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Tomnacross Primary School Handbook 2018/2019

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Tomnacross Primary School Handbook 2018/2019 Tomnacross Primary School Handbook 2018/2019 1 CONTENTS 1. THE SCHOOL AIMS 2. GENERAL INFORMATION ABOUT THE SCHOOL Contact details, Staffing, the school facilities, the school atmosphere and ethos. 3. EDUCATIONAL POLICY OF THE SCHOOL The curriculum, teaching methods, subjects taught, homework, learning support & special needs, assessment of pupils and reports to parents; 4. SOCIAL EDUCATION Development of spiritual, moral, social and cultural values, school rules, discipline and anti-bullying policy; 5. CONTRIBUTION OF PARENTS Parents and their contribution to the school, Tomnacross Parent Council, School Uniform, School Funds; 6. PUPIL WELFARE School Information; visiting the school, school times, attendance and absence, children’s possessions & lost property, school meals, milk and packed lunch provision, health check-ups, adverse weather conditions, emergency contacts, safer routes to school, child protection; technology in school; photography in school, complaints procedure, term dates. 2 1. THE VISION AND AIMS OF THE SCHOOL ‘We see our school as a place where everyone is listened to and their opinions valued. The adults think carefully about the things we need to know and how they are going to teach us in a fun and interesting way. The teachers treat and teach us as individuals. They know where we are in our learning and how to help us progress. Our school has good resources to deliver he curriculum, from sports equipment to the latest technologies (with adults that know how to use them), to prepare us for the world of the future. A clean, warm and friendly place, our school welcomes everyone. We are at the heart of our community and with our parents’ support we shall build on the very good strengths we already have.’ Our aims have been updated to reflect the aims and principles of the Curriculum for Excellence. Successful Learners Responsible Citizens We will: We will: Provide a broad and balanced Encourage our pupils to develop curriculum with significant respect, knowledge and opportunities for depth, which understanding of their world. challenges and motivates all Help our pupils to make pupils. informed choices and decisions. Provide a range of teaching Help our pupils to understand and learning experiences in a the wider world and their place fun and innovative in it. environment TOMNACROSS SCHOOL AIMS Effective Contributors Confident Individuals We will: We will: Encourage our pupils to Help our pupils to grow and communicate effectively in develop respect, knowledge and many different situations. understanding of their world. Help them to think critically Encourage independence, success and develop skills in many ad the development of life skills for contexts all our pupils. 3 2. GENERAL INFORMATION ABOUT THE SCHOOL 2.1 CONTACT DETAILS Tomnacross Primary School, Kiltarlity, Beauly, IV4 7HW. Tel: 01463 741497. E-mail: [email protected]. Website: http://tomnacrossprimary.wordpress.com. 2.2 STAFFING We currently have a school roll of 78 pupils. Tomnacross also welcomes student placements into the school. Acting Head Teacher – Mrs. Sandra MacLennan [cluster HT] P1 – Mrs Heather Hedderwick P2/3 – Miss Katy Hardiment P4/5 – Mr Richard Syred/Mr Tyrone Betts (Covering Vacancy) P6/7 – Mrs. Roxanne Main & Mr Les Golder Support for Learning – Mrs Kim Lamont Part time Management time/CCR – Mr Les Golder School Secretary – Mrs Joan Mack/Mrs Jane Embleton Pupil Support Assistants – Mrs. Audrey Matheson, Ms. Christine Paton, Mrs. Linsay Stewart, Mrs. Linda Cassels-MacGregor General Auxiliary & Playground Supervisor – Mrs. Tina Balfour-Paul 2.3 THE SCHOOL FACILITIES Tomnacross Primary School was built in the late 19th century and added to over the years. It used to be a junior secondary but now is very much a primary school. Many generations of local families have graced its doors. The school has grown with the village of Kiltarlity and now offers a wonderful educational environment housed in a mixture of refurbished and new build facilities. The school is of a traditional design with a very modern extension and all is situated in spacious grounds with a sports field, grass and tarmac play areas and shelters. There are four classrooms in the school with the fifth being used as an ASN base within the school. There is also an external building which is uses as a multi-purpose room and also serves as a resource area and Library area. The nursery is housed opposite the main school building in a separate unit. All rooms are in good condition, well equipped and have open outlooks. There is an excellent hall which was only officially opened in 2010 with a range of P.E. equipment, stage facility, lighting and sound equipment. 4 All the classrooms are well resourced with teaching materials and have areas set aside for class libraries. All classrooms also have computers within them. School meals are cooked on the premises in the very modern School Kitchen and served in the adjacent PE hall. 2.4 THE SCHOOL ATMOSPHERE AND ETHOS Tomnacross School strives to be a happy school with high standards of education. Our pupils are encouraged to be caring, polite and respectful. The education offered is a blend of the best of traditional and up-to-date methods. Language and mathematics are crucially important in the primary school curriculum and achievement in these subjects is stressed. A wide range of activities are offered in the school during the school session and achievement in subjects such as music and sport is widely encouraged. School uniform is recommended and is worn on a regular basis by almost all pupils. This adds to the sense of community within the school and reduces the need for unnecessary expenditure by parents to meet changes in fashion! The uniform is described in the last section of the brochure. The parents and the Parent Council provide very good support for the school. 3. EDUCATION WITHIN OUR SCHOOL 3.1 THE PURPOSES OF THE CURRICULUM In Tomnacross we are engaging with the Curriculum for Excellence and staff plan using the experiences and outcomes for the curricular areas. Learning Logs [or Personal Learning Plans] have targets agreed with children based also on these. Experiences and outcomes The experiences and outcomes describe the expectations for learning and progression in all areas of the curriculum. The title ‘experiences and outcomes’ recognises the importance of the quality and nature of the learning experience in developing attributes and capabilities and in achieving active engagement, motivation and depth of learning. An outcome represents what is to be achieved. 5 They describe learning which has a clear purpose at levels from early to fourth in the acquiring of knowledge and the establishment of understanding. They also support the development of skills and attributes. The purposes of the Curriculum are outlined in the Scottish Executive’s document ‘A Curriculum for Excellence (2004)’:‘To enable all young people to become Successful Learners; Confident Learners; Responsible Citizens and Effective Contributors’ The Primary Curriculum consists of Languages, Mathematics and Numeracy, Social Studies, Sciences, Technologies, Expressive Arts, Health and Wellbeing, Religious and Moral Education. 6 3.2 TEACHING METHODS In Tomnacross Primary we have composite classes [i.e. more than one primary group per class]. There are differences in age, maturity, ability and personality of the children in each class. Each child has different educational strengths and needs. Effective teaching and classroom organisation has, therefore, to be flexible and varied to extend the abilities of all the pupils. These methods include: Class teaching and discussion to introduce, emphasise and revise the main points in all the pupils’ learning; Group work to accommodate and extend groups of pupils at a similar stage of development; Co-operative learning to extend understanding and sharing of ideas in ability or mixed ability groupings; Individualised work and activities to allow children to work independently at their own level. In Tomnacross we also ensure that children are part of the planning process for learning and also aid assessment. Where possible we include parents at times in the assessment process. We are also starting to include our working partners in planning [e.g. Aigas Centre; School Nurse]. Staff are encouraged to share good practice to ensure we maintain high quality access to teaching and learning for our children. 3.3 ENGLISH LANGUAGE The development of a child’s language skills is a top curriculum priority because good language development provides the sound basis for understanding and communicating in all parts of the curriculum. A broad based curriculum with a variety of experiences and activities will nourish the development of language. Talking, listening, reading and writing are all parts of language. We all recognise the importance of reading and writing in the curriculum, but oral expression and careful listening are also very necessary parts of learning. All pupils must have opportunities to develop these skills in the classroom. 7 The teaching of reading goes on right through the primary school. We are very fortunate to have all of our staff trained in the Highland Literacy Project which focuses on the teaching of reading as opposed to the listening of such. Pupils are taught to read text fluently, with oral expression and with good understanding. This teaching continues into the senior years, developing skills of comprehension and broadening the awareness of the function and structure of language. In particular, we wish to encourage an interest in recreational [or personal] reading as this improves a child’s language abilities substantially and can give them a joy throughout life. The pupils are taught how to write and to use their writing skills for different purposes. They will be writing reports, notes, stories, poems, letters and sometimes plays. The children are encouraged to write for an audience and as such should be able to be read by them, i.e.
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