help to set their own targets and to review these. They will also help with the plans to move to another school or to life after school when the time is right.

If a CSP is being prepared or the authority is trying to establish if one is needed, children and young people will have opportunities to let people know what their views are. They will also be asked for their views when a CSP is being reviewed. These views will be written down in the plan.

How can parents make requests for assessment?

Assessment means gathering and making sense of information about a child or young person and his or her particular circumstances. Its purpose is to identify children and young people who have additional support needs and to make sure they get the support they need. It takes account of their strengths as well as identifying their needs.

Assessment is something that happens all the time and a great deal of information will be available in schools. This means that specific, individual assessments might not be necessary. However, the Act makes sure that parents or young people can ask an education authority to arrange for an assessment or examination to take place. The request can be for an educational, psychological or medical assessment or examination or any other assessment or examination that is requested, including more than one of these.

All establishments recognise that you as a parent or carer, are an essential part of the assessment process.

Requests for assessment must be in writing or some other permanent form which can be referred to in the future. The request should contain the reasons for the request and the education authority must meet this request unless it is unreasonable.

As a parent or carer you will be fully consulted and kept informed at all stages of the assessment process by the head of establishment or educational psychologist.

Parents can expect a response to such requests within four weeks and will be notified of the person in the authority who is dealing with the request. These requests should be sent to the education authority.

What can parents do if they don’t agree with the authority?

Separate information has been published giving details of the process involved in resolving differences which might arise between the authority and a parent. This might involve discussing things with your child’s head teacher or with an officer from the authority or it might involve voluntary mediation, which a parent can ask for and can be requested at any time. It might mean the formal process of dispute resolution and appeals tribunals. This information will be available in schools and also from the education authority.

Where can parents get support and information relating to additional support needs?

The first point of contact for more information should be the school your child attends. The Head of Establishment will be able to provide information on your child’s learning and teaching and will hopefully be able to answer any questions, issues or reassure you about any concerns you may have. For more information you can contact the following officers:

Manager (additional Support Needs) Jim McCaffrey County Buildings Wellington Square Ayr KA7 1DR Tel: 01292 616443

Principal Psychologist Jacqui Ward Queen Margaret Academy Dalmellington Road Ayr KA7 3TL Tel: 01292 292652

Co-ordinator (Pupil Support) Janey Smith Ayr Academy Fort Street Ayr KA7 1HX Tel: 01292 612085/612784

Enquire Scottish Enquire helpline: 0845 123 2303 Textphone: 0131 22 22 439 Email: [email protected]

Enquire, the Scottish advice service for Additional Support for Learning provides free, independent and impartial advice through its helpline.

Scottish child Law Centre 54 East Cross Causeway Edinburgh Midlothian EH8 9HD Tel: 0131 667 6333 Email: [email protected]

The Scottish Child Law Centre provides free legal advice and information for and about children and young people. 22

Resolve Children in Scotland 5 Shandwick Place Edinburgh EH2 4RG Tel: 0131 222 2456

Advocacy Service John Pollock Centre Mainholm Road Ayr Using the Well-being Indicators to record observations and concerns in order to put together an individual plan for a child KA8 0QD Tel: 01292 294309

8. Psychological Services

Educational Psychologists work with lots of different people to help improve the educational outcomes for children and young people. A lot of their work involves consulting with and working through others, especially those who see the child/young person on a regular basis such as school staff and parents/carers. A educational psychologist can also work with school staff and parents/carers to assess a child’s strengths and difficulties as well as work directly with a child/young person to provide support. In addition a school can work with their psychologist to develop policies and supports that will benefit all of the children in a school such as behaviour policies, playground supports, etc.

If a school wish to consult or chat to the educational psychologist regarding a child, school staff will always ask parental permission first. Once this is provided, the school or psychologist will keep the parent or carer up to date with discussions and it is very likely that the parent will be involved in these discussions.

Educational Psychologists maintain consultation notes for children who have been discussed but will only open a Psychological Services case file if there is to be direct work with a child or family. Again parental permission is always sought prior to opening a Psychological Services case file.

Each educational establishment in South Ayrshire has an allocated educational psychologist and the details of this can be found on their website: www.eps.south-ayrshire.gov.uk as can other information on South Ayrshire’s Psychological Service.

9. Getting it Right for Every Child (GIRFEC)

The GIRFEC approach builds on multi-agency joint working Using the Well-being Indicators to record observations and concerns in order to put together an individual plan for a child. The approach supports the recording of information in a consistent way to provide a shared understanding of the needs of the child or young person.

Getting it right for every child aims to have in place a network of support to promote wellbeing so that children and young people get the right help at the right time. This network will always include family and/or carers, school and the universal health services as appropriate.

10. Child Protection

School staff provide support to children and young people in their daily work and have a vital role to help protect them from harm. School staff help keep the children and young people safe and well by:  Helping them learn about their personal safety, including internet safety.  Being a trusted adult who children and young people may turn to for help and who will take them seriously .  Identifying when children and young people may need help  Understanding the steps that must be taken when there are concerns for children’s and young people’s safety and well being. The school has a Child Protection Co-ordinator who will co-ordinate the school’s response to concerns and young people’s safety and well being. The Authority has a designated officer for Child Protection who will ensure schools work effectively to keep children safe and well. If you have any concerns about the safety and wellbeing of a child or young person, including a ‘gut feeling’, talk about this to the school’s Child Protection Co-ordinator to another member of staff

11. Composite Classes

Primary schools have pupils at seven broad year stages, primary 1 to primary 7. A year stage is defined as a group of pupils entering primary education at a common date. Composite classes are those where children of more than one-year stage are grouped together to form a class.

Schools are staffed to agreed standards based on the total number of pupils within the school regardless of the numbers of pupils at each year stage. This means that the head teachers are required to take management decisions to organise classes to make best use of available staff, resources and space. Balancing up the various factors involves both educational and organisational considerations.

Selection of pupils to classes including composite classes:

Head Teachers take into account a number of considerations when organising their class structures. In allocating children to composite classes, head teachers bear in mind the progress children have made in their learning. For example. A group of children of similar ability, or working at broadly the same pace – particularly in mathematics/numeracy and/or language/literacy – may be allocated to the same class. Parents should be reassured that, by using information about how pupils are progressing to inform groupings for composite classes, no child is being disadvantaged by being “kept back” or “pushed on”.

In the formation of new classes full account must be taken of existing successful groupings of pupils. Schools should use language and/or mathematics groups as the baseline for decisions as to which class children are allocated. Within this broad guideline a language and/or mathematics working group could be defined as:

“A number of pupils of broadly the same attainment who have shown the capacity of working well as a learning group”.

Normally such classes will be formed before the start of a new school year so that all involved know that class structures exist for the new school session. In certain circumstances class restructuring may have to take place during the summer break or after a school session has started. However such cases will be very exceptional. Parents will be informed at the earliest opportunity of likely re-classification of classes to allow appropriate discussions to take place. Further information is available at the school.

12 Religious and Moral Education

At Fisherton Primary our Religious and Moral Education programme is based on the following aims:

 To help pupils to develop a knowledge and understanding of Christianity and other world religions;  To appreciate moral values such as honesty, respect, trust, and tolerance;  To investigate and help children understand what religion has to offer;  To develop own beliefs, attitudes, moral values and practices through personal search.

The programme gives a prominent place to Christianity but also includes exploration of other major faiths. This helps pupils to acquire a broader understanding and tolerance of other peoples’ beliefs.

Throughout the seven years of primary education in Fisherton, the children will learn about world religions, at various stages of the school.

Special Assemblies, open to parents and friends in the local community are arranged periodically to celebrate special events e.g. Harvest Thanksgiving, Christmas etc.

Any parent, who wishes, has the right to withdraw his/her child from Religious Education. The Head Teacher must be notified of any such request and where possible a meeting with the parents will be arranged in order to make appropriate provision for the pupils withdrawn from religious education.

Parents from religions other than Christianity may request that their children be permitted to be absent from schools in order to celebrate recognised religious events. Only written requests detailing the proposed arrangements will be considered. Appropriate requests will be granted on not more than three occasions (days) in any one school session and the pupil noted as an authorised absentee in the register.

13. Sensitive aspects of learning

Parents shall be informed by letter of any aspects of learning that the school feel s will be or could be of a sensitive nature. All parents will be told why they this learning is necessary and how this information shall be passed on to your child. Parents shall be kept informed at all stages and their views sought.

14. Equal Opportunities and Inclusion

Education is a major means of liberating individuals from the cycle of deprivation. It has an essential contribution to make to the Social Strategy. Of prime importance is the service provided by schools to enable people, to develop their full potential, raise their personal aspirations, improve their access to the labour market, and provide for themselves an improved quality of life.

People young and old, from disadvantaged circumstances must be helped to benefit fully from the process of education. Genuine equality of opportunity must be the aim. The experience for generations of young people demonstrates that not all are well placed to take advantage of the opportunities provided.

At Fisherton Primary we take account of equal opportunities when planning programmes of work. In choosing new text books, teaching resources and fiction for the library, care is taken to ensure that we do not buy materials which promote stereotypical views. Class activities such as computing and technology are organised in a way which ensures that all children have equal access. To support the school’s equal opportunity policy extra help is available to groups of pupils..In school such help is available through the school’s pupil support system, e.g. Assertive Discipline strategies, through the Buddy System and through Pupil Council. In addition all our staff have been trained on the use of Circle Time which is very helpful in alerting teachers to pupil’s day to day concerns at an early stage.

15. Health and Well Being puils

Health and Wellbeing

Learning in health and wellbeing ensures that children and young people develop the knowledge and understanding, skills, capabilities and attributes which they may need for mental, emotional, social and physical wellbeing now and in the future.

Children and young people should feel happy, safe respected and included in the school environment and all staff in the school are pro-active in promoting positive behaviour in the classroom, playground and the wider school community.

At Fisherton Primary health and wellbeing aims to enable young children:  To explore and clarify their beliefs, attitudes and values  To develop personal and inter-personal skills  To increase their knowledge and understanding about a range of health and lifestyle issues  To take responsibility for their own health and as participating citizens.

Health Education

Health and Wellbeing covers the knowledge, understanding skills and attributes which they need for

 Physical wellbeing  Emotional wellbeing  Social wellbeing  Mental wellbeing

Learning through health and wellbeing enables children and young people to:  Make informed decisions in order to improve their mental, physical, emotional, and social wellbeing.  Experience challenge and enjoyment  Experience positive aspects of healthy living and activity for themselves  Apply their mental, emotional, social and physical skills to pursue a healthy lifestyle  Make a successful move to next stage in education  Establish a pattern of health and wellbeing which will be sustained into adult life, and which will help to promote health and well being of the next generation of Scottish Children.

Link with Social and Personal and Sexual Health Education

Health Education is linked to wider issues of personal and social development and this has been incorporated into the core programme. While the programme of study is planned as a framework for curricular development, it is established within a wider context, which encourages pupils and teachers to be part of a health promoting school, fostering care and respect for others. There is a need to provide opportunities for young people to explore their feelings and emotions, to share experiences and discuss issues that are relevant to them in a secure and comfortable environment.

Positive Behaviour At Fisherton Primary we take a positive approach to discipline. We focus on encouraging and rewarding good behaviour and dealing quickly with discipline problems in a fair and consistent manner. Our aim is to help children who are causing problems to become more in control of their own behaviour. In the school the children are awarded with ‘certificates’ for good work or behaviour and these are awarded at assemblies in order that good practice is shared with everyone.

Children also work towards House points, these can be given in class for work, behaviour, attitude – helping. Points are added together at the end of the week with the Winning House gaining 10 mins free time. Stickers are also used, especially for the infants. Most importantly ‘praise’ is used constantly. At Fisherton Primary we praise the positive at all times and try very hard to change the negative attitudes.

Good discipline and happy children is the product of home and school working in close partnership with each other. At Fisherton we value the support we have always had from our parents and it is our policy to alert "sooner, rather than later" when we feel a child is causing concern. Causing injury to another (including threatening or bullying), damage to school property, persistent disobedience, use of bad language are all very serious matters requiring disciplinary procedures.

16. Pupil Council

Consultation with pupils about their views on their school environment and their learning is important and valued. Giving young people a ‘voice’ as partners in the process of school improvement leads to more effective learning organisations. The pupil Council is one means of ensuring that young people develop positive attitudes and offers an opportunity to take part in real life decision-making within their school setting. A Pupil Council has been established and has been fully involved in consultation on various school issues, such as playground equipment and activities, Charities, Eco School initiatives, Pantomime. The Pupil council has also been proactive in some areas e.g. school meals.

Eco School Committee; Our Eco school Committee, past and present, has been extremely hard working and have gained three Green Flags. They are at present moving forward toward their Fourth. We know recycle many of our resources and through poster campaigns classes are now more conscious of how to use energy efficiently. Inclusion Squad ; The formation of the Inclusion Squad has allowed pupils at Fisherton Primary to consider whether our school environment, learning and teaching strategies and resources are available and accessible to all our pupils.

Formal Consultations: Pupils are regularly consulted on a number of important issues. In the past pupils have had the opportunity to contribute to the school Improvement Plan and participate in the Authority Annual Pupil survey.

Circle Time Each class uses Circle Time to allow children to discuss issues which are relevant to them. This allows each pupil the opportunity to voice their opinion in a safe environment.

SECTION C – Home / School / Community

1.Parental Involvement and home school links

Every effort is made to involve and interest parents in all aspects of schoolwork and activity. Parents are welcome to contact the school at any time on matters concerning their children's progress. There are also two evenings in the year when parents are invited to the school to discuss their child's progress with the Class Teacher and/or Head Teacher and also a monthly drop in facility for parents. A termly Curriculum Newsletter is sent home to inform parents what their child will be learning throughout that term.

The co-operation of parents is sought at every opportunity and coffee afternoon's etc. held occasionally are very well supported and organised by the Parent Council, but we do not have a parents association. Any parents willing to give up a little time each week to help at the school should contact Head Teacher.

Parents are welcome to come into the school and work alongside us in the classroom. Our parents run a Master class on a Thursday afternoon whereby they come into the school and share their skills with our pupils. Parents also run an after school Arts and Craft club in order to make gifts for the Christmas Coffee Morning.

We have a very strong Parent Council who continue to work to improve the school and raise funds. Our Parent Council take on board parents thoughts and bring them to the meetings for discussion with the Head Teacher.

2. Parents as Partners Parent Council and Parent Forum

Parent Councils are the formal representative body for parents with children attending school. Parent Councils are different in each school to enable them to meet the needs of parents locally. Paents are welcomed to be:

* involved with their child’s education and learning: * be active participants in the life of the school: and * express their views on school education generally and work in partnership with their children’s schools.

All Parents/carers are automatically members of the Parent Forum at their child’s school. As a member of the Parent Forum all parents can expect to:-

 receive information about the school and its activities:  hear about what partnership with parents means in school:  be invited to be involved in ways and times that suit you:  identify issues you want the parent council to work on with the school:  be asked your opinion by the parent council on issues relating to the school and the education it provides:  work in partnership with staff: and  enjoy taking part in the life of the school in whatever way possible. The Parent Forum decides how their representatives on the Parent Council are chosen and how the Parent Council operates. Parents are encouraged to volunteer or put themselves forward to be chosen as representatives of the Parent Council if they wish.

The main aims of the Parent Council are to:

 support the school in its work with pupils  represent the views of parents  promote contact between the school, parents, pupils, providers of nursery education and the community  report to the Parent Forum  be involved in the appointment of senior promoted staff  raise funds for the school for the benefit of pupils (in some schools the PTA/PA fulfils this role).

Parent Council

Elaine Gibson * Chairperson 17 Arran View, KA7 4LP

Claire Gebbie (Secretary) 2 Arran View, KA7 4LP

Jacqueline Gribben (Secretary) 9a Arran View, KA7 4LP

Linda Izatt (Treasurer) 9 Arran View, KA7 4LP

Gillian McDowell (Head Teacher) Fisherton School, Ayr Road, KA7 4LQ

Janey McCreath (Co-opted) 32 Carrick Place, KA7 4LU

Janice Paterson (Co-opted) 9 Kennedy Drive, KA7 4LR

Suzanne Scott (Parent) 23 Kennedy Drive, KA7 4LR

Nicola Gibson (Parent) 31 Kennedy Drive, KA7 4LR

Bonnie Smith 11 Arran View, KA7 4LP

Websites: www.fisherton.sayr.sch.uk www.south-ayrshire.gov.uk www.parentzonescotland.gov.uk www.hmie.gov.uk

The Scottish Parent Teacher Council is the national organisation for PTAs and PAs in Scotland. Parent Councils can join too, and it runs an independent helpline service for all parents. They can be contacted by phone on 0131 226 4378, fax 0870 706 5814 or email on, [email protected] or write to SPTC, Mansfield Traquair Centre, 15 Mansfield Place, Edinburgh, EH3 6BB.

National Parent Forum of Scotland – [email protected] The National Parent Forum of Scotland has been set up to give Parent Councils and parents an opportunity to discuss and raise educational issues of mutual interest or concerns at a national level.

3. Choosing a school

Under the placing request arrangements parents have the right to choose a school other than the catchment denominational or non-denominational school for their area. This is known as a placing request and application forms can be obtained from the school office or Educational Services, County Buildings, Wellington Square, Ayr KA7 1DR, telephone 01292 612268. Unfortunately it is not possible to guarantee that a placing request will be successful but parents will have the right of appeal should it be unsuccessful. Full details of the placing request arrangements are contained in the application form.

You should be aware that if you decide to make a placing request your child would no longer be automatically considered for a place in their catchment school.

4. Attendance

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 (Scotland 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 (truancy) or excluded from school.

FAMILY HOLIDAY NOT AUTHORISED BY THE SCHOOL

The majority of family holidays taken during term time will be categorised as unauthorised absence. However, it is acceptable under exceptional circumstances for schools to authorise a family holiday during term time. 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 should not include such reasons as:

 The availability of cheap holidays  The availability of desired accommodation  Poor weather experienced during school holidays  Holidays which overlap the beginning or end of term  Parental difficulty obtaining leave (with local judgement applied in cases where evidence is provided by the employer that it cannot accommodate leave during school holidays without serious consequences)

EXTENDED LEAVE WITH PARENTAL CONSENT

Where most family holidays will be recorded as unauthorised absence (see below), extended leave with parental consent will not be considered the same as a family holiday. Extended leave with parental consent will be recorded separately outside the figures for attendance and absence, and include 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

ADVICE TO PARENTS

Schools will now follow-up all instances of pupil non-attendance in order to accurately record the reason for absence using the above coding system. It would be extremely helpful in this regard, if parents contact school at the beginning and end of the absence period – indicating their awareness of the absence and reason for absence at the beginning of the period and expectation of return to school at the end of the absence period. Where no information is provided absences will be considered to be unexplained and therefore recorded as unauthorised.

5. Routine and Expected Visits Outwith School

Fisherton Primary recognises the need for young people to be regularly involved in outdoor activities and learning which will involve visits outwith the school. These visits will be routine and are expected part of the Curriculum for Excellence. Routine and expected visits will be to local venues, involve easily managed activities, happen on a regular basis and be completed within regular school times.

Parent/carers will be advised about the general plans for routine and expected visits. However, you will not necessarily be informed every time your child goes outwith the school. Parental consent for these visits is given via the annual parental consent which is issued to parents at the beginning of each new session.

6. Transferring Educational Data about Pupils

The Scottish Government and its partners collect and use information about pupils to help to improve education across Scotland. This note explains why we need this information, how we use it and what we do to protect the information supplied to us. Why do we need your data?

In order to make the best decisions about how to improve our education service, Scottish Government, education authorities and other partners such as the SQA and Careers Scotland need accurate, up-to-date data about our pupils. We are keen to help all our pupils do well in all aspects of school life and achieve better examination results. Accurate and up-to-date data allows us to:

 plan and deliver better policies for the benefit of all pupils,  plan and deliver better policies for the benefit of specific groups of pupils,  better understand some of the factors which influence pupil attainment and achievement,  share good practice,  target resources better.

Data policy

Information about pupils’ education is collected in partnership between the Scottish Government and Local Authorities through the ScotXed programme which aims to help schools and Local Authorities by supporting efficient collection, processing and dissemination of statistical information. The Scottish Government then provides analysis of the data to support research, planning, management and monitoring of education services as well as to produce National Statistics publications.

Education data within Scottish Government is managed effectively by secure systems and is exploited as a valuable corporate resource, subject to confidentiality restraints. As part of its data policy, Scottish Government will not publish or make publicly available any information that allows individual pupils to be identified, nor will data be used by Scottish Government to take any actions in respect of individuals. Data is held securely and no information on individual pupils can or would be made publicly available by Scottish Government.

The individual data collected by Scottish Government is used for statistical and research purpose only.

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 note can give only a brief description of how we use data. Fuller details of each individual ScotXed survey, including the purpose of each and the published data, can be found on the ScotXed website (www.scotxed.net).

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

Want more information? Further details about ScotXed are available on the ScotXed website, www.scotxed.net., which contains a section on ‘frequently asked questions’ at https://www.scotxed.net/ScotXed%20Website%20FAQ/ScotXed%20Website%20FAQ.aspx

7. School Uniform Policy

Given that there is a substantial parental and public approval of uniform, schools in South Ayrshire are free to encourage the wearing of school uniform. In encouraging the wearing of uniform, 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 and pupils. Against this background it should be noted that it is the policy of South Ayrshire Council not to insist on pupils wearing uniform or having specialist items of clothing as a prerequisite to their attending and engaging in all of the activities of the curriculum.

There are forms of dress, which 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.

At Fisherton Primary the school uniform consists of navy blue sweatshirt/cardigan with school badge, pale blue/white polo-shirt, and grey/navy trousers/skirt. Fisherton school tie is available. All items of Fisherton Primary school uniform can be purchased from Trutex, Dalblair Road, Ayr

8. Transfer to Secondary School

Pupils are normally transferred between the ages of 11 ½ and 12 ½ so that they will have the opportunity to complete at least four years of secondary education. Parents 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.

Pupils are normally transferred to:

Carrick Academy Kirkoswald Road Maybole KA19 8BP Tel: 01655 882389

9. Parental Complaints Procedures

If you have any comments or complaints please approach the Head Teacher in the first instance. If the Head Teacher does not resolve the issue to your satisfaction, you should

 Visit one of South Ayrshire Council’s Customer Service Centres, or any local office.  Phone South Ayrshire Council Customer Services Team on 0300 123 0900  E-mail: [email protected]  In writing to: Customer Services, South Ayrshire Council, Freepost NAT7733. Ayr, KA7 1DR

Anyone can make a complaint to us. Including the representative of someone who is dissatisfied with our service.

If you have a concern and wish to complain to the Care Commission directly, please write to:

Care Commission Office Sovereign Road, Suite 3 Academy Road Irvine, Ayrshire KA12 8RL

We are always anxious to maintain and improve our service. If you have any suggestions to make about the service, please contact the head of establishment in the first instance. If you feel your complaint has not been satisfactorily resolved with the Head Teacher, please contact the Executive Director of Care, Learning and Wellbeing, County Buildings, Wellington Square, AYR, KA7 1DR

SECTION D – Care and Welfare

1. Playground Supervision

An adult presence is provided in playgrounds at break times in terms of the Schools (Safety and Supervision of Pupils) (Scotland) Regulations, 1990. Adult supervision is provided before school commences, interval and lunchtime. Mrs Davina Blain (School Assistant) is the main supervisor at Interval and lunch breaks and Mrs Jacqui O’Donnell in the morning before school starts.

2. School Meals and Free School Meal Information

All children in Primary 1 to Primary 3 are entitled to a free school meal every day.

School meals are served in the school each day and the money for these should be paid in advance on the Monday of each week. Children who require special diets are catered for and parents of such children should contact the Head Teacher. The Meals are traditional by nature, offering a choice of main courses and pudding/yoghurt and fresh fruit.

The present cost is £2.00 per day. Milk- plain/chocolate/strawberry is 20p per plain carton Drinking water is available with their lunch.

Those children who do not go home or take school meals may bring a packed lunch, which is eaten in the area set aside for that purpose.

Children of parents receiving Income Support, Job Seekers Allowance (Income Based) Child Tax Credit only (where income is less than £15910*) and child tax credit and working tax credit (where income is less than £6420*) are entitled to a free midday meal. Information and application forms for free school meals may be obtained from schools and from Educational Services, County Buildings, Wellington Square, Ayr KA7 1DR , Telephone 01292 612268.

The eligibility criteria for footwear and clothing grants will change in April 2014 due to welfare reforms and applications forms for August 2014 will contain the new criteria.

3. Footwear and Clothing Grant Information

Pupils whose parents or guardians are in receipt of either Income Support/Income Based Pension Credit, Income based Jobseekers Allowance, Child Tax Credit only or Support under part VI of the immigration and asylum Act 1999 may be entitled to a Footwear and Clothing Grant and a Free School Meal.

Pupils whose parents or guardians are in receipt of Housing Benefit and/or Council Tax Benefit and/or Child Tax Credit and Working Tax Credit may be entitled to the Clothing Grant only.

Information and application forms may be obtained from schools and from Educational Services, County Buildings, Wellington Square, Ayr KA7 1DR

4. Transport Guide to Parents

In law it is the parents’ responsibility to ensure that children attend school and make suitable travel arrangements for them. However where children live more than a specified walking distance from their catchment school the Council will assist with school travel by making available free school transport for all or part of the journey.

South Ayrshire Council has a policy of providing free transport to all primary pupils who live more than two miles from their local school by the recognised shortest, safe 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 they are eligible for free school transport should obtain an application form from the school or Educational Services, County Buildings, Wellington Square, Ayr KA7 1DR Tel – 01292612284. 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.

Strathclyde Partnership for Transport (SPT) organise mainstream school transport on behalf of South Ayrshire Council. If you have any concerns or complaints relating to the service provided you should in the first instance contact the school who will forward your complaint to SPT alternatively you can e-mail SPT at [email protected].

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.

Children who have Additional Support Needs and/or particular medical conditions may also be entitled to free school transport. The school can advise you on how to access this support.

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 limit (see above paragraph). It is the parent’s responsibility to ensure that their child arrives at the pick-up point in time. It is also the parent’s responsibility to ensure the child behaves in a safe and acceptable manner while boarding, travelling in and alighting from the vehicles. 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. Privileged Seats Pupils who are not entitled to free school transport may on occasion apply for a privileged seat. A privileged seat is where there is a vacant seat on a dedicated school contract. Parents can make an application for a privileged seat by submitting a letter to South Ayrshire Council, Department of Children and Community, County Buildings, Ayr KA7 1DR at any time during the year. Parents should note that privileged seats are not available on local service contracts and are allocated during October. Privileged seats can be withdrawn if an entitled pupil requires transport and cease at the end of each school session. Any information on transport appropriate to the school should also be included.

5. Insurance

South Ayrshire Council holds Public Liability, Employers’ Liability and Officials Indemnity Insurance. In addition, South Ayrshire Council has an on-site and off-site activities insurance policy. Further information regarding insurance and an appropriate claim form can be obtained from the school or Children and Community, County Buildings, Wellington Square, Ayr KA7 1DR, telephone 01292 612264.

6. Valuable Items

The Council is concerned at the level of claims being received regarding the loss of pupils’ clothing and/or personal belongings. Parents are asked to assist in this area by ensuring that valuable items and unnecessary expensive items of clothing are not brought to school. Parents should note that the Council does not carry insurance to cover loss of such items and any claims submitted are likely to be met only where the Council can be shown to have been negligent 35

7. Use of Mobile Phones

Many pupils attending Fisherton Primary bring a mobile phone to school everyday and use them responsibly. However the use of mobile phones within the school is discouraged.

FISHERTON PRIMARY SCHOOL

MOBILE PHONES IN SCHOOL STATEMENT

Many pupils attending Fisherton Primary bring a mobile phone to school every day and use them responsibly. However the use of mobile phones within the school is discouraged.

The following guidelines help to establish and maintain responsible use.

If pupils bring phones to school we ask:

 Phones are switched off during the school day: 9.00 a.m.-3.00p.m.

 Phone calls, text messaging or taking photographs are not allowed in school premises;(including playground)

 Phones may be used for calls and text messaging only if children need to inform parents - in the case of an emergency or that they have arrived at school safely i.e. cycling to school;

 The use of a camera on a phone while on school premises is not permitted.

 The use of mobile phones and camera phones are also discouraged on school transport.

Any breach of these guidelines should be reported immediately to the Head Teacher, who shall take appropriate action and when necessary inform the parents. If it is felt that a crime has been committed Police involvement shall be sought.

The school cannot be held responsible for any damage to or loss of mobile phones.

8. Health and Medical Information

NHS Ayrshire & Arran Oral Health Promotion Initiatives in Nursery and Primary Schools

Health Promotion and Nutrition Children and young people need the right balance of food and nutrients to develop and grow. Healthy Eating is about getting the balance right and all our menus are nutritionally analysed to meet the Scottish Governement Schools (Health & Nutrition ) (Scotland) Act 2007 and promote key messages to improve diet to positively influence current and future health.

The Schools (Health Promotion And Nutrition) (Scotland) Act 2007 the nutritional Requirements for Food and Drink in Schools (Scotland) Regulations2008 build on the achievements of Hungry for Success by establishing standards for all food and drink in schools.

The focus is on getting the balance right and helping pupils make informed choices. A wide range of appealing healthy food and drinks are promoted through marketing education and active encouragement. We educate and encourage children and young people to opt for healthier choices not only in school but also outside school. For further information go to: http://www.scotland.gov.uk/ Resource/Doc/222395/0059811.pdf

NHS Ayrshire & Arran is implementing two oral health programmes - Childsmile and the National Dental Inspection Programme (NDIP) in local schools.

Childsmile:

The Childsmile programme’s aim is to improve the dental health of children in Scotland and it is funded by the Scottish Government. It will be rolled out to all schools in Scotland during the next few years. Childsmile has 3 main elements:

1. A core toothbrushing programme – free oral health packs containing a toothbrush and fluoride toothpaste are given out to children at nursery school and in primary 1 on entry to primary school. In Ayrshire & Arran, daily supervised toothbrushing takes place in all nursery schools and many primary schools. During their first year of life, all babies are given an oral health pack and a drinking cup to encourage healthy weaning by swapping bottle for cup as soon as baby is able to drink from a cup. Water and milk are recommended as safe drinks for teeth for all children.

2. An infant programme - this promotes oral health from birth. Parents of newborn children may be referred to the programme by their Health Visitor. Dental Health Support Workers visit parents in their home to give information, oral health advice and to arrange regular visits to the local Childsmile Dental Practice.

3. A nursery and school programme - this provides preventive oral health programmes for children aged 3 years and upwards. This programme started in 2007 and initially only involved a small number of schools. Each year more schools are being included in the programme. It targets children in nursery and primary schools, who will benefit from additional preventive care. This care will involve the application of fluoride varnish to children’s teeth by Childsmile Clinical Teams in the nursery and primary schools. The Childsmile Teams will also deliver oral health promotion messages and be supported by Dental Health Support Workers who will be attached to nursery and primary schools and be the main contact point for parents, teachers, other school staff and School Nurses.

The National Dental Inspection Programme:

Each year at school, all primary 1 and all primary 7 pupils will be offered a dental inspection in school, by a dentist. It is important that each child’s dental health is assessed so that the child and their parents can maintain dental health and take the necessary steps to remedy any problems that may have arisen. There is also a need to monitor children’s dental health at national and regional or local levels so that reliable dental health information is available for planning and evaluating initiatives directed towards improvements. The National Dental Inspection Programme fulfils both these functions by providing an essential source of information for keeping track of any changes in the dental health of Scottish children.

9. Data Protection Act

Information on pupils and parents may be used for teaching, registration and assessment and other administrative duties. This information may be shared with the Health Board for statistical, operational and analysis purposes. The information is protected by the Data Protection Act 1998 (as amended) and may only be disclosed in accordance with the Code of Practice. For further information, please contact the school.

10. Freedom of Information (Scotland) Act 2002

The Freedom of Information (Scotland) Act 2002 enables any person to obtain information from Scottish public authorities. The Act applies to all Scottish public authorities; Scottish Executive and its agencies; Scottish Parliament; Local Authorities; NHS Scotland; Universities and further education colleges; and the Police.

Public Authorities have to allow access to the following information:

 The provision, cost and standard of its service;  Factual information or decision-making;  The reason for decisions made by it.

The legal right to access includes all types of ‘records’ information of any data held by the Scottish public authorities. From 1st January 2005, any person who makes a request for information must be provided with it, subject to certain conditions.

11. Helpful Addresses and websites

Organisation Address Telephone Number Educational Services County Buildings, Wellington Square, 01292 612000 AYR, KA7 1DR South Ayrshire Council Area Office 01292 284988 Area Office 43 Sandgate, AYR, KA7 1BD Councillor Brian Connolly 10 Cargill Avenue, Maybole KA19 8AD, 01655 884463 Councillor Ann Galbraith 1 Newton St, Crosshill, Maybole KA19 7RF 01655 740447 Councillor Sandra Goldie ‘Penkill’, Joppa, Coylton, KA6 6JD 01292 570054 Councillor William Grant 19 Coral Glen, Maybole KA19 7AB 01292 612479

Websites: www.south-ayrshire.gov.uk www.fisherton.sayr.sch.uk www.ltscotland.org.uk/parentzone www.hmie.gov.uk

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 38

Appendix A

National [Policies, information and guidance can be accessed through the following sites;

Children (Scotland) Act1995 http://www/legislation.gov.uk/ukpga/1995/36/contents

Standards in Scotland’s Schools (Scotland) Act 2000 http://www.legislation.gov.uk/asp/2000/6/contents

Choosing a School: A Guide for Parents- information on choosing a school and a placing request system – http://www.scotland.gov.uk/Publications/2010/11/10093528/0

A guide for parents about school attendance explains parental responsibilities with regard to children’s attendance at school- http://www.scotland.gov.uk/Publications/2009/12/04134640/0

Parental Involvement

Parentzone provide information and resource for parents and Parent Councils- http://www.educationscotland.gov.uk/parentzone/index.asp

School Ethos

Supporting Learners- guidance on the identification, planning and provision of support. http://www.educationscotland.gov.uk/supportinglearners/

Journey to Excellence- provides guidance and advice about culture and ethos http://journeytoexcellence.org.uk/cultureandethos/index.asp

Curriculum Information on how the curriculum is structured and curriculum planning. http://www.educationscotland.gov.uk/thecurriculum

Information about the outcomes a learner can expect to experience and achieve across literacy, numeracy and health and wellbeing, as well as the 8 curricular areas http://www.educationscotland.gov.uk/thecurriculum/howisthecurriculumorganised/experiencesandout comes/index.asp

Assessment and Reporting

Building the Curriculum 5: a framework for assessment provides guidance around the assessment framework http://www.educationscotland.gov.uk/images/BtC5Framework_tcm_4-653230.pdf

Information about Curriculum for Excellence levels and how progress is assessed. http://www.educationscotland.gov.uk/thecurriculum/howisprogressassessed/stages/index.asp

Curriculum for Excellence factfile – Assessment and Qualifications http://www.educationscotland.gov.uk/publications/c/publication_tcm4668.asp249

Information on recognizing achievement reporting and profiling http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/achievement/inde x.asp

Transitions

Curriculum for Excellence factfile – 3 – 18 Transitions – provides information on the transitions children and young people will face throughout their education and beyond http://www.educationscotland.gov.uk/publications/c/publication_tcm4660285.asp

Choices and changes provides information about choices made at various stages of learning http://www.educationscotland.gov.uk/supportinglearners/choicesandchanges/index.asp

Supporting children’s Learning Code of Practice includes specific requirements on education authorities and others under the new legislation in relation to transition http://www.scotland.gov.uk/Publications/2011/04/04090720/21

Support for Pupils

The additional support for learning page provides links to relevant legislation and guidance, including the arrangements that should be in place to support pupils with additional support needs http://www.scotland.gov.ukTopics/Education/Schools/welfare/ASL

Information about the universal entitlement to support that underpins Curriculum for Excellence http://www.educationscotland.gov.uk/supportinglearners/whatissupport/umiversalsupport/rol eofkeyadult.asp

Getting It Right For Every Child and Young Person, is essential reading for anyone involved or working with children and young people, including practitioners working in adult services with parents and carers http://www.scotland.gov.uk/Topics/People/Young-People/gettingitright

School Improvement

Scottish Schools online-provides a range of school information, including contact details. School roll, facilities, website, inspection reports http://www.educationscotland.gov.uk/scottishschoolsonline/

The Scottish Survey of Literacy and Numeracy (SSLN) is an annual sample survey which will monitor national performance in literacy and numeracy http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education/SSLN

Amazing Things – information about youth awards in Scotland http://www.awardsnetwork.org/index.php 40