Welcome to Twynholm Primary School
Handbook Contents
1. Letter from Head of Education 3
2. Welcome from Head Teacher 3
3. Education Services 4
4. School Aims 5
5. School Ethos 6
6. School Information 7
School Holiday and Session Dates 2018-2019 10
7. Contact Us 11
8. How The School Works? 13
9. The Curriculum 19
10. The Wider Curriculum 31
11. Home/School Partnership 34
12. Support for all 41
13. Moving to Secondary School 45
14. School Improvements 46
15. Health and Safety 47
16. Other Useful Information 48
2 1. Letter from Head of Education
Dear Parent/Carer,
Dumfries and Galloway Education Services is committed to delivering a high quality education for your child/ren. As part of Dumfries and Galloway Council’s overall vision we aim to provide all children and young people with a good start in life and prepare them for adulthood and employment.
Education Services cannot deliver this alone for children and young people but work together with others and, as parents, you are one of our key partners. The research tells us that when parents are involved in their child’s education the child will do better. The school handbook is one of the ways in which we inform parents, not just about how the school works, but also about how you can help us help your children to succeed in school and life.
It gives me pleasure as Head of Education to commend this handbook to you as an invaluable source of information about your school and Education Services.
Yours sincerely Gillian Brydson Head of Education
2. Welcome from Head Teacher
Dear Parents and Friends, Firstly I would like to extend a warm and friendly welcome from Twynholm Primary School. I’m sure that our new school handbook will give you a wide a range of information about life in Twynholm Primary. Our school is situated at the edge of Twynholm village bordered by the countryside and views of the local hills and farms. The old school building is made from traditional stone surrounded by a very large playing field, garden and playground where pupils can enjoy the maximum playing space. Although our building is traditional our school is well equipped with modern technology accessible to all pupils. At Twynholm Primary we endeavour to inspire pupils to always “Aim High” in all their learning activities. We try our best to create a friendly atmosphere so children will enjoy coming to school. We encourage everyone to take part in a broad variety of educational experiences in and out of the classroom. Parents are encouraged to support and enhance learning activities. Parents are always welcomed into school .We operate an open door policy before and after school. We value the strong relationships that we have with our parents. Education is a partnership between pupils, teachers and parents. Together, we can make your child’s memories of school days at Twynholm happy ones, as each child is nurtured and encouraged to become a successful learner, a confident individual, a responsible citizen and an effective contributor. I hope this handbook will answer the questions you may have about the school. Please do not hesitate to contact me if you wish any advice or further information about an aspect of your child’s school life or progress.
Yours sincerely Mr John Riley Headteacher
3 3. Education Services
Our Aim To raise attainment in all children and young people to improve their life chances through collaboration and innovation.
Our Objectives 1. We will ensure that children and young 3. We will encourage innovation, creativity, people will be at the centre of our plans. collaboration and a culture of sharing and learning in all our staff This means planning by schools and support from Education Services will be focussed This means a focus on transformational on delivering to all our children and young leadership, professional autonomy and local people the entitlements embedded in solutions and building capacity in all our Curriculum for Excellence and Getting It staff. Right for Every Child. 4. We will streamline our business processes 2. We will improve our partnership working This means empowering our schools and This means an emphasis on Cluster staff to find better ways of working, working, training on Getting It Right For with an emphasis on professional Every Child themes, parental involvement, autonomy, local solutions, developing multi-agency working, partnership with leadership, capacity building, effective Community Learning and Development Continuing Professional Development and (CLD); Professional Learning Communities implementing Getting It Right for Every and collaboration with Education Scotland, Child processes. the Care Inspectorate and Further Education colleges.
44 4. School Aims
• To be enterprising • To be money wise • Develop skills for life and work • To develop links with local business • Volunteering in the community EFFECTIVE CONTRIBUTORS • Finding out about local work and work in the wider world
• Recognising our responsibilities towards each CONFIDENT other and the wider world • Learning to live within INDIVIDUALS the environmental • Learn about life in other cultures limits of our planet W O • To know about life in the city • To learn about growing R • Respecting the values and food and composting L O D traditions of other individuals U • To use the outdoor T O and cultures D environment to learn O F S
O W N R E O Z I L R T E I RESPONSIBLE A K C CO M R CITIZENS M L S SUCCESSFUL N A R U E • Use technology as I B • Competent travellers LEARNERS N N L a communication tool I O L C G E A L V • Reading timetables T G • Problem solvers O A R R • Working out journeys • Critical thinkers S T • Safe travel on bikes • Investigators and analysers • Using maps • Communicating ideas, thoughts and feelings confidently
HIGH QUALITY AND INTERESTING LEARNING AND TECHING NUMERACY LITERACY HEALTH AND WELLBEING LO A NE INTERDISCIPLINARY IT LEARNING ONG MI STR GHT POSSIBLE T TOG ND SEEM IM BROAD GENERAL BU ETHER WE STA EDUCATION INCLUDING WELL PLANNED E AND OS ACROSS ALL THE CURRICULUM AREAS
HELPFUL REFLECTIVE
NURTURING AND PEACEFUL KIND CARING AND RESPECTFUL CO-OPERATIVE THINKER POLITE TRUTHFUL HONEST AMBITIOUS FLEXIBLE PRINCIPLED RESILIENT HARD WORKING OPEN MINDED KNOWLEDGEABABLE INQUUIRING RISK TAKER CREATIVE
5 Confident Individual 5. School Ethos A Confident Individual is healthy and happy within them self. He or she can think ahead and look forward to the future. I can do School Ethos this by… Twynholm Primary School aims to create a Believing in myself and trying something welcoming, happy atmosphere where everyone new for the first time. including pupils, parents, staff and community are valued members of the school community. ;; Talking about my own ideas and opinions confidently in front of others. We can ensure this happens by ;; Working on my own and finishing my ;; Making everyone feel valued for their work. contribution to school life ;; Promoting a sense of belonging to the ;; Being healthy and active in and out of school school. ;; Responding promptly to the views of ;; Keeping myself and others safe. parents and school community members ;; Behaving well and deciding what is ;; Creating and maintaining a stimulating right and wrong. learning environment ;; Always trying to do my best in any ;; We encourage pupil pride through praise activity. and encouragement of ride pupil displays ;; Making visitors feel comfortable and Successful Learner welcome in our school A Successful Learner enjoys learning and ;; Encouraging parents to become involved in thinking about new ideas .He or she does their child’s learning and education school the best work they can and they always aim and their child’s education to reach a very high standard. I can do this by …
;; Learning Maths, Reading and Writing. ;; Using good talking and listening skills. ;; Using computers and technology to help me learn in new ways. ;; Thinking of new ideas by myself. ;; Learning on my own and as part of a bigger group. ;; Thinking about all the good and bad points of an idea. ;; Linking my learning together and using it in a new way. ;; Always taking pride in my work.
6 Responsible Citizen 6. School Information A Responsible Citizen is thoughtful, caring and acts responsibly towards others in school, the local community and the world. I can do this by…
;; Learning about Scotland and its place in the world ;; Understanding that the world is made up of different people with different beliefs. ;; Listening to lots of ideas and opinions before making a decision. ;; Respecting and looking after my environment.
Effective Contributor The village of Twynholm is situated in Dumfries An Effective Contributor can think, create and and Galloway (south-west Scotland) lying just make new ideas happen in an enterprising way. off the A75 Trunk Road which runs between I can do this by … the Scottish border at Gretna in the east and ;; Finding different ways of telling others my Stranraer in the west. ideas. Twynholm Primary School is a non- ;; Working well with a partner or as part of a denominational school, serving the village of group. Twynholm and surrounding rural area. Set on ;; Being a good leader and encouraging the edge of the village, it has beautiful views others to work together. across the valley to the hills in the distance. The ;; Trying out what I have learned in a new school has places for 75 pupils from Primary 1 way. to Primary 7 ;; Using thinking skills to solve new problems. The classroom area of the school was established in 1877 and the building was extended in 1954. There are two very spacious classrooms and a third large classroom. All classrooms are equally, fully equipped with Interactive boards and computers. A school library is situated in the corridor between the classrooms for easy access and use. The school hall is used for P.E. and is an ideal venue for hosting our School Community Events, concerts and after school clubs. The school hall also serves as a dinner hall. Healthy meals are cooked in the school kitchen and almost all children choose to eat school lunches regularly. The hard surface play areas are to the front and back of the school with extensive grass playing fields for games, athletics and play. Within the school field there is a basketball and soccer kickboard as well as a barked area for outdoor play and large sand pit. A school garden and greenhouse is situated to the side of the field where staff, parents and pupils, grow many vegetables, herbs and fruit.
Twynholm Primary has very strong links in the
7 village and surrounding community who really Nursery support the school .Twynholm Village hall is Twynholm Primary School does not have a often used for larger school events so that nursery in school; however the following our performances can be shared with wider Nurseries are available in the local area. These members of the community young and old. nurseries are within three miles of Twynholm Primary School.
Name, Address, Telephone and Email Rising Fives (Pre School Group) Twynholm Primary School Telephone 0788 403 0671 Twynholm St Andrews & St Cuthbert’s Church Hall Kirkcudbright High Street Dumfries and Galloway Kirkcudbright DG6 4JW DG6 4NY Telephone: 01557 860235 Kirkcudbright Primary School Nursery
Email: [email protected] Telephone 01557 332610 Website: www.twynholm.dumgal.sch.uk Kirkcudbright Primary School Kirkcudbright How to Find Us DG6 4JT From Dumfries (east) – follow A75 to the Please contact the Nurseries direct or contact Twynholm exit on the left. Continue into the Twynholm Primary School office to find out village and take the first turning on the left further information. beside The Star Inn. Follow the road down over the bridge and past the church to your left. Approximately 200 metres after the church you School Staff will see the school on the right hand side. The Teaching Staff Structure school is three hundred metres up the hill on Mr J Riley - Head Teacher the left. Mrs L Scott - Principle Teacher/P3/4/5 Teacher From Stranraer (west) – follow the A75 taking the Twynholm exit to the right. Follow the road Mrs Maxwell - P1/2 Teacher through the village taking the 3rd turning on Mrs S Connor - P5/6/7 Teacher the right beside The Star Hotel and join route a) above. Mrs E Carson - Teacher
Mrs V Patterson - Additional Support for Head Teacher details Learning Head Teacher: Mr John Riley Mrs S Johnstone - PE Teacher Telephone: 01557 860235
Email: [email protected] Support Staff Mrs V Donnelly Clerical Assistant
Roll of School and denominational Mrs S Allison Schools Support status (if any)/ Status of Gaelic Manager The mixed roll at Twynholm Primary School is Mrs J Burgess Learning Support & currently 53 pupils (August 2017) Playground Supervisor Twynholm Primary is a non-denominational Mark Adams Active Schools school and Gaelic is not taught at Twynholm Coordinator Primary Mrs C Briggs Janitor/Cleaner
Mrs J Maxwell Catering Manager
Mrs N Ward Learning Support
8 School Holiday and Session Dates 2018-2019
Term 3 First day - Thursday 4 January 2018 Mid-term holiday - Monday 12 February 2018 Teacher training - Tuesday 13 and Wednesday 14 February 2018 Last day - Thursday 29 March 2018 Spring holiday - Friday 30 March 2018 to Friday 13 April 2018
Term 4 First day - Monday 16 April 2018 May Day holiday - Monday 7 May 2018 Teacher training - Friday 1 June 2018 Last day - Friday 29 June 2018 Summer holiday - Monday 2 July 2018 to Thursday 16 August 2018
Term 1 Teacher training - Friday 17 and Monday 20 August 2018 First day - Tuesday 21 August 2018 Last day - Friday 12 October 2018 Autumn holiday - Monday 15 to Friday 26 October 2018
Term 2 First day - Monday 29 October 2018 Last day - Friday 21 December 2018 Christmas holiday - Monday 24 December 2018 to Friday 4 January 2019
Term 3 First day - Monday 7 January 2019 Teacher training - Wednesday 20 to Friday 22 February 2019 Last day - Friday 12 April 2019 Spring holiday - Monday 15 to Friday 26 April 2019
Term 4 First day - Monday 29 April 2019 May Day holiday - Monday 6 May 2019 Last day - Friday 28 June 2019 Summer holiday - Monday 1 July to Friday 16 August 2019
99 7. Contact Us
If you need to find out something Communication with Parents In the first instance please phone the school The school can communicate with parents using office 01557 860235 as all letter information, text messaging and emails on what is called a times and events are recorded here. Our very “group call”. Text will be the primary method of friendly School Clerical will be more than happy communication should the school need to close, to help you. due to bad weather, loss of heating, fire, loss of power etc. Twynholm Primary is very open and welcoming to parents before and after school. Please We may also use this service to send reminders, come and speak to your child’s teacher briefly, cancellations or changes to arrangements if before school or make an appointment for which involve a tight timescale. More detailed a longer discussion at a suitable time to both communication will be sent by email. If parents parties. download the Groupcall application there is never a cost to school for either way of Parents and family members are able to contact communicating. Twynholm Primary in a number of ways. Please do not hesitate to contact the school as we will The system will send messages to the current always be pleased to hear from you and help in mobile number and email address stored. It is any way that we can. therefore, imperative that the school has an “up- to-date record of your mobile number and email Twynholm School Office address.” 01557 860235 If you have any comments or problems with this School email: system, please contact us at the school. [email protected] Email: [email protected] Website: www.twynholm.dumgal.sch.uk Head Teacher email: [email protected] 1010 Newsletters are regularly sent home via email and Galloway Council. Information on this can with diary dates and school information. Our be found at http://www.dumgal.gov.uk/index. latest school newsletter can be found on our aspx?articleid=9246. Further support and advice school website www.twynholm.dumgal.sch.uk. can be provided to individual complainants Thank you. through contacting either the complaints handler within Education Services or to the If you have concerns Council’s Corporate Complaints Unit. If you have any observations or concerns relating to your child or an event which has CONTACTS taken place in school, please contact your child’s Head Teacher teacher or the Head Teacher as soon as possible, Mr John Riley to make an appointment for a meeting. An Twynholm Primary School after school meeting allows the class teacher DG6 4NY or Head Teacher to gather the necessary pupil Tel: 01557 860235 evidence, materials or information to enable a email: [email protected] full discussion to take place.
A planned meeting is not always necessary, Education Officer nevertheless it is much better to positively Mr David Maxwell approach school so your concern can be Lochside Education Centre resolved quickly or it could highlight similar 352 Lochside Rd concerns for other parents too. Dumfries, DG2 0EL All staff at Twynholm Primary have a very Tel. 01387 722152 positive attitude towards building and email: [email protected] sustaining good relationships with parents. Please do not hesitate to telephone or come Director of Children, Young People and Lifelong into school. Learning Mr Colin Grant If you have a complaint Education Office Normally issues arising at a school level should Woodbank be brought to the attention of the class teacher 30 Edinburgh Road and senior school staff, such as Head or Depute Dumfries DG1 1NW Headteachers as appropriate. Complaints Tel: 030 33 33 3000 received directly by Education Services will, email: [email protected] where possible, be dealt with at as local a level Website: www.dumgal.gov.uk as possible, i.e at individual school level. Children’s Services Education Services operate within the Children’s Services complaints handling procedures for Dumfries Council Offices Daar Road Kirkcudbright DG6 4JG Tel. 030 33 33 3001 / 01557 339260
1111 8. How The School Works?
Enrolment for Primary 1 Pupils Parents may opt for a place in any school they wish, at any time, but priority for a place will be granted to children from the recognised or ‘delineated’ catchment area. Information regarding catchment areas can be found on the Council’s website by accessing “Find My Nearest” http://www.dumgal.gov.uk/index. aspx?articleid=6293. Full details on how to enrol or move school are available from the school or on the Council’s website (see Section 16).
Pupils that live in the catchment area of Twynholm will automatically have a Primary 1 Moving from Nursery place at Twynholm Primary School. Primary teachers work closely with nursery staff A catchment area map is available in school, and parents to ensure that information about if you would like to view the boundaries. The each child’s learning and achievements is passed dates for “Enrolment” will be advertised in on. This will help ensure that their learning and local newspapers in January each year. If you development continues without interruption. have any questions about enrolment please Staff will also share other information which come into school and have a meeting with Head will help the teacher to support each child’s Teacher as well as a look around the school and learning – for example relevant health issues, the Primary 1 class. friendship groups and preferred ways of working. A non-catchment school is a school out with the catchment boundaries. Any parent wishing After Easter, the Primary 1 Teacher visits the to enrol their child in a non–catchment school nursery or preschool placements to observe the should first of all go to the Head Teacher of new Primary 1 pupils. All primary and nursery their catchment area school to refuse their staff can discuss the strengths of the pupils and child’s place. This is simply done by completing any concerns about moving to primary and a PP6 form, which will then be sent to the what if any extra support is needed. Education Department for a decision. Please Working with nursery and pre-school make an appointment to see the Head Teacher providers, parents and pupils are contacted if this is an option you are considering and need and arrangements are made for transition and any further advice. induction days. New Primary 1 pupils come into school for afternoons and mornings for transition. Lunch is also encouraged to be taken on the final induction day with pupils being collected at 1.15pm after lunch break. Occasionally, some children are identified for “Enhanced Transition” which means additional opportunities for them to come into school and get used to their new surroundings and school life.
1212 Transition and liaison between Nursery and School Day Primary is essential for many reasons; Twynholm Primary School Timetable ;; Pupils can move easily from one stage of their education to another with as little 09.15am - 10.45am Class disruption as possible for pupils and parents 10.45am - 11.00am Interval and teachers 11.00am - 12.30pm Class ;; Accurate information is shared between both parties to support your child’s 12.30pm - 1.15pm Lunch transition 1.30pm - 3.15pm Class ; Your child’s education and current learning ; 3.15pm Home time for all pupils is passed to the new teacher .This enables continuity in future learning and lesson Children should normally arrive no more planning. than 15 minutes before school start time and ;; A folder of work and achievements are should aim to be out of the playground 15 passed to the new primary from nursery as minutes after school finishes. We cannot accept evidence of progress. responsibility for children out with these times. The Playground Supervisor is in the playground Over the year we try to create opportunities for from 9.00 - 9.15am, as well as morning and new pupils and parents to come to school; such lunchtime breaks. Children travelling home by as watching the Christmas shows, the Christmas bus are escorted safely onto the bus ensuring all Fayre and Coffee Mornings and other social seat belts are fitted at all times. events in school. We arrange assemblies during the induction visits. Ordering Lunch 9.00am-9.15am See the Transition Policy for Home-Pre-School- On arrival at school all children who are having Primary 1 a school lunch must go to the kitchen hatch via the rear hall door and order their lunch choice with the school cook. The daily menu is situated next to the kitchen hatch on the menu board. All lunch money is paid to the school cook not into the school office.
Wet Weather If the weather is raining, icy or very wild and windy prior to school starting, then all children must go to their class and stay there until the 9.15am bell. The Playground Supervisor and senior pupils will be monitoring in the classrooms. This will also happen at break and lunch times if the weather is as described above. Please make sure your child always brings a coat to school as the weather is very changeable. Outdoor shoes to play on grass area are advisable also.
School Uniform/Dress Policy All Dumfries and Galloway schools must have a dress code which encourages pupils to dress in a way appropriate to attendance at school. This code must not lead to direct or indirect discrimination on the grounds of race, religion,
1313 gender, or disability. Prior to drawing up the dress code, parents, pupils and staff should be fully consulted and it is the expectation of Education Services that parents will be supportive of the dress code.
Clothing which is unacceptable in school under any circumstances would include items which:
;; Could potentially encourage factions (eg football colours). ;; Could cause offence (eg anti-religious or political slogans). ;; Could cause health and safety difficulties such as loose fitting clothing and dangling earrings. ;; Are of flammable materials which may be a danger in certain classes. ;; Could cause damage to floors. ;; Carry advertising, in particular for alcohol or tobacco. ;; Could be used to inflict damage on other pupils.
Parents in receipt of a grant for footwear and clothing from the authority will be encouraged to purchase items which are in accordance with the school dress code. Guidance is available on Clothing Grants from Pupil / Parent Support Unit on http://www.dumgal.gov.uk/index. aspx?articleid=2235
While it would not normally be the policy of the authority to exclude a pupil from school solely on the basis of his/her dress, persistent refusal to respond to a reasonable dress code could be deemed to be a challenge to the Headteacher’s authority and thus be detrimental to the well-being of the whole school community. In such circumstances, a headteacher could justify the use of the school disciplinary procedures.
1414 Presently all children wear school uniform at School Meals Twynholm Primary School. For the past few years Dumfries and Galloway The school uniform consists of: Council’s school meal service has taken steps to improve the nutritional quality of school meals. ;; A white shirt/polo shirt, with or without the school badge This has been influenced by the introduction ;; A red sweatshirt/cardigan, with or without of both “Hungry for Success” and “The Schools the school badge (Health Promotion and Nutrition) (Scotland) Act 2007” which: ;; Grey or black trousers / skirt / pinafore. ;; Black shoes that are appropriate for school. ;; Places health promotion at the heart of ;; A pair of outdoor shoes to wear outside on school activities grassy area. ;; Ensures that food and drink served in ;; A P.E. kit includes shorts, preferably with schools meets nutritional requirements elasticated waist for free movement, a ;; Ensures local authorities promote the T-shirt and gym shoes for inside PE. uptake and benefits of school meals and, in Black shoes are the preferred footwear and the particular, free school meals wearing of trainers is discouraged. It is a good This has resulted in a service which provides and idea for children to always have a change of promotes healthy food choices with a restriction footwear in school in case their feet get wet. of certain foods high in fat, salt and sugar. It is recommended that children have something Dumfries and Galloway Councils current uptake to wear to protect their clothing during art of school meals is at a continued high, we lessons. Many children bring in an old adult would like to thank you for your continued shirt to wear. support in encouraging your child to have a Orders for school uniforms can be placed at school lunch. ‘Mugshots’, St Cuthbert Street, Kirkcudbright. For more information call on 030 33 33 3000 ‘Hoodies’ are not an acceptable item of and ask for DGFirst, Facilities Management uniform. Current prices are available on request (catering) from the school. Clothing Grant forms are available on request and can be sent home for completion.
PLEASE LABEL ALL CLOTHING particularly sweatshirts, gym shoes and coats.
1515 Free school meals are available to support Council’s website (http://www.dumgal.gov.uk/ families who live and attend a school in index.aspx?articleid=6293 Dumfries and Galloway and who are in receipt For children living within the designated of qualifying benefits. All P1/2/3 pupils receive territorial catchment area of the school, the free school meals. Any questions about Free Authority has a statutory obligation to provide School Meals can be directed to the Pupil/Parent transport for Support Unit (See Section 16) or http://www. dumgal.gov.uk/index.aspx?articleid=2233 a) children under the age of eight who live more than two miles from the school The daily cost of school meals is £1.80 per day. this can be paid on a daily or weekly basis b) children of eight years or over who live directly to the school kitchen. more than three miles from the school c) children with Additional Support Needs (if appropriate)
Any alterations to transport arrangements that occur during the school year will be communicated prior to any changes being made. If school bus passes are required these are issued at school.
Please contact the Head Teacher who will be more than happy to advise and discuss your child’s transport arrangements.
There is a Policy on School Transport and a Guide for Parents, and also Guidance for transport of children and young people with Additional Support Needs. These are available from your school or on the Council’s website or from the Pupil/Parent Support Unit (see School Transport Section 16) http://www.dumgal.gov.uk/index. aspx?articleid=1487 Who is entitled to school transport?
;; Pupils who live 2 miles away from their Class Organisation catchment school if they are under 8 years old Currently Twynholm Primary has one composite class and two multi-composite classes which ;; Pupils who live 3 miles away from their means each class has two or more age groups catchment school if they are 8 years and within it and the children are taught by one over teacher. The maximum class size for a composite ;; Roman Catholic children attending the class is 25 pupils. All lessons are carefully denominational school for their address and planned by the teacher so that pupils are live the above statutory distances from that taught to their correct stage and differentiated school. for each ability level. As with almost all rural schools, the structure of the classes can change How do I find out if my child will receive school at the start of each year; to accommodate transport? the numbers of pupils in each age range and When school transport is required for a pupil, adhering to permitted class sizes. the school will contact the Parent/Pupil Support Unit. If your child is eligible, details of the transport arrangements will be communicated to you in time for the new academic year.
You can check whether your child is entitled to school transport using ‘ Find My Nearest’ on the
16 This is the current organisation of classes at ;; to promote a friendly, orderly and safe Twynholm Primary in 2013-2014 atmosphere within the school which will encourage each child to learn and develop Primary 1/2 - Mrs Maxwell - 15 pupils to the best of their ability Primary 3/4/5 - Mrs Scott - 16 pupils We aim to be a school where positive behaviour Primary 5/6/7 - Mrs Connor - 22 pupils is expected, encouraged and rewarded by:
;; encouraging pupils to behave in a positive, Playground Supervision responsible and respectful manner to The Playground Supervisor is on duty from everyone in school 9.00 - 9.15am, as well as morning and lunchtime ;; dealing effectively and appropriately breaks. Pupils should not arrive at school before with behaviour and attitudes, which are 9.00am as the Public Liability Insurance does not inappropriate to the general well-being of start until this time. If your child is first in the everyone in school playground, please bring them into school until ;; rewarding, recognising and promoting other children arrive and they can play together. positive behaviour and attitudes Occasionally for whatever reason, parents may ;; liaising with, consulting and supporting need to drop children off before 9.00am. If you parents in encouraging positive behaviour need to drop your child off you must contact in school the school to make this arrangement as staff often arrive at different times and a teacher Positive behaviour is rewarded in various may not be present. The role of the Playground ways including recognition of good work and Supervisor is to monitor, guide and assist behaviour in the classroom. We also have a leaf pupils in their ‘outside play’ which includes reward system where children gain leaves for encouraging good behaviour at all times. their house. These are given out on a weekly basis by members of staff & house captains. During wet breaks, pupils will remain in their classroom where they can still eat their snacks and play with the children in their class. The School Houses Playground Supervisor and senior pupils Tarff Green monitor the children in their classes. Whinyeon Red If the weather is raining, icy or very wild and Dhoon Yellow windy at break times, then all children must also stay in their classroom until the bell rings. The Beeches Blue Playground Supervisor and senior pupils will be monitoring in the classrooms. All houses have House Captains from Primary and a Vice Captain from the senior class. There are two ‘House’ trophies one for ‘Sports Day’ Positive Behaviour and and one for the winning Leaves total over the Celebrating Success course of the school year. The responsibility for the behaviour of pupils when in care of the school is now, by law, Golden Time shared by parents and teachers. Children earn five minutes Golden Time each day. By the end of the week a child will have Our broad aims are to: 30 minutes Golden Time (including a bonus 5 ;; foster development of positive and minutes). If children are not behaving, they will responsible attitudes to enable our pupils be reminded and given a first warning, if the to exercise self-discipline appropriate to all incident is repeated the child will not earn their occasions and circumstances Golden Time. ;; develop self-awareness and a respect of the needs of others and their surroundings
17 In each class a Golden Time display chart will ;; Children will learn how to learn and how show who has not earned their Golden Time. to use their learning, not just memorise At the start of Golden Time, a child has to sit information to pass tests. This will help down for the length of time they have not them adapt in an uncertain future with the earned, and can only join in their chosen activity ability to think for them selves, make sound afterwards. Activities in the class are chosen judgements, challenge, enquire and find by the children as a positive reward for good solutions. behaviour and hard work. ;; There’s more focus on knowledge and skills – including vital skills: literacy and numeracy, Celebrating Success which underpin all learning and are critical in life. Good work is celebrated on ‘Achievement Garden’ in the corridor. Children are recognised ;; There are changes to assessment and how for their achievement and celebrated at progress is reported to give learners, parents assembly. and employers better information on potential and achievement.
3-18 Curricular Levels 9. The Curriculum The Curriculum levels for Numeracy, Literacy and Health and Wellbeing
Curriculum for Excellence Level Stage: Curriculum for Excellence (CfE) is about bringing learning to life in the way education is delivered Early Level Pre-school and P1 for all 3-18 year olds – in nursery, primary, First Level P2 to the end of P4, but earlier secondary, at college, workplace or community for some children learning. It takes a fresh approach to what, how and where young people learn. It aims to raise Second Level P5 the end of P7, but earlier for standards, improve knowledge and develop some children skills, closing the gap between the lowest Third and Fourth Level and highest performers. Ultimately it aims to nurture young people as successful learners, S1-S3, but earlier for some. confident individuals, effective contributors and responsible citizens. The fourth level broadly equates to SCQF level 4.
Senior Phase S4-S6 How does Curriculum for Excellence work?
;; The ‘learner journey’ will be joined up from 3-18 to avoid gaps and overlaps in learning The school in partnerships with pupils, parents and to make the most of achievements and other agencies uses the above to plan outside school. meaningful, appropriate and challenging learning experiences for our pupils in eight ;; Learners will work at a pace that suits, with curricular areas. enough challenge and support to stretch them. ;; Lessons will be more engaging, inspiring and relevant to everyday life. ;; Teachers will make connections between subjects, helping children make sense of the world.
1818 The eight curricular areas are: Progression
;; Mathematics and Numeracy Children and young people should experience continuous progression in their learning from 3 ;; Languages including Modern Language to 18 within one single curriculum framework. (French) Children should be able to progress at a rate ;; Health and Wellbeing which meets their needs and aptitudes. Each stage should build upon earlier knowledge and ;; Sciences achievements ;; Expressive Arts Depth ;; Social Studies As they progress, they should develop and ;; Technologies apply increasing intellectual rigour, drawing ;; Religious and Moral Education different strands of learning together, and exploring and achieving more advanced levels of understanding. More information and all 3-18 documents can Personalisation and Choice viewed online at http://www.ltscotland.org.uk/ curriculumforexcellence/index.asp27 It should give each child and young person increasing opportunities for exercising responsible personal choice as they move Subject Information through their school career This following section gives a short explanation of the subjects and the necessary skills which Coherence need to be taught and developed from Nursery There should be clear links between the through to Primary 7. Each of the eight different aspects of children and young people’s curricular areas is broken down in a number of learning, including opportunities for extended short learning statements called “Experiences activities which draw different strands of and Outcomes” this is basis of what the children learning together. are going to learn. The teacher uses these experiences and outcome statements at the very Relevance beginning of the planning process for children’s Children and young people should understand learning. the purposes of their activities. They should During the planning of all learning and see the value of what they are learning and its teaching, the teacher must consider what the relevance to their lives, present and future. prior learning of pupils, their current level of Interdisciplinary Learning knowledge as well as how to progress their knowledge, understanding and skills to the next Interdisciplinary learning enables teachers and level. learners to make connections across learning through exploring clear and relevant links across the curriculum. Pupils are able to use and Principles of Curriculum Design apply what they have already learned in other The curriculum should be designed on the basis subjects. Interdisciplinary Learning is combining of the following principles between two and four subject areas together Challenge and Enjoyment through a structured task or “big question”. It supports the use and application of what has Children and young people should find their been taught and learned in new and different learning challenging, engaging and motivating ways. It provides opportunities for deepening Breadth learning, for example through answering big questions, exploring an issue, solving problems All children and young people should have or completing a final project. opportunities for a broad, suitably weighted range of experiences in and outside the classroom.
1919 Mathematics and Numeracy Languages Mathematics is a core skill in the curriculum Literacy and English .Learning through Mathematics enables children Literacy is the foundation and key to accessing and young people to: all areas of learning, as it unlocks the entry into the wider curriculum. Being literate increases ;; Develop essential numeracy skills, including opportunities for individuals in all aspects of arithmetical skills which allow them to life, lays the foundations for lifelong learning participate fully in daily life and especially and work, and contributes strongly to the beyond school development of all four capacities of Curriculum ;; Develop a secure understanding of the for Excellence types of maths, principles and processes of Mathematics and be able to apply these in Within Literacy the curriculum is divided into different ways, including the world of work three organisers, the Literacy and English framework is just the same for those used in ;; Have an understanding of the application of the literacy and Gaelic learners and modern mathematics, its impact on our society past languages; which is French in Twynholm and present, and its potential for the future Primary ;
;; Establish firm foundations for further The three organisers are; specialist learning, including for those who will be the mathematicians of the future. ;; listening and talking ;; reading Pupils study a broad and varied mathematics curriculum by using a variety of resources ;; writing and teaching methods. We seek to make Within these organisers there are subdivisions; Mathematics more interesting and meaningful by using extensive active learning approaches Enjoyment and Choice-pupils are able to make and problem solving opportunities to stimulate choices about what they are interested in, enjoy a maths interest. Where possible maths should reading and can focus upon. These choices be taught across the curriculum as it naturally become more complex as they move through appears, for example co-ordinates and grid their education. references can be taught in Geography for map work. It’s important that Maths is kept real and relevant to life so children have a better understanding of where and how Maths is used in everyday life and what type of Maths skills are necessary in the work place. The use of computers also gives many opportunities for learning, practising and applying numeracy skills. Children are taught to use databases and spreadsheets as well as practising Maths skills through the use of software such as Education City and Mathletics which can also be accessed via the internet from home.
2020 The Tools sections include important skills and What is a text? knowledge: for example, in reading it includes such important matters as reading strategies, Here are some examples of texts spelling and grammar. novels, short stories, plays, poems Finding and using information; this section is very important in learning the early skills of reference texts finding and researching information, creating the spoken word questions and developing note taking skills. Researching involves a whole variety of charts, maps, graphs and timetables different types of texts. advertisements, promotional leaflets Understanding, analysing and evaluating: comics, newspapers and magazines encourages the development of using critical literacy skills; as children progress they can CVs, letters and emails process and apply literal understanding as well films, games and TV programmes as ‘Higher Order Thinking skills.’ labels, signs and posters Creating texts; helps children and young people to develop their ability to communicate recipes, manuals and instructions effectively, for example, by writing clear, well- structured explanations. reports and reviews
Throughout education, effective learning and text messages, blogs and social networking sites teaching in literacy and English will involve a web pages, catalogues and directories skilful mix of appropriate approaches including:
;; The use of relevant, real-life and enjoyable Links with other areas of the contexts which build upon children and curriculum young people’s own experiences In addition to the opportunities to develop ;; Effective interactive teaching styles and literacy in all aspects of learning, there are methods for different children strong connections between learning in English ;; A balance of spontaneous play and planned and learning in other areas of the curriculum. activities harnessing the motivational There are close links, for example, between the benefits of following children and young expressive arts and creative writing, and social people’s interests through responsive studies and critical literacy. Interdisciplinary planning studies are likely to involve both research and a strong element of presentation and provide ;; Collaborative working and independent thinking and learning valuable opportunities to extend language skills. In numeracy, information handling ;; Making meaningful links for learners across outcomes link clearly to the critical literacy different curriculum areas outcomes where learners are asked to assess the ;; Building on the principles of Assessment is reliability of information. for Learning ;; Frequent opportunities to communicate in a wide range of contexts, for relevant purposes and for real audiences within and beyond places of learning ;; The development of problem-solving skills and approaches ;; The appropriate and effective use of ICT.
21 Whatever the sector, whatever the subject area, We aim to: young people will be: ;; make the learning of a foreign language an ;; Engaged in talking together to deepen their enjoyable experience. learning and thinking ;; develop communication skills in a foreign ;; Working together to prepare for reading language within a meaningful context unfamiliar texts ;; foster confidence and willingness to ;; Reading a wide range of texts to gather and experiment in using the language. analyse information for a range of purposes ;; support pupils’ language processes and their ;; Writing clear explanations future foreign language needs. ;; Communicating information or opinions Children, from Primary 6, will be introduced to: Scots and Scottish Texts In Twynholm Primary, the whole school focuses ;; Common everyday phrases of greetings on learning about ‘Scotland’ during January ;; Simple questions and answers- name, age, through to the end of February which coincides address and family with the birthday of Robert Burns the National Bard. All pupils celebrate this time by learning ;; Weather language the Scots language through poetry, sing Scottish ;; Colours and Numbers to 100 traditional songs and take part in Scottish ;; Vocabulary in the classroom for themes dancing. It is a rich opportunity to link learning where appropriate across a wide variety of subjects learning about Scotland’s culture, identity and heritage. A ;; Hobbies, pets and leisure language celebration in the form of a “Scots concert” activities. usually takes place; where school families and community members join together with fun and merriment. A variety of resources both oral and written are used for many of the activities in French. Resources to support French in the classroom Modern European Language include books, tapes, TV, computer, songs, At Twynholm Primary School French is taught games and stories. as the Modern European Language to all pupils in the upper class usually from Primary Sciences 5 to Primary 7. All pupils in Primary 6 and 7 must receive one hour of modern language Through learning in the sciences, children each week. Experiencing and learning French develop their interest in, and understanding at primary school supports further learning in of, the living, material and physical world. secondary school. They will learn through a wide range of investigative tasks, which allows them to At Twynholm Primary we aim to make learning develop important skills to become creative, French fun in the classroom, at primary school inventive and enterprising especially in a future the learning focus is mainly oral with some changing world where the skills and knowledge written French in Primary 7. This year Twynholm of the sciences will be necessary. Science is also benefiting from the Secondary French and the application of science are central to Teacher supporting French in our school. our economic future and to our health and All pupils in the upper class have further wellbeing as individuals and as a society. opportunities to experience French and the Primary 7 pupils also get to know their new French Teacher ahead of Transition to Kirkcudbright Academy.
2222 Science in the curriculum has been divided into Investigative Skills the key concepts and broken down further into Through experimenting and carrying out five organisers: practical scientific investigations and other research to solve problems and challenges, ;; Planet Earth children and young people should: ;; Forces, electricity and waves ;; ask questions or hypothesise ;; Biological systems ;; plan and design procedures and ;; Materials experiments ;; Topical science ;; select appropriate samples, equipment and other resources Children at all stages will use these main ;; carry out experiments approaches to science inquiry: ;; use practical analytical techniques ;; Observing and exploring – careful ;; observe, collect, measure and record observation of how something behaves, evidence, taking account of safety and looking for changes over time and exploring controlling risk and hazards ‘what happens if...?’ and ‘how could I...?’ ;; present, analyse and interpret data to draw questions conclusions ;; Classifying – through identifying key ;; review and evaluate results to identify characteristics limitations and improvements ;; Fair testing – through identifying all possible ;; present and report on findings. variables and then changing only one while controlling all others All science teachers will look for opportunities ;; Finding an association – linking two both to develop and reinforce Science variables to work out relationships. knowledge and skills within their teaching activities and to work with their colleagues in Scientific thinking skills other areas to plan Interdisciplinary studies and a linked approach to the development of Through activities in Science children will literacy and numeracy skills, aspects of health develop their thinking skills so they can analyse and wellbeing and ICT. Links have been made the science in order to make sense of scientific with teaching departments at Kirkcudbright evidence and different concepts. Academy to create opportunities for the This involves them: Secondary Science Teachers to teach at primary level in Twynholm. ;; being open to new ideas and linking and applying learning Expressive Arts ;; thinking creatively and critically Expressive Arts contains four key subject areas ;; developing skills of reasoning to provide of learning that were traditionally taught explanations and evaluations supported by separately. These four ‘Arts’ link with each other evidence or justifications on many levels, it is more often visible through presentation and performance that children ;; making predictions, generalisations and combine them together in their learning deductions ;; Art and design ;; drawing conclusions based on reliable scientific evidence. ;; Dance ;; Drama ;; Music.
2323 Children and young people are provided with These organisers recognise the special opportunities to be creative and imaginative, contribution made by each of the social to experience inspiration and enjoyment subjects, whilst enabling them to reflect local and to develop skills in each of these areas. contexts too. Participation enables children and young people to experience and enjoy the energy and excitement of performing and presenting for different audiences and of being part of an audience for others.
Within a rich, supportive environment teachers will draw upon a skilful mix of approaches to promote a climate of creativity and innovation, including:
;; Active involvement in creative activities and performances ;; Tasks or performance opportunities which require a creative response ;; Opportunities to perform or present to an In the past Social Studies may have been audience considered as being part of topic work; however ;; Partnerships with professional performers or it has stronger connections, depth, structure artists and other creative adults and unlimited opportunities to be developed across the curriculum areas especially through ;; Raising awareness of contemporary culture Interdisciplinary Learning. and connecting with young people’s experiences Learning in the social studies will enable me to: ;; Use of technology such as photography, ; develop my understanding of the history, filming and recording ; heritage and culture of Scotland, and an ;; Building on the principles of Assessment is appreciation of my local and national for Learning heritage within the world ;; Both shared and independent learning ;; broaden my understanding of the world ;; Establishing links within the expressive arts by learning about human activities and subjects and with the wider curriculum achievements in the past and present ;; Opportunities to analyse explore and ; develop my understanding of my own reflect. ; values, beliefs and cultures and those of Evaluating and appreciating are also an others important part of the creative process. They are linked to developing creative skills, knowledge ;; develop my understanding of the principles and understanding and enhancing enjoyment. of democracy and citizenship through experience of critical and independent Over the year pupils take part in The Scots thinking Concert, whole school assemblies, Sharing the Learning afternoons, Christmas Plays and other ;; explore and evaluate different types of events which involve performance such as the sources and evidence school choir. ;; learn how to locate, explore and link periods, people and events in time and Social Studies place Social Studies has been structured under the ;; learn how to locate, explore and link three main organisers: features and places locally and further afield ;; engage in activities which encourage ;; People, past events and societies enterprising attitudes ;; People, place and environment ;; People in society, economy and business. 24 ;; develop an understanding of concepts that ;; Developing reasoned and justified points of stimulate enterprise and influence business view ;; establish firm foundations for lifelong ;; Developing and using maps in a variety of learning and for further specialised study contexts and careers ;; Developing and applying skills in Children and young people as they learn within interpreting and displaying graphical the social studies will develop a range of skills representation of information including: ;; Developing an awareness of sequence and chronology ;; Observing, describing and recording ;; Presentation skills – oral, written, ;; Comparing and contrasting to draw valid multimedia. conclusions At Twynholm children are supported as they ;; Exploring and evaluating different types of sources and evidence progressively develop these skills by applying them in new and more complex pieces of work. ;; Development of curiosity and problem Skills are to be regarded as constantly improving solving skills and capacity to take initiatives and should not be ‘capped’ at any particular ;; Interacting with others and developing an level. The professional judgement of teachers is awareness of self and others essential in ensuring that individual learners are faced with the appropriate level of challenge in ;; Planning and reviewing investigation developing skills. strategies ;; Developing the capacity for critical thinking through accessing, analysing and using information from a wide variety of sources ;; Discussion and informed debate
25 All staff teaching Social Studies will identify ;; Planning and organisational skills in a range opportunities to develop and reinforce social of contexts studies knowledge and skills both, within their ;; Creativity and innovation, for example own teaching activities and through working though ICT and computer aided design and with their colleagues to plan Interdisciplinary manufacturing approaches studies and a coherent approach to the development of literacy, numeracy, citizenship, ;; Skills in using tools, equipment, software creativity, enterprise and sustainability and materials ;; Skills in collaborating, leading and Technologies interacting with others The technologies framework has been Technology often appears as part of another organised to offer opportunities for subject, for example, through studying the personalisation and choice using a wide variety Climate and Weather conditions in the Arctic; of learning contexts. pupils could design an outdoor jacket with The technologies framework has six organisers, features necessary to work outdoors in freezing namely: temperatures (focusing on suitable materials and properties for the jacket, compass, phone, ;; Technological developments in society insulation, waterproof etc).
;; ICT to enhance learning ;; Critical thinking through exploration ;; Business and discovery within a range of learning contexts ;; Computing science ;; Discussion and debate ;; Food and textiles ;; Searching and retrieving information to ;; Craft, design, engineering and graphics. inform thinking within diverse learning The final four organisers are basis for contexts developing technological skills and knowledge ;; Making connections between specialist skills in school. developed within learning and skills for Well-designed practical activities in the work technologies offer children and young people ;; Evaluating products, systems and services opportunities to develop: ;; Presentation skills ;; Curiosity and problem solving skills, a capacity to work with others and take initiative
2626 ICT The school is linked to the Internet and our ICT refers to forms of technology that are used e-mail address is gw08officetwynholm@ to transmit, store, create, display, share or ea.dumgal.sch.uk exchange information by electronic means. This broad definition of ICT currently includes such Internet Access and Safety technologies as media, telecommunications, ; As part of the pupils’ curriculum and computer hardware and software; it also ; enhancement and the development of ICT includes equipment and services associated with skills, Twynholm Primary School provides these technologies, such as videoconferencing, supervised access to the Internet including email and blogs. e-mail. Children are made aware of Information ;; Government site for Parents (UK) - Technology in their environment and will have Information about education for parents opportunities to use calculators, computers and www.dfee.gov.uk/parents/ the interactive Promethean board to enrich their learning. ICT is used across the curriculum ;; NCH Action for Children - A Parents’ Guide and not just stand alone. From Nursery, children to the Internet, leaflet www.nchafc.org.uk/ are given opportunities to gain familiarity internet/ with computers. As they progress through the ;; Parents and IT – BECTa information sheet - school, they will learn skills such as storing and www.becta.org.uk/info-sheets/parents.html organising information, giving instructions, writing simple computer programs and using ;; Parents’ Information Network (PIN) laptop computers and word processors. The - Guidelines on using the Internet safely wide range of software available in school www.pin-parents.com provides support across the whole curriculum. Whilst every “Endeavour” is made to ensure Children are also encouraged to use CD Rom, that suitable restrictions are placed on the overhead projectors, recording facilities etc., ability of children to access inappropriate as appropriate. We also have our own digital materials, Dumfries and Galloway Council camera and multimedia projector. cannot be held responsible for the nature or content of materials accessed through the Internet. The Council will not be liable, under any circumstances, for any damages arising from your child’s use of the Internet facilities.
2727 Religious and Moral Education and engage in the development of and Religious and moral education is a process reflection upon their own moral values where children and young people engage in a ;; develop their beliefs, attitudes, values and search for meaning, value and purpose in life. practices through reflection, discovery and This involves both the exploration of beliefs critical evaluation and values and the study of how such beliefs ;; develop the skills of reflection, discernment, and values are expressed through a variety of critical thinking and deciding how to act religions when making moral decisions ; make a positive difference to the world by • Christianity ; putting their beliefs and values into action • Judaism ;; establish a firm foundation for lifelong • Hinduism learning, further learning and adult life. • Buddhism Religious and moral education is therefore an • Sikhism essential part of every child or young person’s educational experience. • Islam (Muslim)
Other Religions may also be studied through Health and Well Being Education Religious and Moral Education lessons. Learning in Health and Wellbeing ensures that children in Twynholm Primary develop The experiences and outcomes are structured knowledge and understanding, skills, within three organisers to enable teachers to capabilities and attributes which they need for plan learning about and through Christianity mental, emotional, social and physical wellbeing and those other major world religions. now and in the future.
• Beliefs We aim to develop in children, an awareness of • Values and issues a healthy lifestyle and to encourage the right attitudes to maintain this. Health themes are • Practices and traditions studied and a great deal of our programme also arises from discussions with the children. It is Learning through religious and moral education important that what is taught in the classroom enables children and young people to: is supported and reinforced by the ethos of the ;; recognise religion as an important school, as well as in the home and the wider expression of human experience community. For example, we encourage the children to eat healthily, exercise safely, be ;; learn about and from the beliefs, values, practices and traditions of Christianity and aware of personal hygiene and to develop a the world religions selected for study, other sense of responsibility towards their mental, traditions, and viewpoints independent of emotional and social health. religious belief Health and Wellbeing focuses upon how ;; explore and develop knowledge and school can support and nurture the health understanding of religions, recognising the and wellbeing of children and young place of Christianity in the Scottish context people, including a positive ethos and good ;; investigate and understand the responses relationships, and participation in activities which religious and non-religious views can which promote a healthy lifestyle. Children and offer to questions about the nature and young people should feel happy, safe, respected meaning of life and included in the school environment and all staff should be proactive in promoting positive ;; recognise and understand religious diversity behaviour in the classroom, playground and the and the importance of religion in society wider school community. All Health Promoting ;; develop respect for others and an Schools underline the importance of a ‘health understanding of beliefs and practices enhancing’ school ethos – one characterised by which are different from their own care, respect, participation, responsibility and ;; explore and establish values such as fairness for all. wisdom, justice, compassion and integrity 28 Health and Wellbeing is divided into organisers us more opportunities for a variety of P.E. for learning and teaching, however it is very activities. Physical Education includes games, common for the areas to overlap and be taught gymnastics, swimming, dance and movement through different subjects in the curriculum. with drama and music. The school enters mixed Each organiser includes statements learning teams for inter-school events and use is also relating to relevant aspects of personal safety: made of the Outdoor Education Department for for example travelling safely, responses in activities like orienteering, mountain biking and emergencies, food safety, substance misuse and hill walking safety in relationships Children have the opportunity to go swimming usually during the Autumn Term in P3-7. Pupils Six Health and Wellbeing Organisers; receive 8 x one hour sessions over two weeks • Mental, emotional, social and physical at Kirkcudbright Swimming Pool which is paid wellbeing by the Authority .In the Spring term P1/2 also have the opportunity to go swimming which Mental, emotional, social and physical is subsidised by the Parent Council and Parent wellbeing are essential for successful learning in Forum through fundraising school and home. These four aspects work best together by fostering a safe, caring, supportive, • Food and Health purposeful environment that enables the Schools contribute to improving children’s diets development of relationships based on mutual through the promotion of consistent healthy respect. eating messages enabling them to make healthy • Planning for choices and changes food choices and to develop lifelong healthy eating habits. A good diet is essential for good Learners need to experience and have health. Practical food activities feature across opportunities which are designed not only the food and health experiences and outcomes to raise their awareness of future choices, so that children and young people will enjoy but also raise their personal expectations a variety of opportunities to apply their and aspirations. They will develop thinking knowledge and skills to plan and safely prepare skills, learn how to make decisions, personal dishes for a healthy balanced diet to meet their planning and think about future learning and own needs and the needs of others. In this way achievement which will prepare them for next they will gain an appreciation that preparing stages in life. Pupils will also find out about and eating food can be a pleasant, enjoyable the World of Work and how, what we learn in and social experience. school is used in real life employment.
• Physical education, physical activity and sport Children are entitled to have a minimum of two hours of PE a week, Mrs Johnstone our PE Specialist Teacher delivers 1 hour of PE per week and the Class Teacher delivers one further hour. Children may also do daily workouts in their classes at the start of the day. Physical Education is an important part of the curriculum in all its aspects, and children who are well enough to come to school are expected to take part. Children who have a medical condition, for example, asthma or diabetes are encouraged to take part as fully as they can. The experiences and outcomes in physical education, physical activity and sport aim to establish the pattern of daily physical activity which, research has shown, is most likely to lead to sustained physical activity in adult life. The school grounds are used extensively when dry and this gives 29 • Substance misuse We receive annual visits from the Police Road Learners develop their understanding of the use Safety Unit, School Nurse and Fire Brigade and misuse of a variety of substances including Schools Officer. Older pupils also participate over the counter and prescribed medicines, in Bikeability Scotland (similar to the Cycling alcohol, drugs, tobacco and solvents. They Proficiency Scheme). explore and develop their understanding of the impact of risk-taking behaviour on their life choices. 10. The Wider Curriculum
• Relationships, sexual health and parenthood We all have different talents and strengths Sex Education is taught in the wider context as both children and adults. Often children of health, personal and social development and young people are involved in a wide and usually presented through topic work. range of activities and have other important Questions raised by the children are answered achievements outside of school ,that we may with sensitivity and related to family life, never hear about or celebrate, for example in: loving relationships and respect for others. Appropriate use is made of published materials ;; Outside clubs – sport teams, and television programmes. Health Visitors ;; Band practice for music and grade help to enrich our programme of health and assessments social education. Parents will be informed when specific aspects of sex education/personal ;; Dancing lessons hygiene and drug misuse are to be discussed. ;; Volunteering to help in the environment ;; Looking after others at home or friends Partnership working across sectors and ; Personal hobbies and interests services ; Children’s and young people’s learning in ;; Attending clubs such as Girl Guides , Cubs, health and wellbeing benefits strongly from Beavers partnership working between teachers and ;; Being creative – writing comics , creating colleagues such as home link staff, health story books or making craft items professionals, educational psychologists and sports coaches who can make complementary At Twynholm Primary we like to celebrate these contributions through their specialist expertise wider achievements by encouraging children to and knowledge. A Twynholm we involve bring in photos, objects, badges or certificates partners such as the Police, Road Safety, Dental to display on “Our Achievement wall.” It is not Care and NHS, Smoking Matters (Anti Smoking) about winning; it’s about personal achievement and sports coaches . which could be something like learning to ride your bike. Partnership working which:
;; engages the active support of parents and Extra Curricular Activities carers ;; reinforces work across transitions and Parents and Volunteers cluster planning across primary and Extra Curricular activities take place regularly secondary schools each term, these are often organised by adults ;; maximises the contributions of the wider or volunteer helpers. At Twynholm Primary we community also like to ask parents if they have any other skills or crafts, that they could demonstrate and ;; draws upon specialist expertise pupils could, with hands on experience, try in ;; ensures, through careful planning and school .Parents have supported us with cooking, briefing, that all contributions come baking, gardening, flower arranging and art together and craft.
3030 Active Schools Sports Co-ordinator We also use the expertise and resources of the Active Sports Co-ordinator to provide sports clubs for after school times.
These are usually operated in a four week block with one or two activity blocks per term. Examples of activities at Twynholm include boxercise, athletics, dancing and movement, gymnastics, parachute games and football training.
Please ask in school for any further information concerning after school club choices and timings.
TIG - Twynholm Initiative Group The TIG is made up of seven pupils elected from each age group from P! to P7. A teacher and parent are also involved in the running of the TIG.
A Letter from Twynholm Initiative Group
Welcome to Twynholm Initiative Group, we would like to tell you about our role and how we help. We discuss things that are going well, as well as improvements that need to be made. We also help with arranging school events, speaking at assemblies and organising other events. We like to feel that we are the voice of boys and girls in our school.
Thank you
Twynholm Initiative Group
31 School Trips Residential At Twynholm Primary we like to include A bi-annual trip to London is organised school trips as part of our learning within together with our partner school Gatehouse for the curriculum topics, Scottish themes such as P6/7. The trip includes a visit to the theatre and Burns or visiting educational places of interest at least one of London’s magnificent museums. to support further learning. At times, this can P5 have a residential visit to Carlingwark prove to be expensive (usually the cost of fuel), Activity Centre once a year. however we do try our best to keep these costs to a minimum and where possible source other All risk assessments, parental permission returns, methods of funding. When this is unavoidable medical forms and Health and Safety proformas we may ask for your help and co-operation in are strictly adhered to for anyone taking part in contributing towards the costs of trips. a trip. All forms will be issued in advance of any trips. Unfortunately, pupils who do not return permission slips will not be allowed attend a The Education Department for Outdoor trip; this rule also applies to pupils without the Centres correct medicine e.g. asthma inhaler. From Primary 4 upwards The Outdoor Education Team organises places for a variety of outdoor activities such water sports, The Community orienteering, mountain biking, hill walking and Twynholm Primary School has very good links environmental projects. Activities can take place with the local community and different groups at Kirroughtree, Carlingwark and The Galloway within. We have made links with The Twynholm Forest. Community Council for planting the local village Gardens, In the surrounding area we invite several local nursing homes and adult centres to our Christmas productions and concerts.
We have strong partnership links, creating opportunities for school visits and presentations in school to support learning from The Community Police, RNLI, Kirkcudbright Burns Association, Smoking Matters and other partners.
32 By law schools have a duty to promote parents’ 11. Home/School involvement in children’s education. We are very keen that parents feel able to be involved Partnership in their child’s education and learning that they are active participants in the life of the school and they feel able to express their views on Parent Council school education generally.
Hello and welcome to the Parent Every parent who has a child at our school is Forum of Twynholm Primary School a member of the Parent Forum. The parent council is a group of parents who have chosen As soon as your child starts at the school, you to represent the parent forum. As a member of become a member of the Parent Forum and as the Parent Forum, each parent can expect to:- the school is a village school, the Parent Forum at Twynholm is part of a close community. We ;; Receive information about the school and pride ourselves on being friendly and keen to its activities; support the school in whatever ways we can. You can become involved in the Parent Council, ;; Hear about what partnership with parents which is the group of parents who represent means in our school; the Parent Forum. We meet at least once a term ;; Be invited to be involved in ways and times and our meetings cover issues that relate to that suit you; our children’s education, the organisation of fund-raising events and how we as parents can ;; Identify issues you want the parent council support the school in as many ways as we can. to work on with the school; These meetings are open to every member of ;; Be asked your opinion by the parent the Parent Forum. council on issues relating to the school and education it provides; Our fund-raising activities are vital for helping the school to fund school trips, new books and ;; Work in partnership with staff; and anything else that’s needed. Our regular fund ;; Enjoy taking part in school life in whatever raising activities include a summer BBQ with way possible activities for the children, a Christmas Craft Fayre and of course raffles at school concerts! The types of things the parent council may get If you have something you would like to raise involved in include: with the Parent Council, you can come along ;; Supporting the work of the school; to a meeting, post on our Facebook page, or ask another parent or member of the Parent ;; Gathering and representing parents’ views Council to raise the matter on your behalf. to the Headteacher, Education Authority We look forward to meeting you, if not at the and Education Scotland; school gates then over a coffee and cake at the ;; Promoting contact between the school, New Parent Welcome Gathering held in the first parents, pupils and the local community; term of each new school year. ;; Fundraising and organising events; Best wishes, ;; Reporting to the parent forum; and Heather Taveren, Chair ;; Being involved in the appointment of senior promoted staff.
33 How to contact the Parent Council Attendance ;; Leave a message with the School Office It is your responsibility as parents to ensure 01557 860235 that your child/children attend school regularly. ;; Email the Parent Council at For the safety of all children it is important [email protected] for you to telephone the school office prior with ‘FAO Parent Council’ in the subject line. to/at the beginning of the absence. Absences ;; Minutes of Meetings are displayed on the are recorded in class registers and frequent Main Notice Board outside the school. The or irregular absences not supported by a minutes can be emailed to you, please give reasonable excuse, will be notified to parents your email address to the Parent Council and the matter may be referred to the Secretary. Attendance Officer. If possible please try to make dental/medical appointments out with school hours. However if this is not possible • Face Book Account please inform us in writing or by telephone of Twynholm Primary School Parent Forum, for the appointment and arrange to collect your parents of children at Twynholm Primary only. child from class.
Unexplained Absences / Lateness Communicating with Home In light of the tragic case in West Lothian in During the school week, your child will use a 2005 we have been advised to put procedures daily Home School Diary which will usually be in place to ensure the safety of all the children used for recording Homework or messages from in our care. In order that our procedures work the Teacher. The diary is also for you to write efficiently and effectively we require your in brief comments. Please use this method of cooperation in the following matters: communicating with school .Please can you also sign the Home School Diary after every piece of Parents are asked to ensure that: homework. This completes a learning loop from school to home and we know that you have 1. The school is informed if the family is seen your child’s homework. running late. 2. Any legitimate absence is notified to the A full timetable of opportunities for you to school by telephone before 9am on the first come to school and see your child’s work, day of the absence without fail, and that discuss targets and have appointments with further calls, before 9am, are made on every your child’s teacher is in Section 11.4 Reporting subsequent day of the absence. to Parents. Drop-in Sessions, Sharing the Learning Afternoons and Parent assemblies 3. Contact telephone numbers, whether for also take place over the year and everyone is home, for parents at work or for other welcome to attend. emergency contacts, are kept up to date and are genuinely numbers where a Regular newsletters are sent home each response will be received. This is particularly term with up and coming events as a important with mobile phone numbers. monthly calendar as well as reminders about remembering PE kit or school visits. The school 4. The school is kept informed of the absence notice board outside the school office displays and the likely return date. further information about purchasing school 5. Any planned absences are officially notified bags etc as well as Parent events. Each term a to the school, in writing, in advance. ‘Curriculum Overviews’ will be issued from each class informing parents what their child will be 6. School would be informed before 1.15pm learning this term and if there are any special if a child was not returning to school after tasks or events involved. lunch as a result of becoming unwell over that period. 7. Latecomers report to the school office on arrival at school.
34 Staff will ensure that absences are checked every day and follow up the whereabouts of any child for whom we have no explanation. Due to the amount of extra work involved and necessity of having the correct information I would ask you to make note of the above requirements and ensure that you follow through the procedures to ensure the safety of all our children.
Holidays The Government has highlighted the importance of school attendance to a child’s development and has required schools to set Homework targets for improved attendance. Against this Education is a partnership between home and background, there is considerable concern at school. Homework is work which is set to be the increasing number of term-time holidays done outside the classroom. It contains an being taken by children at the request of their element of independent study in that it is not parents. The Headteacher is not in a position to directly supervised by the teacher and it also refuse permission to parents for such holidays represents an extension of the learning activities but it is the view of Education Services that provided in class in accordance with the aims of these holidays should be officially recognised as the school curriculum. “unauthorised”. Children are set homework which is linked to Education Services recognises that some parents their class work on regular days each week. Your have difficulties in arranging their own holidays child’s teacher will inform you at the start of to suit school holiday periods and parents term which days the homework will be issued remain free, within reason, to remove their and which days it is due to be completed by. children for holidays during term time. They All classes use Homework Diaries to maintain a should, however, appreciate that prolonged strong link with home as well as a record of the absence from school at any stage is harmful to home work task. Parents please write comments a child’s education and it is not possible – not in the Homework Diary to support your child fair to other children – to direct teaching time with their homework especially if it has been to assist a child who has been on holiday to difficult or demanding to finish. We also like catch up on what they have missed. This means to read positive comments about your child‘s that, whilst parents are at liberty to remove homework too. children from school for the purposes of family holidays, such absences will be recorded as The aims and purposes of setting homework ‘unauthorised’. Parents should continue to are: inform the school, in writing, of any such holiday plans. ;; to support and build on classwork
The exception to this is when a family holiday ;; to make parents aware of the work children is judged to be important to the well-being are doing in school and cohesion of the family following serious or ;; to encourage children to work terminal illness, bereavement or other traumatic independently events. ;; to develop perseverance and self discipline ;; to promote good study habits ;; to train pupils to plan and organise their time effectively ;; to allow preparation for future classwork
35 ;; to offer access to resources or people Assessment takes place across the year of every not available in school, e.g. local library/ child in each of the curricular areas either grandparents/members of the local informally through observation or formally by community written assessment, physical activity or task. Assessment is planned by the teacher at the ;; to provide information for parents start of a piece of learning, this evidence is ;; to provide opportunities for individualised gathered and then used to inform on a child’s work progress. Evidence is gathered by the teacher; ;; to encourage pupils to take responsibility this may be in a variety of forms such as pieces for their own learning of pupils work; end of topic Maths assessments or Check Ups, samples of written work from ;; to create channels for home-school dialogue across the curriculum (science or topic as well as story writing), photographs, written comments Children benefit greatly from shared reading on listening to pupil a ‘talk,’ listening to letter times at home and this forms a crucial element sounds in the Early Years or drawings and of work for children right through the primary models in Art. Where Specialist Teachers for P.E, years but particularly P1-4. It is also important Music and Art come into school to teach pupils, that parents help children with Keywords, the class teacher will liaise with the Specialist spelling, times tables and number bonds for Teacher for each child’s progress. For the final example; these are numbers which add to comprehensive pupil report, a short written 10 - 6 and 4, 7 and 3, 8 and 2 etc. Most of the report is created by the Specialist Teacher and homework will centre on Literacy and Numeracy added to the pupil report. or social study tasks which are set from Primary 1 onwards. Homework is more challenging as a child progresses through school.
A balance has to be struck between the amount of time that can realistically expected of pupils after working hard at school and the level of parents support time at home. Always come into school to discuss any points about your child’s homework as we always pleased to receive any feedback.
How is my child doing? (Assessment and Reporting) The Assessment process is at the heart of the curriculum. The starting point for assessment is the planned curriculum supported by quality learning and teaching. Assessment is the “key tool” to drive learning forwards, so pupils can advance in their individual learning and progress in their long term education. This is followed by evaluating and recording of what has been taught and what success the pupils have enjoyed. Finally “assessment” enables teachers to make professional judgements about a pupil’s progress, decide upon the level of future planning, provide accurate quality feedback to pupils and their parents on progress and give the Head Teacher information about class achievements.
3636 In Twynholm Primary we also use the following opportunities to do this over the school year. assessment methods; Through discussions and meetings with parents, the following arrangements and calendar for ;; The Writing Programme called “Big Reporting to Parents was agreed and is shown Writing” is being introduced from P1-P7. below. This programme has an Assessment ‘Criteria’ which closely identify a child’s progress within the Curriculum for Excellence at Month Early, First or Second Level ( 2012-13) Type of Report ;; In Reading ,a Benchmarking programme is available in the new PM Nelson Reading Scheme , this is from Primary 1- Primary 4 October (End of Term 1) (2012-2013) 1st Joint Target Setting meeting with pupil, ;; In Maths, TeeJay Maths Assessments are parents and class teacher. The Additional used at the end of Early, First and Second Support for Learning Teacher will be included in Levels (2012-2013), as well as Heinemann your meeting if your child has learning support. Maths Check Ups and End of Unit Assessments throughout the year. November PIPS Assessment “Learning Drop in Session” between 3.30pm – At the beginning and end of Primary 1, an 4.30pm. A voluntary drop in time for children online assessment is carried out with each to show their parents their work without any pupil, supported by a member of staff. The teacher appointments. main purpose is to assess where pupils are in their level of knowledge and understanding when they arrive at school. The PIPS assessment January is also repeated at the end of the year, please Send home updated pupil and teacher set remember that online assessments are only one targets. method of assessing a child’s achievements. All schools use this assessment. April INCaS Assessment 3rd Joint Target Setting meetings to review the In 2012 a new online assessment programme previously set targets and agree the next steps. was introduced to assess a variety of learning including numeracy and mental maths, spelling and decoding words, comprehension, June developed ability (pattern and reasoning) A full and comprehensive written pupil report and finally asking pupils how they feel about sent home to parents covering the whole year’s learning in school. This year P3-P7 will take part progress of your child. in this assessment. The results inform teachers An open afternoon for Parents to visit and about potential areas of learning, development look around school as well as pupil work and and progress. Please remember that online displays. assessments are only one method of assessing a child’s achievements in education, further information in the form of a leaflet can be At least once over the year your child’s class will obtained from school. have an end of topic or themed event where parents will be invited into class to share the Reporting to Parents learning , look at pupil work and displays. Reporting to Parents is about sharing your Children with Individual Education Plans child’s progress at school; discussing how (IEPs) are also taught and supported by The well they are learning in each curricular area, Additional Support for Learning Teacher (ASLT). identifying the next steps for future learning A review of the long and short term targets and development and finally creating regular
3737 will take place each term, these meetings will There is a Guidance note for parents on include parents, ASLT and the Head Teacher; profiling which is available from your school. pupils can also be present at these meetings. Of course, you may wish to know about how Helping your child your child is doing at other times of the year or There are many things which as a parent you you may just want to discuss a particular point can do to support your child’s learning in of your child’s progress. You are very welcome school:- to come into school or phone the school office to make an appointment to see your child’s ;; Listen, talk, and encourage – this can have a teacher or the Head Teacher. Appointments are big influence on children’s learning often best after school, as the teacher will have ;; Encourage your child to talk to you about time to prepare, as well as gather any material their learning, what learning is happening needed for your meeting. Please discuss this at school and do what you can at home to with your child’s teacher to agree a suitable build on that time for both of you. ;; Talk to your child about their strengths and interests and how they are progressing Pupil Profiles ;; Encourage your child to talk to you about A profile is a snapshot of a child’s or young their next steps in learning and find out person’s best achievements at a given point in how you can work with the school to time. Profiles are primarily aimed at children support this and their parents and draw together a range ;; Ask for help if you think your child needs it of information about a child or young person’s for any reason. learning. It is one of the ways in which a child’s ;; Praise your child if he/she is working hard achievements can be recognised. Nationally it at something or has a achieved something has been agreed that profiles will be produced within or out of school at the P7 and S3 stage. The profiling process ;; Encourage any reading gives your child the opportunity to talk about ;; Look for opportunities at home to develop their learning and achievements with yourself literacy and numeracy skills: money, number and others and can challenge, motivate problems, time, measuring, matching, size, and support all learners. The intention is to reading, writing, understanding instructions, give a rounded picture of your child, their questioning information achievements and progress in learning to date. ;; Encourage your child to take part in activities e.g. hobbies, clubs which will provide opportunities to develop a range of skills ;; Help them work on tasks on their own and then talk about it with you afterwards ;; Do things together where appropriate – learn together e.g. if your child has a project or task to do, take an interest and discuss with them what he/she is doing or offer support if this is needed. ;; Help prepare for change particularly at key transitions – talk about the change together. ;; Talk to them about how they are feeling ;; Work together with the school by taking part in discussions about your child’s learning and progress e.g. at parents nights, reviews. Information provided by Education Scotland – Parentzone
38 Helping the School We are always looking for helpers and volunteers in school, pupils really enjoy working Twynholm primary has always enjoyed a variety with adults and this builds pupil confidence, of parents regularly coming into school. We self esteem and social skills too. Volunteering enjoy great working partnerships with parents can be just for a term or when you have spare and community members and we would very time each week or it could be every Thursday much like this to continue Parents really enjoy afternoon for example. coming into school and becoming part of the fabric of school. We use a document called the “Volunteer Policy and Procedure for Schools 2012” which enables Here are some of the ways that parents have volunteers and helpers to safely come into positively supported Twynholm by giving up school and support us. After a meeting with the some of their time; Head Teacher, volunteers must agree to sign • Helping with reading sessions and a short form in regard to pupil confidentiality promoting the enjoyment of reading within school, basic child protection and safe guarding for children, an awareness of Health • Supporting ‘active learning’ through and Safety as well as briefly outlining their role different hands-on games and tasks , for in school. This is also in line with Dumfries and example maths, reading or spelling games Galloway Public Liability Insurance. This is a (organised by the teacher) but led by the simple task and gives a positive understanding volunteers of everyone’s role and position in school. • Preparing simple materials for class and Further information is available from the school. then supporting children with making an Please visit and discuss with the Head Teacher item how you could help in school and positively • Being a helper on any school trips to local become a Twynholm Primary Volunteer. We places such as visiting the library, as well as need you! full school trips. • Helping to make or organise costumes or Useful Information scenery For more information on parental involvement • Coaching or training an after school club or to find out more about parents as partners in • Sharing your skills in class time or as an their child’s learning, please contact the school after school activity such as art and craft , or visit the Education Scotland website – www. knitting, cooking, photography, printing or educationscotland.gov.uk/parentzone any other talents and skills you may have
39 The Authority aims to meet the needs of all 12. Support for all children with additional support needs through a range of provision from mainstream classes (with or without support) to part-time or full- Pupil Support time provision in a school with a learning centre or base. Personal support for children and This commitment to meeting the needs of all young people children is based upon the requirements of the The health and wellbeing of every child and Education (Additional Support for Learning) young person is greatly enhanced through (Scotland) Act 2004 amended in 2009 and the individual pupil support and pastoral care is translated into procedure and practice by which they can receive in school. Children Dumfries and Galloway Education Services’ are in regular contact with their class teacher Support Manual. This Support Manual is including the Head Teacher .We get to know available on line for all staff within schools and our children very well in primary school so is able to be updated and kept live. children have the opportunity to form good relationships with teachers’ .Members of staff The nearest specialist provision for a Learning are often best placed to identify even minor Centre Base is at Castle Douglas Primary changes of mood in a child or young person School where they have a Learning Centre, which could reflect an important emotional, Sensory Room, and Hydrotherapy Pool also social or mental health issue with which that a Withdrawal Room to help support pupils child or young person needs help or support. with additional support needs. The school has It is important that children and young people disabled access throughout. Where specific feel that they can share their worries with support has been indentified and agreed an appropriate individual who has the skills, additional support staff will be available to rapport, responsibility and the time to listen assist pupils with their daily activities. This may and to help, or can identify appropriate sources include activities such as changing and feeding of support. and also playground supervision. Within Twynholm Primary School the Additional Pastoral Care Support for Leaning Teacher (ASLT) is present weekly to assess, monitor and teach pupils Twynholm Primary School promotes an inclusive either individually or within a very small group culture where children feel safe and protected. for focused teaching. The Learning Support If for any reason a situation occurs where this Assistant based within school then continues culture is not respected, action will be taken by daily with regular activities for each individual the school to resolve this matter. child’s needs. Each term the ASL Teacher, Class If you have any concerns relating to the pastoral Teacher and Parent meet to discuss and review care of your child please contact the school and progress as well as focusing on the next steps arrange an appointment with the Head Teacher. for each child.
Additional Support for Learning Teacher Respect for Anti-Bullying Guidelines 2012 Mrs Veronica Patterson (ASLT)
Additional Support for Learning Learning Assistant: Mrs Janice Burgess (ASLA) Dumfries and Galloway Council is committed to the well-being and educational development of all learners. The process of inclusion requires all involved in the business of learning and teaching to demonstrate commitment, innovation and flexibility in order to ensure that all children and young people have access to quality learning opportunities and experiences.
4040 What is Additional Support for Learning (ASL)?
If your child needs extra help or support in addition to that which is usually provided in school they can be said to have ‘Additional Support Needs’. Children may need additional support for short or long periods of time and for a variety of reasons. The reasons can include:
;; Social or emotional difficulties ;; Problems at home ;; Being particularly able ;; A physical disability ;; Moving home frequently ;; Behavioural difficulties ;; Bullying ;; A sensory impairment ;; Communication problems ; Being a young carer ; Your child’s progress will be kept under review ;; Being a young parent and any plans and support will be changed as necessary. As a parent you will be closely ;; Having English as a second language involved in any review process. There will be ;; A learning disability several opportunities for you to discuss your child’s progress. This may be through informal ;; Autism discussion with the teacher or at Parents’ Nights ;; Attention Deficit Hyperactivity Disorder or it may also be through more formal, focussed meetings with all agencies involved. You should discuss and agree with the school how you If you have any concerns about your child would like to be involved. you should speak to a member of staff in the school in the first instance. There are a Please contact the Head Teacher for further number of ways in which concerns can be discussions and meetings about your child’s followed up. This may involve the input of other needs. I can also make arrangements for educational professionals such as Specialist meetings with the Learning Support Teacher. teachers (Additional Support for Learning Home /School dairies may also be used by the Teacher, Educational Visitor, Sensory Impairment Learning Support Teacher for comments about Specialists) and Educational Psychologists. work within school. It may also involve your child being referred onto staff in external agencies such as School Contact number 01557 860235 health staff (Speech and Language therapist, Occupational Therapist, Physiotherapist etc.). At the moment a small number of children As a parent you will be closely involved in will require a more detailed planning process the whole process and your views sought which co-ordinates the input of education and throughout. If, after discussion with all other agencies to fully support the child. This concerned, it is felt appropriate, your child will plan is called a Co-ordinated Support Plan. The have an educational plan agreed which will Co-ordinated Support Plan process is managed identify how they are to be supported. by Education Officers with responsibility for Additional Support for Learning.
41 Further information on all of the above is ;; From April 2013 your child will have a available from the school or on the Council Named Person in the School. If you or your website http://www.dumgal.gov.uk/index. child need any advice or any support, the aspx?articleid=10757 or from the following Named Person is your first point of contact sources: and will make sure you get the help or advice that you need. Having a Named • Enquire – the Scottish advice and Person means that if there is anything that information service for additional support could affect your child’s wellbeing, he or she for learning, a charitable body registered will receive support as quickly as possible so in Scotland under registration number that problems do not develop. SC003527 http://enquire.org.uk/ ;; If your child has complex needs and needs • Scottish Independence Advocacy Alliance, a help from several different services, GIRFEC charitable body registered in Scotland under means that all these services must work registration number SC033576 http://www. together for you and your child. You should google.co.uk/search?hl=en&source=hp&q= never have to keep telling your story to Scottish%20Independent%20Advocacy%20 lots of different staff in the School or the alliance; or Education Department or the NHS. Your child will have a single plan that everyone • Scottish Child Law Centre, a charitable body works to and everyone is clear about what registered in Scotland under registration they are doing. When your child moves to number SC012741 http://www.sclc.org.uk/ secondary school there will be a Transition Parents may also access further support Plan in place for them in good time. through mediation services provided by Common Ground Mediation http:// For more information on getting it right for www.commongroundmediation.co.uk/ every child email [email protected]. or advocacy support through People’s Advocacy Support Service (P.A.S.S. Direct ) or Child Protection Parents Inclusion Network (PIN) http://www. parentsinclusionnetwork.org.uk/. The Child Protection School Co-ordinator is Mr John Riley (Head Teacher). Depute child protection co-ordinator is Mrs Lynn Scott. If you would like to discuss any matters concerning a child’s welfare or you are in need of some advice please contact the Head Teacher for an informal discussion.
All children have the right to be protected from harm, abuse and neglect. Every adult in Scotland has a role in ensuring all our children Getting it Right for Every Child and young people live safely and have the (GIRFEC) opportunity to reach their full potential. The Getting it right for every child (GIRFEC) is an vision for all children and young people in approach from The Scottish Government that Dumfries and Galloway is that they should sets out how schools and other services should be: safe, nurtured, healthy, achieving, active, work with children and their families. GIRFEC respected and responsible and included. Schools is all about ensuring that children get the help and front-line education and child care services they need when they need it – the right help at will play an important role in ensuring all the right time. For you and your child, GIRFEC children and young people are safe and well. means that: Further information is contained within the Child Protection Policy for Schools, Pre-School ;; You are the expert on your child and what and Child Care Services which is available from you think matters. Getting it right for every the school and the on the Council website. child means that the School will always seek to involve you, to listen to your opinions and take them seriously.
42 Anti Bullying ;; Raising awareness of the crucial role of communication, relationships and nurture in There is an ethos of zero tolerance of bullying children’s lives at Twynholm Primary School. ;; Training and developing the skills of Children generally work and play well together other professionals to improve children’s but we have to be aware that incidents of attainment and achievement bullying, verbal or physical, may occur. Such ;; Highlighting the interactive nature of incidents can have a profound effect on a child’s assessment, teaching and learning attitude to school. We continually reinforce, ;; Designing and implementing interventions through our Health and Well Being Programme, in partnership with others which support that pupils should report any incidents of individuals and communities to develop bullying directly to an adult member of staff, or resilience and ensure that children are through the Pupil Council system. safe, healthy, active, nurtured, achieving, Experience has shown that parents are often respected, responsible and included. the first to find out that a child is being bullied. ;; Supporting effective transitions (early years Please do not hesitate to contact the school if into primary, primary to secondary and you have any concerns. It is vital that the school ;; Secondary to post school) to improve the is informed as early as possible so appropriate life chances of young people action can be taken. The Psychological Service is based in offices in Newton Stewart, Dumfries and Annan, and Educational Psychology Service each school has an identified Educational Educational Psychologists aim to improve the Psychologist. Further information about the life chances of all children and young people. service is available from the school. Working in partnership with families and other services, we use applied psychology and The Educational Psychologist for Twynholm knowledge of child development to address Primary School is Ms Rhoda Marshall. inequalities, support vulnerability and enhance inclusion. We seek to ensure that young people Home School Link Worker Service realise their potential to become successful learners, confident individuals, effective A Home Link Worker can meet with parents/ contributors and responsible citizens. carers, children or young people to offer advice or help with the sorts of things that can affect a We do this by: child’s learning. These could be connected to a child or young person’s home or school life. The ;; Working with others in a consultative way service aims to provide help and advice early to help them make sense of difficulties and and prevent something small from growing make informed choices and decisions into a problem. A Headteacher can ask for this ;; Sharing knowledge about ‘what works’ and support on a parent’s/carer’s behalf. promoting evidence informed approaches to develop the policy and practice of The Home Link Worker at Twynholm Primary is literacy, numeracy and health and wellbeing Mrs Karen Webb. in our educational establishments and communities 43 primaries and also a variety of secondary subject 13. Moving to Secondary areas. All the learning and experiences come together to form a final special event in June, School where it is shared with all P7 parents together at Kirkcudbright Academy. Often there are additional opportunities in S1 to develop this Catchment Secondary School learning into the next steps. A cross curricular Transfer from primary to secondary school will theme also enables a wide variety of “partners” be dealt with by direct approach to parents to be involved such as; Smoking Matters, Heart from individual primary schools. Our catchment Start, Active Sports, Community Learning, secondary school is Kirkcudbright Academy. Services such as The Police, NHS, Dental Care Information regarding catchment areas can be and many other partners. Our transition found on the Council’s website by accessing arrangements are continually evaluated and “Find My Nearest” http://www.dumgal.gov.uk/ reviewed as we work to make transition as index.aspx?articleid=6293. Parents can opt for smooth and seamless as possible. any secondary school and full details on how In 2012-13 the theme will be ‘The Centenary to enrol or move school are available from the of the Tour de France,’ subjects such as French school or on the Council’s website. (Language and cultural France), Geography, Health and Well being, P.E, Technology, An Extract from the Prospectus for Language and Numeracy will have an Kirkcudbright Academy educational value through this Interdisciplinary In Kirkcudbright Academy, education is a Topic. careful blend of tradition and innovation. We hold firmly to those aspects of schooling that Induction Days we believe are of fundamental importance- courtesy, self-discipline, uniform, homework, Currently P7 pupils visit the Academy monthly sporting and social activities. At the same time, to experience Science in a laboratory setting. we move forward, providing the facilities and Feedback from pupils over the last 2 years, tells teaching the skills that will allow our youngsters us they value the opportunity to experience the to make good use of the technologies and working environment of secondary school at opportunities that this rapidly developing world first hand, particularly in science activities that offers them. Within this school community emphasise the scientific method and practical or team with its strong sense of corporate elements. This year, a Physical Activity and identity, we prize the individual and work hard Sport period has been arranged, which is on to encourage each youngster to be confident, the same days as the Practical Science activity. considerate and ambitious. Our expectations of This year, we are also looking to broadening ourselves and of our pupils are high. the experience of P7 pupils in the Technological Studies curricular area. We hope to offer this The Academy is non-denominational and serves after the Easter Holidays 2012, but dates are not the towns of Kirkcudbright, Gatehouse of Fleet yet known. and surrounding areas. There are six associated primary schools - Kirkcudbright Primary Transport to Kirkcudbright Academy School and the primary schools serving the Auchencairn, Borgue, Gatehouse and Twynholm During some of the transition days, pupils areas. Some pupils attend the Academy from will need to be at Kirkcudbright Academy for out with this catchment area when parents wish 9.00am. Often parents bring P7 pupils by car to exercise their freedom of choice. There are because the pupils are unsure of using the approximately 540 pupils on the roll. school bus. We have found that it is much better for your child to use the school bus service right from the start. Please use the school bus service Transition Activities during induction days if it is the method your Each year ‘a cross-curricular transition theme’ child will use to travel to and from school. is selected to focus the P7 learning; this joined up approach is shared between each of the
4444 Support Available 14. School Improvements As children progress through primary school, some children are identified for “Enhanced Transition.” This means that they will have Improvement plan and priorities additional time and extra opportunities to visit In May each year, the school publishes a Kirkcudbright Academy; to look around the Standards & Quality Report providing all school, become more familiar with the school stakeholders with a comprehensive summary of layout and finding classrooms, as well as key the school’s work and learners’ achievements areas such as Pupil Support, First Aid and the over the last year. The first part of this report School Office. Enhanced Transition may be provides an overview of the school’s progress in suggested for addressing its key priorities, while the second part gives information about, for example, how ; Pupils with additional learning needs or ; well pupils are learning and achieving; how well children where English is not their first the school is supporting children/young people language to develop and learn. ;; Pupils on the Autism Spectrum, ADHD or In June, we publish a School Improvement behavioural concerns Plan which outlines the key priorities for the ;; Pupils with a disability school during the year ahead, following due consultation with staff, pupils and parents. The ;; Pupils who take regular medication (Diabetes for example), or need to access plan indicates the expected impact of priorities medication which is stored in a fridge or on pupil learning, as well as providing brief information about the key tasks to be taken ;; Pupils who are particularly anxious or forward. Both the report and the plan are nervous about moving to secondary school published on the school’s web-site and are also and we recognise that they will have available in hard copy, on request. difficulty with the initial change and need higher levels of reassurance. Achievements We want all children to feel and be as confident ;; The Dumfries Music Festival (School as possible when moving up to Secondary Choir) The Elizabeth Norcott Trophy School. As children near the end of Primary The Hollywood Shield (The Choir conducted 6 (the year before their final primary year), by a pupil) the Head Teacher, Class Teacher, Additional ;; The Galloway Music Festival Support for Learning Teacher and Secondary The Lindsay Singers Trophy (P2/3/4) Pupil Support Teacher identify and discuss pupils that we feel would benefit from additional ;; In 2012 Twynholm Primary Choir achieved time to visit the secondary school. Meetings the final top ten in The West Sound Radio are then arranged with parents and together Xmas Factor Carol competition. with the staff, listed above, arrange “Enhanced ;; The World Burns Federation Burns Transition.” This process may also use the Home competition held within school for all pupils Link Worker which encourages further feedback ;; Inter schools Curling Competition for at home. Primary 6 - 2nd place
More information For further information on Twynholm Primary School please make an appointment with the Head Teacher so you can have a tour of the school and a friendly chat to discuss your child’s educational needs. Thank you.
School Office 01557 860235
4545 15. Health and Safety Health Care Education Services is committed to ensuring that all children are able to fully participate in Emergency Procedures the life of the school. Many children will require If your child feels ill during the school day and their health care needs to be met at sometime we feel that he/she would be better at home, within the nursery/school environment, for most we will telephone you or your emergency children this will be for short periods of time contact. Minor accidents, e.g. cuts, bruises, are only, but for some children this may require dealt with by the school staff. Serious accidents more long term planning and support. If your are few, but should one occur your child will child has any health care needs please contact be immediately taken either to your doctor the school to discuss arrangements. Full details or to hospital, if necessary, and you or your of the support available and your role as a emergency contact will be notified. We cannot parent and the role of your child are contained stress enough the importance of supplying within The Nursery and School Policy on Health the school with the relevant information we Care Procedures Sept 2012 which is available require in such a situation, i.e. your own home from the school or on the Council website. and work number and a telephone number of an emergency contact. Please remember that if your child stays in more than one home setting Data Protection contact details should take account of this. Your child’s personal data will be held by the school. All personal data is held on our secure We will request such information at the school management information system. We beginning of each new school year. Please will ensure that the information we hold is update this as necessary accurate and up to date and each year you will be sent an Update Form detailing the information held by the school for you to check and update as required. Access to the school management information system is by individual user and is password protected. Furthermore, access to confidential data is restricted to staff in school as appropriate.
Severe Weather and School Closure Arrangements Headteachers are authorised to make an emergency closure when the state of the weather or any other exceptional circumstance Images of Pupils make it absolutely necessary in the best interests of the pupils. In these circumstances parents We keep a photographic record of events at will be communicated with in a variety of the school and this is used for a number of ways including text messages/ phone calls and purposes. From time to time we also feature emergency contact arrangements. All school in the local press and we have also appeared closures will be notified on the Council Website. on television. The authority has a policy on the use of images of pupils. You will be asked to read this when your child enrols and to clarify your consent with regard to the publication of
46 images of your child. This permission will be Policies obtained when your child starts school or at a Policies/Procedures new school, but you can amend your permission at any time by contacting the school office. There are a number of National, Education Services and school policies which will provide information on a range of issues. Further Use of the Internet details of all of these are available from your As part of the process of learning we allow our school or on the HYPERLINK “http://www. children supervised access to the Internet and dumgal.gov.uk/index.aspx?articleid=7432.” e-mail. The authority runs its own filter system Council website HYPERLINK “http://www. to ensure that young people are not at risk dumgal.gov.uk/index.aspx?articleid=7432” .The from exposure to inappropriate material. This following is a list of links to these which may filtering system is regularly being upgraded. be most relevant to you and your child/ren We have a policy for use of the Internet and although this is not an exhaustive list:- a contract for responsible use, which we ask parents and young people to sign up to. ;; “http://www.dumgal.gov.uk/article/16163/ Additional-support-for-learning” \o “Policy for attendance at school 2012 : This link will open in a new browser window” \t “_ 16. Other Useful blank”Additional Support for School Policy ;; “http://www.dumgal.gov.uk/article/15382/ Information Complaints-procedure” Complaints Procedure ;; “http://www.dumgal.gov.uk/article/15246/ Pupil/Parent Support Unit School-clothing-grants” School Clothing The Pupil /Parent Support Unit is there to Grants Policy help parents and pupils and can be contacted ;; “http://www.dumgal.gov.uk/schoolmeals” on the numbers shown below regarding any School Meals Policy aspect of Free School Meals/Clothing Grants, Education Maintenance Allowance, School ;; “http://www.dumgal.gov.uk/article/15086/ Transport, Home Education, Parent Council Find-my-nearest” Find My nearest administration, school transfers and enrolment, ;; “http://www.dumgal.gov.uk/article/15245/ school catchment areas, performance licences, Free-school-transport” Free School Transport insurance matters and financial support for Policy those pupils entering higher education. If there are any further policies/procedures you (01387) 260437 (01387) 260498 wish to have a copy of these are all available (01387) 260433 (01387) 260493 from school.
Further information on all aspects of education is available on https://education.gov.scot/ parentzone/
47 0500-1748