Mintlaw Academy
School Handbook
Please note that whilst all information within this booklet is correct at the time of printing, it is possible that some items may change during the course of the year. This document is available in alternative formats (Please contact the Head Teacher)
- 1 - Miintlaw Academy Station Road Mintlaw Peterhead AB42 5FN Telephone 01771 622994 Fax 01771 624228 mintlaw.aca@aberdeenshire.gov.uk www.mintlawacademy.aberdeenshire.sch.uk Information line: 0870 054 4999 Pin number: 021100
Dear Parent,
Welcome to Mintlaw Academy. I hope that our partnership will be productive and enjoyable and that your child settles quickly with us.
We take pride in the fact that this is a happy and industrious school with a real sense of team spirit. We hope that your child enjoys his/her time at Mintlaw Academy.
The education of a child is far too important to be left to a school alone. Parents have a very important part to play too. The school handbook explains what you can expect of the school and also indicates what the school expects of you in the way of partnership, help and support.
Aberdeenshire Council School Handbooks are designed to inform parents of as many aspects of life at Mintlaw Academy as we can, and has been written in response to ‘School Handbook Guidance (Scotland) Regulations 2012 .’ The coloured sections in this handbook will be updated annually and you will be asked to replace certain pages with new information.
We hope you find our handbook clear and informative. Please feel free to contact us with any suggestions for improvements.
Yours sincerely
Mr Alan Horberry Head Teacher
Please note – “Parent” includes guardian and any person who is liable to maintain or has parental responsibilities (within the section 1 (3) of the Children (Scotland) Act 1995) in relation to, or has care of a child or young person.
- 2 - CONTENTS PAGE
Section 1 – General School Information School Background Organisation of School Day School Ethos Contact Information School Session Dates Visits of Prospective Parents School Zone School Uniform School Meals Pupil Absence Procedures Communicable Diseases Emergency Closures/Adverse Weather School Transport Essential Charges Pupil Belongings & Valuables Lockers Sports Facilities Use of ICT resources Library
Section 2 – Curriculum & Assessment Curriculum Positive Behaviour Management Exclusion Bullying Assessment & Reporting Extra Curricular Activities Educational Visits Instrumental Tuition Sensitive Aspects of the Curriculum Careers Guidance Work Permits School Leaving Dates
- 3 - Section 3 – Parental Involvement/Pupil Welfare & Support Parental Involvement & The Parent Council Communication Pupil planners, Homework and Revision Health Care Transitions Child Protection Support for Learners Additional Support Needs Concerns & Complaints
Section 4 – School Improvement & Data Protection School Improvement, Standards & Quality & Improvement Planning School Performance Data Transferring Educational Data Data Protection Parental Access to Records
Section 5 - Annual Updates School Clothing Grants & Free School Meals Staff List School Calendar Map of Catchment Area Lunchtime and After School Activities and Opportunities Plan of the School
- 4 - Section 1
General School Information
- 5 - Mintlaw Academy Background Information
Mintlaw Academy is a 6-year local authority comprehensive secondary school with a current roll of approximately 750 pupils. It serves the rural area of Central Buchan in which are a number of villages, namely Mintlaw, Longside, Strichen, New Pitsligo, New Deer, Maud, Old Deer, Stuartfield, Auchnagatt and Fetterangus. The people of Central Buchan appreciate the fact that there is a secondary school to serve their community and hold the school in high regard. It is a co-educational, non denominational school and does not teach by means of the Gaelic language.
The school was opened in 1981 with a projected roll of approximately 600 and expanded steadily through the 1980s and 1990s up to 990 in 1995. The roll is now falling slowly.
The Mintlaw Academy badge is a Celtic Knot of Eternity taken from the artwork in the Book of Deer produced at the Celtic Abbey which existed close to the school.
The endless nature of the knot can be taken to represent the lifelong process of education and the involvement of all of us in it.
In school, the slogan ‘Putting Learning First’ is also used with the school badge
ORGANISATION OF THE SCHOOL DAY
It is divided up as follows:
Period Time Registration 0840-0850 Period 1 0850-0940 Period 2 0940-1030 Monday and Interval 1030-1045 Tuesday Period 3 1045-1135 Period 4 1135-1225 Period 5 1225-1315 Lunch 1315-1410 Period 6 1410-1500 Period 7 1500-1550
Period Time Registration 0840-0850 Period 1 0850-0940 Wednesday, Period 2 0940-1030 Thursday Interval 1030-1045 and Friday Period 3 1045-1135 Period 4 1135-1225 Lunch 1225-1320 Period 5 1320-1410 Period 6 1410-1500
School Ethos
Statement of Values for Mintlaw Academy Pupils and Staff
Mintlaw Academy is a school where learning, in all its forms, is valued and central to what we do.
Our core values, on which we seek to develop a positive learning environment, are:
Achievement Inclusion Success Respect Opportunity Motiviation
Statement of School Aims
At Mintlaw Academy, our aims are:
1. To provide a learning and teaching experience of high quality, which challenges, motivates and meets the needs of each learner.
2. To provide a high quality curriculum which meets the needs of the individual, addresses national requirements and promotes an enterprising culture.
3. To ensure that all learners have the opportunity to realise their full potential through the promotion and recognition of achievement.
4. To promote responsible citizenship and to help the young person to develop values, beliefs and attitudes compatible with being a responsible citizen.
5. To provide a secure environment to support and nurture the personal, social and emotional development of each young person.
6. To promote health awareness and encourage the adoption of a healthy lifestyle.
7. To develop and sustain effective partnerships between the school and the wider community for the benefit of learners.
By meeting our aims, we hope pupils develop as successful learners, effective contributors, confident individuals and responsible citizens.
SCHOOL MINTLAW ACADEMY Station Road Mintlaw Peterhead AB42 5FN Tel No: 01771 622994 Absence Line Tel No: 01771 620000 Fax 01771 624228 [email protected] www.mintlawacademy.aberdeenshire.sch.uk
HEAD TEACHER Alan Horberry
QUALITY IMPROVEMENT Fiona Cruickshanks OFFICER Banff Education Office St Leonards Sandyhill Road BANFF AB45 1BH Tel No: 01261 813343
DIRECTOR OF EDUCATION, & Maria Walker CHILDRENS SERVICES Aberdeenshire Council Education & Children’s Services Woodhill House Westburn Road Aberdeen AB16 5GB Tel No: 01224 665420
LETTING OF PREMISES AND Administration Office ALL-WEATHER PITCHES Mintlaw Academy Station Road Mintlaw PETERHEAD Tel No: 01771 622994
SCHOOL GUIDANCE STAFF BRUCKLAY House - Mr Kilpatrick DEER House - Mrs Grant MORMOND House - Ms Martin UGIE House Mr Reid All at Tel No: 01771 622994
ADVERSE WEATHER AND Information Line 0870 054 4999 EMERGENCY CLOSURE (school pin no 021100) (Please do not use this line to leave messages for the school.) https://online.aberdeenshire.gov.uk/Apps/schools- closures/
SCHOOL SESSION DATES - DIARY OF KEY EVENTS - 2015/16 Please note that the dates below may be subject to change, please check the Mintlaw Academy website for updates, www.mintlawacademy.aberdeenshire.sch.uk
AUGUST 2015 Monday 17 IN-SERVICE Tuesday 18 School opens for pupils/First day of term 1 Monday 24 Tempest photographer in school Tuesday 25 Tempest photographer in school Thursday 27 Career Ready Parents’ Evening SEPTEMBER Aberdeen University open day Tuesday 1 Thursday 3 Whole School Photo – Tempest photographer Tuesday 15 S5/6 Higher Education Convention (am only) Wednesday 16 Whole School Sponsored Walk Tuesday 29 S1 Tracking Report issued to parents OCTOBER Thursday 01 S1 Parents’ Evening Thursday 08 S3-6 Tracking Report issued to parents Friday 09 Last day of Term 1 OCTOBER HOLIDAY : Monday 12 – Friday 23 October 2015 (Inc)
OCTOBER Monday 26 First day of term 2 NOVEMBER Tuesday 03 Safe Drive/Stay Alive Event Tuesday 10 S5/6 Parents’ Evening Monday 16 IN-SERVICE Tuesday 17 IN-SERVICE Thursday 19 Parents Conference Thursday 26 S3 Parents’ Evening DECEMBER Wednesday 09 S2 Parents’ Evening Friday 11 S4-6 Reports issued to parents Wednesday 16 S4 Parents’ Evening Thursday 17 Christmas Concert Tuesday 22 Last day of term 2
CHRISTMAS HOLIDAY : Wednesday 23 December 2015 – Tuesday 5 January 2016 (Inc)
JANUARY 2016 Wednesday 06 First day of term 3 Wednesday 13 S3-5 Options Evening Monday 18 S3 Reports issued Tuesday 19 S3-5 Option Forms issued Friday 29 S3-5 Option Forms due to be returned FEBRUARY Monday 1 Prelims start Friday 5 S2 Tracking Report issued to parents Wednesday 10 Prelims end Thursday 11 Burns Supper Friday 12 OCCASIONAL HOLIDAY Monday 15 MID-TERM HOLIDAY Tuesday 16 IN-SERVICE Wednesday 17 IN-SERVICE Thursday 18 Art Exhibition Tuesday 23 Feb S2 Option Forms issued Monday 29 Feb S2 Option Forms due to be returned
MARCH Tuesday 08 S4-6 Tracking Report issued to parents Thursday 10 Business Dinner Tuesday 15 Transition Science/Engineering Event Wednesday 16 Transition Science/Engineering Event Thursday 17 S1 Report issued to parents Friday 25 GOOD FRIDAY HOLIDAY Wednesday 30 Mar P7 concert Thursday 31 Mar S2 Report issued to parents APRIL Friday 1 Apr Last day of term 3
EASTER HOLIDAY : Monday 04 April – Friday 15 April 2016 (Inc) Monday 18 April First day of term 4
MAY Monday 02 MAY DAY HOLIDAY Tuesday 03 S1-3 Timetable change Wednesday 04 SQA Exams start Tuesday 10 Transition 16 Aden event JUNE Friday 3 SQA exams end Monday 6 OCCASIONAL HOLIDAY Thursday 16 Awards Ceremony Wednesday 22 P7 visit and P7 Parents’ Evening Thursday 23 P7 visit Friday 24 P7 visit Thursday 30 House Challenge Day JULY Friday 01 July Last day of Session 2015/16 SUMMER HOLIDAY : Monday 4 July – Friday 12 August 2016 (Inc)
SESSION 2016- 2017 (Occasional Days TBA)
AUGUST 2016 Monday 15 IN-SERVICE Tuesday 16 School Opens For Pupils OCTOBER 2016 OCTOBER HOLIDAY: Monday 10 October to Friday 21 October 2016 (Inc) NOVEMBER 2016 Monday 14 IN-SERVICE Tuesday 15 IN-SERVICE DECEMBER 2016 CHRISTMAS HOLIDAY : Wednesday 22 Dec 2016 - Wednesday 4 Jan 2017 (Inc) FEBRUARY 2017 Monday 13 MID-TERM HOLIDAY Tuesday 14 IN-SERVICE Wednesday 15 IN-SERVICE APRIL 2017 EASTER HOLIDAY : Monday 3rd Apr 2016 – Mon 17th Apr 2016 (Inc) MAY 2017 Monday 01 May Day Holiday JULY 2017 SUMMER HOLIDAY : Monday 3rd July – Friday 18th August (Inc)
VISITS OF PROSPECTIVE PARENTS Prospective parents can contact the School Office and request an appointment to come and visit the school and meet with a Depute Head Teacher or the Head Teacher. During this visit you will get a tour of the school and have an opportunity to ask any questions and discuss any particular needs for your child(ren).
School Zone The link to the map showing the school zone/catchment area is included at the back of this booklet. Please note that children who live within the school catchment zone are automatically entitled to a place in school. Please use the zone map to check whether or not you live within the Mintlaw Academy catchment. If you live out with the zone, the Education (School and Placing Information) (Scotland) Regulations 2012 will allow you to seek admission to the school. The main point to note is that out of zone admissions are not guaranteed and pupils out of zone are not entitled to free transport. Further information is available in Notes for Parents Aberdeenshire Council http://www.aberdeenshire.gov.uk/schools/parents-carers/
SCHOOL UNIFORM Pupils are expected to wear school dress while at school and when participating in organised school trips or activities.
School Dress:
Mintlaw Academy blazer (S5/S6,optional for S1-S4) Mintlaw Academy tie White shirt Mintlaw Academy black jumper/cardigan (optional) Black trousers or skirt Sensible black shoes (not black trainers)
Other Dress Information:
For PE classes, pupils are expected to have a full change of PE kit including footwear and clothing suitable for participating in indoor and outdoor activities. Football tops and sportswear are acceptable for PE, but not in other classes.
Not acceptable: Facial piercing items. Clothes with offensive slogans or drug/alcohol-related logos, which are inappropriate for school. Casual/leisure wear (e.g. cropped tops, denim jackets) For safety reasons, excessively long or baggy trousers, stiletto heels, large loop earrings or garments made of flammable materials.
How to order school dress items: (Prices may be subject to change) Ties from the school - £2.50
Academy Uniforms – blazers/knitwear – Can be ordered online for home delivery (chargeable) or free delivery to the school in June, August and December www.academyuniformsmpc.com Blazer - £41.50 to purchase (Senior pupils may lease from the school - £10) Knitwear (100% cotton) - Jumper - £16.50, Cardigan - £17.50
Pom Print (Mintlaw) - knitwear only (cotton/acrylic 50/50) (Unit 2/3, Station Road - Mon-Fri 9am-5pm) Sleeveless Jumper - £15.50, Jumper - £16.50, Cardigan - £17.50
Donalds (Peterhead) – knitwear and ties (7 St Andrews Street – Mon-Sat 8am-5pm)
Please remember to label all pupils’ clothing and personal items with their name. Numerous items of clothing and other items are handed into lost property and are never claimed, eventually being donated to charity each year.
Some families may be entitled to a school clothing grant. More information about this can be found at the back of this book.
SCHOOL MEALS It is the Authority’s policy to provide meals and facilities for the consumption of packed lunches in all schools where these are required. http://www.aberdeenshire.gov.uk/schools/meals/
The cafeteria provides a range of healthy options for pupils and staff. Menus are approved by Aberdeenshire Council and are communicated to pupils daily through the daily bulletin. A sandwich bar offering snacks and a hot trolley are also available to the pupils. Space is available to sit and eat a packed lunch. Apart from lunchtime, the cafeteria and social area are open from 8.15 to 8.40 a.m. and also during morning interval from 10.30 to 10.45 a.m.
A self-service system operates in the cafeteria with pupils making their choices and then paying for these by showing their National Entitlement Card, having previously credited their card by using the Cashless Catering Revaluation units situated in the canteen or on the Ground Floor.
Payment by cheque We accept cheque payments made payable to ‘Aberdeenshire Council’ and handed into the Catering office, with the pupil’s name and class written on the back of the cheque.
Free School Meals If you think you may be entitled to free meals an application form can be obtained from the School Office. For further information, please refer to the last section of this handbook.
Parents should be aware that they can request a special diet for their children if there are medical or religious reasons for doing so. Children who require Medically Prescribed or Modified Diets, with parental/guardian assistance, should be identified during the admission process.
Online Payments for School Meals and other Online Purchases Aberdeenshire Council offers an online payment system, which many parents and carers have already been using to pay for children’s school meals. Myaccount was set up by the Scottish Government as a simple approach to accessing public services. It allows parents and carers to top up their accounts whilst ensuring their details are protected. From 8th December 2015 all parents/carers using the online school payments facility will be required to create a myaccount username and password by following the steps.
Sign Up Instructions
Step 1: Visit the Aberdeenshire Council website at www.aberdeenshire.gov.uk and choose “Pay” from the list of online services, then select “School Meals”.
Step 2: If you already have a myaccount, click on the sign-In logo above then move to step 4, if you do not have a myaccount choose “Register” then “Create New Account”. Please note if you have an NEC card you can use this for a quick registration process.
You will be asked to add your name, Date of Birth, email address and home address, and you will be asked to create a username. You can use your email address if you wish. Following this step you can complete further information or bypass this and “Complete registration”.
Step 3: You will be sent a temporary password to the email address you provided, follow the instructions in the email by clicking on the link and entering the temporary password. You will then be asked to provide a permanent password. Once you are signed in, you will be directed to school payments system.
Step 4: If you are an existing school payments user and have used the same email address to register through myaccount the system will recognise this and you will be asked to link your logins by entering your original password. Your login will then be joined and you will be able to continue to use the system. You will only need to complete this step once.
If you are a brand new customer, please choose “Link Childs Account” and enter your child’s reference number from the top corner of this letter. You will then go on to link all children’s accounts to your login.
PUPIL ABSENCE PROCEDURES
In recent years increasing attention has been paid to the issue of child protection and safety due to reported occasions where children have been seriously or fatally injured because of the inappropriate or criminal behaviours of adults. Whilst it should be noted that there has been no such instance occurring within Aberdeenshire it is important that staff and parents do not become complacent and continue to work together to develop and improve upon existing arrangements for monitoring the care and welfare of all children and young people.
With that specific aim in mind, Aberdeenshire Education Learning and Leisure has asked all schools to implement a series of standard procedures to monitor pupil attendance and absence from school and to invite the co-operation of parents in making these changes work. All parents are asked to assist the staff in the schools which their children attend in the manner described below:
Attendance and Absence Procedures Research indicates that attendance at school and achievement in examinations are closely linked in that pupils with poor attendance records fail to do well in national examinations. At Mintlaw Academy, we will work closely with parents to encourage full attendance where possible. The school is required by law to maintain an accurate record of the attendance and absence of each pupil and parents are requested to assist in this process by keeping the school informed if their child is to be absent for any reason.
Should we have any concerns about a pupil’s pattern of attendance or punctuality then the pupil’s Guidance teacher will contact parents in writing or by telephone or email if appropriate.
Absences fall into two categories and the co-operation of parents in following the appropriate procedure in each case is earnestly sought.
(1) Planned Absence As part of Government Regulations we are required to record all absences as “authorised” or “unauthorised”. Authorised absences are due to illness or family bereavement and can also include time off to attend, e.g. sporting events or music exams. The Scottish Government has deemed that holidays taken during term time should be recorded as unauthorised absence unless there are special exceptional circumstances. Should you wish to remove your child from school to attend a family holiday you must request permission from the Head Teacher. On most occasions this will be recorded as unauthorised absence. Parents are asked to limit the number of holidays taken during term time, to minimise disruption to your child’s education. For annual holiday dates for Aberdeenshire schools please see the section at the back of this book, contact the school office or go to www.aberdeenshire.gov.uk schools information, term and holiday dates.
The pupils should take a note (or the appointment card) to his/her Register Teacher in the morning of the day he/she is to be absent, or the preceding day if he/she is going to be absent for the whole day. The note should give the reason for the request and indicate when he/she will return to school. Parents can also leave a message on the answering machine (01771 620000) at any time, or phone the school between 8am and 9.30am to explain an absence. No pupil may leave school during the day without the prior permission of a senior member of staff.
(2) Unforeseen Absence It is important to note that if a child does not arrive at school and there is no reasonable explanation provided for his/her absence then members of staff will be required to ascertain the whereabouts and safety of the individual child. In order to avoid causing unnecessary concern for staff and parents the importance of good communication between home and school cannot be over-emphasised.
If a pupil is absent, he/she should take a dated note explaining the absence(s) and signed by one of the parents to the Register Teacher on the first day back at school following the absence. When parents know that the absence of their child is likely to last beyond 3 days, they should let the school know.
Lateness: Pupils are expected to arrive punctually at school for the commencement of the morning and afternoon sessions. Any pupil arriving late must report to the School Office. Instances of frequent or ill-explained lateness will be referred to the child’s Guidance Teacher.
Communicable/Infectious Diseases When pupils are off school because of sickness or diarrhoea, they should not be sent back to school until 48 hours after symptoms have passed. Pupils must be kept off school for a period of time where they have an infectious or contagious disease. These include common ailments such as impetigo, conjunctivitis, chicken pox etc. Please contact your GP or local health centre for up to date advice if you believe your child may have a communicable disease. For further information regarding how long children need to be kept at home and not sent to school either contact the school office or go to www.nhsgrampian.org exclusion policies for infectious diseases.
ABERDEENSHIRE COUNCIL GUIDANCE ON SCHOOL CLOSURES School Closure Due to Bad Weather or Other Emergency We want to work in partnership with parents and carers to ensure the safety of children at all times. These guidelines outline the procedures for dealing with school closures during bad weather or other emergency. Parental Role We would like you to: Ensure your child wears appropriate outdoor clothes throughout the winter. Decide whether it is safe for your child to travel to school in bad weather, either by school transport or on foot. Provide the school with information about emergency contacts to whom your child can be sent at short notice if you are not available. Also tell the Head Teacher about any changes to this information and to your daytime contact details. Provide the school with a bad weather address within safe walking distance of the school. Also: If school transport is not running please don’t take your child – or other children – to school yourself unless it is safe for you to do so. You will be responsible for ensuring that the children you took to school are transported home again and therefore need to be available in the event that the school has to close early due to deteriorating weather conditions. In difficult weather conditions pupils should not wait any longer than 15 minutes past the normal pick up time before returning home. In case the transport doesn’t arrive please make sure you have made alternative arrangements for your child. If your child travels by school transport you are responsible for their safety to and from the pick up/drop off point whether they use school transport or a public service vehicle.
School transport contractors have been told not to allow children to walk home alone from drop-off points under any circumstances during extreme weather conditions. If you can’t meet or arrange for your child to be met, the school transport will return them to a designated location.
Public service vehicles – drivers of these vehicles follow a specified route and keep to timetables – they cannot make special arrangements.
When will schools be closed? Head Teachers decide if and when schools should close due to bad weather or another emergency. In bad weather they will decide this after receiving information about local weather conditions. This decision can be made during any time, day or night.
During bad weather some staff may not be able to get to school – so the school may have to close because there are too few teachers present. Sometimes only part of the school will be closed or only some of the pupils will be dismissed early.
If you are concerned about local weather conditions contact the school. You may wish to collect your child yourself and are free to do so provided you make arrangements with the school. Secondary Schools Because of the large number of pupils in Secondary Schools, it is impossible to inform all parents in advance of emergency closures and schools may dismiss pupils without first contacting parents. Individual schools will let parents know of any local arrangements.
What education might my child be missing? Some parents and pupils worry that important examinations or work is missed because the school is closed or conditions make it difficult to attend. But the safety and welfare of children must take precedence when making judgements about travelling to school in bad weather. Arrangements can be made for lost time to be made up and examinations can be rearranged. You may also find information regarding the continuation of learning on GLOW or the school website.
Further Information Outwith school hours, your local radio station is a good place to find out information on school closures. The following radio stations receive updated information every 15 mins from our website:
Northsound 1 FM 96.9Tel: 01224 337000 Northsound 2 MW 1035 kHz BBC Radio Scotland FM 92.4 - 94.7MW 810 kHz Moray Firth Radio FM 97.4 MW 1107 kHz North East Community Radio FM 97.1 - 106.4Tel: 01467 632878 Waves Radio FM 101.2Tel: 01779 491012 Original 106 FM Tel: 01224 293800 Twitter http://twitter.com/aberdeenshire
Aberdeenshire Council Website https://online.aberdeenshire.gov.uk/Apps/schools-closures/ You also have the option to sign up to receive email alerts when your school(s) updates their closure status.
School Information Line Tel: 0870 054 4999 then 02 1100. If you cannot get through first time, please do not put this number on redial. This will only lead to the line being busier. Please note: Call charges to the School Information Line will depend on your contract with your telephone service provider, for example, calling from your home telephone may differ in price from calling from your mobile phone. Public Transport Unit (9am – 5pm) 01224 665194 Education Offices (9am – 5pm) Banff – 01261 813340 Fraserburgh – 01346 515303 Peterhead – 01779 473269 Inverurie – 01467 620981 Stonehaven – 01569 766960
Contact Details It is vital that parents keep us informed of up to date telephone contact numbers – home, work and local emergency contact(s) so that we can be sure of reaching you in any emergency situation.
Transport
Pupils who live more than 3 miles walking distance from the school or from their home to the nearest bus “pick-up” point are entitled to free transport to and from the school. This applies only to pupils who live within the Mintlaw Academy Catchment Area. Parents who live outwith the catchment area but wish, under the Parents’ Charter, their children to attend Mintlaw Academy may have to meet the full cost of transport. Pupils not entitled to transport under the 3 miles walking distance rule may, however, be entitled to transport on medical or safety grounds but only if a suitable service bus is available.
Parents should note that pupils carried on either service or contract buses are subject to the conditions of the hirer. Hirers can refuse to transport a pupil who persistently misbehaves on the buses thus endangering the safety of other travellers. Similarly the school can withdraw bus passes from pupils who persistently misbehave. Normally a warning will be given and a letter sent to parents informing them of the action to be taken.
Privilege transport
Pupils who live within three miles of secondary school may be able to travel on school transport at a charge. Where spare seats are available on a school transport route parents/carers can apply for a privilege place for their child by downloading an application form. The application form includes information on prices and payment methods for Privilege Passes. Discounts are available for pupils entitled to Free School Meals, and to families with 3 or more children travelling to the same school.
For further information click on the link below or contact the school. http://www.aberdeenshire.gov.uk/roads-and-travel/public-transport/school-transport/school- transport/
Essential Charges
In common with all other Secondary Schools, we find it necessary to charge for resources (course consumables) used in certain subjects and for some curricular school trips. Information about these costs will be sent to parents annually, and each year group will be given a set date for the payment of charges.
Pupil Belongings and Valuables
It is the pupils’ responsibility to look after their own belongings in the school. Valuables can occasionally be left at the School Office or with a member of staff. During P.E. lessons, valuables must be handed in to staff for safekeeping.
When something has been lost, an enquiry to the Janitor, the School Office or the Department involved will usually recover it. Aberdeenshire Council has no Insurance to replace articles lost in school. It would greatly assist in the return of lost property if the pupil’s name was clearly marked on property.
Lockers
A small number of lockers are available for hire at the beginning of the session at a cost of £5.
Sports Facilities
The Academy has excellent Physical Education facilities which include two gymnasia, a fitness room and large games hall with adjoining changing rooms and showers.
For outdoor sports and training, the school has a full-sized all- weather pitch and three grass pitches for football and rugby.
Use of ICT resources
The school has a large number of computers, most of which are linked to a modern network with access to the Internet.
On joining the school, all new pupils will receive a copy of the school’s Code of Practice for Acceptable Use of the Internet and must sign to indicate their acceptance. The Authority filters incoming information to prevent inappropriate material being viewed and the school also uses software to monitor pupil use. All pupils will be given an e-mail account for school and educational use.
Library
The library is situated in the central area of the first floor and is surrounded by the classrooms of the English, Guidance and Technical Departments. The school library, or resource-centre, no longer only supplies a book-lending service for staff and pupils.
It also provides: a) A source of materials, book and non-book, newspaper cuttings and information about resources to support teachers and pupils in their classroom work. b) A central collection of such materials organised so that pupils can work fairly independently on projects and assignments using the Library’s resources c) Access to computers and the Internet.
Within the library, there are different areas:
1. Fiction 2. Non-Fiction 3. Reference Section 4. Careers Library 5. ICT suite for class use 6. ICT equipment for self-study 7. S6 Study Area
The reference section contains facilities for pupils to be taught or to study in groups. The Careers Library contains current college/University prospectuses and up-to-date information on careers in book, leaflet and CD Rom form. The Computer Area now contains several multi media computers to accommodate the growing CD Rom collection which are for class, individual or recreational use. We also provide an on-line Information Retrieval Service and Internet Access.
Pupils can also make use of the Library during lunch-times and after school to exchange books, read papers and magazines and do homework. The school library is generally open to pupils during lunchtime.
Section 2
Curriculum and Assessment
CURRICULUM
Curriculum for Excellence Curriculum for Excellence aims to provide a coherent, flexible and enriched curriculum for all 3 to 18 year olds. The curriculum includes the totality of experiences which are planned for children and young people through their education, wherever they are being educated.
Principles for Curriculum Design
Schools and learning communities in Aberdeenshire apply the principles for Curriculum Design that are drawn from National advice but reflect our unique Aberdeenshire context. Those principles are: Challenge and enjoyment in learning Breadth of learning Progression in learning Depth of learning Personalisation and choice e.g. in how to present learning Coherence (with other areas of learning) Relevance of learning
Curriculum Entitlements The following entitlements are also provided for all pupils in Aberdeenshire Schools: A coherent learning experience Experiences in health and well-being Cultural experiences Environmental experiences Vocational experiences Creative and enterprising experiences (In Aberdeenshire Schools this includes a strong focus on learning In, About and Through the environment i.e. outdoor learning.)
The core curriculum consists of Literacy, Numeracy and Health and Well-Being. These subjects permeate all other curricular areas and attainment and achievement in these areas are continually scrutinised and reviewed annually by the school to ensure standards are maintained or improved.
Learners are given opportunities to develop skills for learning, skills for life and skills for work with a continuous focus on: Enterprise and Creativity Citizenship and International Education Literacy Numeracy Health & Wellbeing Sustainable Development Information Communication Technology (ICT)
In S1-3, as part of their Broad General Education learners are provided with a broad, balanced set of experiences designed around the curriculum areas of: Expressive arts Languages and Literacy Mathematics and Numeracy Health & Wellbeing Religious and moral education Sciences
Social studies Technologies
Pupils will be given an experience of subjects within each subject area over the 3 years of the Broad General Education:
Expressive arts – Art, Drama, Music Languages and Literacy – English, French, German Mathematics and Numeracy Health & Wellbeing – Home Economics, Physical Education, Personal & Social Education Religious and moral education Sciences – Biology, Chemistry, Physics Social studies – History, Geography, Modern Studies Technologies – ICT, Technical Education
In addition there will be opportunities during the school year for pupils to participate in a range of interdisciplinary projects which provide the opportunity for them to apply cross-curricular skills. All pupils in S1-3 take part in Activity Zone, a week long programme of events linked to the curriculum which takes place in May. During this week pupils are given the opportunity to further develop skills in literacy, numeracy and health & wellbeing through a varied list of attractive events.
After S2, pupils are offered a degree of choice within some curriculum areas.
S4-6 pupils carry on their education in the Senior Phase. Here S4-6 are timetabled together, with all pupils taking courses which lead to National Qualifications. In S4 pupils will be expected to take 6 subjects, which will include English and Mathematics. S5 pupils will take 5 or 6 courses and S6 pupils are expected to have *a timetable of at least 16 points (a timetable which allows them to develop their qualifications further, either by progressing to a higher level of study or by taking a broader range of subjects) and must study at least one Higher or Advanced Higher, along with PSE. In addition, national guidelines dictate that all pupils in S4-6 will continue to participate in the core subjects of PE and PSE.
Throughout their school career Principal Teachers of Guidance work with pupils both in classes and on an individual basis in making informed choices at key transition points in their life. By the end of S4 much work has been covered with pupils in self assessing their skills, exploring career paths, undergoing work experience, researching college and university courses and developing the necessary skills for employment. Guidance staff may call on partners from Skills Development Scotland and on representatives from agencies and a range of industries to come into school to speak with pupils. Pupils are also encouraged to reflect holistically on their personal development both in and out of school and are given opportunities to volunteer for additional responsibilities.
When children join the academy, they are put into a class in one of the 4 Houses – Brucklay, Deer, Mormond or Ugie. Practical subjects (Art, Home Economics, Science, and Technical) are taught within this house group, and pupils will be in a larger group with other pupils for their other subjects.
In S3 – S6, class composition is decided largely by pupils’ subject choice but pupils will continue to meet as a house group for registration.
Arrangements for Pupil Choice and their Involvement in What and How they Learn The school provides a framework for learning based upon the principles of curriculum design and curriculum entitlements. Within this, the school encourages pupils to have a say in how they learn and what they learn e.g. in topic based work in a social studies based topic, the children might choose to communicate their learning through a report, a PowerPoint presentation or a piece of artwork. The pupils also might choose to research a specific aspect of information within the topic framework. Through the use
of learning logs and personal planning, the pupils are involved in setting their own targets and planning next steps in learning.
Further information about Curriculum for Excellence may be found from the following websites: www.educationscotland.gov.uk/thecurriculum
www.planitplus.net/schoolzone/general/articles/71
http://www.scotland.gov.uk/Topics/Education/Schools/curriculum/ACE
Please do not hesitate to contact the school should you wish to find out more about the curriculum for a particular year group.
Positive Behaviour Management Policy and Procedures The Positive Behaviour Management Policy and Procedures puts an emphasis on encouraging and acknowledging good behaviour, while working with pupils whose behaviour does not meet expectations. Teachers will try to build positive relationships with pupils and will try to teach in appropriate behaviour.
Behaviour Expectations Expectations of behaviour have been set out, using the word Merit as a hook:
Meet deadlines, be prepared and be on time Ensure that you always do your best Respect other people, their work and property Instructions should be followed first time Treat yours and others’ safety seriously
Responding to Poor Behaviour Where a pupil’s behaviour consistently fails to meet some or all of these expectations, the teacher will try a range of strategies within the class to try to help, one of these may be to issue an Early Intervention Slip which the pupil will take home to be signed. However, if these strategies do not work the teacher may decide to monitor the behaviour for a time, using a Merit Support Card. The Merit Support Card will highlight what goes well and/or what is causing concern. Parents will have the opportunity to track their child’s progress either by seeing the card after each lesson, or through comments noted in the Diary/Planner.
Experience tells us that most pupils will change their behaviour when it is monitored closely and discussed frequently with them by teachers and their parents. If a pupil’s behaviour improves, the slate will be wiped clean.
If behaviour does not improve, the pupil may be removed from class into a time-out area for a short time, and may be referred to the year head who will, if necessary, seek further support for the child or use more punitive sanctions.
Exclusion Where pupils who repeatedly display behaviours which compromise the good order of the school i.e. disruption of learning and teaching, unsafe practices, bullying and other forms of abuse and where other forms of support and sanctions have proved unsuccessful, the authority exclusion policy will apply.
Acknowledging Positive Behaviour While we will be trying to tackle poor behaviour, we also plan to acknowledge those pupils who consistently meet expectations. Every week, pupils will be awarded points by teachers for different reasons. One expectation will be highlighted each week:
Expectation Points Criteria Meet deadlines, be prepared and be on Meeting deadlines consistently time Being on time consistently Bring diary/planner to school daily
Ensure that you always do your best Bring appropriate materials/ equipment/kit to class Make consistently good effort in class Respect other people, their work and their Be consistently polite and property respectful Wear dress code consistently Instructions should be followed first time Consistently good behaviour in class Listen carefully and act on instructions first time Take safety - yours and others’ – seriously Behave in a way which ensure everyone’s safety
Alongside this, teachers will, from time to time, nominate pupils for a Positive Referral. Positive Referrals are given for exemplary behaviour, and are given for one of the following reasons:
Being a good ambassador for the school Going the extra mile Being a good citizen
How can be parents be involved? We are encouraging teachers to use pupil Diary/Planners to record concerns: this may involve a note about work not being done, or about behaviour which does not meet expectations, or an acknowledgement of positive behaviour and effort. We would encourage you to check your child’s Diary/Planner regularly, not only to monitor homework, but also to check for comments of this kind.
Anti- Bullying
At Mintlaw Academy we aim to provide and maintain a free, happy and secure environment in which pupils can learn.
However, bullying can take place and can prevent pupils from achieving the best from their education. In order to reduce the effects of bullying, we suggest the following:
1. Be Vigilant Watch out for the following changes of behaviour in your child, which could indicate your child is being bullied:
lack of co-operation with yourselves and the school unwillingness to talk about school unwillingness to go to school unexplained illness aggression withdrawal into themselves
Of course, there can be other reasons for such changes but these could alert you to further problems.
2. Take Action If you think your child is being bullied, you should
a) Act sooner than later - do not ignore the situation. b) Re-assure and support your child. c) Encourage your child to speak about school - if not to you - maybe to someone else e.g. grandparents, friend or neighbour. d) Keep a note of any situation your child tells you about - e.g. where, when, names of offenders, and names of witnesses. e) Contact the school - in the first instance your child’s Guidance Teacher. f) Encourage your child to stay with a group of friends whenever possible. g) Encourage your child not to react in a manner which would make matters worse, but to report any incident to the school.
3. Prevention Here are some further guidelines which may help all of us to prevent bullying disrupting school life:
a) Encourage your child to watch out for others being bullied and to be willing to report what they see. b) Encourage your child to respect others and not to get involved in any situation which could turn into bullying. c) Encourage your child to be honest and not to hide any situation.
You can be re-assured that the school takes the problem of bullying seriously. The following measures are some of the actions the school is already taking:
1. keeping parents of both victims and bullies informed of situations of bullying when appropriate; 2. linking senior pupils with S1 classes to provide points of contact if the younger pupils are being bullied; 3. talking about bullying in Personal and Social Education classes; 4. using the disciplinary measures where appropriate on those caught bullying; 5. monitoring incidents of bullying throughout the school; 6. providing support for victims of bullying;
7. providing the use of supervised areas at lunchtime or break time for victims of bullying; 8. providing a lunchtime venue run by senior pupils where incidents of bullying can be reported.
Clearly the circumstances of each incident of bullying are different. However, the school will act as promptly as possible to deal with any incident, which is reported and will do so in a sensitive manner, which takes account of the individual situation.
Assessment and Reporting
Please refer to the school calendar for the dates for examinations, reports and parents’ evenings.
Reports
The main school reports are normally issued to parents as follows:
S1 Pupils April S2 Pupils May S3 Pupils February S4 Pupils December S5/S6 Pupils December
The aim of the report is to try to provide parents with as much information as possible regarding the progress of their children, not only in each subject, but also in the key areas within each subject. As a result, teachers and parents are made aware of an individual pupil’s strengths and weaknesses and ways to improve.
In S1-3 we indicate how effectively the pupil is coping with the demands of each subject, as described in the Experiences and Outcomes for each Curricular Area in the new Curriculum For Excellence.
The same broad principles apply to reports in S4-6, but in addition, an indication is given of likely certificate examination results, assuming progress and application remains consistent.
Interim reports are also provided in addition to the main reports, giving an update on progress and application.
Parents’ Evenings
Parents’ Evenings, at which parents may consult with their child’s subject teachers, are scheduled for the start of the session. Advance notice of these meetings, giving the dates and times, are published in good time in the Parents’ Newsletters and in the school calendar issued annually to all parents.
During parent interviews, information will be shared about children’s strengths, development needs and next steps in learning. Parents will also be given ideas about supporting their children’s learning at home.
Pupils are developing skills to identify and record their best work and achievements in and out of school. This process, known as profiling, will involve on-going dialogue with the class teacher and will take place at all stages. Pupils will record their ‘latest and best’ achievements in documents called profiles. These profiles will be produced in P7 and S3 and may be either electronic or paper based. Pupils can add to their profiles in school and at home. Parents are encouraged to become involved in the process with their child. Regular dialogue between parents and pupils is of course the best way for parents to be informed of their children’s progress at school.
We also invite parents to make us aware of their children’s wider achievements outside school on an ongoing basis.
Parents are welcome to request an interview to discuss their child’s progress at any other time during the school session should they wish.
Extra Curricular Activities
The curriculum the school offers also includes an extensive programme of activities which run outwith class times, at lunchtime or after school. These activities give pupils the opportunity to further develop as responsible citizens, effective contributors, successful learners and confident individuals. Activities offered cover a wide range of sports, creative and enterprising activities. Opportunities for pupils to participate in the life of the school as a community are also available in the form of Eco, Charitable and Peer Support activities.
Activities change from year to year - a full list giving details will be circulated to all pupils and parents with a newsletter in September. The lunchtime and after school activities and opportunities programme is included in the last section of this handbook.
Educational Excursions
From time to time each pupil will have the opportunity to participate in educational excursions. The nature of these varies from theatre trips or visits, to sporting events, to longer field trips or visits to foreign countries.
In each case parents will receive advance information detailing the full cost, the name of the teacher in charge, the itinerary, insurance details, any special equipment required etc. Parents will be expected to provide any necessary medical information and to impress on their children the need to behave in a responsible manner. Pupils participating in these trips will be expected to wear appropriate school dress unless the nature of the trip makes this impracticable. Before booking a place on any trip parents should satisfy themselves as to the arrangements for refunds in the event of cancellations and pupil illness.
Excursion Insurance
Aberdeenshire Council has in place a School Excursion Insurance policy, whereby both pupils and teachers are covered for offsite activities / trips both within the UK and abroad (offsite meaning off the school premises). The policy covers medical expenses, loss of baggage, cancellation, curtailment and change of itinerary (along with other sundry benefits) etc for worldwide trips and adventurous activities (including winter sports).
If personal items such as jewellery, phones/tablets, watches etc are taken on a school trip then these are taken at an individual’s own risk and are not covered under the policy, unless damage or loss is caused by an Aberdeenshire Council employee. Should a parent or carer want such items to be covered then this would need to be arranged by parents/carers independently of the school
In addition to this policy, Aberdeenshire Council also holds Public Liability insurance cover for any injury or loss incurred by individuals due to the negligence of the Council or its employees (including volunteers).
Instrumental Tuition
Visiting instructors teach a variety of instruments in the Academy. Weekly lessons are taken during class time but are staggered to limit the time lost by any one subject.
Pupils who have already had tuition in Primary School will be given priority to continue that tuition. New pupils who wish to undertake tuition should consult the Principal Teacher who will allocate any free tuition time. The Music Centre operates at Mintlaw on Friday after school and Saturday mornings at Fraserburgh Academy for pupils from neighbouring schools. Playing together in groups and orchestras builds up the confidence and ability of our own instrumental pupils who are expected to attend. Details of times, transport etc. will be available from the Music Department. http://www.aberdeenshire.gov.uk/schools/ims/
SENSITIVE ASPECTS OF THE CURRICULUM Spiritual, Moral, Social and Cultural Values The Development of Pupils’ Values In our school we are committed to providing appropriate opportunities for the development of pupils’ spiritual, moral, social and cultural values through both the ethos and the curriculum. This will be undertaken in partnership with parents and will take account of the individual needs of pupils and the views of parents. Our school welcomes and encourages diversity and individuality, while emphasising our common commitment to moral values such as honesty, respect for others, compassion and justice. It is a fundamental principle of our school that all who are involved in the life of our school has the right to be respected as individuals and carry the responsibility to act in a considerate and respectful manner towards others. We implement the Council policy for Equal Opportunities and ensure that all pupils have access to the full range of educational experiences available within the resources of the school. We are firmly committed to the elimination of any form of discrimination on the grounds of age, race, religion, gender, sexuality or disability.
Religious and Moral Education Throughout the school there are opportunities for pupils to learn about aspects of Christianity, other world faiths and to reflect upon their own moral standpoint in relation to world issues. During assemblies, we encourage awareness of matters of a cultural, social and moral nature. We aim to develop in our pupils an ethos of tolerance, understanding and respect for the beliefs and customs of others. The school is committed to supporting the development of its pupils as whole people and as a result, wish to encourage their development in moral, social and cultural terms.
The key human aspects of learning are supported by:
Creating an atmosphere that is both caring and challenging and which provides opportunities for the development of personal responsibility. Promoting social and moral learning through the way in which disciplinary issues are handled. Ensuring staff and adults within the school provide positive models for pupils. Arranging regular gatherings of the school community and using such occasions to encourage and reinforce the values on which the school is based. Enriching the curriculum in all appropriate areas with an emphasis on moral, social and cultural development. Providing opportunities within the curriculum to advance personal and social development. Providing a programme of religious education in which consideration will be given to responses to basic questions relating to the meaning, value and purpose of human life. Providing a programme of moral education. Taking every opportunity to acknowledge value and appreciate the various cultures and heritage of our pupils and to encourage them to appreciate and value the cultures and heritage of others including visits by representatives of other beliefs or faiths.
Parents wishing to exercise their right to withdraw their child from Religious and Moral Education should contact the head teacher so that acceptable alternative arrangements can be made.
RELATIONSHIPS, SEXUAL HEALTH & PARENTHOOD The following Aberdeenshire Council information guidance is followed by the school in providing appropriate learning experiences with regard to relationships, sexual health and parenthood which is part of the health and wellbeing curriculum.
Sex education can be defined as a lifelong process whereby children and young people acquire knowledge and skills, and develop beliefs, attitudes and values about their sexuality and relationships within a moral and ethical framework. (Sex Education in Scottish Schools: Effective Consultation with Parents and Carers, Scottish Executive & Learning and Teaching Scotland 2001).
Children learn about relationships, sexual health and parenthood from a wide range of sources including formal education, parents and families, friends and the media: magazines, books, TV, video games and movies.
ROLES AND RESPONSIBILITIES IN RELATIONSHIPS, SEXUAL HEALTH & PARENTHOOD EDUCATION
Parents/carers/guardians Education begins at home. Parents are the first and foremost educators of their child. Even if parents do not talk to their child about relationships and sexual health, parental influence will still be strong.
Parents are encouraged to review the school’s programme and resources and to speak to their child about what they are being taught in school. Actively support the work of the school.
For further information about specific resources or programmes of work please contact the school.
DRUGS EDUCATION/SUBSTANCE MISUSE The Aims of Substance Misuse Education When planning for Substance Misuse Education within the curriculum, it is important to reflect on the guidance outlined in Aberdeenshire’s Curriculum Framework 3-18. Within the rationale of this policy, the key elements of successful Substance Misuse Education provision are addressed directly within the advice for supporting children and young people in becoming successful learners, confident individuals, effective contributors and responsible citizens.
An effective Substance Misuse Education programme should aim to:
illegal drugs, their effects and the implications of use and misuse.
about drugs.
e skills necessary to make healthy, informed choices and informed decisions about drugs, including resistance to peer pressure or influence.
develop life skills and promote access to positive, health-promoting lifestyles.
At Mintlaw Academy programmes of study are arranged in compliance with this guidance. For further information on learning and teaching of substance misuse education, please contact the school.
Careers Guidance
The Guidance staff provide careers advice, helping to make pupils aware of job opportunities and to prepare them for working life. The Guidance staff also maintain close contact with other external agencies such as the Social Work Department and work experience placements are offered in S4 through the Work Experience Unit.
The school Careers Adviser is employed by Skills Devlepment Scotland to offer guidance, advice and information to Mintlaw Academy pupils. They work closely with the guidance staff to provide a careers programme to enable each child to make informed decisions for their future. The first contact with pupils is a “getting to know you” talk during S1 assembly. This is followed in S2-6 by group talks on various topics related to careers. In S4, pupils are invited to an individual careers interview. This is voluntary and will be followed, if your child requests it, by additional interviews. They are more than happy to see parents as well as pupils at any time to discuss particular areas of concern. Requests to see them can be made via the Guidance staff or direct to the Career Service, Peterhead.
Work Permits
The Children (Protection at Work) (Scotland) Regulations 2006 has amended the legislation which governs the number of hours per week, and circumstances, under which young people at school are able to work in paid employment during school term time. Previously the Children and Young Persons (Scotland) Act 1937 allowed young children under the age of 15 to work a maximum of 17 hours per week. The new regulations specify that a new limit of 12 hours per week applies as follows: • 2 hours allowed per school day • 2 hours allowed on a Sunday • 8 hours (over 15 years of age) and 5 hours (under 15) on a Saturday The new regulations specify that children wishing to work for an employer within school term time should apply to their school for a work permit. Information concerning children’s work permits and the bye laws relating to them are available from your school.
School Leaving Dates
There are still two leaving dates. Pupils who reach the age of sixteen on or before 30th September may leave on 31st May and pupils who reach the age of sixteen on or before 28th February may leave at the previous Christmas. There can be no exceptions to these rules!
Section 3
Parental Involvement
Pupil Welfare
PARENTAL INVOLVEMENT
The school recognises the importance of involving parents in their child’s education. Information about the curriculum and the choices available to pupils are communicated to parents in a variety of ways – through leaflets and booklets, Open Nights, Information Evenings, information on GLOW and the web-site, Parents’ Night consultations and through one-to one meetings with Guidance/Senior staff as appropriate. In addition, information about the work of the school is shared with the Parent Council. Minutes of their meetings, along with copies of presentations made, are posted on the school website.
Parental views are gathered through questionnaires issued at every parents’ night and through discussion with the Parent Council, which represents the parent body. Parents’ surgeries, held weekly, allow parents to discuss matters of concern directly with the Rector.
PARENT COUNCILS Parent Councils are now established in almost all Aberdeenshire primary and secondary schools. The Scottish Schools (Parental Involvement) Act 2006 recognises the vital role that parents play in supporting their children’s learning. The basic principle under-pinning the Act is the desire to have children become more ‘confident learners’ through closer working between each family and the school.
All parents are automatically members of the Parent Forum who are represented by the Parent Council.
The objectives of the Mintlaw Academy Parent Council are:
1 To work in partnership with the Academy to create a welcoming school that is inclusive for all parents 2 To promote partnership between the Academy, its pupils, parents and the local community 3 To develop and engage in activities which support the education and welfare of the pupils at the Academy 4 To identify and represent the views of parents on the quality of education provided by the Academy and other matters affecting the education and welfare of the pupils 5 To participate in the appointment of senior promoted staff at the Academy
A list of Parent Council members will be published in the school Newsletter early in the session and will be posted on the school website. If you have any queries about the Parent Council, please contact the school who will pass on their information.
Mintlaw Academy PTA Mintlaw Academy has an active Parent/Teachers Association – the fundraising arm of the Parent Council. A committee is formed each year at the Annual General Meeting, which is held in September. This committee is responsible for organising fund raising events.
The objectives of the Association are to advance the education of pupils by providing and assisting in the provision of facilities for education at the school (not normally provided by the local Education Authority).
To raise funds, the P.T.A. operates a “MEGADRAW” cash draw scheme in order to support the School Fund. This fund is used to subsidise a wide range of school activities (coach travel, club equipment etc.) and is spent on the pupils.
All pupils will be issued with information for parents about Mega-draw at the start of the session.
Ten “draws” will be made each session and £10 will purchase two draw numbers.
Anyone can participate in the Mega-draws. Please contact the School Office for details. Periodically, small fund-raising appeals to support charitable causes will be made. Please support whichever causes you wish.
The PTA undertakes various other fund-raising activities during the year.
Communication Information on the key dates for each year group on communications with parents, reports and parents’ evenings is included in the last section of this handbook and is distributed to parents during Term 1.
Each term a Parents’ Newsletter is issued for each child to bring home and will be saved onto our website. The Newsletters contain news about the school, forthcoming events, holiday dates and appeals for help. Suggestions as to the type of items preferred are always welcome.
Pupil Planners, Homework and Revision
Did you realise that: ‘one hour of homework or revision completed every night between first and fourth year is the equivalent to one extra year at school’ What an advantage!
All pupils, when they start at Mintlaw Academy, are issued with a dated Pupil Planner. It is expected that this planner be carried to school every day and used to record homework and revision. The more organised a pupil the better the quality of homework and revision produced. The Planner is an essential tool to assist in this organisation.
Homework and revision tasks are set throughout the year by subject teachers and will vary in style and length. There may be times when pupils do not have specific homework tasks to complete for the next day. However, there will always be revision to be completed. For example, to be successful in Modern Languages requires revision of vocabulary learned that day. There are mathematical formulae to be read over until understood. There are notes in Science and Social Subjects to be gone over and tidied up. The list is endless…
The recommendation is that, during a school week, each first year pupil sets aside the equivalent of three hours per week for homework and revision. Second year pupils should set aside the equivalent of five hours per week; pupils in third and fourth year should aim to complete up to eight hours per week, while pupils in S5/6 should spend up to ten hours per week depending upon programmes selected. It is important to note this figure includes revision (regular) as well as set homework tasks. As well as improving the quality of learning, good study habits will be developed which are advantageous when working towards National certificate courses.
In order to work in partnership with us to support pupils using their planning effectively we would ask that parents check and sign their child’s Planner each week. This signature is of particular importance in S1- S3 in the establishment of good study habits. We hope that in S4-S6 pupils will take responsibility for their own learning and planner use, although parent overview remains desirable. There is a space provided for this on each page. We will also monitor Pupil Planners regularly in school.
The school runs a homework club for all year groups in the Library. This information is updated each term.
HEALTH CARE
A part-time nursing assistant is employed in school to deal with injuries or pupils who become unwell. We also receive regular visits from the School Nurse. Pupils who are unwell should be kept at home until fit to return.
If a pupil becomes unwell or is injured during the day, the school will contact the parents to take the pupil home or to their own doctor. Only in an emergency will the pupil be taken to the Mintlaw Health Centre.
Parents should notify the relevant Guidance teacher of any medical information that they feel the school should know about and about any medication being taken that could result in a medical problem. On the other hand, the school does not need to know about pupils who have to take standard medication such as antibiotics or lotions and will operate on the basis that secondary pupils are old enough to take responsibility for such matters.
The Education (Scotland) Act, 1962 provides for the medical and dental examination of school children from time to time to try to ensure that ill-health does not affect their education. Parents are contacted prior to the inspection and given the opportunity to be in attendance. Other specialist services available to the school and parents include: Audiometrician, Speech Therapist, etc. Before seeking help from any of these agencies parents will be fully consulted by the school.
No treatment of any kind will be carried out by these services without the prior consultation and written consent of parents.
It is essential that the school is in possession of the following up-to-date information:
1. Address/telephone number of parents’ place of work if both parents are working.
2. An “emergency contact” address/telephone number in case parents cannot be contacted. This could be a neighbour or relative.
3. The name of the family doctor.
Children with an identified health need may be seen more frequently.
How can Parents Help?
1. Contact the school if you are worried about any aspect of your child’s health, emotional well-being or learning. 2. Please fill in and return all questionnaires sent to you. This helps the School Nurse enormously. 3. If you are offered a health interview, please keep the appointment or request an alternative. 4. If you feel that a problem has not been solved, please let us know.
YOU CAN CONTACT YOUR SCHOOL HEALTH STAFF via the school Tel No: 01771 622994 Email - [email protected]
KEY TRANSITION POINTS
P7-S1 The transition process from feeder primaries to Mintlaw Academy is wide ranging and extensive. Throughout the months between January and August many activities, visits and events are planned:
January Two visits by the Pupil Support Worker accompanied by S1 and S6 pupils from the school being visited. The purpose of these visits is to explain the transition process and to answer any questions P7 pupils may have. P7 Parents’ Information Evening – the purpose of this is provide all parents of P7 pupils the opportunity to tour the school and to be given essential information about the transition process, the curriculum and the necessary information to be supplied to the Academy by parents. March P7 Science and Engineering Event at Mintlaw Academy. Held during British Science Week all P7 pupils take part in an event organised by S3 Science and Technology pupils. During their one day experience P7 pupils participate in a range of science and engineering based activities from making a super-bouncy ball from school glue, to building a fully-functioning electronic circuit, and using a substance called polymorph to make their own souvenir of the day. April Concert for P7 pupils by Mintlaw Academy Music Department Transition Club in CLD huts begins May Transition 15 event, Aden Park Bridging Support Group begins June Three day visit to Academy Days one and two P7 pupils follow the timetable they will have in August Day three all P7 pupils will participate in a Rights Respecting Schools/Malawi Project
From November to June prior to transfer much information is passed from Primary to Secondary school about each pupil. Individual multi-agency and transition meetings for pupils with additional support needs are planned and attended by academy staff. Throughout the transition process parents are kept informed of events and meetings and all are invited to a second P7 parents’ meeting in June. Prior to transition P7 pupils are tested in reading and spelling. There are programmes to help vulnerable, anxious pupils as well as those with learning and behavioural difficulties run by CLD and academy staff, pupil support worker and assisted by senior students. All academy staff receive copies of reports, medical needs and learning needs prior to the three day visit in June. Support for pupils may be targeted or universal depending on need. Some pupils will be supported in our enhanced provision, the Curriculum Support Centre, some will receive assistance from Pupils Support teachers while others may need specialist support including hearing or visual impairment. Additional arrangements are made for pupil for tests and exams as required.
Parents may contact the Depute Pupil Support for information or advice or the Principal Teacher of Additional Support Needs.
Broad General Education – Senior Phase Pupils moving from the Broad General Education into the Senior Phase receive extensive support from their Principal Teacher of Guidance and the School’s Careers Adviser. There are information meetings for parents led by members of the Senior Leadership Team to disseminate information about making the most effective choice of subjects in the Senior Phase and about the various options on offer, in and out of school.
Senior Phase – Leaving School
Much help and guidance is available for all pupils in S4, 5 or 6 to plan their future post school. Good links exist between Further Higher Education establishments in the local area and pupils are encouraged to take the opportunity to attend open days and taster sessions. All S4 pupils have the opportunity to have a week’s work experience and this entitlement can be extended if necessary. All S2-6 pupils have the opportunity to attend our annual Careers Fair All faculties and departments give advice on appropriate courses and options, and the most appropriate level of study In their Personal & Social Education classes pupils are given wide-ranging careers education which includes enabling pupils to identify key skills, CV writing, interview skills and use of the My World of Work website Completion of UCAS forms and college applications
CHILD PROTECTION “All children and young people in Scotland have the right to be cared for and protected from harm and to grow up in a safe environment in which their rights and needs are respected. The welfare of children is paramount”. Protecting Children and Young People: Framework for Standards, Scottish Executive 2004. Protecting children and young people is a priority for Aberdeenshire Council services. It is everyone’s job to ensure that children are kept safe. Schools are required to report any suspected child abuse to appropriate services such as police or social work.
‘Child protection means protecting a child from abuse or neglect. Abuse or neglect need not have taken place; it is sufficient for a risk assessment to have identified a likelihood or risk of significant harm from abuse or neglect.’ From National Guidance for Child Protection in Scotland 2014 Categories of abuse include:
Physical abuse Emotional abuse Sexual abuse Neglect
A comprehensive set of guidelines provide all staff and volunteers who come into contact with children the essential information about protecting children from harm. Where parents have concerns about the safety or protection of any child they can contact the National Child Protection Line on 0800 022 3222 at any time.
All Education, Learning and Leisure Service Managers and School Child Protection Co-ordinators have received training to ensure that they are confident, well informed and supported to promote the protection of children.
All establishments are required to provide Child Protection awareness raising to all teaching and non- teaching staff on the first day of each session.
ABERDEENSHIRE COUNCIL EDUCATION AND CHILDREN’S SERVICES SUPPORT FOR PUPILS Getting It Right For Every Child (GIRFEC) Taking care of our children’s well-being and making sure they are alright - even before they are born - help us ensure the most positive outcomes for them later in life. It gives them the potential to grow up ready to succeed and play their part in society.
Getting it right for every child is a programme that aims to improve outcomes for all children and young people. It promotes a shared approach that:
Builds solutions with and around children and families Enables children to get the help they need when they need it Supports a positive shift in culture, systems and practice Involves working together to make things better
Getting it right for every child is the foundation for work with all children and young people, including adult services where parents are involved. It builds on universal health and education services, and is embedded in the developing early years and youth frameworks.
Developments in the universal services of health and education, such as Better Health Better Care and Curriculum for Excellence, are identifying what needs to be done in those particular areas to improve outcomes for children.
The Getting it Right approach looks at eight areas of ‘well-being’. These are recognised as areas in which children and young people need to progress in order to do well now and in the future. They allow those responsible for the care and support of children - including members of their own families - to look at a situation in a structured way that will help them identify any needs and concerns and plan with the child and family any action they need to take.
The eight wellbeing indicators are:
Safe Healthy Achieving Nurtured Active Responsible Respected Included
The approach gives them a common language and a way to gather information about a child’s world, making sure the child is growing and developing, and has everything they need from the people who look after them both at home and in the wider community. It also encourages practitioners to think about who else might need to be involved (for example a teacher might need to contact other professionals to make sure that an education improvement plan with the child and family was meeting all the child’s needs).
For more information about Aberdeenshire’s approach to GIRFEC go to; http://www.girfec-aberdeenshire.org/child-protection/
Named Person “Under the GIRFEC approach, the Named Person role will be in place for every child and will be undertaken by an individual in universal services, i.e. health or education. Their role will be to act as the point of contact for children/ young people and families, and for other practitioners or members of the public. The Named Person should be in a position to provide or access information, advice and support to children and young people from within their own service, and when necessary to request support from other services or agencies.” The Named Person in secondary schools will usually be the Depute Head Teacher with responsibility for Pupil Welfare and Pastoral Care.
Lead Professional “Where concerns about wellbeing require coordinated intervention from more than one service or agency, then a Lead Professional will be identified to take on that
coordinating role. Usually the Lead Professional will be the pupil’s Principal Teacher of Guidance, or their Social Worker, if applicable.
ADDITIONAL SUPPORT NEEDS
Many children will face barriers to their learning at some time in their school career. These may be short or longer term and for a variety of different reasons. Some children may benefit from having some sort of support plan in order to develop learning. Pupils, parents and staff are involved in developing support plans, helping to identify specific needs and what might be done to help overcome areas of difficulty. In Aberdeenshire we adopt a multi-agency approach to supporting pupils with additional needs. Some of the people we meet with regularly include; educational psychologist, school nurse and doctor, family support workers, speech and language therapists, pupil support workers, police liaison officers and our support for learners’ teacher. Similar processes may also be put into place for pupils who have been assessed as being able or gifted as these children might also need additional support to reach their full potential.
Educational Psychology The School’s Educational Psychologist works in partnership with school staff to help children and young people reach their full potential. The educational psychologist supports this by offering schools a number of services including training, research, project work, intervention work, assessment and consultation. During planned visits to the school, the educational psychologist meets with staff to discuss whole school and class issues and how best to meet the needs of the children and young people.
These informal consultations aim to develop strategies the teacher can use to bring about positive change. The educational psychologist may also spend time observing in the classroom or playground to support teachers in assessing how different teaching approaches affect learning and behaviour.
When concerns persist, the school and educational psychologist may feel that a more formal meeting may be helpful. If the concern is about a child, the school will ask the parent’s permission to hold a consultation meeting. This is a problem solving meeting led by the educational psychologist, with parents, school staff and sometimes others who can usefully contribute. The child or young person can also be supported to attend or contribute to the meeting in another way if it is thought appropriate. The aim is to develop a plan of action to bring about positive changes for the child or young person.
Further information about the educational psychology service can be found at; http://www.aberdeenshire.gov.uk/schools/eps/
Local, direct support is how we meet pupils’ needs initially, and all Aberdeenshire schools support pupils who have additional support needs (ASN). If parents have any questions about their child’s progress or well-being at school, they should discuss these first with their Guidance teacher.
All Aberdeenshire secondary schools have Enhanced Provision resources. There are also 4 special schools in Aberdeenshire, and these Aberdeenshire specifically resourced schools also have additional levels of staffing, expertise or resources to allow them to meet very significant or profound needs.
For further details contact:
ASN Manager Aberdeenshire Council Education and Children’s Services Woodhill House Westburn Road Aberdeen
AB16 5GB Tel no 01224 664886 Fax no 01224 664615
Identifying and Reviewing Additional Support Needs In Aberdeenshire the ‘Staged Intervention’ process is used to identify and meet pupils’ needs, and to manage and review provision. This is explained in more detail below. Parents and young people also have the right to ask the Education Authority to establish if a pupil has Additional Support Need (ASN), and consider if a Co-ordinated Support Plan (CSP) is needed. (CSPs are also described in more detail below.)
Parents can also arrange an assessment privately and ask the Education Authority to take the assessment report into account. Requests should be made in writing to the Director of Education describing the type of assessment and why it is necessary. Requests are acknowledged promptly and usually agreed unless this would be ‘unreasonable’.
Staged Approach to Assessment & Intervention In order to ensure consistency of practice to assessment and intervention, Aberdeenshire Education Department have developed a framework to support school decisions and practice around supporting children and young people.
Stage 1: School Based Action Consultation can be provided by any agency/service Any actions required are delivered within the school context by school staff. Personal Learning Planning is used and where appropriate pupils have individualised educational programmes. Stage 2: Education & Recreation Service Action (in addition to school-based action) Consultation can be provided by any agency/service Any actions required are delivered within the school context. There will be a need for action by education and recreation services out with the school. Again, where appropriate, pupils have individualised educational programmes. It may also be necessary to consider the need for Managing Accessibility Plans. Stage 3: Multi Agency Action Consultation can be provided by any agency/service There is a need for action by education and recreation services as detailed in stage 2 along with integrated collaborative action by other agencies. Pupils should have individualised educational programmes and other planning formats such as CSPs may also be considered where pupils meet the relevant criteria. Individualised Educational Programmes An Individualised Educational Programme (IEP) is an education planning document managed by schools setting out long and short term educational targets. Parents, and where appropriate, pupils, are involved in review each term.
Multi Agency Plans Where a pupil has support from agencies in addition to education – eg health or social work, it may become necessary to develop a single collaborative plan to support the pupil. These are known as Multi Agency Action Plans or MAAP. Parents (and pupils where appropriate) will be involved in and consulted upon these plans and they will be reviewed as required.
Co-ordinated Support Plans (CSPs) A Co-ordinated Support Plan is an educational planning tool which plans long term and strategically for a year at a time. A CSP is made by the education authority in cases where education staff are working together with colleagues from another agency to provide significant levels of support to a pupil.
What to do if you are anxious about the support your child has in school The Education Authority values partnership working with parents and will do everything possible to help resolve concerns or differences of opinion at an early stage.
If you have any queries or anxieties about your child’s additional needs, or about the support being provided to meet those needs, as a first step please contact your child’s Principal Teacher of Guidance, Year Head or Head Teacher. If you would find it helpful to discuss a problem informally with someone other than school staff, please contact the Education Department on 01224 664630. Parents and young people have the right to:
Supporters Parents can bring a supporter to any meeting about their child. Supporters can take notes, provide clarification and give advice to parents.
Advocacy These people can provide relevant information to the parent, can speak on behalf of the parent and support them to access their rights.
For more information on Support and Advocacy contact: Enquire, Princess House 5 Shandwick Place Edinburgh EH2 4RG Helpline: 0845 123 23 03 Email: [email protected] Website: www.enquire.org.uk
For local advocacy contact:
Advocacy North East Thainstone Business Centre Inverurie Aberdeenshire AB51 5TB Tel: 01467 622674
Scottish Independent Advocacy Alliance can be reached at: Website: www.siaa.org.uk
Independent Mediation Services This service is free and involves an independent third party who helps to resolve disagreements between education authority and parents or young people. A local independent mediation service can be accessed at:
Children 1st 15 Frithside Street Fraserburgh Aberdeenshire AB43 9AR Tel no 01346 512733
Fax no 01346 512810 Email [email protected]
Additionally, information for the Scottish Child Law Centre can be found at: www.sclc.org.uk
Additional Support Needs School Policy
Mintlaw Academy aims to provide an education appropriate to the needs and abilities of all pupils. Staff work to try to ensure that the curriculum in its design, organisation and presentation is such that the needs of individual pupils are taken into account.
Pupils and class teachers are supported in this by the Mintlaw Academy Additional Support Needs Team (ASN) Team. The team work not only in the Academy but also in all the school's associated primaries thus ensuring continuity for the pupils, and providing an efficient means of transferring information about pupils who have particular needs.
A wide range of learning difficulties is experienced by many pupils. These difficulties can range from specific complex difficulties requiring advice and input from specialists, to day to day difficulties of any pupil, regardless of ability, who has a problem with course or class work. The work of the ASN Team is therefore wide and varied and may include:
supporting pupils in the classroom through working co-operatively with the class teacher developing differentiated materials for courses providing individual and tutorial programmes of work for identified pupils through staff development supporting pupils in relation to examinations through reading, scribing, transcribing etc providing support for pupils with specific learning difficulties, or emotional or behavioural difficulties
The work of the ASN Team is closely linked with that of the Guidance Team. In addition, the ASN Team has established links with outside agencies e.g. Psychological Services, Service for the Deaf and Visually Impaired, the Community Team i.e. Physiotherapists, Occupational and Speech Therapists, and the Special Needs Careers Officer.
The ASN Team thus works to ensure that every pupil receives an education which is meaningful and appropriate to individual needs.
Curriculum Support Centre
Within the school, the CSC staff provide intensive educational support to a small number of pupils identified as having considerable learning difficulties. These pupils spend some time in the Centre and the rest in mainstream classes.
The school also has specialist teaching staff for pupils with social, emotional and behavioural difficulties.
Dealing with Concerns & Complaints
This section highlights how much the school values compliments but also acknowledges that on occasion parents may wish to raise a concern or make a complaint about some aspect of school life. The procedures for contacting the school are explained below. We hope it provides you with the information you require.
Compliments Compliments about staff, pupils or the school in general are welcomed. Positive feedback helps people feel that their efforts have been appreciated, makes people feel good about the work they are doing, and enhances the reputation of the school. It is always good to receive such feedback, whether verbally or in writing.
Concerns We recognise that there may be times when you are unhappy with some aspect of the school’s work. At those times, we aim to resolve issues as quickly and thoroughly as possible, minimising disruption to learning and teaching as much as we can.
Raising Concerns Your child’s Guidance teacher is the most appropriate person to progress a concern involving your child. If you have a concern, telephone the school (01771 622994) and ask to speak to your child’s Guidance Teacher:
Brucklay House Mr Kilpatrick Deer House Mrs Grant Mormond House Ms Martin Ugie House Mr Reid
If the Guidance teacher is unavailable, office staff will pass on a message and he or she will return your call. In most cases, this will happen soon after your call and certainly within two working days. The Guidance Teacher will make every effort to resolve the concern you have raised and will report back to you.
Unresolved Concerns If the concern remains unresolved, you may ask the Guidance teacher to pass the matter on to the member of the senior management team linked to your child’s year group:
S1 Mrs Sharp S2/S3 Mr Oldham S4/5 Mrs Noble S6 Mr Horberry
The Year head will review what has already been done and take any further action if that is necessary. This will be reported back to you.
Should you remain dissatisfied with the response, please ask for the matter to be referred to the Headteacher. The Headteacher will then investigate your on-going concern and report back to you. Above all, we hope that all concerns can be resolved within the school, by school staff.
If, after this process, you are still dissatisfied with the school’s response, the rector will advise you to contact the appropriate Local Authority representative – the school’s Quality Improvement Officer (QIO) - and will record any complaint on Aberdeenshire Council’s complaints database (stage 2 investigation stage). The QIO will then assume responsibility for investigating the concern and any further contact you make with the school about the matter will be passed to him or her. It would not be appropriate for us to respond to you directly at this stage unless directed to do so by the relevant QIO.
The QIO will contact you to discuss your complaint and will advise you of the Council’s complaints procedures.
Where complainants continue to be dissatisfied with a stage 2 response, complaints can be referred to the Scottish Public Services Ombudsman. Further information and guidance can be found at – http://www.aberdeenshire.gov.uk/media/14581/complaints-procedure-customer_v6.pdf
Concerns not involving your child If you wish to raise such a concern, you may either telephone the school and ask to speak to a Depute Rector, or contact us via e-mail at [email protected]. Your concern will be dealt with and you will be given general feedback about any action taken. Rules about confidentiality prevent us from giving detailed feedback about individual pupils or staff. Again, we would aim to deal with your concerns at school level, but if you remain dissatisfied with the school’s response, you should contact the QIO as before.
Feedback Timeline Investigating concerns fully and professionally takes time. We aim, however, to give initial feedback on any concern within two working days, whenever possible. Where a more detailed investigation or more detailed response is required, this will be provided as quickly as possible and usually within 20 working days. If and/or when the rector becomes involved in dealing with unresolved concerns or particularly complex and/or serious concerns, written feedback will be provided within 20 working days. All complaints will be recorded and action taken will be noted.
Abusive Complaints Many people find raising concerns stressful but most do so in a calm and reasonable way. If a complaint is made to a member of staff in an aggressive and/or abusive way, the member of staff will advise the caller that the call will be terminated if this continues. Should this happen, the rector will be informed and appropriate action taken, if necessary. Please be reminded that Aberdeenshire Council expects all staff to be treated respectfully and has a zero tolerance policy towards aggression or humiliation of staff.
Home-School Communication We welcome all communications between home and school and value your interest in your child’s education. By working together, we can ensure your child’s experiences are as positive as possible.
Section 4
School Improvement
Data Protection
SCHOOL IMPROVEMENT
Standards & Quality & Improvement Planning All schools in Scotland are required to report on Standards and Quality and Improvement Planning on an annual basis. A summary of this report is sent to parents in September. Parents are welcome to request a copy of the full report or can view this on the school website. Members of the Parent Council are invited to comment on and add to this report before it is finalised and sent to parents.
The Standards and Quality Report measures school performance against a set of national quality indicators and include information about the main achievements of the school. The report also evaluates progress on the school’s previous year’s improvement plan e.g. how standards have been raised in literacy, numeracy and health & wellbeing.
Improvement Planning In consultation with the Parent Council, the school draws up an improvement plan on an annual basis, indicating the priorities for school improvement. National and local authority initiatives and developments also inform the school improvement plan.
Parents can access comparative information about all Scottish Schools and their education authorities at www.educationscotland.gov.uk/scottishschoolsonline
For further information on national quality indicators go to www.journeytoexcellence.org.uk/about/keydocuments/part3.asp
The link below will provide the HMIE Inspection Report of Mintlaw Academy 2009: http://www.educationscotland.gov.uk/inspectionandreview/reports/school/primsec/MintlawAcadem yAberdeenshire.asp
Information about Curriculum for Excellence and the new National Qualifications: http://www.educationscotland.gov.uk/parentzone
Literacy, Numeracy, Health and Well-being
The delivery of literacy, numeracy and health and wellbeing has changed over the last few years and has moved from being the responsibility of specific subjects to being the responsibility of all teachers across all curriculum areas. The work in each of these key areas is coordinated by working groups which ensure that the experiences and outcomes are developed and taught. This consistency of approach will help to ensure that standards are improved in these areas.
Education Authority: Aberdeenshire
Examination Results (within Scottish Credit and Qualifications Framework) (2014/15 results update)
Percentage cohort achieving; Literacy and Numeracy award at Level 4 5 or more awards at Level 5 By end 2012/13 2013/14 2014/15 2012/13 2013/14 2014/15 of S4 66 87 89 36 44 45
Percentage cohort achieving; 3 or more awards at Level 6 5 or more awards at Level 6 By end 2012/13 2013/14 2014/15 2012/13 2013/14 2014/15 of S5 31 33 38 13 16 18
Percentage cohort achieving; 5 or more awards at Level 6 1 or more awards at Level 7 By end 2012/13 2013/14 2014/15 2012/13 2013/14 2014/15 of S6 27 28 29 19 19 21
National Data
Percentage cohort achieving; Literacy and Numeracy award at Level 4 5 or more awards at Level 5 By end 2012/13 2013/14 2014/15 2012/13 2013/14 2014/15 of S4 63 77 82 35 39 42
Percentage cohort achieving; 3 or more awards at Level 6 5 or more awards at Level 6 By end 2012/13 2013/14 2014/15 2012/13 2013/14 2014/15 of S5 30 33 37 13 17 18
Percentage cohort achieving; 5 or more awards at Level 6 1 or more awards at Level 7 By end 2012/13 2013/14 2014/15 2012/13 2013/14 2014/15 of S6 27 29 31 18 19 20
Mintlaw Academy Data
Percentage cohort achieving; Literacy and Numeracy award at Level 4 5 or more awards at Level 5 By end 2012/13 2013/14 2014/15 2012/13 2013/14 2014/15 of S4 86 90 98 27 42 44
Percentage cohort achieving; 3 or more awards at Level 6 5 or more awards at Level 6 By end 2012/13 2013/14 2014/15 2012/13 2013/14 2014/15 of S5 29 23 34 11 8 11
Percentage cohort achieving; 5 or more awards at Level 6 1 or more awards at Level 7 By end 2012/13 2013/14 2014/15 2012/13 2013/14 2014/15 of S6 16 23 13 11 15 11
TRANSFERRING EDUCATIONAL DATA ABOUT PUPILS
Education authorities and the Scottish Government collected data about pupils on paper forms for many years. We now work together with schools to transfer data electronically through the ScotXed programme. This has two functions: acting as a ‘hub’ for supporting data exchange within the education system in Scotland and the analysis of data for statistical purposes within the Scottish Government itself.
What pupil data is collected and transferred? Data on each pupil is collected by schools, local authorities and ScotXed. The data collected and transferred covers areas such as date of birth, Scottish Candidate Number (SCN), postcode, registration for free-school meals, whether a pupil is looked after by his/her local authority, additional support needs including disability and English as an Additional Language (EAL), and attendance, absence and exclusions from school. The SCN acts as the unique pupil identifier. Pupil names and addresses are not passed to ScotXed. Your postcode is the only part of your address that is transferred for statistical purposes, and postcodes are grouped to identify ‘localities’ rather than specific addresses. Dates of birth are passed on as ‘month and year’ only, again to ensure that individuals are never identified. Data is held securely and no information on individual pupils can or would be published by ScotXed.
Providing national identity and ethnic background data is entirely voluntary. You can choose the ‘not disclosed’ option if you do not want to provide this data. However, we hope that the explanations contained in this message and on our website will help you understand the importance of providing the data.
How Does Aberdeenshire Council Hold and Store Pupil Data Aberdeenshire Council use a system called SEEMIS which is used in almost all local authorities in Scotland and is subject to independent scrutiny to ensure that it is a secure environment for holding such data. Our schools update the data held in the system when they have an education update to make to a pupil’s record or when they receive advice from a parent or guardian either through the Annual Data Check exercise or when they are made aware of a change of circumstances at any other time in the year.
Data Protection Act 1998 When registering your child in one of our schools, and throughout their time in education, you will be asked to provide a range of personal and potentially sensitive information about your child and your family. All information provided by you will be handled in accordance with the Data Protection Act 1998. As such we draw your attention to the following Fair Processing Notice.
Fair Processing Notice Who may process your personal data? The information which you provide to your child’s school will be processed by Aberdeenshire Council, which is a Data Controller of this information for the purposes of the Data Protection Act 1998. You can tell us at any time if you do not want us to process or share any information that you have previously provided.
What personal data will be collected? The information which you provide may include:
Personal contact details Employment details Child’s date of birth Physical or mental health or medical conditions Income (if applying for free school meals or clothing grants)
For what purposes will your personal data be used? The information which you provide on the attached form will be used by Aberdeenshire Council for the following purposes:
Provision of education to your child Provision of additional educational support for your child (if required or requested) Provision of transport for your child (if required or requested) Provision of extra curricular activities for your child (if required or requested)
Will Aberdeenshire Council disclose your personal data to anyone else? Yes. Aberdeenshire Council may share this data with partner agencies. These may include NHS Grampian, Careers Scotland, or Scottish Government departments such as the ScotExed statistical return and transport providers.
We will tell you on the forms that you complete, who we may share that information with, and will seek your permission to do so. We will only reveal information to somebody else where we have your permission or as required by law where it is relevant for that purpose. We do not sell or rent information to anybody.
If you have any queries regarding how we will process your information under the Data Protection Act 1998, please contact:
Aberdeenshire Council Education, Learning and Leisure Service: 01224 664630 or email: [email protected]
PARENTAL ACCESS TO RECORDS The Pupils’ Educational Records (Scotland) Regulations 2003 means that you can get access to your child’s records. Details of the regulations and process for obtaining information specific to pupils are available by contacting the school directly or can be found at: www.educationscotland.gov.uk/parentzone/yourchildatschool/accessyourchildsrecord
Section 5
Annual Updates
SCHOOL CLOTHING GRANTS
Parents or carers who have a child under 16 attending an Aberdeenshire school and receive any of the following:
Income Support Income-based Job Seeker’s Allowance or Employment and Support Allowance Child Tax Credit, but not Working Tax Credit, and where your income is less than £16,010 Both maximum Child Tax Credit and maximum Working Tax Credit and your income is under £6,420 Support provided under Part VI of the Immigration and Asylum Act 1999
Qualify for a School Clothing Grant. Pupils aged between 16 and 18 years who receive any of the above benefits in their own right also qualify.
Further information is available from: https://www.aberdeenshire.gov.uk/schools/parents-carers/assistance/school-clothing-grants/
CAN MY CHILD GET FREE SCHOOL MEALS?
Children are eligible for Free School Meals if their parents (or carers) are in receipt of the following:
Income Support* Income Based Job Seekers Allowance (JSA)* Pension Credit (Guarantee Credit) Any income related element of Employment Support Allowance* Child Tax Credit (CTC), but not Working Tax Credit (WTC), and have an income of less than £16,105* Child Tax Credit (CTC) and Working Tax Credit (WTC), and have an income of less than £6420 Support under Part VI of the Immigration and Asylum Act 1999
*Pupils are eligible for Free School Meals in their own right if they are 16-18 and fall into this category.
Children from families within the following categories may also be eligible for Free School Meals :
Student parents who have children at school providing you are receiving child tax credit and your income is less than £16,105 Parents or carers who have savings above £16,000, but very low income.
Further information is available from: https://www.aberdeenshire.gov.uk/schools/parents-carers/assistance/free-school-meals/
MINTLAW ACADEMY – STAFF LIST
Name Position Held Name Position Held
SMT Guidance Andrew Kilpatrick Principal Teacher - Brucklay Alan Horberry Headteacher Naomi Grant Principal Teacher – Deer Sharon Noble Depute Headteacher (Acting) Nicola Martin Principal Teacher – Mormond Gareth Oldham Depute Headteacher Alan Reid Principal Teacher – Ugie Irene Sharp Depute Headteacher Support Services Co-ordinator (part-time) Audrey Campbell Home Economics Support Services Co-ordinator (part-time) Nicola Robertson Alison McGillivray Principal Teacher Teacher (part-time) Art & Design Lisa Adam Carol McHugh Principal Teacher Teacher Jenni Clarke Victoria Barclay Teacher Jill Campbell Teacher Linda Miller Teacher (part-time) Maths
Drama Sarah Ferguson Principal Teacher
Kirstin Corney Principal Teacher Norma Sellar Teacher
Hester Beattie Teacher (part-time) Liam Canning Probationary Teacher
James Smith Teacher English Matt Sellen Principal Teacher Alice Hynd Teacher (part-time)
Donna Donald Teacher Deborah Snape Teacher
Stephen Bayne Teacher Modern Languages Doreen Duncan Teacher (part-time) Eric Richardson Principal Teacher (part-time)
Stephanie Mitchell Principal Teacher (part-time) Teacher Vera Pauly Teacher (part-time) Vincent Methivier Teacher
Claire Walshe Teacher Karen McSeveney Teacher (part-time)
Kelly Pye Teacher Michelle Bream Teacher (part-time)
Social Subjects Music Fraser Gale Principal Teacher (Acting) Greg Merson Faculty Head Ian Patterson Teacher Rachel Lawson Teacher – Geography/Modern Studies
Alex Bennett Teacher – History/Modern Studies Physical Education Murray Carnie Principal Teacher Michael Birnie Teacher – Modern Studies
Lorraine Coleman Teacher Laura MacQueen Teacher – Geography/Modern Studies
Cara Stickle Probationary Teacher Richard Sneddon Teacher - RMPS
Laura Anderson Teacher Technology
Gordon Robertson Teacher Alexander Hynd Faculty Head
Science Raymond Geddes Teacher Louise Simpson Faculty Head Michael McLean Teacher
Heather Carr Teacher – Biology Katherine Grant Teacher
Arthur Milne Teacher - Biology Nicola Robertson Teacher (part-time)
Science Technology
Kelly Urquhart Teacher – Biology Andrew Melrose Teacher
Fiona Wallace Teacher – Chemistry/Science Christopher Shapiro Teacher
Toby Donaldson Teacher – Chemistry Frances Cameron Teacher
Dean McIntosh Teacher – Physics
Elizabeth Gore Teacher – Physics (part-time) Support Staff Fiona Wallace Teacher – Chemistry/Science Lariane Ballantine Admin Assistant
Wilma Tod Senior Clerical Assistant Cook Supervisor Charlotte Hogg Catering Supervisor Avril Park Clerical Assistant
Angie Panton Clerical Assistant (part-time) ICT Support Paul Baxter ICT Support Analyst Pauline Milne Clerical Assistant (part-time)
Sandra Hastie ICT Support Analyst Janitors Support for Bill Menzies Supervisory Janitor Learners Helen Richards Principal Teacher Rainer Zacharias Janitor
Linda Allan Pupil Support Assistant (part-time) Library Elaine Bailey Teacher – Curriculum Support (part-time) Shaaron Skinner Librarian (part-time)
Catherine Bell Pupil Support Assistant Debbie Jobson Librarian (part-time)
Carole Brook Teacher Julie Lorimer Library Assistant (part-time)
Elaine Ironside Pupil Support Assistant
Mandy Christie Pupil Support Assistant School Nurse David Coull Teacher (part-time) Kelly Jarvis School Nurse Susan Fowlie Pupil Support Assistant (part-time) Nursing Assistant Aileen Hamilton Pupil Support Assistant Sandra Robertson Nursing Assistant Grace Legge Teacher Technical Support Fiona MacKay Teacher Brenda Sutherland Whole School Technician
Hilary Marshall Teacher Helen Ritchie Science Technician
Pam McGinley Pupil Support Assistant (part-time) Karen Pollard Technical Assistant
Catherine Parkinson Pupil Support Assistant Kenneth McLennan Technical Assistant (part-time)
Moira Peck Teacher Vacant Technical Assistant (part-time)
Paula Rawson Pupil Support Worker Community Learning & Development Heather Reid Pupil Support Assistant Kenny Dorans Senior Community Learning Worker
Trudi Ross Teacher (part-time) Lorna Bruce Senior Clerical Assistant (part-time)
Jean Thompson Pupil Support Assistant Lynne Gordon Community Learning Worker
Carol Tough Pupil Support Assistant Jane Verity Community Learning Worker
Angela Verth Teacher Tracy Siwek Active Schools Coordinator
Morag Watt Pupil Support Assistant (part-time) Careers
Alex McKeown Teacher Lynne Rennie Careers Advisor
School planner 2015-2016 http://www.aberdeenshire.gov.uk/schools/parents-carers/school-term-dates-and-in-service-days/
School planner 2015-2020 http://www.aberdeenshire.gov.uk/media/4927/schoolholidayplanner2015-2020_001.pdf
Map – Location of Mintlaw Academy https://online.aberdeenshire.gov.uk/Apps/local/map.asp?type=school_area&id=151100479