Welcome to Dalbeattie Primary School
Handbook 2 Contents
Letter from Director Education Services 4 Home/School Partnership 36 Welcome from the Head Teacher 4 Parent Council 36 Pupil Profiles / Blue Portfolios 38 Education Services Aims 5 Family Learning 38 School Aims 6 Communicating with home 39 School Ethos 7 Attendance 39 School Information 7 Homework 41 Name/Address/Telephone No / Email Address 7 Assessment and Reporting 41 Head Teacher details 7 Baseline Assessments For Primary 42 Roll of School 7 Helping your child 43 Management Team 7 Useful Information 43 School Staff 8 Support for All 44 Terms and Holidays 10 Pupil Support 44 Contact Us 11 Pastoral Care 45 If you need to find out something 11 Additional Support for Learning 45 If you have a complaint 11 Getting it Right for Every Child (GIRFEC) 47 Child Protection 48 How the School Works? 12 Anti -Bullying 48 Enrolment 12 Educational Psychology Service 49 Moving from Nursery 12 Home School Link Worker Service 50 School Day 12 School Uniform/Dress Policy 13 Moving to Secondary School 50 School Meals 14 Catchment Secondary School 50 Snacks and Drinks 15 Support Available at Transition 50 School Transport 15 School Improvements 51 Parking 16 Improvement plan and priorities 51 Bicycles 16 A Guide for Parents and Carers 51 Class Organisation 17 Playground Supervision 17 Health and Safety 52 Positive Behaviour 18 Emergency Arrangements 52 First Aid 18 Severe Weather and School Providing Intimate Care 18 Closure Arrangements 52 Fire 19 Health Care 53 Celebrating Success 19 Data Protection 53 Images of Pupils 54 The Curriculum 20 Use of the Internet 54 Curriculum for Excellence 20 Subject Information 21 Other Useful Information 55 Health and Well-being Education 22 Pupil/Parent Support Unit 55 Language/Literacy 24 Policies http://www.dumgal.gov.uk/index. Mathematics/Numeracy 25 aspx?articleid=7432 55 The Other Curriculum Areas 26 Glossary of Terms 56 Safe Internet Access 32 Additional Information and Websites 56 Change of contact details form 58 The Wider Curriculum 32 Extra Curricular Activities 32 Pupil Parliament 32 School Trips 34 The Community 34
33 Letter from Director
Dear Parents Dumfries and Galloway Education Services is committed to delivering a high quality education for your child/ren. As part of Dumfries and Galloway Council’s overall vision we aim to provide all children and young people with a good start in life and prepare them for adulthood and employment. Education Services cannot deliver this alone for children and young people but work together with others and, as parents, you are one of our key partners. The research tells us that when parents are involved in their child’s education the child will do better. The school handbook is one of the ways in which we inform parents, not just about how the school works, but also about how you can help us help your children to succeed in school and life. It gives me pleasure as Director, Education Services to commend this handbook to you as an invaluable source of information about your school and Education Services. Yours sincerely Colin Grant Director, Education Services
Welcome from Headteacher
Dear Parent / Guardian Dalbeattie Primary School extends a warm welcome at all times to everyone – pupils, parents, friends and staff alike. Our aim is to provide your child with the very best educational opportunities we can offer. As your child is about to start his or her education at Dalbeattie Primary we hope this handbook will be of assistance to you in preparing your child for a smooth transition from home to school. Our handbook contains statements of general and educational aims, policy statements and annual updated information about our school. We recognise the importance of working in partnership and have planned this handbook to provide you with as much information as possible about our school. We hope you will find the handbook helpful but if you would like more details, please do not hesitate to contact us. We look forward to working with you to ensure that your child’s school days are happy, fulfilling and educationally rewarding. Yours sincerely Mrs E Duncan Acting Head Teacher
4 Education Services Aims
Our Aim is to raise levels of attainment, achievement and participation in all our children and young people. Our Objectives a. We will ensure that children and c. We will encourage innovation, young people will be at the centre of creativity, collaboration and a culture our plans. of sharing and learning in all our staff This means planning by schools and support from Education Services This means a focus on will be focussed on delivering to all transformational leadership, our children and young people the professional autonomy and local entitlements embedded in Curriculum solutions and building capacity in all for Excellence and Getting It Right our staff. for Every Child. d. We will streamline our business b. We will improve our partnership processes working This means empowering our This means an emphasis on Cluster schools and staff to find better working, training on Getting It Right ways of working, with an emphasis for Every on professional autonomy, local solutions, developing leadership, Child themes, parental involvement, capacity building, effective multi-agency working, partnership Continuing Professional Development with Community Learning and and implementing Getting It Right Development (CLD); Professional for Every Child processes. Learning Communities and collaboration with Education Scotland, the Care Inspectorate and Further Education colleges.
5 School Aims
In the spirit of the Curriculum for Excellence we aim to enable our children to become: Successful Learners, Confident Individuals, Effective Contributors, Responsible Citizens by providing quality learning and teaching experiences, and encouraging all children to achieve their potential. These are known as the 4 capacities. The Mace in the Scottish Parliament represents the 4 values of a democratic Scottish society: Wisdom Justice Compassion Integrity These values underpin the Curriculum for Excellence as you will see in the diagram below:
You will note that our school values are similar, however, we would ask parents to note that the choices our children and young people make now, and in the future will be based on the values they hold. If we wish these values to reflect those of our school and our country, we need to be clear about what they are. We need to put them into action at a personal level, and we need to give our children and young people opportunities to express them in school and in their wider lives. 6 We raised £1900 for Jump Rope for Heart School Ethos
Dalbeattie Primary School aspires • Show respect, consideration to prepare every child to take his/ and good manners to each other her place in society by providing a at all times quality learning experience in a • Show commitment to learning caring environment. • Show a sense of belonging by taking VALUES care of our school and wearing the By working in partnership with school uniform with pride parents and carers, the pupils and • Show a sense of social responsibility staff of Dalbeattie Primary School and respect to school, the wider aspire to: community and internationally.
Stages of School School Information P1 to P7 with attached Nursery Classes School Roll as at August 2014 School Address: 313 Dalbeattie Primary 42 in Nursery Southwick Road Dalbeattie Visitors to school DG5 4HR Enter the school building at the main door (Southwick Road). Telephone Number 01556 611597 This door has a buzzer and is linked to a camera security system. Please come Fax Number to the Office, sign the Visitor’s Book 01556 612379 and collect your Visitor’s Badge, which School Office E-mail should be worn during your visit. [email protected] School Management Team School Blog Mrs A Howie, Depute http://dalbeattiep6c.blogspot.com/ 2006/09/welcome-to- dalbeattie- primary.html Head Teacher Mrs E Duncan Depute Mrs A Howie
Mrs E Duncan Mrs A Howie Acting Head Depute
7 SCHOOL STAFF
Class Teaching Staff Class Teaching Staff Nursery Mrs M Wilson/Mrs A Howie P4/5 Mrs M Anderson P1 Mrs K Stephenson P5 Mrs H Dyson P1/2 Mrs C Mackenzie P6G Mrs A Graham P2 Mrs R McLean P6F Mrs V Fitzsimmons P3A Mrs V Dunlop P7B Mrs J Burn P3B Mrs J Dawes P7C Miss F Clendinning P4 Miss J Agnew
Additional Support for Ancillary Staff Learning Teacher Mrs W Fortnum Dinner Ladies Mrs E Henderson – Cook-in-Charge Classroom Asisstants Mrs S Smith Miss B Wilson Mrs L Porter Mrs J Robison Mrs K Stitt Mrs L Murray Mrs S Kirk
Additional Support for Learning Office Staff/Clerical Assistants Assistants Mrs L Murray Clerical Mrs G Stapleton Mr T McMurtrie Janitor & Playground Mrs B Johnston Supervisor Mrs L Aitchison Ms L Maxwell Playground Assistant Mrs S Cox Mrs J Widdowson Crossing Patrol Mrs K Ross Mrs J Cameron Crossing Patrol Mrs J Blackwood Mrs S Henderson Cleaner-in-Charge Mr R Macdougall
Nursery Nurses Mrs F Carson Mrs P McLatchie
Early Years Assistant Mrs M Whitty
8 Visiting Specialists take classes on a weekly basis to support the work done in the classroom. All our classes from P1 to P7 enjoy Music, Art and PE sessions with our specialists.
Music: Visual Impairment Teacher: Mrs A Hickman Mrs G Williams Art: Occupational Therapy: Ms J McLemon - Gisbey Key Worker Physical Education: School Doctor: Mrs J Gray Dr A Forbes Active Schools: School Nurse: Amy Niven Mrs A Leonard Educational Psychologist: Health Visitors: Mrs L Biggar Susan Briggs Education Officer: Mrs C Whipp Paediatric Nurse: English as an Additional Mrs B McIntyre Language Teacher: Dental Health Officer: Mrs J Watts Mrs P Bird English as an Additional Social Work: Language Assistant: Key Worker Mrs M Hutton Homelink Worker: Early Years Team: Mrs M Harper Mrs A Hamilton and Mrs S Patterson Educational Visitor: Speech & Language Therapist: Katherine Symington Mrs F Durham and Mrs E Wilson (Nursery) EV & Hearing Impairment Teacher: Mrs L McGill
9 TERMS AND HOLIDAY 2014 – 2015
TERM 1 Staff return Monday 18 August 2014 Tuesday 19 August 2014 Pupils return Wednesday 20 August 2014 Schools Close Friday 10 October 2014 Spring Holiday Monday 13 October 2014 - Friday 24 October 2014
TERM 2 Schools re-open Monday 27 October 2014 Teachers (INSET) Thursday 27 November 2014 St Andrew’s Day Friday 28 November 2014 Schools Close Friday 19 December 2014 Christmas Holiday Monday 22 December 2014 - Friday 2 January 2014
TERM 3 Schools re-open Monday 5 January 2015 Mid-Term Holiday Monday 16 February 2015 Teachers (INSET) Tuesday 17 February 2015 Wednesday 18 February 2015 Schools Close Thursday 2 April 2015 Spring Holiday Friday 3 April 2015 - Friday 17 April 2015
TERM 4 Schools Re-open Monday 2 April 2015 May Day Holiday Monday 4 May 2015 Teachers (INSET) Friday 29 May 2015 Schools Close Thursday 2 July 2015 Friday 3 July 2015 – Tuesday 18 August (Staff) Summer Holiday Wednesday 19 August Thursday 20 August (Pupils)
10 Contact Us
The School Office Mrs Murray, our Clerical Assistant, manages the school office and is in school between 8:30am and 4:00pm Monday to Friday. Wherever possible, we ask parents to make contact with the school between these times. Dalbeattie Primary School operates an open door policy – please call the school office and make an appointment should you have any questions or concerns. Tel: 01556 611597 or e-mail: [email protected]
If you have a complaint Education Services operate within The Policy Officer (Complaints) for the the complaints handling procedures Stewartry area is Mr Neil Carruthers, his for Dumfries and Galloway Council. email address: neil.carruthers@dumgal. Information on this can be found at: gov.uk http://www.dumgal.gov.uk/index. If the complaint is against the Head aspx?articleid=9246 Teacher, then the approach should Education Services aims for enquiries, be made, in the first instance, to the concerns and complaints to be dealt Director for Education and Community with at as local a level as possible, Services. The initial point of contact where possible at individual school for complaints to the Director should level. Individual schools are supported be made to Mrs C Whipp, Education to ensure that matters of complaint are Officer, Woodbank, Edinburgh Road, recorded, acknowledged and responded Dumfries 01387 260413. to within normal complaints handling timescales, normally response within 10 working days. Normally issues arising at a school level should be brought to the attention of the Class Teacher and senior school staff, such as Head or Depute Head Teachers as appropriate. Further support and advice can be provided to individual complainants or teaching staff through contacting either the complaints handler within Education Services or to the Councils Corporate Complaints Unit.
11 How the School Works?
Moving from Nursery Primary teachers work closely with nursery staff and parents to ensure that Enrolment information about each child’s learning and achievements is passed on. This Parents may opt for a place in any will help ensure that their learning school they wish, at any time, but and development continues without priority for a place will be granted interruption. Staff will also share to children from the recognised other information which will help the or ‘delineated’ catchment area. teacher to support each child’s learning Information regarding catchment – for example relevant health issues, areas can be found on the Council’s friendship groups and preferred ways of website by accessing “Find My Nearest” working. http://www.dumgal.gov.uk/index. aspx?articleid=6293. Full details on how A comprehensive transition programme to enrol or move school are available is in place at Dalbeattie Primary to from the school or on the Council’s ensure a smooth move from Nursery to website (see Section 16). Primary for pupils and parents/carers.
School Day MORNING SESSION 9.00am - 12.30pm Nursery Session 1 8.45am - 11.55am INTERVAL P1 & P2 10:25am - 10:40am INTERVAL P3 – P7 10.45am - 11.00am LUNCHTIME 12.30pm - 1.15pm AFTERNOON SESSION 1.15pm - 3.00pm Nursery Session 2 12:15pm - 3:25pm
Whenever possible, at the end of the school day, children should go straight home from school. If they have to wait for a bus, car or parent to collect them, they are expected to wait inside the school building and inform their teacher. Nursery, P1 and P2 children must be collected by an adult. Any other arrangements should be discussed with your child’s teacher. If possible, please notify the school if you have been delayed and will consequently be late collecting your child.
12 School Uniform/Dress Policy purchase items which are in accordance All Dumfries and Galloway schools must with the school dress code. Guidance have a dress code which encourages is available on Clothing Grants pupils to dress in a way appropriate from Pupil / Parent Support Unit on to attendance at school. This code http://www.dumgal.gov.uk/index. must not lead to direct or indirect aspx?articleid=2235 discrimination on the grounds of While it would not normally be the race, religion, gender, or disability. policy of the authority to exclude a Prior to drawing up the dress code, pupil from school solely on the basis parents, pupils and staff should be fully of his/her dress, persistent refusal to consulted and it is the expectation of respond to a reasonable dress code Education Services that parents will be could be deemed to be a challenge to supportive of the dress code. Clothing the Headteacher’s authority and thus which is unacceptable in school under be detrimental to the well-being of any circumstances would include items the whole school community. In such which: circumstances, a Headteacher could • Could potentially encourage factions justify the use of the school disciplinary (e.g. football colours). procedures. • Could cause offence (e.g. anti- The Dalbeattie Primary School uniform religious or political slogans). consists of: • Could cause health and safety difficulties such as loose fitting • A sweatshirt in royal blue with clothing, dangling earrings. the school logo • Are of flammable materials, which • White polo shirt may be a danger in certain classes. • Grey trousers or shorts • Could cause damage to floors. • Blue or grey skirt • Carry advertising, in particular for • Checked blue or grey pinafore/dress. alcohol or tobacco. Sweatshirts are ordered on an annual • Could be used to inflict damage on basis. Currently, the Parent Council are other pupils. managing the process. Parents in receipt of a grant for All Items of clothing and footwear footwear and clothing from the should be clearly labelled. authority will be encouraged to Gym kit consisting of shorts, t-shirt and soft gym shoes (preferably slip-on or with velcro fastening), should be brought in on a Monday and taken home on Friday. Football colours are not suitable.
13 Loss of Personal Items School Meals The Council’s insurance policy does not We have our own well-staffed kitchen cover the personal possessions of pupils. and our kitchen staff provide our Claims for loss or damage can only be children with fresh, nutritious meals for made if the Council has been negligent all our pupils every day. This allows us in some way. It is therefore essential to promote healthy food choices with a that children do not bring valuables restriction on certain foods high in fat, to school – this also includes mobile salt and sugar. phones. Free school meals are available to If a parent insists on a child carrying a support families who live and attend mobile phone for security purposes it a school in Dumfries and Galloway should be insured as part of their own and who are in receipt of qualifying household insurance. Mobile phones benefits. All Primary 1 pupils currently should be handed in to the school receive free school meals. Any questions office every morning and collected after about Free School Meals can be directed school. Please label them clearly. to the Pupil/Parent Support Unit (See It is important that children do not Section 16) or bring large amounts of money to school http://www.dumgal.gov.uk/index. unless it is for a specific reason. If there aspx?articleid=2233 is a need to have money, a child should see a member of the Management P1: The children are collected by a Team who will hold it safely until the member of staff and taken to the upper end of the school day. school dinner hall at the beginning of lunch time. They can choose to sit with their friends and will be given as much time as required to finish their lunch. Once finished, a member of staff will accompany them back to the lower school. Each Friday you will receive a menu slip which allows you to help your child select their meals for the following week. This is returned with your child on a Monday morning.
14 For more information call 030 3333 School Transport 3000 and ask for DG First, Facilities Who is entitled to school transport? Management (Catering). • Pupils who live 2 miles away from Packed lunches their catchment school if they are In the upper school each class has a under 8 years old box for packed lunches which is taken • Pupils who live 3 miles away from to the kitchen area to be stored until their catchment school if they are 8 lunchtime. Pupils eat their packed lunch years and over in the dining hall and then go outside • Roman Catholic children attending to play. the denominational school for their Snacks and Drinks address and live the above statutory distances from that school. Snacks We encourage healthy snacks such as How do I find out if my child will receive fruit for break time. In P1, snacks should school transport? be stored in a clearly labelled tub or When school transport is required for bag, separate from packed lunch bags. a pupil, the school will contact the Water Parent/Pupil Support Unit. If your child The school provides a water bottle is eligible, details of the transport initially, but thereafter parents need to arrangements will be communicated to supply one. All children are encouraged you in time for the new academic year. to bring a labelled water bottle each You can check whether your child is day which should be taken home, entitled to school transport using ‘ Find cleaned and refilled with clean water My Nearest’ on the Council’s website daily. The children are able to refill (http://www.dumgal.gov.uk/index. these bottles at a water dispenser in the aspx?articleid=6293 school. It is not necessary to include a Any alterations to transport separate drink for snack time. However, arrangements that occur during the you may wish to include a separate school year will be communicated prior drink with a packed lunch. to any changes being made. If school Please note - It is vital that the school bus passes are required these are issued / teachers are made aware of any at school. allergies or special dietary needs which There is a Policy on School Transport your child may have. and a Guide for Parents, and also Guidance for transport of children and young people with Additional Support Needs. These are available from your school or on the Council’s website or from the Pupil/Parent Support Unit (see Section 16) http:// www.dumgal.gov.uk/index. aspx?articleid=1487
15 Parking Due to the volume of traffic at the Please note – Islecroft Road, off beginning and end of the school day, Southwick Road, is the access route to we advise drivers to exercise extreme the car park above Colliston Park. This caution at these times. road leads up to the Lower Primary What you can do to help us? Building and is for the use of Staff and emergency vehicles only. Parents can help by: • Reinforcing our advice to always Parents may seek special permission use the School Crossing Patrols to use this access road on application where appropriate. to the school office. ALL other parents • Reminding your child of the should use the Car Park above Colliston Green Cross Code. Park and walk up to collect and drop off their children. • Slowing down when approaching the school. Please note that the gates at the P1/2 • Not parking on Yellow Lines. building will be locked from 8:45 am so if you do drive up to the school Bicycles before that, you will experience some difficulties getting out. To encourage exercise, children from P4 – P7 are encouraged to ride to school. Parents may also drop off their children at the school’s main entrance on Please note: As long as pupils wear Southwick Road, taking care to adhere a cycle helmet and have parental to road safety and crossing patrol rules. permission they may ride to school. There are two school crossing patrols We have two cycle sheds at the upper situated: school and one at the Lower Primary • At the intersection of Southwick Road building: and William Street, and • Bicycles are left in school entirely at • At the cross at the bottom of the owner’s risk. Alpine Street. • The owner is the only person to Each year, two P7 pupils are trained handle the bike. and perform duties as Junior Road • Children must not ride their bicycles Safety Officers to promote road safety. in the playground. They are a sub-group of the Pupil’s Parliament. 16 Leaving the School Grounds has 12 classes with our refurbished Rainbow Room set up to support Pupils are allowed to leave the school pupils with additional support needs. grounds only: There are 2 Nursery classes, one in the • If it is usual dismissal time morning and the other held in the • If they are going home for lunch. afternoon. (Please notify us in writing if it is to be on a regular basis.) Playground Supervision • If they have been given special Staff Members and Playground permission as a result of a written Supervisors supervise the children request from parents, it would be when they are in the play areas. preferable if you could arrange to During bad weather the children have your child collected from the remain in their classrooms and are school office on such occasions. supervised by members of staff - helped by Primary 7 pupils. Class Organisation Children are not allowed inside the At Dalbeattie Primary we place school until 8.45am. In bad weather children in classes according to their parents are requested not to send age. In Primary 1 classes are limited children to school before this time. to 25 pupils. Where possible, we endeavour to keep P2 – P7 class sizes If this causes concern for any particular between 25 - 30 although, should we time please consult a member of the have a composite class, this is never Management Team. more than 25. The school currently
17 Positive Behaviour Child ‘run away’ from school Our Code of Behaviour 1 Contact child’s parent and or We all want to enjoy our time at school, emergency contact. so we ask everyone in Dalbeattie Primary 2 Contact child’s parent at work. to always set a good example by: 3 Contact Police – they will search for • Showing respect to everyone at pupil. all times. • Be friendly and helpful, to everyone. 4 Contact parent/police if child returns • Showing respect for pupil and to school. school property. First Aid • Looking after each other and never allow bullying, fighting, throwing Mrs Carson and Mrs Stapleton are our stones or bad language to occur. designated first aiders. If a pupil is • Remaining within the school injured or hurt during school hours staff grounds and never leaving them will take the appropriate action to deal without the Head with this. If a serious injury has occurred • Teacher’s permission. requiring first aid Mrs Carson or Mrs • Wearing the school uniform at Stapleton will be contacted. all times. Providing Intimate Care Policy • Walking smartly in the corridors Principles underpinning practice and showing good manners especially to visitors. It is important that every child is treated • Walking away and never reacting as an individual and that care is given as in anger or violence. gently and as sensitively as possible. It is • Always be truthful. important for staff to bear in mind how they would feel in the child’s position. A survey of all children from P1 to P7 was undertaken and these points As far as possible the child should were the ones that every class wanted be allowed to exercise some choice included. regarding the person providing care. Threatening Behaviour Parents, staff and children should be aware that matters concerning intimate In case of pupils behavior being assessed care will be dealt with confidentially as a threat to other pupils/staff or and sensitively. personal safety staff member may make a decision to contact pupil’s parents and The young person’s right to privacy and advise of situation and need to send dignity will be maintained at all times, child home for clarification. Pupil must with due regard to the child’s self- be collected from school by a parent image. or representative. If a parent is not Information on the provision of available the child will be withdrawn intimate care is included in the school from class under supervision of staff handbook. The policy and procedures in member until parent can be contacted. the school will apply to all children.
18 Recording enable that member of staff to be free Anyone providing intimate care must to undertake the care. ensure that: Celebrating Success • School recording procedures are Friday Assemblies focus on the way we followed. value children as special in the school. • Parental consultation procedures Every week each teacher nominates one are followed. pupil from their class as ‘The Achiever of • Ensure that another member of the Week’ and they receive a certificate staff is informed before you in the Assembly. undertake care. • Ensure privacy as far as possible. The special achievers have their • Wear protective clothing or, at the names read out and house points very, least, disposable gloves. awarded. The teachers give a brief • Ensure that waste is disposed summary of why pupils received their of properly. award/recognition. Wider achievement • Remember how they would feel if is also celebrated at Thursday Assembly you were in the child’s position. and displayed throughout the school and recorded in the pupil’s achievement In this school folder. Toileting needs would normally be met Sports Days for the Infants and Juniors in the usual pupil’s toilets. However, are held at the end of each school year. incidents requiring more privacy can be These events are very enjoyable and we dealt with in the Disabled Toilet. welcome parents/carers into the school If the child asks for another carer, then to participate. arrangements should be made to
FIRE In the event of the fire alarm sounding: • A designated person will contact the fire brigade. • Pupils will follow instructions given by their class teachers. • The building should be vacated by the nearest and safest fire exit. • All pupils and staff will report to the designated safe area at the back of the school. • Teachers will ensure that all pupils are present.
19 The Curriculum
Curriculum for Excellence Curriculum for Excellence (CfE) is bringing learning to life in the way education is delivered for all 3-18 year olds – in nursery, primary, secondary, at college, workplace or community learning. It takes a fresh approach to what, how and where young people learn. It aims to raise standards, improve knowledge and develop skills, closing the gap between the lowest and highest performers. Ultimately it aims to nurture young people as successful learners, confident individuals, effective contributors and responsible citizens.
How does Curriculum for Excellence work? • The ‘learner journey’ will be joined up from 3-18 to avoid gaps and overlaps in learning and to make the most of achievements outside school. • Learners will work at a pace that suits, with enough challenge and support to stretch them. • Lessons will be more engaging, inspiring and relevant to everyday life. • Teachers will make connections between subjects, helping children make sense of the world. • Children will learn how to learn and how to use their learning, not just memorise information to pass tests. This will help them adapt in an uncertain future with the ability to think for themselves, to make sound judgements, challenge, enquire and find solutions. • There’s more focus on knowledge and skills – including vital skills: literacy and numeracy, which underpin all learning and are critical in life. • There are changes to assessment and how progress is reported to give learners, parents and employers better information on potential and achievement.
Progression is indicated through curriculum levels, as explained in the table below.
Level Stage
Early The pre-school years and P1, or later for some
First To the end of P4, but earlier or later for some
Second To the end of P7, but earlier or later for some
S1 to S3, but earlier for some. The fourth level broadly Third and Fourth equates to SCQF level 4
Senior phase S4 to S6, and college or other means of study
20 Subject Information Our curriculum has been designed in In collaboration with pupils, parents line with the policies of Dumfries & and other agencies, our school uses Galloway Council Schools Services, and the Early, First and Second levels to by implementing strategies from a plan appropriate, challenging learning Curriculum for Excellence. Each of the experiences for our pupils in eight curriculum areas makes its own unique curricular areas. contribution to developing the four capacities of children and young people. The eight curricular areas are: Open Afternoons are held throughout • MATHEMATICS AND NUMERACY the year where you can engage with the concepts and ideas of the Framework. • LITERACY • SCIENCES Through Curriculum for Excellence children and young people are entitled • EXPRESSIVE ARTS to a continuous focus on literacy, • SOCIAL STUDIES numeracy and health and well-being. • TECHNOLOGIES These skills are essential if young people are to gain access to learning, to succeed • HEALTH AND WELLBEING in life and to pursue a healthy and • RELIGIOUS AND MORAL EDUCATION active lifestyle.
21 Health and Wellbeing Education Learning in Health and Wellbeing ensures that children and young people develop the knowledge and understanding, skills, capabilities and attributes which they need for mental, emotional, social and physical wellbeing now and in the future. Learning through health and wellbeing enables children and young people to: • Make informed decisions in order • Make a successful move to the to improve their mental, emotional, next stage of education or work social and *physical wellbeing • Establish a pattern of health and • Experience challenge and enjoyment wellbeing which will be sustained • Experience positive aspects of healthy into adult life, and which will help living and activity for themselves to promote the health and wellbeing • Apply their mental, emotional, of the next generation of Scottish social and physical skills to pursue children. a healthy lifestyle The school nurse and the Dental Health Officer visit the school once a year. We receive annual visits from other services and agencies such as: the Community Police Officer, Police Road Safety Unit and the Fire Brigade Schools Officer.
22 Physical Education during the year. The Outdoor Education Team provide specialist activities such as At Dalbeattie Primary we see physical orienteering. The Forestry Commission activity as an important component of Ranger regularly takes classes into our curriculum and encourage everyone Dalbeattie Forest for walks and forestry to take part. We offer a wide range of school learning activities. activities such as: Games, gymnastics, dance and movement, drama. In the Literacy and Numeracy are used across summer term we hold our Sports all areas of learning. They involve using Days and ensure every pupil has an language, symbols, text and data of all opportunity to participate. kinds to explore, understand and use important concepts and ideas in our Active Schools facilitate activities in 6 personal, social and working lives. weekly cycles across the School Cluster and hold inter-school festivals/events
23 Language / Literacy At Dalbeattie Primary we consider the ways in which we use listening, talking, reading and writing for learning day to day in our teaching programmes. We provide learners with opportunities for:
Listening and talking for learning Writing for learning • engage with others in group and class • make notes, develop ideas and discussions of appropriate complexity acknowledge sources in written work • learn collaboratively – for example, • develop and use effective vocabulary when problem-solving • create texts – for example, presentations • explain their thinking to others – which allow learners to persuade/ argue/explore ideas. • explore factors which influence them and persuade them in order to help Within each of these areas there are them think about the reliability of specific experiences and outcomes, which information ensure that learning and teaching of language/literacy is not only progressive, Reading for learning but also that it becomes more challenging • find, select, sort, summarise and link and sophisticated as the child develops. information from a variety of sources The progression of language/literacy skills is taught, where possible, both • consider the purpose and main as an individual subject and through concerns in texts, and understand the other curriculum contexts. e.g. drama, differences between fact and opinion ICT, environmental studies, enterprise • discuss similarities and differences activities etc. We believe this ensures pupil between texts learning is seen in a meaningful context and becomes a responsibility for all.
24 Mathematics/Numeracy Shape, position and movement At our school, mathematics/numeracy • Properties of 2D shapes and is seen as an integral part of the 3D objects school curriculum. The development of • Angle, symmetry and transformation. mathematics/numeracy skills plays an Information handling important part • Data and analysis in raising educational standards, and • Ideas of chance and uncertainty. preparing our young learners to take their place in a society based on lifelong The mathematics framework as a learning. whole includes a strong emphasis on the important part mathematics has As mathematics/numeracy in general is played, and will continue to play, in part of everyday life, we need to ensure the advancement of society, and the that all our pupils acquire knowledge relevance it has for daily life. and understanding, combined with the ability to use various forms of A key feature of the mathematics mathematics/numeracy, including framework is the development of financial mathematics and problem- algebraic thinking from an early solving - right across the curriculum. We stage. Research shows that the earlier encourage positive attitudes towards algebraic thinking is introduced, the mathematics/ numeracy, and aim to deeper the mathematical understanding develop children’s confidence, to enable will be and the greater the confidence them to apply their knowledge and in using mathematics. skills in a variety of situations relevant Teachers will use the statements to everyday life. of experiences and outcomes in The mathematics experiences and information handling to emphasise outcomes are structured within three the interpretation of statistical main organisers, each of which contains information in the world around us and a number of subdivisions: to emphasise the knowledge and skills required to take account of chance and Number, money and measure uncertainty when making decisions. • Estimation and rounding • Number and number processes • Multiples, factors and primes • Powers and roots • Fractions, decimal fractions and percentages • Money • Time • Measurement • Mathematics – its impact on the world, past, present and future • Patterns and relationships • Expressions and equations.
25 The Other Curricular Areas creativity and innovation, including: Expressive Arts • active involvement in creative activities Expressive Arts encompass the following and performances subjects:- • tasks or performance opportunities ART AND DESIGN which require a creative response • opportunities to perform or present to MUSIC an audience DRAMA and DANCE • partnerships with professional By engaging in experiences within the performers or artists and other creative expressive arts, children and young adults people will recognise and represent • raising awareness of contemporary feelings and emotions, both their own culture and connecting with young and those of others. The expressive arts people’s experiences play a central role in shaping our sense • appropriate, effective use of of our personal, social and cultural technology identity. Learning in the expressive • building on the principles of arts also plays an important role in Assessment is for Learning supporting children and young people • both collaborative and independent to recognise and value the variety and learning vitality of culture locally, nationally and • establishing links within the expressive globally. arts subjects and with the wider Within a rich, supportive environment curriculum teachers will draw upon a skillful mix • opportunities to analyse, explore and of approaches to promote a climate of reflect.
26 Most activities in the expressive arts at these stages teachers will build on involve creating and presenting and are children’s natural curiosity for sounds practical and experiential. Evaluating and words, and their strong desire to and appreciating are an integral part of communicate. Activities will include the creative process and are linked to playing games, singing songs, carrying developing creative skills, knowledge out simple instructions, and understanding and enhancing and playing with simple poetry and enjoyment. rhyme. In this way they can begin to Our Drama is enhanced by sessions be enthusiastic, confident language presented by visiting companies and learners from the outset. talented local artists such as: Konflux Whenever they start their learning of Theatre, Tag Theatre and M & M another language, children need to Productions. experience success by taking part in Modern European Language - French practical activities that they can enjoy. Language learning is greatly enhanced The curriculum’s language programme where it is linked to or embedded in includes French as a modern European the wider curriculum so that children language. The study of a modern and young people can enjoy exploring language has a unique contribution to and using language in meaningful make to the development of cultural contexts. Very importantly, teachers awareness as it provides children can make great use of opportunities to and young people with a means of link language learning with progress in communicating directly with people English and with other languages used from different cultures, enhancing their by people in the school community, understanding and enjoyment of other enabling children to explore and cultures and of their own. They gain experiment with sound patterns and insights into other ways of thinking and make links and comparisons between other views of the world and therefore languages. develop a much richer understanding of active citizenship. Religious and Moral Education One of the key aims of modern Scotland is a nation whose people languages teaching is to develop hold a wide range of beliefs from the young people’s ‘communicative many branches of the Christian faith competence’ so that they are able to represented throughout the land to the use and enjoy the language effectively world’s other major in real situations and for a range of relevant purposes in work and leisure religions and to beliefs which lie throughout their life. outwith religious traditions. Such diversity enriches the Scottish nation At early and at first levels, children will and serves as an inspiring and thought- be developing generic skills in their provoking background for our children first language. These include taking and young people to develop their own part in conversations, developing beliefs and values. listening, reading and writing skills and knowledge about language. All Children and young people must of these are relevant to learning other become aware that beliefs and values languages. Within modern languages are fundamental to families and to 27 the fabric of society in communities, • develop their beliefs, attitudes, values local and global. There is an intrinsic and practices through reflection, value in learning about religion as well discovery and critical evaluation as learning from religion, as children • develop the skills of reflection, and young people develop their discernment, critical thinking and understanding of diversity in our society deciding how to act when making and their own roles in it. The skills of moral decisions reflection and critical thinking and an enhanced understanding of the beliefs • make a positive difference to the and values of others are all crucial in world by putting their beliefs and assisting in this process. values into action Learning through religious and moral • establish a firm foundation for education enables children and young lifelong learning, further learning and people to: adult life. • recognise religion as an important Religious and moral education in expression of human experience Dalbeattie Primary’s curriculum is therefore, an essential part of every • learn about and from the beliefs, child’s educational experience. We are values, practices and traditions of aware however, that some parents may Christianity and the world religions wish to withdraw their children from selected for study, other traditions, religious education and we will do our and viewpoints independent of best to include them in an alternative religious belief activity during these periods. • explore and develop knowledge Through planned discussions and and understanding of religions, activities, we aim to help children recognising the place of Christianity realise that there are conventional in the Scottish context social values, and that it is important • investigate and understand the to be tolerant and kind towards others. responses which religious and non- Our aim is therefore, to promote a religious views can offer to questions happy atmosphere in our school where about the nature and meaning of life everyone enjoys being together. The school ethos is important in developing • recognise and understand religious appropriate moral values, personal diversity and the importance of relationships and awareness of personal religion in society responsibility and this is reflected in • develop respect for others and an other curriculum areas. understanding of beliefs and practices which are different from their own • explore and establish values such as wisdom, justice, compassion and integrity and engage in the development of and reflection upon their own moral values
28 Sciences • express opinions and make decisions on social, moral, ethical, economic Through learning in the sciences, and environmental issues based upon children and young people develop sound understanding their interest in, and understanding of, the living, material and physical • develop as scientifically literate world. They engage in a wide range of citizens with a lifelong interest in the collaborative investigative tasks, which sciences allows them to develop important • establish the foundation for more skills to become creative, inventive and advanced learning and, for some, enterprising adults in a world where future careers in the sciences and the the skills and knowledge of the sciences technologies. are needed across all sectors of the The experiences and outcomes in economy. science provide opportunities for Children and young people children and young people to develop participating in the experiences and and practise a range of inquiry and outcomes in the sciences will: investigative skills, scientific analytical • develop a curiosity and understanding thinking skills, and develop attitudes of their environment and their place and attributes of a scientifically in the living, material and physical literate citizen; they also support the world development of a range of skills for life and skills for work, including literacy, • demonstrate a secure knowledge and numeracy and skills in information and understanding of the big ideas and communications technology (ICT). concepts of the sciences • develop skills for learning, life and The progressive development of work these skills throughout the levels is • develop skills of scientific inquiry supported through the increasing and investigation using practical complexity of the scientific contexts techniques and concepts being developed and through revisiting and reinforcing the • develop skills in the accurate use of skills. The experiences and outcomes scientific language, formulae and support the development of the equations attributes and capabilities of the four • recognise the role of creativity and capacities of Curriculum for Excellence inventiveness in the development of by encouraging teachers to consider the the sciences purposes of learning and to plan for • apply safety measures and take active learning. Topics studied include necessary actions to control risk and Space and Planet Earth, Water and hazards Electricity. • recognise the impact the sciences As with other subjects in the curriculum, make on their lives, the lives of Science overlaps most curricular areas others, the environment and on and these links are developed to ensure society that scientific learning is in the context • develop an understanding of the of the real world. Earth’s resources and the need for responsible use of them
29 Social Studies • engage in activities which encourage enterprising attitudes Through social studies, children and young people develop their • develop an understanding of understanding of the world by learning concepts that encourage enterprise about other people and their values, in and influence business different times, places and circumstances; • establish firm foundations for they also develop their understanding lifelong learning and for further of their environment and of how it has specialised study and careers. been shaped. As they mature, children Social studies experiences and and young people’s experiences will outcomes encourage links with other be broadened using Scottish, British, subjects in the curriculum to provide European and wider contexts for learners with a deeper, more enjoyable learning, while maintaining a focus and active experience. Teachers are on the historical, social, geographic, able to integrate the key features of economic and political changes that have social studies across the subject areas, shaped Scotland. and are able to plan opportunities for Children and young people as they children and young people to become participate in experiences and outcomes involved in their local community and in social studies will: the wider world, and to support them • develop their understanding of the in considering and developing their history, heritage and culture of Scotland, roles as active and informed citizens. and an appreciation of their local and national heritage within the world Technologies • broaden their understanding of the Scotland has a strong tradition world by learning about human of excellence and innovation activities and achievements in the in technological research. This past and present is especially true in areas such • develop their understanding of their as engineering, electronics, own values, beliefs and cultures and optoelectronics, biomedical research, those of others genomics and cell engineering. • develop an understanding of the Scotland’s people need to be skilled principles of democracy and citizenship in technologies and to be aware of through experience of critical and the impact of technologies on society independent thinking and the environment, now and in the • explore and evaluate different types of future. Learning in the technologies sources and evidence provides a strong foundation for the development of skills and knowledge • learn how to locate, explore and link which are, and will continue to be, periods, people and events in time and essential in maintaining Scotland’s place economic prosperity. • learn how to locate, explore and link features and places locally and further afield
30 Learning in the technologies enables Well-designed practical activities in the children and young people to be technologies offer children and young informed, skilled, thoughtful, adaptable people opportunities to develop: and enterprising citizens, and to: • curiosity and problem-solving skills, a • develop understanding of the capacity to work with others and take role and impact of technologies in initiative changing and influencing societies • planning and organisational skills in a • contribute to building a better world range of contexts by taking responsible ethical actions • creativity and innovation, for example to improve their lives, the lives of though ICT and computer aided others and the environment design and manufacturing approaches • gain the skills and confidence to • skills in using tools, equipment, embrace and use technologies now software and materials and in the future, at home, at work • skills in collaborating, leading and and in the wider community interacting with others • become informed consumers and • critical thinking through exploration producers who have an appreciation and discovery within a range of of the merits and impacts of products learning contexts and services • discussion and debate • be capable of making reasoned • searching and retrieving information choices relating to the environment, to inform thinking within diverse to sustainable development and to learning contexts ethical, economic and cultural issues • making connections between • broaden their understanding of specialist skills developed within the role that information and learning and skills for work communications technology (ICT) • evaluating products, systems and has in Scotland and in the global services community • presentation skills. • broaden their understanding of the applications and concepts behind Technologies are connected strongly technological thinking, including the with all other areas of the curriculum, nature of engineering and the links through extending and applying the between the technologies and the specialist knowledge and understanding sciences developed in the sciences, through • experience work-related learning, the creative use of technology in the establish firm foundations for lifelong expressive arts, through interdisciplinary learning and, for some, for specialised learning, For example linking study and a diverse range of careers. mathematics/numeracy, science and technologies in an engineering context, and through the use of technologies to enhance learning.
31 Safe Internet Access As part of the process of learning we allow our children supervised access to the Internet and e-mail. The authority runs its own filter system to ensure that young people are not at risk from exposure to inappropriate material. This filtering system is regularly upgraded. We have a policy for use of the Internet and a contract for responsible use, which we ask parents and young people to sign up to. We have taken positive steps to deal with the risk of children having access to undesirable information. Our school Internet access provider uses a filtering system to restrict access to inappropriate sites. However, parents/carers need to ensure there is safe Internet access at home.
The Wider Curriculum
Extra Curricular Activities For information on all the activities During the school year extra-curricular our children are doing in school and activities take place and are different the wider community please go to our every term. You will be informed by school blog where we record all their letter of each opportunity and be asked successes and celebrate achievements to complete a slip to give your approval Pupil Parliament that your child can take part. Dalbeattie Primary School has a Some examples of activities are: “Parliament” made up of pupils • Scottish Dance Club is held on a from all classes within the school. Tuesday after school The Parliament involves our pupils in the life and direction of the school. • Netball Club takes place on Thursdays Furthermore, it strives to help us for the Upper School. achieve our vision, values and aims as • Football is held on Thursdays for it comprises sub-groups which have pupils in the Upper School specific responsibilities: • Multi activities—run by the Active • Eco Schools Committee School Co-ordinator which target • School Council different year groups during the year. • Junior Road Safety Officers (JRSOs)
32 The Eco Schools Committee works to together. There is one representative of promote and develop projects as part of the School Council in each class from P2 our Eco Schools programme. The school to P7. They are elected by their class. has now been awarded three green Both the Eco Committee and School flags and the aim of the group is to Council have class representatives work towards a fourth. The main topics, from throughout the school who bring which we are focusing on in the run up forward ideas and suggestions, as well to an application for a further flag, are: as reporting back to their classmates. Food and the Environment; Sustaining However, many projects, undertaken by Our World; and Litter. these committees, directly involve all Dalbeattie Primary Pupil School Council pupils in all classes at regular times. exists so that the children who attend The Junior Road Safety Officers our school have a say in decisions which (JRSOs) work to promote safe routes affect them. We do this to make our to school, and health and well-being school better. Children might notice by undertaking Walk to School Week things which need changing of which surveys. The JRSOs regularly organise adults are not aware. competitions to encourage pupils to The Council also decides which good think about road safety issues. causes to support with school fund raising. At our Council meetings the Student Council Representatives can bring ideas from the whole school. They get these ideas from talking with their classmates. It is a great place to bring ideas
33 School Trips The Community When children are enrolled for school, The Dalbeattie Learning Community parents are asked to sign a permission All learning provided to young people form allowing teachers to take pupils and their parents in Scotland is checked out into the town or local area on for quality and impact by Education occasions. When a special excursion is Scotland. The purpose of inspecting being organised parents will be notified a learning community is to support by letter and asked to sign a permission improvement and development of slip. Most educational excursions are effective partnership work between arranged to support Inter- disciplinary educational establishments, other learning. Unless advised otherwise, services, community providers and the pupils should wear school uniform communities they serve. when on educational excursions. Adequate supervision is arranged on In Dalbeattie, the Partners work all occasions and in line with Dumfries together, supporting learning and and Galloway Council’s School Trips development, to enable children, young and Visits Policy. Parent helpers may be people and adults to achieve their full invited to accompany classes on trips potential. Learning communities use when required. learning as a way to build community capacity, and to promote social cohesion, social inclusion, regeneration and economic development.
34 Dalbeattie Primary School is part of day, which allows a smooth transfer to the Dalbeattie Schools Cluster and Nursery and builds positive relationships works with a wide range of Dumfries & between staff and pre-school pupils and Galloway Council Services, their partners their families. in the voluntary sector, other public Our curriculum provides all pupils with bodies, and the local parishes. The an awareness of the community in diagram below identifies some of the which they live, the school’s place in the partners who deliver the experiences community and their role as citizens. and outcomes of the Curriculum for We regularly invite community groups Excellence in the Dalbeattie Learning such as the Burns Club, Dalbeattie Community: Rotary and Lions Clubs into school to The Wider Community participate in events. Local trades and business people, and Councillors come We maintain strong links with pre- into school to share their expertise. school groups, other primary schools Pupils participate in community events and Dalbeattie High School. Children such as Gala Days, carol singing, poetry in the Nursery classes attend either a readings, visiting or entertaining the morning or afternoon session every elderly in old people’s homes.
Community Voluntary Learning & Sector Development - Family Learning
Dalbeattie Police and School Cluster Fire Services
Dalbeattie High School
NHS and Other Active Schools Public Services
Other Services/ Partners and Local Parishes Providers
35 Home/ School Partnership
Parent Council By law schools have a duty to promote parents’ involvement in children’s education. We are very keen that parents feel able to be involved in their child’s education and learning, that they are active participants in the life of the school and they feel able to express their views on school education generally. Every parent who has a child at our school is a member of the Parent Forum. The parent council is a group of parents who have chosen to represent the parent forum. As a member of the Parent Forum, each parent can expect to:
• Receive information about the school • Be asked your opinion by the parent and its activities; council on issues relating to the school • Hear about what partnership with and education it provides; parents means in our school; • Work in partnership with staff; and • Be invited to be involved in ways and • Enjoy taking part in school life in times that suit you; whatever way possible • Identify issues you want the parent council to work on with the school;
The type of things the parent council may get involved in include:
• Supporting the work of the school; • Fundraising and organising events; • Gathering and representing parents’ • Reporting to the parent forum; and views to the Head Teacher, Education • Being involved in the appointment of Authority and Education Scotland; senior promoted staff. • Promoting contact between the school, parents, pupils and the local community;
The Parent Teacher’s Association (PTA) is a sub-group of the Parent Council. Members organise fund-raising events, such as coffee mornings, to raise funds to help pay for school trips and additional learning resources. We encourage parents to join our Parent Council and other parent/volunteer groups and get involved in the life of the school and wider community. Research has shown that where parents are involved with their children’s education and learning, both at home and in partnership with the school, their children do better and achieve more at all stages of education.
36 Parent Helpers/Volunteers We encourage parent helpers in school and parents are often invited to come in to help with classroom activities. Parents also come in, when needed, to help look after resources and support learning activities such as: cataloguing library books; participating in Family Learning projects, going on field trips or forestry school in Dalbeattie Forest. We adhere to the PVG Guidelines in terms of the Scottish Government requirements.
The Guidelines for Adult Helpers in Parent Evenings/Open Afternoons Schools include a Code of Good Practice. Two parent interviews are held each The key points are: year – usually in November and May. 1 All adult helpers must complete a Each parent has an appointment confidential registration form. The to come along and discuss his/ individual must agree to the terms and her child’s progress with the Class conditions of the Code of Good Practice Teacher. The Head Teacher and and consent to the possibility of a Depute are also available on these Disclosure Scotland (PVG Scheme) being evenings. made. In P5 – P7, progress is recorded 2 Disclosures will be made on all adult by the children themselves. They helpers who are frequent visitors to the choose their own selection of work school or who may be working with to highlight. The children and Staff children unsupervised. e.g. football in P1 – P4 select the work which coaching. (No adult helper will be asked is chosen to go home in the blue to work with a child on their own) folder. A PVG Disclosure only looks at whether an adult is suitable to work with young people and for no other reason. 3 All adults/visitors will also be vetted by the head teacher before they can help in school. 4 All helpers receive a copy of the school’s guidelines which contains information on: �• a description of the work they will undertake with children, with reference to any guidelines adopted for safeguarding the welfare of those children. �• the duty to prevent the abuse of all children and young people in contact with the school and reference to the �• action to be taken if abuse is discovered or disclosed. Further information is available from the school. 37 Pupil Profiles / Blue Portfolios A profile is a snapshot of a child’s or young person’s best achievements at a given point in time. Profiles are primarily aimed at children and their parents and draw together a range of information about a child or young person’s learning. It is one of the ways in which a child’s achievements can be recognised. Nationally it has been agreed that profiles will be produced at the P7 and S3 stage. The profiling process gives your child the opportunity to talk about their learning and achievements with yourself and others and can challenge, motivate and support all learners. The intention is to give a rounded picture of your child, their achievements and progress in learning to date. At Dalbeattie Primary every child has a blue folder which displays examples of their work, the term’s plans, and an All About Me Sheet/Profile. P5-7 are learning Guidance Note for parents on profiling to keep e-portfolios and profiles. is available from the school.
Family Learning some of our knowledge from school Family Learning covers all forms of but that knowledge is given a context learning that involve more than one by the family, e.g. children learn to generation. Family members may read at school but it is often the family also include friends as well, reflecting that nurtures a love of reading. History the range of support relationships can seem remote in textbooks but a which individuals rely on in the 21st grandparent’s stories of World War II Century. It includes learning about can bring it to life. roles, relationships and responsibilities Family Learning programmes are often in relation to stages of family life; another chance for parents/carers, and parenting, grandparents, to return to learning, and learning how to understand, take creating a range of new opportunities responsibility and make decisions in to take-up previously forgotten or lost relation to wider society, in which the opportunities. Some of the projects family is a foundation for citizenship. our parents have supported recently include: P3 Adventure Packs and the Families are our first and most P1 Parent Information Guide. Parent important teachers, and also teach volunteers operate a library system for us the most important things in life. lending learning resources they have The values, attitudes and culture we created, to pupils and their families, on learn from our families can stay with a bi-weekly basis. us throughout our lives. We acquire 38 Communicating with Home Parents are asked to ensure that: Regular newsletters, giving parents up- • The school is informed if the family is to-date information, are sent to parents running late. via children’s schoolbags. If requested, • Any legitimate absence is notified they can be emailed to you, or they can to the school by telephone before be accessed on the school’s blog – 9am on the first day of the absence http://dalbeattiep6c.blogspot. without fail, and that further calls, com/2006/09/welcome- to-dalbeattie- before 9am, are made on every primary.html subsequent day of the absence. • Contact telephone numbers, whether (Using Google Search and typing in for home, for parents at work or for ‘Dalbeattie Primary School’ ) other emergency contacts, are kept Other Information for parents and up to date and are genuinely numbers pupils can be found under ‘Education where a response will be received. and School Services’ on the Dumfries & This is particularly important with Galloway website: www.dumgal.gov.uk mobile phone numbers. or will be posted on the school’s blog. • The school is kept informed of the absence and the likely return date. Attendance • To avoid any unauthorised absence, It is your responsibility as parents to your child should return to school ensure that your child/children attends with a note explaining the reason for school regularly. For the safety of all their absence. (A telephone call does children it is important for you to not replace this procedure) telephone the school office prior to/ at the beginning of the absence. • Any planned absences are officially Absences are recorded in class registers notified to the school, in writing, in and frequent or irregular absences not advance. supported by a reasonable excuse, will • School would be informed before be notified to parents and the matter 1.15pm if a child was not returning may be referred to the Attendance to school after lunch as a result of Officer. If possible please try to make becoming unwell over that period. dental/medical appointments out with • Latecomers report to the school office school hours. However if this is not on arrival at school. possible please inform us in writing or Staff will ensure that absences are by telephone of the appointment and checked every day and follow up the arrange to collect your child from class. whereabouts of any child for whom Unexplained Absences / Lateness we have no explanation. Due to the amount of extra work involved In light of the tragic case in West and necessity of having the correct Lothian in 2005 we have been advised information I would ask you to make to put procedures in place to ensure note of the above requirements and the safety of all the children in our ensure that you follow through the care. In order that our procedures work procedures to ensure the safety of all efficiently and effectively we require our children. your cooperation in the following matters:
39 Holidays reason, to remove their children for holidays during term time. They should, The Government has highlighted the however, appreciate that prolonged importance of school attendance to a absence from school at any stage is child’s development and has required harmful to a child’s education and it is schools to set targets for improved not possible – not fair to other children attendance. Against – to direct teaching time to assist a child this background, there is considerable who has been on holiday to catch up on concern at the increasing number of what they have missed. This means that, term-time holidays being taken by whilst parents are at liberty to remove children at the request of their parents. children from school for the purposes The Head Teacher is not in a position to of family holidays, such absences will refuse permission to parents for such be recorded as ‘unauthorised’. Parents holidays but it is the view of Education should continue to inform the school, in Services that these holidays should be writing, of any such holiday plans. officially recognised as “unauthorised”. The exception to this is when a family Education Services recognises that some holiday is judged to be important to the parents have difficulties in arranging well- being and cohesion of the family their own holidays to suit school holiday following serious or terminal illness, periods and parents remain free, within bereavement or other traumatic events.
40 Homework Dalbeattie Primary uses continuous At Dalbeattie Primary, homework is assessment methods and parents/carers perceived as being beneficial for pupils are regularly invited in to the school and provides an opportunity for parents to discuss their child’s progress. Pupils’ to keep some contact with pupil’s work work is displayed/ recorded in their Blue and progress. In general, homework is Folders/Portfolios (see Section 11.2). A linked to class work but this may not Parent Conference is held in November. have to be done every day. We ask We are teaching our P5-7 pupils to parents to check their child’s Homework self-evaluate their work and part of the Diary on a daily basis. recording process is completed by them, independently, on-line at school. Areas of the curriculum where homework may be appropriate include: When a child is enrolled at our the school we hold a progress file for every • Reading child which contains copies of their • Spelling report cards, medical reports and other • Number work important informational/documentation • Research into class topics regarding social and emotional development. This confidential file is It should take: kept up-to-date, in a secure place, and P1-P2 up to 15mins is sent on to their next primary P3-P5 up to 20mins. school or subsequent secondary school. P6-P7 up to 30mins Parents may have access to their child’s If a pupil has not completed a file on request. reasonable amount of work in school, During the year parent afternoons/ the pupil may be asked to complete the evenings are held when parents can work at home. discuss the progress of their child with the Class Teacher. On these Assessment and Reporting occasions the Additional Support for Assessment lies at the core of the Learning Teacher will be available for curriculum. Initially, teachers plan the consultation. curriculum and design/develop the Any problems arising are best dealt with teaching and learning activities required immediately, so parents should make an in the learning process. Lessons are appointment to see the Head Teacher or then evaluated and recorded, and pupil one of the Management Team. achievements highlighted. Teachers use this information to plan future lessons, In the course of a school year many record pupil progress, and provide letters are sent out from school to feedback to parents/carers on their parents on all matters – so please check child’s progress. It also provides the bags and reading folders regularly. Head Teacher with accurate information on class attainment.
41 Baseline Assessments For Primary schools will assess pupils at the end of The performance indicators in Primary Primary 1; the first progress information Schools (PIPS) project are designed to will be available at the end of the monitor the progress of pupils. This summer. process starts with a baseline assessment When interpreting the PIPS date it is on entry to Primary 1. A follow up important to remember that the scores assessment at the end of Primary 1 always have a degree of uncertainty. allows us to determine each child’s Any reassessment is likely to produce a progress during their first year in school. slightly different score. The uncertainty At the core of the PIPS On-Entry over scores is an important reason why Baseline is an assessment of early decisions should not be made on the reading, early maths and phonics. In basis of a single judgement. addition there is a personal and social As a summary we would like to reassure development assessment. parents: Use of PIPS • That their child was important to the school. The information derived from the PIPS On –Entry Baseline is intended • That the assessments would be for immediate use within schools. It conducted as part of a supportive and also acts as a basis for measuring value one-to-one relationship wherever added (progress) up to the end of possible, so that the teacher could get Primary 1 and beyond. The majority of to know their child better.
42 • That the tests are simply a natural measuring, matching, size, reading, part of a well established assessment writing, understanding instructions, routine into which the child would questioning information quickly settle. • Encourage your child to take part in • That there was no risk that the activities e.g. hobbies, clubs which will assessment results would be used to provide opportunities to develop a label the child at an early age. range of skills • That there was nothing sinister about • Help them work on tasks on their the use to which the school would put own and then talk about it with you the information, and afterwards • That there is nothing about the tests • Do things together where appropriate themselves that would cause their – learn together e.g. if your child child any distress. has a project or task to do, take an interest and discuss with them what INCAS assessments are carried out in he/she is doing or offer support if this P3, P5 and P7 to continually assess is needed. pupil progress alongside teacher’s professional judgements. • Help prepare for change, particularly at key transitions and talk about the Helping your child change together. There are many things which as a • Talk to them about how they are parent you can do to support your feeling child’s learning in school:- • Work together with the school by • Listen, talk, and encourage – this can taking part in discussions about your have a big influence on children’s child’s learning and progress e.g. at learning parents nights, reviews • Encourage your child to talk to you Information provided by Education about their learning, what learning is Scotland – Parentzone happening at school and do what you can at home to build on that Useful Information • Talk to your child about their For more information on parental strengths and interests and how they involvement or to find out more about are progressing parents as partners in their child’s • Encourage your child to talk to you learning, please contact the school, about their next steps in learning and see Sections 14.3 and 16.4, or visit the find out how you can work with the Education Scotland website. school to support this • Ask for help if you think your child needs it for any reason. • Praise your child if he/she is working hard at something or has a achieved something within or out of school • Encourage any reading • Look for opportunities at home to develop literacy and numeracy skills: money, number problems, time,
43 Support for All support needs’. Children may need extra help with their education for a wide variety of reasons. A child’s education Pupil Support could be affected by issues resulting Scottish education law outlines a from: framework for children to be supported •� social or emotional difficulties to make sure they benefit from •� behavioural difficulties education and reach their full potential. •� problems at home The Education (Additional Support for •� bullying Learning) (Scotland) Act 2004 outlines •� being particularly gifted how to meet the needs of children •� a sensory impairment or who require additional support to communication problem ensure they can make the most of their •� a physical disability education. Amendments were made to •� being a young carer or parent this act in 2009, which became law in •� moving home frequently November 2010. •� having English as an additional “The Act aims to ensure that all children language. and young people are provided with It is not possible to list all the reasons the necessary support to help them because it will always depend on the work towards achieving their fullest individual child. What is important is potential. It also promotes collaborative that many circumstances may affect working among all those supporting children’s ability to learn. So support children and young people and sets may need to come from health, social out parents’ rights within the system.” work or certain voluntary (Supporting children’s learning code of practice 2010) organisations, as well as from education. Professionals with different Under this law, any child who needs areas of expertise should all work more or different support to what is together to make sure any support your normally provided in schools or pre- child gets is properly tailored to their schools is said to have ‘additional individual needs.
44 Your child’s needs may last a short time, The process of inclusion requires all and the problem may be resolved easily. involved in the business of learning and Or their needs might be very complex, teaching to demonstrate commitment, and they may require additional innovation and flexibility in order to support for a number of years. ensure that all children and young people have access to quality learning Whatever your child’s needs, everyone opportunities and experiences. The involved should try to identify them Authority aims to meet the needs of all as early as possible and provide the children with additional support needs necessary support in a way that does through a range of provision from not make your child feel singled out. mainstream classes (with or without Pastoral Care support) to part-time or full-time When a child misbehaves, we consider provision in a school with a learning our approach with care. We have centre or base. a clearly defined Sanctions Code This commitment to meeting the accepted and applied fairly by the needs of all children is based upon staff. Our approach is based upon an the requirements of the Education acceptance of our pastoral role, our (Additional Support for Learning) duty to encourage appropriate modes (Scotland) Act 2004 amended in of behaviour, and our responsibility to equip our children with attitudes which 2009 and is translated into procedure will allow them to take a full part in and practice by Dumfries and Galloway society. Education Services ‘Additional Support for Learning Framework 2014’. This Despite our efforts, lapses of behaviour Framework is currently under review. will inevitably occur. When such incidents happen, a member of the What is Additional Support for Management Team is consulted and a Learning (ASL)? Record of Unacceptable Behaviour is If your child needs extra help or support completed. The Head Teacher has the in addition to that which is usually final decision on any procedure that provided in school they can be said may follow. e.g. a letter home or a to have ‘Additional Support Needs’. target set. The child will be monitored. Children may need additional support A support meeting may be called if the for short or long periods of time and unacceptable behaviour continues. The for a variety of reasons. The reasons can final or last recourse is the suspension include: of the pupil. For serious incidents then •� Social or emotional difficulties Authority’s policy will be followed e.g. •� Problems at home if an exclusion is deemed appropriate. •� Being particularly able The school may also seek support and •� A physical disability advice from the Authority’s Behaviour •� Moving home frequently Support Service. •� Behavioural difficulties •� Bullying Additional Support for Learning •� A sensory impairment Dumfries and Galloway Council is •� Communication problems committed to the well-being and •� Being a young carer educational development of all learners. •� Being a young parent
45 •� Having English as a second language The Co-ordinated Support Plan process •� A learning disability is managed by Education Officers with •� Autism responsibility for Additional Support for •� Attention Deficit Hyperactivity Learning. Disorder When children with support needs are If you have any concerns about your due to move to secondary school, pre- child you should speak to a member of visits are arranged by the Additional staff in the school in the first instance. Support for Learning Teachers of There are a number of ways in which both schools. These are arranged for concerns can be followed up. This may afternoon visits over a period of about involve the input of other educational 6 weeks. professionals such as Specialist teachers Further information on all of the above (Additional Support for Learning is available from the school or on the Teacher, Educational Visitor, Sensory Council website Impairment Specialists), and Educational Psychologists. It may also involve http://www.dumgal.gov.uk/index. your child being referred onto staff aspx?articleid=10757 or from the in external agencies such as health following sources: staff (Speech and Language therapist, •� Enquire – the Scottish advice and Occupational Therapist, Physiotherapist information service for additional etc). As a parent you will be closely support for learning, a charitable involved in the whole process and your body registered in Scotland under views sought throughout. registration number SC003527 http:// If, after discussion with all concerned, it enquire.org.uk/ is felt appropriate, your child will have •� Scottish Independence Advocacy an educational plan agreed which will Alliance, a charitable body registered identify how they are to be supported. in Scotland under registration number Your child’s progress will be kept under SC033576 http://www.google.co.uk/ review and any plans and support will search?hl=en&source=hp&q=Scotti be changed as necessary. As a parent sh%20Independent% you will be closely involved in any 20Advocacy%20alliance; or review process. There will be several •� Scottish Child Law Centre, a charitable opportunities for you to discuss your body registered in Scotland under child’s progress. This may be through registration number SC012741 http:// informal discussion with the teacher www.sclc.org.uk/ or at Parents’ Nights or it may also be through more formal, focused meetings Parents may also access further support with all agencies involved. You should through mediation services provided discuss and agree with the school how by Common Ground Mediation http:// you would like to be involved. www.commongroundmediation.co.uk/ or advocacy support through People’s At the moment a small number of Advocacy Support Service (P.A.S.S. Direct children will require a more detailed ) or Parents Inclusion Network (PIN) planning process which co-ordinates the http://www.parentsinclusionnetwork. input of education and other agencies org.uk/ . to fully support the child. This plan is called a Co-ordinated Support Plan. 46 Getting It Right for Every Child (GIRFEC) Policy Getting it right for every child (GIRFEC) is an approach from the Scottish Government that sets out how schools and other services should work with children and their families. GIRFEC is all about ensuring that children get the help they need when they need it – the right help at the right time. For more information on Getting it right for every child email [email protected]. Children spend 15% of their time in school. The Scottish Government is encouraging schools and other services to work together in partnership with parents, to achieve their aims for the wellbeing of Scotland’s children and young people: “To become confident individuals, anything that could affect your child’s effective contributors, successful wellbeing, he or she will receive support learners and responsible citizens, all as quickly as possible so that problems Scotland’s children need to be: safe, do not develop. nurtured, healthy, achieving, active, If your child has complex needs and included, respected and responsible.” needs help from several different Further information can be downloaded services, GIRFEC means that all these from the Scottish Government website: services must work together for you and your child. You should never have http://www.scotland.gov.uk/Topics/ to keep telling your story to lots of People/Young- People/gettingitright different staff in the School or the For you and your child, GIRFEC means Education Department or the NHS. that: Your child will have a single plan that everyone works to and everyone is clear You are the expert on your child and about what they are doing. When your what you think matters. Getting it right child moves to secondary school there for every child means that the School will be a Transition Plan in place for will always seek to involve you, to them in good time. listen to your opinions and take them seriously. From April 2013 it will become everyone’s duty to ensure that children Since April 2013, your child has a named are kept safe. GIRFEC applies to person in the school. If you or your everyone working in children’s and child need any advice or any support, young people’s services. It also relates the Named Person is your first point of to adult services that have an impact on contact and will make sure you get the children and young people. While the help or advice that you need. Having Curriculum for Excellence is founded on a Named Person means that if there is
47 a learner-centred approach, GIRFEC is founded on a child-centred approach. The SHANARRI outcomes in the GIRFEC Wellbeing Wheel relate to children and not to parents. (See diagram below) This approach aims to streamline and improve outcomes for children through the delivery of a number of other important policies such as: Equally Well, Achieving Our Potential and More Choices More Chances. These policies can be accessed on the Scottish Government website. www.scotland. gov.uk An overview of this policy can be found at: http://www.scotland.gov.uk/Topics/ The GIRFEC Wellbeing Wheel with SHANARRI People/Young-People/childrens services/ Outcomes how the Curriculum for Excellence and girfec/programmeoverview GIRFEC work together.
Child Protection ensuring all children and young people All children have the right to be are safe and well. Further information protected from harm, abuse and is contained within the Child Protection neglect. Every adult in Scotland has a Policy for Schools, Pre-School and Child role in ensuring all our children and Care Services which is available from the young people live safely and have school and the on the Council website. the opportunity to reach their full The Child Protection Officer at potential. The vision for all children and Dalbeattie Primary School is Acting young people in Dumfries and Galloway Head, Mrs Elizabeth Duncan. If you incorporate the SHANARRI outcomes have any concerns of a child protection from GIRFEC: that children and young nature you should contact Mrs Duncan. people should be: safe, nurtured, Further information regarding child healthy, achieving, active, respected protection in schools is available at and responsible and included. Schools www.dumgal.gov.uk. and front-line education and child care services will play an important role in
Anti-Bullying Bullying is not new but in the past it parents. Everyone has the right to work was sometimes ignored or dismissed as and learn in an atmosphere that is free part of life, and left to children to sort from victimisation and fear. We all have out for themselves. In the last few years a responsibility to ensure that we do this way of thinking has changed. We not abuse or bully others, and a duty now pay more attention to the rights to work together to protect individuals and responsibilities of children and from bullying and other forms of abuse.
48 What is bullying? development to address inequalities, Bullying is behaviour which can be support vulnerability and enhance defined as a repeated attack, physical, inclusion. We seek to ensure that psychological, social or verbal, by young people realise their potential to those wishing to gain power over become successful learners, confident others. Bullying is not easy to define individuals, effective contributors and and can take many different forms. responsible citizens. It may include physical aggression, We do this by: intimidation, threatening, extorting, •� Working with others in a consultative pressurising, name-calling or teasing. way to help them make sense of Less obvious things such as ignoring difficulties and make informed or excluding someone can often cause choices and decisions more damage. It can be insidious as in •� Sharing knowledge about ‘what threats made in secret, “accidental” works’ and promoting evidence physical contact such as bumping or informed approaches to develop tripping, the active exclusion of a child the policy and practice of literacy, from a group, the “accidental” spoiling numeracy and health and wellbeing of another child’s work and the taking in our educational establishments and or damaging of personal property. communities Some of these forms of bullying can be •� Raising awareness of the crucial role exerted through ICT and mobile phones, of communication, relationships and particularly if either can generate nurture in children’s lives pictures. Whatever the type of bullying, •� Training and developing the it should always be taken seriously. It skills of other professionals to is not acceptable. Different types of improve children’s attainment and bullying may require different solutions. achievement Experience has shown that parents, •� Highlighting the interactive nature of rather than school staff, are often the assessment, teaching and learning first to find out a child is being bullied. •� Designing and implementing Please do not hesitate to contact the interventions in partnership with school if you have any concerns. The others which support individuals and Dumfries & Galloway Council’s A Guide communities to develop resilience and for Parents – Anti-Bullying Policy is ensure that children are safe, healthy, available at: http://www.dgcommunity. active, nurtured, achieving, respected, net/dgcommunity/xdocuments/3382. responsible and included. pdf.ashx - additional information may •� Supporting effective transitions be accessed from the Anti-bullying (early years into primary, primary network (www.antibullying.net) or from to secondary and secondary to post www.kidscape.org.uk/ . school) to improve the life chances of Educational Psychology Service young people Educational Psychologists aim to The Psychological Service is based in improve the life chances of all offices in Newton Stewart, Dumfries children and young people. Working and Annan, and each school has an in partnership with families and identified Educational Psychologist. other services, we use applied Further information about the service is psychology and knowledge of child available from the school. 49 Home School Link Worker Service A Home Link Worker can meet with parents/carers, children or young people to offer advice or help with the sorts of things that can affect a child’s learning. These could be connected to a child or young person’s home or school life. The service aims to provide help and advice early and prevent something small from growing into a problem. A Head Teacher can ask for this support on a parent’s/carer’s behalf.
Moving to in partnership with the Dalbeattie High School and other service providers. Secondary School During the summer term, Pupil Support Staff from the High School visit the Catchment Secondary School school to talk to the P7 pupils and consult with the P7 teachers. We have Transfer from primary to secondary found this meeting to be very useful as school will be dealt with by direct it ensures continuity of learning. approach to parents from individual primary schools. Our catchment Three days of Induction follow these secondary school is Dalbeattie High visits in June. Children participate in a School. Information regarding timetable similar to the one they will catchment areas can be found on the experience when they start S1. (See Council’s website by accessing “Find My Section 12.2) Nearest” http://www.dumgal.gov.uk/ When children with support needs are index.aspx?articleid=6293. Parents can due to move to secondary school, pre- opt for any secondary school and full visits are arranged by the Additional details on how to enrol or move school Support for Learning Teachers of both are available from the school or on the schools. These are generally afternoon Council’s website. visits over a period of about 6 weeks. Support Available at Transition A comprehensive transition programme Transition - Primary/Secondary is in place at Dalbeattie Primary to Liaison and Transfer ensure a smooth move from Nursery to On completion of their primary Primary for pupils and parents/carers. education, pupils from this school (See Section 8.2) Transition meetings are normally transfer to Dalbeattie High held for parents of pre-school children School. Primary 7 pupils participate in a the term before they begin school. number of transition activities arranged These are organised in conjunction with nurseries.
50 School Improvements all stakeholders with a comprehensive summary of the school’s work and learners’ achievements over the last Improvement Plan and Priorities year. The first part of this report Every school in Scotland has an provides an overview of the school’s Improvement Plan setting out their progress in addressing its key priorities, priorities and targets in a three year while the second part gives information cycle. The whole school community is about, for example, how well pupils consulted before the improvement plan are learning and achieving; how well for the following session is prepared. the school is supporting children/young All staff, children and parents are asked people to develop and learn. to complete an audit to identify our next steps in improving the service we In August 2015, following due provide to children and their families. consultation with staff, pupils and The results are shared with parents in parents, we will publish our next School the monthly school newsletter. Improvement Plan outlining the key priorities for the school for the year Key improvements for the school in ahead. The plan indicates the expected 2014-15 are: impact of priorities on pupil learning, • Nurture Programme as well as providing brief information • Building Curriculum and about the key tasks to be taken Raising Attainment forward. Both the report and the plan • New Build are published on the school’s web-site In May each year, the school publishes and are also available in hard copy, on a Standards & Quality Report providing request.
A Guide for Parents and Carers confidential advice and information on The Authority has developed a range additional support for learning through: of information booklets outlining both a telephone helpline policy and practice, which are available 0845 123 2303 online at www.dumgal.gov.uk or from an email enquiry service your school. Should you require any [email protected] further information or advice, please contact the school in the first instance an online enquiry service or contact the Central Support Team at: two websites - Schools Services www.enquire.org.uk Dumfries and Galloway Council (for parents/carers and practitioners) Woodbank Edinburgh Road Dumfries and www.enquire.org.uk/yp Tel: (01387) 260444 (for children and young people) Further information and advice can also Enquire also provides a range of clear be obtained from and easy-to-read guides and factsheets Enquire - the Scottish advice service for explaining everything from ‘additional additional support for learning. support in the early years’ to ‘what Operated by Children in Scotland, planning should take place for moving Enquire, offers independent, on from school’.
51 Health and Safety SUN In the event of hot sunny weather, sun cream should be applied before going to school. Choose a brand which Emergency Arrangements will last all day. If your child feels ill during the school SNOW Should the school close early day and we feel that he/she would because of bad weather or some other be better at home, we will telephone emergency, the following arrangements you or your emergency contact. will apply:- Minor accidents, e.g. cuts, bruises, are dealt with by the school staff. Serious Priorities for School Closure: accidents are few, but should one occur The school will operate the following your child will be immediately taken order of priorities for getting children either to your doctor or to hospital, if home: necessary, and you or your emergency • Parents of pupils who travel by taxi or contact will be notified. We cannot public transport will be informed by stress enough the importance of telephone where possible. supplying the school with the relevant • Parents of pupils who travel by information we require in such a private car will be informed by situation, i.e. your own home and work telephone where possible number and a telephone number of an emergency contact. A Group Call from the school office (text or voicemail) will inform parents/ We will request such information at carers of bad weather arrangements or the beginning of each new school year. school closure. Please update this as necessary. What you can do to help us? (See Change of Contact Details Form Section 16.5) • Always keep your contact details up- to-date with the school office. Severe Weather and School (See Section 16.5 for an update form.) Closure Arrangements • Parents should have an arrangement Head Teachers are authorised to make in place with a friend / relative / an emergency closure when the state of neighbour who may collect a child in the weather or any other exceptional the event of school closure. circumstance make it absolutely • If you live within walking distance of necessary in the best interests of the the school, please do not telephone pupils. In these circumstances parents the school in worsening weather as will be communicated with in a variety the line must be kept open for us to of ways including text messages/ make out-going calls to those pupils phone calls and emergency contact who require transport and other arrangements. All school closures will external services. be notified on the Council Website. Special Arrangements at Dalbeattie Primary School RAIN If it is raining in the morning the school doors will be opened at 8.45am (but not before). Wet weather clothes should be hung up in the cloakrooms. During break time, children remain indoors 52 Health Care • Medication will only be dispensed Education Services is committed to by staff when a parental / guardian ensuring that all children are able to consent form has been completed. fully participate in the life of the school. These can be obtained from the Many children will require their health school office care needs to be met at sometime • Please hand any items of medication within the nursery/school environment, to the Class Teacher for most children this will be for short • To minimise the risk of infection periods of time only, but for some please encourage your child not to children this may require more long share items such as lip salves, creams, term planning drinks bottles etc. and support. If your child has any health Data Protection care needs please contact the school Your child’s personal data will be held to discuss arrangements. Full details of by the school. All personal data is held the support available and your role as on our secure school management a parent and the role of your child are information system. We will ensure that contained within Health care in Schools the information we hold is accurate and Nurseries and up to date and each year you will 3–18 which is available from the school be sent an Update Form, detailing the or on the Council website. information held by the school, for you to check and update as required. Medication in school Access to the school management From time to time your child may need information system is by individual to take medicine during the school user and is password protected. day. Dumfries and Galloway Council Furthermore, access to confidential have issued ‘The Administration of data is restricted to staff in school as Medication in School Policy Statement’ appropriate. and Guidance on the Provision of Health Care in Schools. Information can be accessed at: http://www.dumgal.gov. uk/CHttpHandler.ashx?id=3922&p=0
53 Images of Pupils We keep a photographic record of that young people are not at risk from events at the school and this is used exposure to inappropriate material. for a number of purposes. From time This filtering system is regularly being to time we also feature in the local upgraded. We have a policy for use press and we have also appeared on of the Internet and a contract for television. The authority has a policy responsible use, which we ask parents on the use of images of pupils. You and young people to sign up to. (For will be asked to read this when your further information see Section 9.7) child enrols and to clarify your consent GLOW with regard to the publication of images of your child. This permission GLOW is the name given to the Scottish will be obtained when your child starts Schools’ Intranet which is a secure school or at a new school, but you can internet area for pupils, parents and amend your permission at any time by staff. Many pupils in Scotland are contacting the school office. now accessing the Pupil Area on the national site within Glow. There are Use of the Internet great resources and you can join in by As part of the process of learning we logging in to the Glow National Site: allow our children supervised access to http://www.educationscotland.gov.uk/ the Internet and e-mail. The authority usingglowandict/index.asp runs its own filter system to ensure
54 Other Useful Information • Enrolling in Schools – Placement Policy( 2012) Pupil / Parent Support Unit • Exclusion from Schools – Policy and Procedures (2010) The Pupil /Parent Support Unit is there to help parents and pupils and can be • Inappropriate Use of Social contacted on the numbers shown below Networking Sites (2011) regarding any aspect of Free School • Parental Involvement Strategy (2006) Meals/Clothing Grants, Education – this is under review Maintenance Allowance, School • Primary School Class Organisation Transport, Home Education, Parent (2011) Council administration, school transfers and enrolment, school catchment areas, • Protection of Vulnerable Groups performance licences, insurance matters (PVG) Scheme (2011) and financial support for those pupils • Providing Intimate Care for Children entering higher education. and Young People with Disabilities – National Guidelines for Schools (01387) 260437 (01387) 260498 • Providing Intimate Care for Children – (01387) 260433 (01387) 260493 Procedures for Schools and Nurseries Policies (2011) There are a number of National, • Nursery and Schools Policy on Health Education Services and school policies Care Procedures (2012) which will provide information on • Respect for All – Anti-Bullying a range of issues. Further details of Procedures (2011) all of these are available from your • School Transport Policy school or on the Council website • Use of Mobile Phones and/or Internet http://www.dumgal.gov.uk/index. Bullying – Procedures for Schools aspx?articleid=7432. The following is a when drawing up policies ( 2007) list of the policies which may be most relevant to you and your child/ren • Volunteer Policy and Procedures for although this is not an exhaustive list:- Schools (2012) • Acceptable Use of Dumfries and Further information on all aspects Galloway Council’s ICT Facilities In of education is available on www. Schools (2009) educationscotland.gov.uk/parentzone • Child Protection Policy for Schools, Pre-Schools and Childcare Services • Children Absent from School through Ill Health – Guidance (2011) • Curriculum Swimming Policy ( 2012) • Digital Images Policy (2012 )– Taking and Using Images of Pupils • Dumfries and Galloway Equal Opportunities Policy and related Equality Schemes
55 Glossary of Terms HMIe Additional Support Needs (ASN) Her Majesty’s Inspectorate of Education The term additional support simply evaluate schools in a learning means some kind of educational community against a set of quality provision that is over and above (or indicators. The learning community significantly different to) the education comprises all the schools in a Cluster, normally provided to pupils of the same plus all Council services, providers and age in local mainstream schools. voluntary organisations who deliver a service within that Cluster. AIFL Assessment is for Learning Additional Information and Websites ASFL Additional Support for Learning Anti Bullying Network http://www.antibullying.net/ Curriculum Programme of study BBC Parents www.bbc.co.uk/schools/parents CfE Curriculum for Excellence Childline http://www.childline.org.uk/Pages/ Determined to Succeed (DtS) Home.aspx A specific Council fund used to foster innovative enterprise activities in Curriculum for Excellence website schools. Projects supported develop http://www.ltscotland.org.uk/ sustainable progress and incorporate understandingthecurriculum/ aspects of the Curriculum for Excellence whatiscurriculumforexcellence/ - resulting in positive impacts in the Dalbeattie Matters Website experiences and outcomes of the (for people in the Dalbeattie area) children and young people. e.g. The http://www.dalbeattiematters.co.uk/ Nursery at Dalbeattie Primary with their features.asp?ID=160 Post Office project in 2010. Dalbeattie Star Football Club Education Scotland http://www.dalbeattiestar.co.uk/ A new national body formed by club/Home merging HMIe and Learning Teaching Scotland. Dumfries & Galloway Council Education Improvement Plan 2011 - 14 Experience http://www.dumgal.gov.uk/ What a child is learning to do - the CHttpHandler.ashx?id=7578&p=0 different experiences that make up that learning Dumfries & Galloway Council Education Guidelines and Policies Outcome http://www.dumgal.gov.uk/index. What a child can do as a result of what aspx?articleid=7431 they have learned Dumfries & Galloway Council GIRFEC Education Service Business Plan Getting it Right for Every Child – a new 2011-12 Scottish social policy http://www.dumgal.gov.uk/ CHttpHandler.ashx?id=7847&p=0
56 Dumfries & Galloway Council Parent asp?strReferringChannel=search&strRef Involvement Strategy errin gPageID=tcm:4-615801-64 http://www.dumgal.gov.uk/ Netmums CHttpHandler.ashx?id=4099&p=0 http://www.netmums.com/ Education and Learning site on One Parent Families Scotland Dumfries & Galloway Council Website Tel: 0800 018 5026 http://www.dumgal.gov.uk/index. www.opfs.org.uk aspx?articleid=1352 Parentzone Enquire www.parentzonescotland.gov.uk http:// www.enquire.org.uk www.ltscotland.org.uk/parentzone/ (The Scottish advice service for Parentscentre Additional Support for Learning) www.parentscentre.gov.uk Helpline: 0845 123 23 03 Textphone: 0131 222 2439 ParentLine Scotland http://enquire.org.uk/20100622/wp- Tel: 0808 800 2222 content/uploads/2010/07/parents-guide- www.children1st.org.uk/parentline to-asl-2010-01.pdf Parent Network Scotland Eco Schools Scotland Tel: 0131 555 6780 http://www.ecoschoolsscotland.org/ www.parentnetworkscotland.org.uk Education City Parents Inclusion Network (PIN) http://www.educationcity.com/ http://www.parentsinclusionnetwork. org.uk/ Fact files for Parents about Curriculum for Excellence Respect Me http://www.ltscotland.org.uk/ Information about Cyberbullying parentzone/curriculum/index.asp Reporting suspected grooming and cyberbullying Getting it Right for Every Child (GIRFEC) http://www.respectme.org.uk/ http://www.scotland.gov.uk/Topics/ cyberbullying_intro_txt.html People/Young- People/gettingitright Child Exploitation and Online Protection Internet Safety and Responsible use – (CEOP) information for Parents/Carers http://www.ceop.police.uk/safety-centre/ http://www.ltscotland.org.uk/ usingglowandict/internetsaf ety/ Scottish Parent Involvement Act (2006) parentsandcarers.asp http://www.ltscotland.org.uk/ parentzone/getinvolved/par National Guidance for Child Protection entalinvolvementact/index.asp in Scotland 2010 http://www.ltscotland.org.uk/using What is GLOW? glowandict/internetsaf ety/index.asp http://www.ltscotland.org.uk/ usingglowandict/glow/whatis/index.asp http://www.ltscotland.org.uk/ publications/n/publication_tc m4640660.
Dalbeattie Primary School operates an open door policy – should you have any concerns or matters to discuss with us, please call the school office and make an appointment. Tel: 01556-611597
57 Change of contact details form
Should your contact details or those of your emergency contact change during the year, please fill in this form and hand it in at the school office.
Parent’s Name:______
Carer’s Name:______
Child/ren’s Name/s:______
______
New Address:______
______
______
New Telephone / Mobile No:______
New Email Address:______
Emergency Contact / Neighbour’s Name:______
Emergency Contact’s / Neighbour’s Telephone / Mobile No:
______
Other Details:______
______
______
______
______
58
0096-15