Eassie Primary School

HANDBOOK 2018/2019

This document is available in alternative formats, on request (Please contact the Head Teacher)

• Angus Council Information: o Contact Details Angus Council People Directorate Angus House Orchardbank Business Park DD8 1AN Tel: 01307 476337 Fax: 01307 461848 Email: [email protected]

o Pre-School and Early Learning Provision (primary schools only) o School Clothing Grants o Education Maintenance Allowance (secondary schools only) o Pupil Absence Procedures (Attendance) o The Complaints Procedure o Parent Councils o The Curriculum for Excellence . Curriculum Levels . The Senior Phase . Skills for Learning, Life and Work . Careers Guidance and Financial Advice o Sex Education o Drugs Education (Drugs and alcohol misuse) o Religious and Moral Education o Assessment and Reporting o Transitions . Starting Pre-School . Enrolling in Primary School . Transfer to Secondary School . Leaving School . Post School o Support for Pupils o School Meals . Special Dietary Requirements . Snack Provision in Pre-Schools o Applying for Free School Meals o Administration of Medicines o Transport o Insurance o Music Services o Parental Access to Records o Child Protection o Transferring Educational Data about Pupils & Holding and storing pupil data o Emergency Closures & Transport Updates o School Holiday Dates o Useful Links & Contact Details

CONTENTS (cont)

• School Information: o Contact details o Organisation of School Day o Visits of Prospective Parents o School Uniform o Parental Concerns o Complaints Procedure o Parental Involvement o School Ethos o School & Community Links o Positive Behaviour Management o Celebrating Achievement o Extra-Curricular Activities o Pupil Council o Learning Opportunities o The Pupils and Parents Voice o Curriculum @ School, Local & National Level o Liaison with Secondary School o School Improvement o Main Achievements o Improving Standards o School Improvement Plan o Health Care

WELCOME

Dear Parent/Carer

Welcome to Primary School. We are delighted to have your child join us and hope that your family enjoys working with us.

Whether your child is a first-time Primary One pupil or an older child changing schools, a new school can be a daunting experience for both pupil and parents. Please be assured that we are here to help you and that we take a special interest in the overall life of your child both in and out of school.

Parents/carers of our children are always welcome in the school, not only on parent interview evenings and open days but also on more informal occasions. We encourage parents to take an active role with our Parent Council and welcome your support in any way you can offer.

This Handbook has been put together by a group of teachers, parents, and pupils. We hope it helps you understand more about Eassie Primary School and provides interesting and useful information.

If you require any further information or wish to visit our school, please contact the school office – 01307 840321.

Yours sincerely

Scott Gordon Head Teacher

CONTACT DETAILS

School Name: Eassie Primary School

Address: Eassie, Forfar, Angus DD8 1SQ

Telephone: 01307 840321

Website: http://www.eassie.angus.sch.uk/

E-mail: [email protected]

Headteacher: Mr. Scott Gordon

Class stages: P1-P7

Present Roll: 12

ORGANISATION OF THE SCHOOL DAY

School Hours: 9.00 am - 12.30 pm Morning session

10.30 am – 11.00 am Morning interval

12.30 pm - 1.30 pm Lunch break

1.30 pm - 3.30 pm Afternoon session

VISITS OF PROSPECTIVE PARENTS – see link below: http://www.gov.scot/Publications/2010/11/10093528/0

Prospective parents and pupils are welcome to visit us in order to see around the school and meet some of our staff. Please contact the Head Teacher to arrange a visit.

Once your child has been allocated a place you will be invited along to meet the staff and children, to find out more about the curriculum and to share information about your child.

SCHOOL UNIFORM Girls: Grey skirt or pinafore, white/polo shirt, blue sweatshirt/cardigan, black shoes

Boys: Grey trousers, white/polo shirt, blue sweatshirt, black shoes

School sweatshirts can be ordered from Fingerprint, or through the school. Outside jackets, fleece jackets, cardigans and polo shirts have an embroidered school badge and can be ordered from School Trends through the school.

PE Kit – indoor Plain red, yellow or blue t-shirt (depending on house) Black shorts Gym shoes

PE Kit-outdoor Jogging bottoms/ tracksuit trousers Sweatshirt Trainers

Please put labels on all items of clothing including gym shoes.

As the school is carpeted it is preferable that all children have a change of indoor shoes for wear in the classrooms

PARENTAL CONCERNS Parents should contact the school immediately if they have a cause for concern. It is our wish to deal with all matters as early as possible in order to prevent them from growing into significant concerns. • Write a note to the class teacher using the Homework Diary or put a note in an envelope and give to your child to pass on • Phone the school office and arrange an appointment with the class teacher or Head Teacher (Mr. Gordon). • The Head Teacher or class teacher (depending on the nature of the concern) will try to deal with your concern within 24 hours.

THE COMPLAINTS PROCEDURE

If parents have cause for complaint they should contact the school and make an appointment to meet the Head Teacher. Also, see link below: https://www.angus.gov.uk/council_and_democracy/complaints_and_comments/making_ a_complaint_or_comment_about_our_services

PARENTAL INVOLVEMENT BECOMING INVOLVED IN SCHOOL

The school values the important part that parents play in their children’s education and sees partnership with parents as an effective way of enhancing children’s achievements and promoting better school ethos and communication.

Supporting Learning at Home • Parents are encouraged to be involved in home learning. Homework grids and other home learning tasks are often designed to encourage children to work with parents to complete the activities. • Homework guidelines are issued at the start of the year, which contain lots of advice on how parents can support learning at home. • Home/School link activities through the Class ‘Dojo’ system. Class teachers will share specific individual pupils’ pieces of work with their parents/ carers each term. Feel free to comment on these. • Class ‘dojo’ communications offer good opportunities for children to share experiences with their parents/ carers.

Improving Home-School Partnerships • Homework Diary – Parents are encouraged to look at their child’s homework diary on a daily basis with their child and support as appropriate the completion of homework tasks as advised by the school. • Parent/Teacher interviews - in November and March, parents make an appointment to speak with the class teacher and their child. • Parent drop-ins - parents are invited to attend drop-in sessions to discuss homework and suggest improvements. • Class ‘dojo’ – a home/school web-based communication system used to post images and information around pupils’ progress and achievements.

Supporting Learning in School At Eassie we welcome and greatly appreciate the help of parents / grandparents / carers. There are a number of ways to get involved in the life of the school. • Parent focus groups to help evaluate the school improvement plan • Fundraising Group - a group of parents whose primary concern is that of raising funds for the school

Other ways parents can get involved: • Working groups • Sharing knowledge and expertise in some aspect of the curriculum, e.g. topic talk, history, science, health • Open afternoons • Volunteers to help with special weeks (Eco, Health etc.) / days / trips • Running or assisting to run clubs • Recorder tuition • Road safety – Cycle Training • Gardening • Providing regular help in classrooms • Making resources

If you would like to be involved in any of the above, or if you have a suggestion on how parents can be more involved in the life of the school, please contact the school office.

If you wish to be a regular parent helper, PVG (Protecting Vulnerable Groups) checks have to be completed. Please discuss this with staff.

SCHOOL ETHOS In our school we are committed to providing appropriate opportunities for the development of pupils’ spiritual, moral, social and cultural values through both the ethos and the curriculum. This will be undertaken in partnership with parents and will take account of the individual needs of pupils and the views of parents.

Our school welcomes and encourages diversity and individuality, while emphasizing our common commitment co-operation and to values such as honesty, respect for others, compassion and justice. It is a fundamental principle of our school that all who are involved in the life of our school both has the right to be respected as individuals and carry the responsibility to act in a considerate and respectful manner towards others. We implement the Council policy for Equal Opportunities and Racial equality and ensure that all pupils have access to the full range of educational experiences available within the resources of the school. We are firmly committed to the elimination of any form of discrimination on the grounds of race, religion, gender or disability.

School and Community Links

Eassie Primary School is an integral part of the community of Eassie, Nevay and Kirkinch. Our children develop skills and learn to be better citizens as they engage with and support the work of the local community.

Who Involvement

Supporting Local Events / Organisations

Eassie & Nevay Community Involved in community run fundraising Association (ENKCA) events. Senior pupils look after the grounds around the community hall.

Kirriemuir Rotary Senior pupils take part in annual Rotary Quiz and all pupils enter a story in the annual essay competition Pupils take part in Scots Poetry competition.

Kirriemuir ‘SPLASH’ Local charity swimathon – team participate and raise money for local charities and charity in Bosnia.

Eassie Christmas Show/Concert Local residents invited.

Forfar Foodbank Contributed to foodbank session 2014/15 and 2015/16 and to Eagles Wings in Dundee (soup kitchen for homeless people) and to local elderly residents.

Community Business Partners Agrico UK, local seed potato company to (World of Work) deliver interdisciplinary project ‘Tattie Tastic’ RHET Tesco

School Charity Shop Children worked in partnership with parents to set up and run charity shop in Coupar Angus to raise school funds.

Community Cafe Tea, coffee and bites, organised and staffed by Eassie pupils. Local parents and pre-school children and children read stories. Open to all community members – one Friday per month.

POSITIVE BEHAVIOUR MANAGEMENT We use a variety of positive behaviour management strategies in school – ranging from class rules and motivation systems to special Head Teacher Awards.

School and Playground rules are drawn up in consultation with the pupils each year. The following are examples of the ethos incorporated in the rules.

See also: https://www.angus.gov.uk/schools_and_young_people/parent_and_pupil_guidance/anti _bullying_policy

Classroom rules • look after & share equipment • be kind and helpful • always have good manners • work quietly & let others do the same • be positive with your friends

• always walk in school • listen carefully to others

Homework Diary Playground Rules • No-one may go outside the school Each child from P1-P7 has a Homework grounds without the permission of a Diary. The diary is used for: member of staff

• Do play well with others • Recording homework tasks and showing important dates • Think carefully – is your game safe? • A communication tool, between home and school • Do make sure no-one is alone • Recording behaviour on a daily basis • Do be honest

• Do listen to people

• Do be kind and helpful

• Do care for your playground

• Put all litter in the bin

CELEBRATING ACHIEVEMENT The whole school celebrates achievement - we use photographs to record pupil’s achievements and successes and any achievements in or out of school are included in newsletters. All pupil successes in and out with school are celebrated on our Achievement Notice Board within the school.

Other ways we celebrate achievement include:

• Home/school link folders and learning journals. The Home/School Link folders are sent home 3-4 times a year for parents to look through, comment on and to add any out of school achievements. • Our Incredible Work Wall – children choose their best pieces of work to display. • Head Teacher’s Green letter home. • Head Teacher’s ‘Colour Award’ • Assemblies - children’s achievements are often acknowledged at assemblies. • Certificates and trophies - at the end of each term and the school year, children are awarded certificates for being on different groups, completing courses, being part of clubs, contributing to the life of the school etc. • Press – we are always on the lookout for achievements within the school to pop into the local newspaper • Class ‘dojo’ information and image sharing site. • School noticeboard – display boards in the school corridor share a range of school and pupil achievements - certificates, etc.

EXTRA-CURRICULAR ACTIVITIES Due to transport difficulties there are no regular post-school extra-curricular activities offered at Eassie. Pupils do take part in sporting events and other activities organised on a cluster or county basis out with the school day, generally with parental assistance for transport, and have the opportunity to take part in Sports activities with our sister school Primary. We also offer lunchtime activity clubs – such as rugby and football in partnership with Active Schools.

Each year, P7 pupils are given the opportunity to participate in a residential field trip with other rural schools in the Webster’s Cluster. The main purpose of these trips is to make visits of educational interest but they also serve as a considerable contribution to the social education programmes within the schools involved and give P7 pupils the chance to meet with children of their own age before they transfer to secondary education.

PUPIL COUNCIL There is an active Pupil Council at Eassie. Two or three pupils form the council, and they meet with Mr. Gordon at regular intervals to discuss school improvements and ideas for school developments, or to address any emerging issues or concerns. The Pupil Council members are elected at the beginning of session and they hold office for the duration of one year.

LEARNING OPPORTUNITIES Your child will learn in a variety of different contexts and groups including ability, co- operative and social.

Planning the learning

Children from primary1 - primary 7 work with their teachers to plan enjoyable projects. Children have choice in what they want to learn, how they will share their learning and who they will share their learning with. Staff work together to plan coherent learning experiences, taking the children’s contributions into account, as well as looking for opportunities to include literacy, numeracy and health and wellbeing. We place emphasis on skills for learning, work and life. Children are familiar with the poster below and teachers often refer to it in their lessons.

If you want to find out more there are a selection of leaflets in the school foyer - please help yourself.

This poster is on display in classrooms and around the school. It is used by teachers and pupils to identify the skills they are working on.

An example of a KWL grid used by teachers and pupils to plan learning.

Senses

What we want to know: How we want to learn:

 How do you see?  Do experiments  How do you hear?  Movie maker  How do you touch?  A Show  How do you smell?  Class trip to Sensations  How do you taste?  Watch movies/videos  What is in your eyes?  Do an assembly  How does your tongue feel  Computers/internet things?  Power Point  How do your senses work?  Posters  How are eyes made to look and  Drawings and diagrams see stuff?  Junk models  How do people get deaf?  Art  Taste buds  You tube clips  How do people get allergic to  Write reports foods and drinks?  Why do foods taste different?  Are there any more senses?  How many different hearing aids are there?

What we think we know: Where do we want to find information?  There are 5 senses: hearing, seeing, touch, smell and taste  By asking teachers  Ears, eyes  Internet. Use google  There are different hearing aids.  Television.  Different parts of your body are  By asking people connected to the senses  Look at pictures  You see with your eyes, you  In a book hear with your ears, you smell  Science Centre with your nose, you touch with . your hands, you taste with your mouth

THE PUPILS AND PARENTS VOICE

How do pupils contribute to planning their learning?

• During ‘Move up Day’ pupils let their teachers know which projects they would like to study. • Before teachers plan a topic they ask children to complete a mindmap , or a KWL grid (what we Know, what we Want to find out and how we want to Learn) to show what they would like to do / learn. Teachers then plan the class project around the pupils’ interests. An example of a KWL grid is shown on the previous page. • Pupils often have choice in how they learn. A selection of visual, auditory and kinaesthetic activities are often available for children to have access to.

How do parents get involved in planning?

• Pupils take their personal home/school link folders home to show parents their recent and best achievements. • Parents are invited to contribute to the learning that takes place in school by providing interesting resources to enhance the learning or they can come in to school to share expertise / knowledge. • Parents are encouraged to engage with project homework tasks with their children. Homework grids (offering a range of compulsory tasks and tasks that children can choose from) are sent home a minimum of twice a year. It is often the case the parents can help their children plan their home learning tasks making them personal to the child.

THE CURRICULUM AT SCHOOL, LOCAL AND NATIONAL LEVEL

The school website is a source of considerable information, illustrating the work of all classes across the school. Curriculum parent information leaflets for Reading, Health and Wellbeing are available from school with other curricular leaflets currently being prepared. Parents can also find out about the curriculum and teaching methodologies during:

• P1 Parents’ Induction/Information evenings • Curriculum Information Evenings • End of topic assemblies when parents are invited to share the learning

LIAISON WITH SECONDARY SCHOOL

Pupils normally transfer to Webster’s High School at the end of their primary education. Webster’s High School, Prosen Road, Kirriemuir DD8 5BR Tel No: 01575 577200 Email: [email protected]

The school maintains close links with Webster’s High School and other Primary Schools within the Angus area. Our teachers and our pupils visit other schools and establishments and other teachers and pupils visit us. This process is necessary for the professional development of staff, reciprocal understanding and the establishment of curricular consistency.

SCHOOL IMPROVEMENT What do we want to achieve this year? • To use data more effectively to improve individual and school numeracy and literacy outcomes, and to identify and act upon any poverty-related attainment gaps. • To raise attainment and achievement through high quality learning and teaching in numeracy and literacy with increased pace and progression. • To develop the learning culture at Eassie through a focus on relationships, collaborative practices and a learning environment which supports the numeracy and literacy needs of all our pupils. • An increased focus on assisting our pupils to develop general and transferable skills for learning, life and work through different learning activities and collaborative opportunities.

MAIN ACHIEVEMENTS Further information about the school’s main achievements for the previous year can be found in the Eassie Primary School Standards and Qualities Report 2017/18. See also recent HMIe inspection report (June 2018).

Developing Successful Learners

Pupils’ next steps in learning are determined by combining results from standardised assessments, teacher judgments and pupils’ self-assessments based on shared criteria. Our school continues to maintain high levels of attainment and achievement for all our pupils in literacy and numeracy. Pupils receive quality PE lessons and teachers are delivering up to 2hrs of quality PE per week. French language was introduced and most of our pupils have a positive attitude towards and an enthusiasm for learning a new language and can take part in basic conversation. Our pupils are encouraged to work co-operatively and as individual learners as appropriate, and we seek opportunities for our pupils to work with other schools and children at regular intervals throughout the academic year.

Promoting Responsible Citizenship and Effective Contributors

Opportunities for pupils to take part in extracurricular activities have increased through the provision of lunchtime clubs and festivals organised by our active school’s co-ordinator. Our P6/7 pupils take part in a joint project, ‘Tattie Tastic’ with Glamis School. Our partnership with local business, Agrico UK was a finalist at the COSLA 2015 awards, achieving Silver in the Achieving Better Outcomes category. Our pupils regularly experience success in local sporting and cultural events. P7 attend the cluster residential trip to Dalguise and P3/4/5/6/7 are offered the opportunity to participate in a 5 day ski trip to Glenshee, weather and interest depending. We have introduced ‘Co-operative days’ with Glamis Primary School – where pupils from both schools mix and get involved in various collaborative learning activities, with house points and prizes being offered for effective teamwork and effort.

Partnerships with parents

Parents have been directly involved in evaluating the school improvement plan. Evaluations from parents’ perspectives have been valuable in monitoring the progress of the school and have helped to set next steps. Open afternoons and evenings have been well-attended and have at times been delivered by pupils to inform parents / carers about restorative approaches and how peer mediation is used to support pupils and restore relationships. Parents also have the opportunity to attend informative seminars around initiatives in school such as ‘Daily 5’ literacy strategy, ‘Growth Mindset’ and ‘Bounce Back’ resilience programme. Parental

involvement in the life of the school continues to increase. Parents regularly help out in classes and on trips. Parents have taken part in ‘Co-operative afternoons’ e.g. The careers fayre day – discussing their jobs/ careers and outlining the skills and qualifications required. Parents offer support for initiatives like ‘Book week’ and come in to school to e.g. read to children.

IMPROVING STANDARDS We continue to have a strong focus on numeracy, literacy and health and well-being in school. In the last year or two, we have introduced new learning materials and resources for learning and teaching in numeracy and literacy, a refreshed pedagogy and a group- based learning approach across our classes. These developments are helping us to meet pupil needs more effectively and will assist us in improving attainment.

Parents’ evenings, pupil Home/school Link folders and the annual report focus on learners’ progress and next steps. Comments are based on standardized assessments, teacher judgments and self and peer assessments. Our annual Standards and Qualities reports give more detail around improvements and developments.

SCHOOL IMPROVEMENT PLAN Over the next two years, in line with national priorities, we will continue to have a strong focus on literacy, numeracy and health and wellbeing. We will continue to promote reading and a love of literature through our existing activities and systems (e.g. The Daily 5, Head Teachers Story Time, book week, world book day.) We continually work with the pupil council to identify and progress improvement priorities across the year. We will continue to involve parents in our ‘co-operative day’ activities where possible, and individual class teachers will continue to ask parents to contribute to class learning objectives where practical and relevant.

HEALTH CARE School staff attend to first aid and we have regular visits from the School Nurse and Dentist. Please tell us as soon as possible if your child has a specific medical condition.

The School Health Team, working in partnership with parents and teachers, carries out assessments to ensure the best level of health for all school children.

Primary 1 Parents are asked to return a completed health questionnaire. A Health Support Worker checks height and weight for all children and health interviews will be carried out by the School Nurse on selected children only. Hearing and vision are no longer checked in school.

Primary 7 All parents are asked to return a completed health questionnaire. An opportunity to discuss health problems with the School Nurse is offered. Children with an identified health need may be seen more frequently.

How can parents help? 1. Contact the school or School Health Service if you are worried about any aspect of your child’s health, emotional well-being or learning. 2. Please fill in and return all questionnaires sent to you. This helps the School Nurse enormously. 3. If you are offered a health interview, please keep the appointment or request an alternative. 4. If you feel that a problem has not been solved, please let us know.

You can contact your school health staff at:

Name Base Address Telephone Email No Mandy Finlayson Kirriemuir Health 01575 [email protected] Centre 577016 School Nurse Gillian Rioch Whitehills Health & 01307 [email protected] Community Care 475274 Public Health Centre, Forfar Support Worker Shirley Leslie Whitehills Health & 01307 [email protected] Community Care 475230 HV Team Leader Centre, Forfar

Administration of Medicines Many pupils will, at some time in their school careers, need to take medication. For the vast majority this will be a short-term requirement, with pupils simply finishing a course of medication which has been prescribed for them by their family doctor. Wherever possible parents are requested to ask for GP prescriptions which can be administered outwith the school day, ie in the morning and evening.

However, pupils may have medical conditions such as asthma or diabetes which may require long-term support and, if their conditions are not properly managed by taking regular medication in school, their access to education could be limited. In addition, some children have conditions which may require occasional staff intervention eg severe allergic conditions such as anaphylaxis. Pupils with such conditions are regarded as having health care needs but, notwithstanding these, the vast majority of children with such needs are able to attend school regularly and, with some support from the school staff, are able to take part in most normal school activities.

In any of these circumstances parents should discuss the matter with school staff and agree the arrangements which will be made to provide support for the pupil. A written request form must be completed in advance when any medication is to be administered or taken in school.

USEFUL LINKS & CONTACT DETAILS

Education ’s Communication Toolkit for engaging with parents – https://education.gov.scot/improvement/Documents/Parental%20involvement/PAR2_Eng agingParentsandFamiliesToolkit/par2-engaging-parents-toolkit-section3-060416.pdf

The Scottish Government guide Principles of Inclusive Communications provides information on communications and a self-assessment tool for public authorities – http://www.scotland.gov.uk/Publications/2011/09/14082209/0

Choosing a School: A Guide for Parents - information on choosing a school and the placing request system – http://www.gov.scot/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

Guidance on the Scottish Schools (Parental Involvement) Act 2006 provides guidance on the act for education authorities, Parent Councils and others – http://www.scotland.gov.uk/Publications/2006/09/08094112/0

Parentzone provide information and resource for parents and Parent Councils – https://education.gov.scot/parentzone/

School Ethos

Supporting Learners - guidance on the identification, planning and provision of support – https://education.gov.scot/scottish-education-system/Support%20for%20all

Health and wellbeing guidance on healthy living for local authorities and schools - http://www.scotland.gov.uk/Topics/Education/Schools/HLivi

Building Curriculum for Excellence Through Positive Behaviour and Relationships outlines the Scottish Government’s priority actions around positive behaviour in schools and is also a source of support – http://www.scotland.gov.uk/Publications/2010/06/25112828/0

Scottish Catholic Education Service’s resource ‘This is Our Faith’ which supports the teaching and learning of Catholic religious education – http://www.sces.uk.com/this-is-our-faith.html

Curriculum

Information about how the curriculum is structured and curriculum planning – https://education.gov.scot/parentzone/learning-in-scotland

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 – https://education.gov.scot/parentzone/learning-in-scotland/About%20the%203- 18%20curriculum

Advice, practice and resources to support the experiences and outcomes on literary, numeracy and health and wellbeing – https://www.education.gov.scot/Documents/btc3.pdf

Broad General Education in the Secondary School – A Guide for Parents and Carers – https://education.gov.scot/scottish-education-system/Broad%20general%20education

Information on the Senior Phase – https://education.gov.scot/scottish-education-system/senior-phase-and- beyond/Senior%20phase

Information around the Scottish Government’s ‘Opportunities for All’ programme – https://www.skillsdevelopmentscotland.co.uk/what-we-do/partnerships/16plus-data-hub/

Information for organisations responsible for the planning, management and delivery of career information, advice and guidance services – https://www.skillsdevelopmentscotland.co.uk/what-we-do/our-products/career- management-skills/

The Skills Development Scotland website ‘My World of Work’ offers a number of tools to support career planning – http://www.skillsdevelopmentscotland.co.uk/

Assessment and Reporting

Information about Curriculum for Excellence levels and how progress is assessed – https://education.gov.scot/parentzone/learning-in-scotland/assessment-and- achievement/What%20is%20assessment,%20and%20when%20and%20how%20does%20it% 20take%20place?

Curriculum for Excellence – https://education.gov.scot/scottish-education-system/policy-for-scottish- education/policy-drivers/cfe-(building-from-the-statement-appendix-incl-btc1-5)

Transitions

Curriculum for Excellence factfile - 3-18 Transitions - provides information on the transitions children and young people will face throughout their education and beyond – https://education.gov.scot/parentzone/additional- support/how%20schools%20plan%20support/Planning%20for%20transitions

Developing creativity, employability and skills - https://education.gov.scot/what-we-do/Developing%20employability%20and%20skills

Choices and changes provides information about choices made at various stages of learning – https://education.gov.scot/scottish-education-system/policy-for-scottish- education/policy-drivers/cfe-%28building-from-the-statement-appendix-incl-btc1- 5%29/Experiences%20and%20outcomes

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.uk/Topics/Education/Schools/welfare/ASL

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

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

Parenting across Scotland offers support to children and families in Scotland – http://www.parentingacrossscotland.org/

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.uk/Topics/Education/Schools/welfare/ASL

Information about the universal entitlement to support that underpins Curriculum for Excellence – https://education.gov.scot/scottish-education-system/Support%20for%20all Supporting Children's Learning Code of Practice (Revised edition) - provides Statutory guidance relating to the Education (Additional Support for Learning) (Scotland) Act 2004 as amended – http://www.scotland.gov.uk/Publications/2011/04/04090720/21

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, and inspection reports – https://education.gov.scot/parentzone/find-a-school

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

Scottish Credit and Qualifications Framework (SCQF) – http://www.scqf.org.uk/

Scottish Qualifications Authority provides information for teachers, parents, employers and young people on qualifications – http://www.sqa.org.uk/

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

Information on how to access statistics relating to School Education – http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education

School Policies and Practical Information

Schools and local authorities should consider the most relevant school, local and national policies and include details or links for parents to sources of further information.

National policies, information and guidance can be accessed through the following sites - http://www.scotland.gov.uk/Topics/Education http://www.scotland.gov.uk/Topics/Health http://www.scotland.gov.uk/Topics/People/Young-People

Children (Scotland) Act 1995 – 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