ABERLADY PRIMARY SCHOOL
SCHOOL HANDBOOK
2015/16
“We learn to be wise”
1 Contents
Message from the Head Teacher...... 4 Staffing Information ...... 5 Basic Information about the School ...... 6 Class Arrangements ...... 6 The School Day ...... 6 Enrolment ...... 7 Procedure for Parents Visiting School ...... 7 School Security ...... 7 Communication with Parents ...... 8 Contact with parents ...... 8 Programmes and the P7 summer camp...... 9 Transferring Educational Data about Pupils ...... 9 Concerns...... 10 Want more information? ...... 10 Resolving Issues - Parents & Schools Working in Partnership ...... 11 Professionals Visiting School/Information Sharing and Confidentiality ...... 11 Consulting with Pupils ...... 11 Pupil Voice ...... 12 Child Protection Procedures ...... 12 Vision ...... 13 Values & Aims of the School ...... 13 National Guidelines – “A Curriculum for Excellence” ...... 14 Nursery Curriculum ...... 17 Literacy/English Language ...... 18 Experiences and Outcomes in Literacy and English Language ...... 18 Modern Language ...... 19 Numeracy/Mathematics ...... 20 Social Studies ...... 21 Expressive Arts ...... 22 Health and Wellbeing...... 23 Active Learning ...... 24 Outdoor Learning ...... 25 Educational Visits ...... 25 Information & Communication Technology ...... 25 Website ...... 26 Religious and Moral Education ...... 26 School Assembly ...... 27 Enterprise Education ...... 27 Homework Policy ...... 28 Support for Learning ...... 28 Extra-Curricular Activities ...... 29 Parental Assistance ...... 29 Assessment Reports and Records ...... 30 Pupils with Additional Support Needs ...... 30 New Model of Allocation of Resources ...... 31 Accessibility Strategy ...... 31 Exclusion of Pupils from Attendance for Disciplinary Reasons ...... 32 Temporary Exclusion ...... 32 Exclusion (Removal from Register) ...... 33 Dress Code ...... 33 2 Assistance with Provision of Clothing and Footwear ...... 34 Road Safety ...... 34 School Safety Routes ...... 35 Bicycles/Scooters/Skateboards ...... 35 Travel Issues ...... 35 Lunch arrangements ...... 36 Free School Meals ...... 36 Milk...... 36 Health & Safety ...... 37 The School Health Service ...... 37 School Medical Care ...... 38 Arrangements for dealing with medication...... 38 Administration of Medical Procedures ...... 39 Standards of Behaviour and Attendance ...... 39 School Rules ...... 40 Anti-bullying ...... 40 Playground Supervision ...... 41 Attendance and Lateness ...... 41 Occasional and Emergency Arrangements ...... 42 School and Community ...... 42 Youth Parliament ...... 42 Outdoor Education ...... 43 Education Excursions ...... 43 Cultural Community Learning and Development Division ...... 43 Parent Forum & Parent Council ...... 43 Parent/Teacher Association ...... 44 Improving Communication with Parents ...... 44 Transfer from Nursery Class to Primary ...... 44 Transfer from Primary School to Secondary School ...... 45 Employment of Children ...... 45 Complaints Procedures ...... 45 Accuracy of Information ...... 45 Appendix I ...... 46 Useful Telephone Numbers ...... 46 School Session Dates...... 47
3 Message from the Head Teacher
Dear Parent/Carer
This handbook provides important information which we hope you find helpful. As your association with us develops, we hope that you will have been enabled to build up a strong and beneficial partnership with our school team over the years your child is in our school.
We believe our school to have a strong sense of belonging, set very much at the heart of the community in Aberlady. You can be assured that we will do everything possible to make your child’s time here a worthwhile and rewarding experience.
We take pride in our school and hope you and your children will be encouraged to do likewise.
Pamela Currie Headteacher
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Staffing Information
Name Aberlady Primary School Address Moor Road, Aberlady, East Lothian. EH32 0RQ Telephone & Fax 01875 870232 E-mail [email protected] Website http://edubuzz.org/blogs/aberlady Twitter @AberladyPrimary
Headteacher Mrs Pamela Currie Principal Teacher Mrs Carn Peaston Primary Teaching Staff P1/2 Mrs Eileen Unwin P2/3 Mrs Susan Mackay P4 Miss Clare Dalgety & Mrs Vicky Logan P5 Mrs Lisa Craig P6 Miss Pat Strang P7 Miss Lisa Wood SfL Mrs Carol Sergeant
Nursery Teachers Mrs Carn Peaston & Mrs Vicky Logan Nursery Nurses Mrs Angela Hall & Mrs Sarah Anderson
Visiting Teachers Music – Ms Sophie Askew Physical Education – Mrs Catherine Paterson MFL (French) at P6 & P7 – Mrs Jackie Swan Violin Instructor Miss Pauline Hickman
School Secretary Mrs Gillian Mair
ASNA*/Playground Auxiliary Mrs Heather Jarron ASNA/Playground Auxiliary Mrs Denise Thomson ASNA/Dining/Playground Auxiliary Mrs Morag Black General/Dining/Playground Auxiliary Mrs Deborah Donaldson
Janitor Mrs Joyce Russell
Cleaning Staff Mrs Marion Thorburn & Mrs Angela Hoggan
Catering Assistants Mrs Angela Hoggan & Mrs Julie-Anne Arbuckle
* The term “ASNA” refers to Additional Support Needs Auxiliary.
NB – This staffing may change during the year, particularly at a time of substantive staff absence.
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Aberlady Primary School
Basic Information about the School
Aberlady Primary School is a non-denominational, co-educational local authority school. It provides for pupils from approximately 3-12 years of age (Nursery - P7). The school has been functioning for longer than memories last and no definite date for the commencement of education in Aberlady can be given. The present building was opened in 1931. Classrooms are well resourced for their respective stages and many have interactive whiteboards. The school has a small library, general purpose room and a main school hall which is used for PE, assemblies, school lunches and special occasions. The environment plays a very important part in the curriculum of the present day primary school and this school is privileged in being located in an area as stimulating and encouraging as that of Aberlady. The school grounds include a small area of woodland, outdoor sheds, tarmac surfaces and areas of grass. We are fortunate to have a summer house – The Owl’s Nest – funded in part from our summer term art exhibition in the school’s 75th anniversary year and, in part, from the generous support of our PTA and their connection with a national timber merchant. The school fosters and incorporates positive elements of village life and enjoys regular links with the local community. At present there are approximately 140 pupils arranged across six primary classes. The nursery provision is for 40 children, with 20 spaces in the morning and 20 spaces in the afternoon.
Class Arrangements
Aberlady Primary currently has six classes which includes composite classes. Composites occur when the need arises due to numbers at various primary stages. When it is necessary to divide pupils of the same age range into different classes, whether for reasons of staffing or pupil numbers, it is East Lothian policy to do so by age: i.e. the older pupils joining the younger pupils of the year ahead and the younger pupils joining the older pupils of the year below. Within the composite class, the pupils are taught according to the level of attainment reached. It is not always possible to offer exactly the same activities to all the children in the same stage when in different classes, but we endeavour to ensure balance and breadth in content and experiences.
The School Day
The school day begins at 08.54. There is a morning interval from 10.40 to 11.00 (and from 10.31 to 11.00 on Wednesdays). For P3 to P7, the lunch interval is from 12.30 until 13.14 and school dismisses at 15.25 Monday to Thursday. P1 & P2 pupils begin their lunch interval at 12.05 until 13.14 and their school day finishes at 15.15 Monday to Thursday. On Fridays, P1-2 finish at 12.25 and P3-7 finish at 12.35. Parents of nursery class pupils will be notified of session times when pupils are enrolled but the morning group meets from 8.32 – 12.20 (Monday to Thursday) and the afternoon group meets from 13.15 – 16.15 (Monday to Thursday) and from 8.32 – 12.20 on Fridays.
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Enrolment
Parents of pupils enrolling in P1 are notified through the press and local notices of the enrolment date. Parents with pupils in the nursery class are given information about enrolment and the date on which their children will be enrolled. The child’s birth certificate and proof of address are required at the enrolment.
Parents who wish to enrol their children in P1 at Aberlady Primary but who do not reside in the catchment area for Aberlady will be given advice on making a placing request.
An introductory meeting and a series of visits will be made for our new P1 pupils and their parents in May/June when a special P1 information booklet will be issued.
Parents who wish to enrol their children in P2-P7 are asked to telephone to make an appointment to meet the Head Teacher and to have a tour of the school. Should there not be space at the appropriate stage, the pupil’s name will be placed on the school waiting list. The parent should then approach either Athelstaneford or Gullane Primary Schools in the first instance.
Procedure for Parents Visiting School
Parents are very welcome at all times. A prior telephone call, however, makes it easier to arrange appointments to speak to a teacher or the Head Teacher. (Friday afternoons are normally used for teachers’ planned activities. These may involve curriculum development projects, in-school collegiate opportunities or out-of-school course attendance.)
School Security
In order to keep our pupils and our premises secure we operate a school security system.
We keep our school gates closed but not locked during the school day and we also keep our main door shut but not locked. There is clear signage advising of this. At the inner front door, the security system is operated by a bell/buzzer to the left of the entrance.
When admitted, all parents, visitors and workmen must report to the janitor’s office or onward to the school office. Persons visiting school must sign the visitors’ book – located at the janitor’s office - and receive a badge, which permits them access (parents) to classrooms, (workmen) to cloakrooms, corridors, toilets and general teaching areas. The visitors’ book enables us to have a record of everyone in the building at any time. This is essential for fire safety.
No parent or visitor is permitted to go through the school or into any of the teaching areas without requesting and being granted permission at the school office.
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Communication with Parents
The Children (Scotland) Act 1995 amended the definition of ‘parent’ in the Education (Scotland) Act 1980 to ‘Parent includes guardian and any person who is liable to maintain or has parental responsibilities in relation to, or has care of, a child or young person’.
Effective communication between schools and parents is vital. This can sometimes be difficult when parents separate or divorce. If parents are separated or a divorce was granted after November 1996, both parents will retain parental responsibilities, unless the court has specifically removed those responsibilities. In relation to placing requests, appeals against certain educational decisions and access to pupils’ records, both parents will normally have equal rights. Even if a divorce was granted prior to November 1996, the parent without a residency order may not have lost all rights to information and to be involved in decision making. The above definition may also give others rights.
Schools will therefore request the names and addresses of both parents at the time of enrolment and at the annual update of data. The parent(s) with whom the pupil resides will automatically receive all communication from the school. If a parent lives away from the family home they will, when the school is first informed of their address, receive a Recorded Delivery letter enquiring whether or not they wish to receive information about their child’s education. If no reply is received, it will be assumed that they do not wish to be kept informed and there will be no further communication unless a request for information is subsequently received. If they do wish to be kept informed, they will receive copies of reports and notification of Parent/Teacher Consultations. The parent with whom the pupil resides will be informed that this is happening.
The school is dependent on the parent with whom the pupil resides supplying the appropriate information, i.e. the address of the parent not living in the family home, details of court proceedings prohibiting that parent’s involvement in the child’s education or any other relevant documentation. Throughout your child’s time in Primary 1, it is important that you let the class teacher know if your child is being collected by a person other than a parent.
Contact with parents
We make regular contact with parents throughout the year. We are always happy to have parents in school. This may be to help on a regular basis, to share a hobby or to accompany us on outings. If a concern arises at any time, staff will make time to see parents at the beginning or end of the school day. We are also happy to have e-mail contact. Email contact should be sent to the school office email in the first instance. We regularly use email for mailing out information.
8 A summary of key contacts between home and school:
• Regular newsletters and information Normally twice termly & accessible on school website • Assemblies, Showcase events, Performances Parental & community invitations regularly • Homework Information Termly letter from class teachers • Anti-Bullying Guide Leaflet • Behaviour Policy Leaflet • Spelling Guide Leaflet • Curriculum for Excellence Information Leaflet • Start-of-session information evening September • P1 Curriculum Evening September • Transition Talk for P7 S1 (NBHS) November • Parent/Teacher Consultations October & March • Written report June • P1 Induction meeting/visits May/June
We also plan curricular evenings and invite suggestions on the content of these. There will be invitations for parents to come into school to be given an overview of curriculum aspects and to discuss key matters with class teachers and/or the Headteacher e.g. Personal Safety Programmes and the P7 summer camp.
Transferring Educational Data about Pupils
Education authorities and the Scottish Government Education Department (SGED) have collected data about pupils on paper forms for many years. We are now working together to transfer data electronically through the ScotXed programme.
What pupil data will be collected and transferred?
Data on each pupil is collected by local authorities and SGED. The data collected and transferred covers areas such as date of birth, Scottish Candidate Number (SCN), postcode, registration for free school meals, whether a pupil is looked after by his/her local authority, additional support needs including disability and English as an Additional Language (EAL), attendance, absence and exclusions from school. The SCN acts as the unique pupil identifier. Pupil names and addresses are collected by their school and education authority but they are not passed to SGED. Your postcode is the only part of your address that is transferred for statistical purposes, and postcodes are grouped to identify ‘localities’ rather than specific addresses. Dates of birth are passed on as ‘month and year’ only, again to ensure that individuals are never identified. Data is held securely and no information on individual pupils can or would be published by SGED. It is used for statistical and research purposes only. Providing national identity and ethnic background data is entirely voluntary. You can choose the ‘not disclosed’ option if you do not want to provide this data. However, we hope that the explanations contained in this message and on our website will help you understand the importance of providing the data.
9 Why do we need your data?
In order to make the best decisions about how to improve our education service, SGED. Education authorities and other partners such as SQA and Careers Scotland need accurate, up-to-date data about our pupils. We are keen to help all our pupils do well in all aspects of school life and achieve better exam results. Accurate and up-to-date data allows us to:
• plan and deliver better policies for the benefit of all pupils, • plan and deliver better policies for the benefit of specific groups of pupils, • better understand some of the factors that influence pupil attainment and achievement, • share good practice, • target resources better.
Your data protection rights
The collection, transfer, processing and sharing of ScotXed data is done in accordance with the Data Protection Act (1998). We also comply with the National Statistics Code of Practice requirements and other legislation related to safeguarding the confidentiality of data. The Data Protection Act gives you the right to know how we will use your data. This message can give only a brief description of how we use data. Fuller details of the uses of pupil data can be found on the ScotXed website (www. scotxed.net).
SGED will not publish or release any information that allows an individual pupil to be identified. Data will not be used by SGED to take any actions in respect of any individual pupils. Data will only be shared with bona fide partners, such as HMIE and the SQA. Any sharing will be done under conditions of strict control and with the prior agreement of the Data Controller.
Concerns
If you have any concerns about the ScotXed data collections you can e-mail the Data Controller, Peter Whitehouse, at [email protected] or write to the ScotXed Support Office, SGED, Area 1B, Victoria Quay, Leith, EH6 6QQ. Alternative versions of this page are available, on request from the ScotXed Support Office, in other languages, audio tape, braille and large print. Please allow up to 10 days for requests to be processed.
Want more information?
Further details about ScotXed data exchanges are available on the ScotXed website, www.scotxed.net. The website also contains answers to commonly asked questions about ScotXed (https://www.scotxed.net/jahia/Jahia/lan/en/pid/220) .
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Resolving Issues - Parents & Schools Working in Partnership
Most concerns can and should be resolved at school level. If you have an issue to discuss, the first person to approach will normally be your child’s class teacher. It would be helpful to make an appointment for such a discussion, if at all possible. If you feel the need to take the matter further, you should speak with the headteacher. If you feel the matter is unable to be resolved at school level, you should put your concern in writing to one of the service managers – see Complaints Procedure on page 45 this handbook.
Professionals Visiting School/Information Sharing and Confidentiality
Schools can call on professionals from a number of different agencies/services for help, support and advice. These include educational psychologists, outreach teachers, officers within the inclusion & equality division, school doctor, school nurse, careers advisor, social worker and integration team. Formal referral to any of these agencies/services would only take place with the consent of parents/guardians. There will, however, be occasions when issues may be discussed in confidence without formal referral and therefore without such consent. If parents are concerned about this they should contact the school for further information.
Consulting with Pupils
Under the Children (Scotland) Act 1995, the views of children should be taken into account when major decisions are being made which will affect their lives. Generally, children over 12 are presumed in law to have a view, but younger children may also be mature enough to have a view and should be given the opportunity to express it. While schools may not be bound by this, they do consult with their pupils. At Aberlady, this includes formal consultation through our Pupil Council, Eco-Committee, Health Committee, questionnaires, suggestion boxes, review and planning meetings, as well as the arrangements we make to consult with individual pupils through teacher:pupil consultations (normally three times per annum).
Children with additional support needs (in line with the ASL Act 2004) will be consulted in a number of ways:
Through Code of Practice involvement of children with additional support needs in decision-making processes. The view of the child will be recorded in the Co-ordinated Support Plan. Code of Practice to state the child should play a key part and should have a supporter available. Expect children to attend or have the opportunity to put their views to Tribunals.
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Pupil Voice
Aberlady Pupil Council, which has representatives from P3, P4, P5, P6 and P7, meets regularly. Pupil views are collected by the representatives from each class. There are designated councillors with the responsibility to draw opinions from (and feed back to) pupils in nursery, P1 and P2. The Pupil Council chair is recruited from P7 (formal process). An agenda supports each meeting and minutes are kept/circulated. Representatives feed back to their own class. Each class also has their own suggestion box and suggestions are then taken to Pupil Council meetings. The Pupil Council may be consulted on and have influence over a wide range of issues during a school session.
We have two P7 Junior Road Safety Officers (JRSOs) who promote road safety issues throughout the school and who support local/national road safety campaigns, Walk to School Week (twice yearly) and our Cycling Proficiency training programme at P6. We have school librarians who keep our school library tidy and who are active in support of Book Week etc. Our press officers liaise with the local press and regularly send off photos and articles of noteworthy events.
We are an Eco School and achieved our Green Flag in December 2011. With the support of staff and parents, pupils who serve on our Eco Committee, Health Committee and Charity Committee are all active in pursuit of Aberlady Primary School issues and also in support of local and wider communities. We have noticeboards around school which reflect the ongoing efforts of all our committees, Pupil Council and other responsible office bearers.
Child Protection Procedures
Edinburgh and Lothians, including East Lothian Council, have reviewed and re-issued the ‘Inter-Agency Child Protection Procedures’. The procedures promote a high level of inter- agency co-operation when working with children who may be in need of protection. Training is available for all staff in East Lothian Council to ensure that their skill and commitment are used effectively in identifying and protecting children who have been abused or may be at risk of abuse. The procedures will further encourage the partnership that exists between Social Work, Education, Health and the Police in East Lothian and will help towards building a partnership with parents in carrying out our duties and responsibilities to East Lothian children and young people.
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Aberlady Primary School
Vision At Aberlady Primary School, our vision reflects national and local priorities, providing a broad learning environment for children and incorporating a range of outdoor and indoor learning opportunities. Our whole school community - children, staff, parents & local helpers - maintains respect for each other and, as a community of learners, we are intent on a dynamic curriculum. Within this, children are provided with relevant and purposeful experiences, thus creating a framework for lifelong learning.
Values & Aims of the School 1. Ethos We aim to promote a positive environment where staff and pupils have the opportunity to develop a sense of individuality and pride in the school. We value a climate of equality, honesty, trust and respect where we are able to appreciate individual differences. We aim to enable the children to become successful learners, confident individuals, effective contributors and responsible citizens. 2. Curriculum We aim to provide a well-planned, structured and balanced curriculum which takes account of local and national guidelines, motivating children, enabling them to make good progress from nursery to P7 and to fulfil their potential. We believe children should have access to personalisation and choice within the curriculum involving cross-curricular, experiential learning. We aim for a Curriculum for Excellence, ensuring balance across the four capacities. 3. Learning and Teaching We aim to use a variety of teaching approaches, resources and activities that will motivate pupils and foster a personal responsibility for their own learning within the classroom, the wider school environment and beyond, in line with East Lothian’s Learning and Teaching Policy. We aim to develop each child's self-esteem, confidence in their own ability and critical thinking. 4. Attainment We aim to ensure that each child achieves the highest possible level of attainment. We will monitor children's attainment by undertaking regular, meaningful assessments and encourage the children to become efficient assessors of their own and others’ work. Clear records of children's progress will be kept and shared regularly with pupils and parents. We will celebrate individual and whole school achievements. 5. Support for Pupils In line with Standard in Scotland’s School (Scotland) Act 2000 and Education (Additional Support for Learning)(Scotland) Act 2004, we aim to promote effective learning and teaching for all pupils, including those with special educational needs. We aim to develop our pupils’ personalities, talents, physical and mental abilities to their fullest potential. 6. Resources We aim to provide a wide range of easily accessible, up to date and relevant resources, as well as making good use of community resources and our locality. We aim to utilise fully the skills of our teaching and non-teaching staff. We recognise and celebrate the contribution from parents and the community as teaching resources. 7. Management, Leadership and Quality Assurance. We aim to maintain a climate of openness and mutual respect, ensuring opportunities for self-evaluation, feedback and discussion in order that all (staff, pupils, parents and our community) feel their opinions are valued and contribute to school improvement. We aim to be proactive and innovative in developing all aspects of the life of the school.
13 National Guidelines – “A Curriculum for Excellence”
The curriculum review and the development of ‘A Curriculum for Excellence’ have been underway with Education Scotland, HMIe, the Scottish government and local authorities. This curriculum was launched as a set of draft outcomes and consulted on over a period of time. It is now a set of outcomes that all Scottish schools are working within. It is set out as the totality of experiences planned for all children through the ages of 3-18. However, there is sufficient flexibility to allow teachers to be creative and innovative in the approaches they take to make this happen.
The seven key principles in the design of A Curriculum for Excellence are those of:
• Challenges and enjoyment • Breadth • Progression • Depth • Personalisation and choice • Coherence • Relevance
The curriculum should equip young people with high levels of literacy, numeracy and thinking skills and support the development of their health and wellbeing. It should enable every child to develop his or her full potential through a broad range of challenging, well-planned experiences which help them develop qualities of citizenship, enterprise and creativity.
The curriculum is more than curriculum areas and subjects; it is the totality of experiences which are planned for children and young people through their education. At all stages from the early years to S6, the curriculum will include learning through:
The ethos and life of the school as a community Teachers know that positive relationships and the climate for learning in a school – its values, its ethos and its life as a community – are essential starting points for successful learning. The wider life of the school – assemblies, community events and school projects – makes an important contribution to the development of the four capacities, helping all young people to become successful learners, confident individuals, responsible citizens and effective contributors. School also offers pupils opportunities to learn through activities such as peer mentoring, membership of pupil council (and other committee representation) and the undertaking of class/school responsibilities as well as playing a part in decision-making.
Curriculum areas and subjects Curriculum areas and subjects provide familiar vehicles for learning. They have a key role in the curriculum but the Curriculum for Excellence has refreshed and refocused these to take full account of the contributions they can make to developing the four capacities and preparing learners for the challenges of the future. Interdisciplinary projects and studies 14 The curriculum needs to include space for learning beyond subject boundaries, so that learners can make connections between different areas of learning. Through interdisciplinary activities of this kind, young people can develop their organisational skills, creativity, teamwork and the ability to apply their learning to new and challenging contexts. To be successful, these activities have to be well planned with a clear purpose and outcomes in mind.
Opportunities for personal achievement Opportunities for personal achievement, planned through the school, often enrich the life experiences of learners. Taking part in activities such as performances, community or enterprise activities and trips plays an important part in widening a young person’s horizons and developing confidence. School can also respond to the personal interests and aptitudes of learners through clubs, community and charitable fund-raising activities. Many of these activities are voluntary for learners and have traditionally been organised as “extra- curricular” opportunities. However, they play a major part in creating opportunities for individual growth, progress and achievement and we should be considering how to make them available for all learners.
Within the Curriculum for Excellence there are stages of learning. The stages of learning reflect the stages of maturation of children and young people and the changing ways in which they engage with learning as they develop.
Level Stage Early the pre-school years and P1 or later for some First to the end of P4, but earlier or later for some Second to the end of P7, but earlier or later for some Third and Fourth S1 to S3, but earlier for some. The fourth level broadly equates to SCQF level 4 Senior phase S4 – S6 and college or other means of study.
How will we assess progress?
There are no national assessments in the style of those within the former 5to14 Curriculum. Assessment will be an integral part of learning and teaching, helping to provide an emerging picture of the young person’s learning and achievements as s/he develops across the four capacities.
East Lothian Council also provide the tools and materials for each school to carry out standardised assessments as part of the cycle of evaluation.
Teaching and learning in the school are based on a range of strategies, including direct teaching, investigation, problem-solving and discussion, and often involve activities using a wide variety of materials. The more creative the teaching approaches, the richer the assessment strategies should be. Learning, teaching and assessment should be designed in ways that reflect the different learning styles of young persons. To support this, all learners should be involved in planning and reflecting on their own learning through formative assessment, self and peer evaluation as well as having opportunities for personal learning planning and target setting. The key purposes of this revised curriculum are summarised as follows: 15 “Our aspiration for all children and for every young person is that they should be successful learners, confident individuals, responsible citizens and effective contributors to society and at work.” Scottish Government 2004 These four capacities are exemplified as follows:
successful learners confident individuals
with with enthusiasm and motivation for Self-respect learning a sense of physical, mental and
determination to reach high emotional wellbeing
standards of achievement secure values and beliefs
ambition
and able to use literacy, communication and and able to numeracy skills relate to others and manage use technology for learning themselves think creatively and pursue a healthy and active independently lifestyle learn independently and as part be self-aware of a group develop and communicate their make reasoned evaluations own beliefs and view of the world link and apply different kinds of live as independently as they can learning in new situations assess risk and take informed decisions
achieve success in different
areas of activity
To enable all young people to become
responsible citizens effective contributors
with with respect for others an enterprising attitude commitment to participate resilience responsibly in political, economic, self-reliance social and cultural life and able to and able to communicate in different ways develop knowledge and and in different settings understanding of the world and work in partnership and in teams Scotland’s place in it take the initiative and lead understand different beliefs and apply critical thinking in new cultures contexts make informed choices and create and develop decisions solve problems evaluate environmental, scientific and technological issues develop informed, ethical views
of complex issues
Further and more in depth information is available from http://www.ltscotland.org.uk
16 Nursery Curriculum
Aberlady Primary School has a nursery class for a maximum of 40 places. A nursery booklet is given to all parents when their child enrols for nursery.
A teacher and a nursery nurse are in the nursery each day. Occasionally there may be staff from other departments e.g. speech therapy, for children who require this provision. Parents are asked to supply soft shoes or gym shoes and a change of clothing to be kept in the nursery, and payment for snack each day.
In the nursery class the teacher builds on and extends the knowledge and skills the child brings with him/her to school. Play is the basis of the curriculum. The teacher uses natural experiences to challenge and motivate children to their full potential. Children can set their own goals. P1 is a natural extension of the nursery class. In nursery, children complete Learning Stories which give account of the wealth of experiences they have had in our setting and these Learning Stories are shared with the P1 teacher, thus providing a basis for continuity and progression. Nursery and P1 colleagues work determinedly to offer shared, active learning experiences to N/P1 pupils on a regular basis – in the best spirit of the Curriculum for Excellence (Early Level). Our nursery setting is subject to the usual inspection process.
Nursery Enrolment You may place your child's name on the nursery waiting list when he/she reaches the age of two. Children will be admitted in the term following their 3rd birthday, provided a place is available. Parent and child will be invited to visit the nursery class before the starting date.
Returning to the broader focus on the Curriculum for Excellence, the areas included in the school curriculum are:
• Literacy and English Language • Numeracy and Mathematics • Social Studies • Expressive Arts – Drama, Music, Art & Design, Dance • Sciences • Technologies – this includes computing science, craft/design, food & textiles • Health & Wellbeing – this encompasses PE • Religious and Moral Education
These areas have been reviewed and updated to emphasise the contributions that each can make to the developing of the four capacities.
The curriculum is described in sets of experiences and outcomes. These experiences and outcomes span a pupil’s education throughout school – not by the end of primary. The title ‘experiences and outcomes’ recognises the importance of the quality and nature of the learning experience in developing attributes and capabilities and in achieving active engagement, motivation and depth of learning. An outcome represents what is to be achieved.
17 In the next section of the handbook, the experiences and outcomes are set out under the curriculum headings.
Literacy/English Language
The development of each pupil’s language is pursued through an integrated programme of language work involving listening, talking, reading and writing.
Reading
Reading follows on from developments at home and, in the nursery at Aberlady Primary, children are introduced to a wide variety of stories, poems and picture books. They progress through our structured reading programme in the early years of primary school. As children become more independent in reading, they move on through a study of novels and information books. They will come to understand that reading is not just about the words and how well they can be read, but also involves their understanding of the style of book, the author’s craft and the intention of the text.
It is important to remember that reading skill is not about having a ‘reading book’ to bring home. Once children have the key decoding and word skills, they will develop their confidence and broaden their horizons.
At all stages our aim is that children develop a love of books and read for enjoyment. This is encouraged by the provision of class libraries (and a small non-fiction school library) and the opportunity to discuss and share books both at school and at home.
Some year groups employ strategies such as Reading Workshops where children engage with a variety of texts independently. They work in groups to explore a novel or set text.
Writing
Writing grows from early drawing and painting where children are encouraged to communicate their ideas. As they learn to form letters, they are taught how to use our language in writing for a variety of different reasons. Children are shown how to plan and draft their ideas and each class follows a progressive writing programme. The skills of spelling, handwriting, punctuation and structure are also taught progressively.
The development of literacy skills plays an important role in all learning.
Experiences and Outcomes in Literacy and English Language
I develop and extend my literacy skills when I have opportunities to:
• communicate, collaborate and build relationships
18 • reflect on and explain my literacy and thinking skills, using feedback to help me improve and sensitively provide useful feedback for others • engage with and create a wide range of texts in different media, taking advantage of the opportunities offered by ICT • develop my understanding of what is special, vibrant and valuable about my own and other cultures and languages • explore the richness and diversity of language, how it can affect me, and the wide range of ways in which I and others can be creative • extend and enrich my vocabulary through listening, talking, watching and reading.
In developing my English language skills:
• I engage with a wide range of texts and am developing an appreciation of the richness and breadth of Scotland’s literary and linguistic heritage • I enjoy exploring and discussing word patterns and text structures.
Modern Language
P6 and P7 are taught French by a member of staff trained in teaching Primary French.
Our main emphasis is to teach in an enjoyable, active and motivating way through the provision of a wide range of activities, including games, songs, role-play and storytelling as well as direct teaching of vocabulary and language structures. Oral activities will predominate.
Experiences and Outcomes in Modern Languages
Learning a new language encourages children and young people to broaden their horizons as they explore the language and its associated culture.
Through my learning of a new language:
• I gain a deeper understanding of my first language and appreciate the richness and interconnected nature of languages • I enhance my understanding and enjoyment of other cultures and of my own and gain insights into other ways of thinking and other views of the world • I develop skills that I can use and enjoy in work and leisure throughout my life.
The study of language plays an important role in all language learning and the development of literacy skills.
I develop and extend my literacy skills when I have opportunities to:
• communicate, collaborate and build relationships • reflect on and explain my literacy and thinking skills, using feedback to help me improve and sensitively provide useful feedback for others
19 • engage with and create a wide range of texts in different media, taking advantage of the opportunities offered by ICT • develop my understanding of what is special, vibrant and valuable about my own and other cultures and languages • explore the richness and diversity of language, how it can affect me and the wide range of ways in which I and others can be creative • extend and enrich my vocabulary through listening, talking, watching and reading.
Numeracy/Mathematics
Our mathematics curriculum, which covers number, money and measurement, information handling, shape, position and movement and problem solving and enquiry, aims to equip the pupils with the mathematical knowledge and understanding which they will require in life for future studies; in addition to providing them with a further means of exploring their environment and helping them to develop their powers of logical thought.
Mathematical learning includes opportunities for discussion between pupil and teacher and among pupils themselves; the use of computers and calculators; appropriate practical work; practice and consolidation of fundamental skills and routines; problem-solving, including the application of mathematics to everyday situations (shopping, travel, craft, etc) and investigational work. Pupils take part in regular mental maths sessions.
Much emphasis is laid on the use of structured materials and practical application in all classes throughout the school.
Experiences and Outcomes in Numeracy and Mathematics
My learning in mathematics enables me to:
• develop a secure understanding of the concepts, principles and processes of mathematics and apply these in different contexts, including the world of work • engage with more abstract mathematical concepts and develop important new kinds of thinking • understand the application of mathematics, its impact on our society past and present, and its potential for the future • develop essential numeracy skills which will allow me to participate fully in society • establish firm foundations for further specialist learning • understand that successful independent living requires financial awareness, effective money management, using schedules and other related skills • interpret numerical information appropriately and use it to draw conclusions, assess risk and make reasoned evaluations and informed decisions • apply skills and understanding creatively and logically to solve problems, within a variety of contexts • appreciate how the imaginative and effective use of technologies can enhance the development of skills and concepts.
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Social Studies
Our social studies curriculum provides for the study of society at different times and different places. From the pupil point of view, the social studies outcomes will develop as the pupil gains knowledge, skill and understanding.
Experiences and Outcomes in Social Studies
Learning in social studies will enable me to:
• develop my understanding of the history, heritage and culture of Scotland, and an appreciation of my local and national heritage within the world • broaden my understanding of the world by learning about human activities and achievements in the past and present • develop my understanding of my own values, beliefs and cultures and those of others • develop my understanding of the principles of democracy and citizenship through experience of critical and independent thinking • explore and evaluate different types of sources and evidence • learn how to locate, explore and link periods, people and events in time and place • learn how to locate, explore and link features and places locally and further afield • engage in activities which encourage enterprising attitudes • develop an understanding of concepts that stimulate enterprise and influence business • establish firm foundations for lifelong learning and for further specialised study and careers.
Experiences and Outcomes in Technologies
Learning in technologies enables me to:
• develop an understanding of the role and impact of technologies in changing and influencing societies • contribute to building a better world by taking responsible, ethical actions to improve my life, the lives of others and the environment • gain the confidence and skills to embrace and use technologies now and in the future, at home, at work and in the wider community • become an informed consumer and producer who has an appreciation of the merits and impacts of products and services • be capable of making reasoned choices relating to the environment, sustainable development and ethical, economic and cultural issues • broaden my understanding of the role that information and communications technology (ICT) has in Scotland and in the global community • broaden my awareness of how ideas in mathematics and science are used in engineering and the technologies • experience work-related learning, and establish firm foundations for lifelong learning and specialised study and careers.
21 It is important to remember that, as children and young people play and learn they will develop an interest, confidence and enjoyment in ICT skills that can be transferred and applied in different learning contexts.
Experiences and Outcomes in Sciences
Learning in the sciences will enable me to:
• develop curiosity and understanding of the environment and my place in the living, material and physical world • demonstrate a secure knowledge and understanding of the big ideas and concepts of the sciences • develop skills for learning, life and work • develop the skills of scientific inquiry and investigation using practical techniques • develop skills in the accurate use of scientific language, formulae and equations • apply safety measures and take necessary actions to control risk and hazards • recognise the impact the sciences make on my life, the lives of others, the environment and society • recognise the role of creativity and inventiveness in the development of the sciences • develop an understanding of the earth’s resources and the need for responsible use of them • express opinions and make decisions on social, moral, ethical, economic and environmental issues based upon sound understanding • develop as a scientifically-literate citizen with a lifelong interest in the sciences • establish the foundation for more advanced learning and future careers in the sciences and technologies.
Expressive Arts
Experiences in the expressive arts involve creating and presenting and are practical and experiential. Evaluating and appreciating are used to enhance enjoyment and develop knowledge and understanding.
Art, music, drama and dance play an important part in our pupils’ development. Through this part of the curriculum pupils are encouraged to shape, make sense of and express their personal experience, to develop their aesthetic awareness and their communication skills and to appreciate the importance of physical, mental and emotional wellbeing. This curriculum also helps them to learn about their heritage and their and other people’s cultures.
In some areas of expressive arts the class teacher may have the support of a visiting specialist.
On occasion, the context of the lesson is chosen by the teacher specifically to further the pupils’ knowledge or skills in art, drama, fabric craft, music or physical education but, in the main, the work is related to other areas of the curriculum.
Art - includes drawing, painting, pottery, printing, model-making, etc.
Drama - voice production, timing, body movement, use of space, mime, role-play etc. Throughout school, pupils are given opportunities to show these skills in public performance.
22 Music - listening to music, using tuned and untuned percussion, composition, recorder instruction, violin instruction and singing.
Dance - Through dance, learners have rich opportunities to be creative and to experience inspiration and enjoyment. Creating and performing will be the core activities for all learners, and taking part in dance contributes to their physical education and activity.
Experiences and Outcomes in Expressive Arts
My learning in, through and about the expressive arts:
• enables me to experience the inspiration and power of the arts • recognises and nurtures my creative and aesthetic talents • allows me to develop skills and techniques that are relevant to specific art forms and across the four capacities • provides opportunities for me to deepen my understanding of culture in Scotland and the wider world • is enhanced and enriched through partnerships with professional arts companies, creative adults and cultural organisations.
Health and Wellbeing
Learning in health and wellbeing ensures that children and young people develop the knowledge and understanding, skills, capabilities and attributes which they need for mental, emotional, social and physical wellbeing now and in the future. Working with partners, we endeavour to take a holistic approach to promoting health and wellbeing, one that takes account of the stage of growth, development and maturity of each individual, as well as the social and community context.
Experiences and Outcomes in Health and Wellbeing
I can expect my learning environment to support me to:
• develop my self-awareness, self-worth and respect for others • meet challenges, manage change and build relationships • experience personal achievement and build my resilience and confidence • understand and develop my physical, mental and spiritual wellbeing and social skills • understand how what I eat, how active I am and how decisions I make about my behaviour and relationships affect my physical and mental wellbeing • participate in a wide range of activities which promote a healthy lifestyle • understand that adults in my school community have a responsibility to look after me, listen to my concerns and involve others where necessary • learn about where to find help and resources to inform choices • assess and manage risk and understand the impact of risk-taking behaviour • reflect on my strengths and skills to help me make informed choices when planning my next steps
23 • acknowledge diversity and understand that it is everyone’s responsibility to challenge discrimination.
Physical Education - includes the following:
Gymnastics - use of large and small apparatus to explore body movement and control.
Dance - a variety of dance experiences - expressive, national and Scottish Country is given.
Games - In addition to general team games instruction is given in basketball, volleyball, badminton, etc.
Athletics - coaching in various aspects.
Much of the work we do is based on first-hand experience, involves activity and experiment and is concerned with understanding rather than merely remembering.
Active Learning
At Aberlady Primary School, there are opportunities for the planning of learning and teaching to be done alongside and in collaboration with the children. In developing a cross- curricular approach, the children have the opportunity to be creative and investigate their own ideas in a variety of ways and settings.
In an active learning and teaching environment, teachers take a step back and allow the learners the opportunity to be creative and develop their own way of working. By giving the learners the freedom to experiment with their learning experience, the teacher has the opportunity to observe and construct future learning opportunities. This also gives the learners the responsibility for developing their own motivation to learn.
Developing a community of learners, where everyone, including the teacher, understands the importance of sharing and helping each other, provides a safe environment for children to take risks and try out their thinking and understanding. It is important, for in-depth learning, that children are encouraged to vocalise their understanding of what they have learned. Teachers who set out to achieve a curriculum for excellence should attend to the ideas, thoughts and feelings of the children and indeed be prepared to share their own ideas, thoughts and feelings at appropriate moments to ensure that accurate learning has taken place.
Within the community of the classroom, everyone should feel valued and feel that they have a “say”. For quieter children who feel daunted by offering their ideas to the whole class, the use of paired discussion can allow them their say while they develop more confidence.
Lesson debriefs or plenary sessions are an important process to the learning success, as these allow the children to have a say in what they have learned and what they have not 24 understood. These sessions support the teacher by indicating what the next learning steps should be. It is important that the children feel that they are in a safe and trusting environment to be able to give their responses in such sessions.
Outdoor Learning
Alongside outdoor education where children learn skills in mapping, hill-walking and such like, we also use the school grounds and our locality as a classroom. There is a wealth of opportunities for the children even when the weather is less than kind! We are fortunate to have a school campus with a range of surfaces and a small area of woodland. We would ask that all children attend school with an appropriate outdoor coat.
Educational Visits
We promote a range of educational visits to fit in with interdisciplinary studies and at key times in teaching schedules. We do so for a variety of reasons, including the opportunity to have meaningful first-hand experiences and to put school-based learning into a wider context.
Parents will be notified of these educational visits. Pupils are insured by East Lothian Council. Should a parent feel that they cannot meet the cost, please discuss with the Headteacher. The outdoor education experiences offered to the pupils do carry a fairly large cost to families. This cost is mainly due to the rise in transport costs and we are duty bound to use approved providers who have met the requirements set out by East Lothian Council. Thanks to the generosity of our Parent Teacher Association, we are able to offer a small subsidy to the cost of most outings. We endeavour to notify you as early as possible of all such occasions and encourage families to consider regular payments (for larger costs) as it can be a large sum from the household budget. Again, if families are finding it difficult to meet these costs for whatever reason, please discuss this with the Headeacher at your earliest convenience.
Information & Communication Technology
ICT is integrated into many subject areas to ensure it is taught in a meaningful context. Children are taught technical skill but are also taught the skills needed to ensure effective use is made of this technology. We have a number of laptops which can be used in class areas. Pupils have access to the internet under careful supervision and sign the ‘Safe Internet Use ‘ agreement from P4 onwards.
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Website
The school website is managed by pupils and staff. As we develop our skills, we are expanding the range of information on display on our website. Our pupils and their families/friends – as well as anyone looking in on us - can ‘blog’ their thoughts on what they see on display. From next session, we intend to post key documents pertaining to the work of the school on this website.
Religious and Moral Education
Education is about the whole person, which includes the spiritual and moral aspects of life. It may be that many children at Aberlady Primary will not have come into contact with other faiths or ethnic groups. It is important that they know the beliefs and values of others in our multi-cultural society, in order to understand and respect their way of life.
In RME, pupils are encouraged to express their own views and listen with respect to the views of others. Religion is an important aspect of life and so, to understand the world, it is necessary to understand about various religions. People’s cultures – the way they dress, the food they eat, the festivals they celebrate, through to daily rituals, are often tied up with their religion, so it is an ideal opportunity to explore other cultures and bring in the citizenship element of our curriculum.
The spiritual aspect of life can be summed up in the diagram below. It is not necessary for all the elements to be present.
God
The The Others Environment Person
Themselves
RME is a process through which children can develop judgements about what is right and wrong and can cultivate responsible attitudes towards others. The use of moral stories such as Aesop’s Fables, European and African folklore as well as stories and parables from the Bible and other world religions, are appropriate to teach the use of rules and how we should behave in our society.
Through the teaching of the six major world religions – Christianity, Judaism, Islam, Buddhism, Hinduism and Sikhism – the children look at various aspects from P1 to P7, such as birth, marriage, places of worship, festivals, special books, symbols, journeys, creation stories, rules and environmental issues (e.g. human responsibility for the Earth.)
26 In our religious education we aim to help the pupil to develop fully as a person; to be aware of the significance of religion to the individual and to have some understanding of this as one of the main motivating factors behind human experience; also to have knowledge and understanding of some of the religious beliefs and practices with which they will come into contact during their lives, e.g. Christianity, Judaism, Islam, etc.
By the end of their primary schooling, we hope that pupils will have the basis of a framework which will help them to appreciate something of what religion is and what it involves.
In school, during religious education and in many other areas of the school curriculum, we have the opportunity to explore with the pupil the different attitudes, standards and values which they themselves hold and which are held by others.
Parents have a statutory right to withdraw their children from religious education and religious observance. We have a strong association with Aberlady Kirk and the minister makes regular visits to school to support aspects of the RME programme and to contribute to assembly.
School Assembly
Assemblies are held regularly, usually once a week. These are occasions when all pupils and staff come together to enjoy a sense of community, to worship, to explore further religious, social and moral matters and to discuss school business. Mainly they are taken by the Headteacher but, on occasions, there are visiting speakers. Pupils and school staff also contribute.
Enterprise Education
All children in school should develop enterprising attitudes to learning throughout their time at Aberlady Primary. Many interdisciplinary experiences and activities culminate in an enterprise event to showcase the learning that has taken place. Our P7 pupils join with other P7 pupils in the North Berwick cluster in an Enterprise Day – as the first in a series of transition events.
Education for Citizenship including Global and International Education
As our pupils are growing up in a multicultural society, we try to give them some awareness and appreciation of the culture and traditions of the world we live in.
We aim to foster good relations between people of different racial groups and to discourage discriminatory attitudes and activities.
27
Homework Policy
At the start of each session, parents will receive a leaflet from school giving an outline of the different stages and the expectations, and also information about homework: the type of homework, when it will be given and how long, on average, it should take pupils to complete. Thereafter, teachers send home a termly letter advising of specific homework priorities.
In the early stages, all parents are asked to assist with pre-reading skills and reading. For some pupils, the latter may continue throughout the school.
Help with reinforcing spelling, times tables, number processes and with the use of reference material etc while the child is researching a project, may also be sought.
Parents are encouraged to find out about the methods used in school either individually, or at meetings or school workshops, so that they may effectively assist their children. If in doubt or if you have any concerns, please contact us. Parent co-operation and interest when homework is set is of great value to the pupil and the school.
Homework is a very important part of the school work at Aberlady Primary. It allows for the practice and consolidation of work done in class and prepares your child for future class work. It also provides training for pupils in planning and organising their time. It helps to develop good habits and self-discipline and encourages your child to take responsibility for learning. It provides information for you as parents/carers and opportunities for you and your child to work together to enjoy learning experiences. It creates channels for parent/teacher dialogue and, by Primary 7, homework helps children prepare for secondary transfer.
Support for Learning
East Lothian Council works within a Staged Assessment and Intervention Framework (SAI). Steps are clear and support is accessed dependent upon need and resources.
Support for Learning is planned for and developed by the class teachers following discussion of need within class groups, with the Support for Learning teacher and with the Head Teacher. Staff are also able to access support and advice from a variety of council teams. Support may range from a short focus on letter recognition and number bonds in the early years, to strategies to allow children to manage their learning in later stages.
Parents will be kept informed should there be reason for specific intervention and we encourage parental support at all times.
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Extra-Curricular Activities
These take place either during or after the school day and in some cases both.
Swimming - P4 pupils receive instruction in swimming. This is organised by East Lothian Council and takes place as part of the curriculum during the school day. It is usually scheduled from April to June. Pupils from various stages take part in the East Lothian Swimming Gala.
Games - As part of and in addition to their Physical Education programme, the pupils are taught the skills for, and take part in, various sports activities, e.g. athletics, badminton, basketball, football, netball, gymnastics, squash, etc.
Music - Violin instruction is given to pupils in P4 – P7 who show an aptitude for such instruction. Places are given in order of age. There are opportunities for public performance from this group at key occasions in the life of Aberlady Primary.
Junior Jog Scotland Club – This club meets before school on Wednesday mornings. We are indebted to a number of parents, led by Mr Allan, who run this very popular club in all seasons.
Country Dancing - Country dancing is offered after school in the winter and spring terms and we take part in the cluster festival of country dancing.
Bikeability – this intensive training runs in the autumn term each year for our P6 pupils. On successful completion of the programme, pupils (only with the agreement of their parents) are allowed to cycle independently to school. They must wear a cycle helmet.
As the pattern of clubs and activities offered is dependent on the expertise and interests of staff, parents and pupils, these may alter from year to year. We have had a cookery club, a Christmas crafts club, a sewing club, a chess club, a netball club, a gardening club and a Recorder club in the recent past.
Parental Assistance
There are many occasions when the help of parents in school is requested. This help may be provided by a formally organised rota of helpers who will assist the class teacher with tasks in the classroom, or in response to a request for help with a particular project or to a 29 request to accompany a class or group of pupils during an educational visit, etc. This help is very much appreciated and is an excellent way for parents to familiarise themselves with the work of the school.
Assessment Reports and Records
All pupils, from nursery to P7, are continuously assessed by their class teacher. In the light of these assessments, the pupils’ needs and the teacher’s strategies are reviewed.
Nursery profiles are completed by the nursery teacher and shared with parents. These are also passed onto the P1 teacher, who uses these to inform planning in the early days in P1. All parents are asked to meet with the class teacher at least twice a year, to discuss progress, behaviour, etc. School work can be seen on these and other occasions throughout the school year, e.g. parents may be invited to see the finished results of a project with which the pupils have been involved.
Should a problem arise at any time regarding a pupil’s work or behaviour, the parent is asked to contact the Head Teacher at the earliest opportunity, in order that the problem may be aired and hopefully resolved positively.
Pupil reports, which detail pupils’ strengths and development needs in each curricular area are issued to parents at the end of each school session. The report format reflects the curriculum content and expectations of Curriculum for Excellence. Staff carry out assessments across the curriculum throughout the year and pupil attainment in key curriculum areas will be reported on using the CfE levels - Early, First, Second etc. These are outlined earlier in this booklet.
End of year reports are summative (i.e. an overview of the session) and most key points will have been discussed in some way at parent/teacher consultations earlier in the school year. There is scope on the report for pupils to make a comment on their learning.
Each pupil’s school records are kept in a personal file, which is transferred to any school the pupils may subsequently attend.
Pupils with Additional Support Needs
The Council’s policy document “Learning and Teaching for All” provides a framework for full and effective inclusion of pupils with additional support needs.
As part of a best value review of Pupils’ Support Division and in anticipation of new legislation, the continuum of provision made by the Authority for children and young people with additional support needs is under review. Section 15 of the Standards in Scotland’s Schools etc Act 2000 establishes the right of all children and young people to be educated alongside their peers in their local school. In addition, there is a designated primary school
30 offering accommodation for and experience in supporting children with exceptional additional support needs in each of the geographical areas of the Authority.
A range of provision is available within Musselburgh Burgh Primary School and at Dunbar Primary to meet the learning and development needs of children with significant language and/or communication difficulties. Each primary school has a link educational psychologist who works closely with all school staff to offer advice regarding the teaching of pupils considered to have exceptional needs. (S)he can also provide information, advice or support to individual schools/teachers in respect of support for learning issues. Each of the six secondary schools in East Lothian offers enhanced provision for young people with significant additional support needs. East Lothian Inclusion Service (ELIS) offers a range of provision for children and young people with social, emotional and behavioural difficulties.
New Model of Allocation of Resources
In line with the present Scottish government legislation to support learning and teaching for all, East Lothian has reviewed the allocation of resources for pupils with additional support needs.
After due consultation, a new process was implemented in session 2003-2004. This process is based on maximising the funding allocated to schools for pupils with predictable needs, e.g. those pupils whom schools would anticipate as part of their pupil population every year. Thus the emphasis is placed on resourcing the whole school rather than on individual pupils.
Additional funding has been allocated for a minority of pupils whose needs are more complex and who have exceptional support needs. Cluster moderation panels and an authority moderation panel have been instrumental in the identification and allocation of support to schools with these pupils.
This is an evolving process, which requires continued revision and staff training to ensure that schools with pupils with additional support needs can deploy resources in an equitable, flexible and supportive manner.
Accessibility Strategy
East Lothian Council is committed to a full programme of accessibility, in line with the Disability Discrimination Act. This means that pupils should have full access to the school building, the school curriculum and other associated services. This may mean that some modifications are put in place (e.g. specialised furniture or equipment) to allow this to happen.
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Exclusion of Pupils from Attendance for Disciplinary Reasons
East Lothian Council, Department of Education & Community Services acknowledge the vital partnership between schools and parents for support, behaviour and guidance of pupils.
Pupils’ views must be taken into account in accordance with the principles of the UN Convention 1989 and the Children (Scotland) Act 1995, which provide for the rights and responsibilities of pupils to be exercised in accordance with the age, maturity and understanding of the pupil.
In implementing the Council’s guidelines and procedures, Headteachers and other agencies must take into account the child’s best interests. The education and welfare of the individual pupil has to be given the highest priority in any balance the Headteacher requires to make between the needs and safety of the school as a whole and the needs of individual pupils.
Primary Headteachers should seek to consult with the Integrated Support Team or seek advice from the Director of Education & Community services and should consult with other agencies e.g. Psychological Services.
The Council is committed to supporting the Headteacher in doing everything possible to ensure good behaviour and effective attendance at school. Where there is indiscipline, Headteachers must use all means at their disposal to bring about improvements in behaviour and this must include extensive contact with parents and other agencies, seeking their support.
Four criteria will be used to judge indiscipline; whether the effective education of the pupil is possible given the indiscipline; whether the level of disruption to the education of other pupils is such that serious action must be taken to prevent this; if there is behaviour which is dangerous to pupils and/or staff; or, as a last resort, if the parent/carer is unwilling to co-operate with the school. NB. It is not appropriate to exclude a pupil for failure to attend school, as this does not meet any of the above criteria.
Temporary Exclusion
Under delegated power the Head Teacher may exclude a pupil for a maximum of five working days but it should be shorter than this in the first instance. The aim of such a temporary exclusion is to allow a cooling-off period during which the school, the pupil and the parent can consider and develop strategies which will help to bring about improvements in behaviour. Crucial to the success of any strategies will be the willingness of parent, pupil and school to work together. Every effort will be made to welcome parents as active partners in the process of improving behaviour, whilst recognising that changing behaviour is not easy and will require extensive and extended support. In East Lothian, the Department of Education
32 & Community Services has delegated the power to exclude a child from school attendance to the Director of Education & Community Services, who has in turn, delegated to Headteachers the power to exclude for a period of up to five days. Where the proposed period of temporary exclusion is longer than five days, the decision reverts to the Director of Education & Community Services. Under delegated power a Heateacher is acting on behalf of the Council in any decision on Temporary Exclusion.
It must be emphasised that the delegation of power is to the Headteacher or, in his/her absence to the teacher nominated to represent him/her. Therefore, only the Headteacher, or if absent his/her representative, may sign letters dealing with exclusion matters. Headteachers must ensure that a record is kept detailing incidents of a/the pupil’s difficult behaviour and assessments of progress. It is important to record all strategies employed to support the pupil to remain in school and that copies are kept of notes of all meetings with parents and of letters to them in respect of behavioural matters. In view of the fact that there may well be important and critical events in an appeal case when the headteacher has to give evidence and may be questioned by the Appeal Committee, the appellant and /or the appellant’s representative, reports should be legible, preferably typed and on official note paper.
Exclusion (Removal from Register)
A headteacher may recommend exclusion (removal from the register) to the Director of Education & Community Services when he/she has serious doubts as to the ability to continue the pupil’s education in the school. A headteacher may not remove such a pupil’s name from the roll unless the Director has agreed to its removal and until the pupil is on the roll of another school. Temporary exclusion continues until the pupil is on the roll of another school. Where the headteacher wishes to recommend exclusion and is supported in that recommendation by the Director of Education & Community Services, the headteacher of the excluding school will actively help the Director of Education & Community Services to arrange for the admission of the pupil to another mainstream school where this is indicated.
Dress Code
School Uniform We wish to foster a feeling of belonging to the school and very much encourage children to wear the school uniform which consists of: skirt / pinafore / trousers / polo shirt / navy sweatshirt. Sweatshirts, fleeces and polo shirts are available from school, printed with the school logo. Order forms will be sent out twice per year.
P.E. Kit A pair of shorts, tee shirt and soft gym shoes are essential for P.E. lessons. The outdoor kit consists of tracksuit bottoms, an additional sweatshirt and trainers. Pupils should bring the kit in a drawstring bag and it will be stored in school either in this bag (mobile classroom pupils only) or in our PE box stores in the cloakroom areas (all other classes). 33 Jewellery For health and safety reasons only watches may be worn in school. If ears have been pierced children may wear small, flat ear studs. Jewellery MUST be removed during PE. If pupils have had their ears pierced and they are healing then they must be taped over.
All items of clothing should be clearly marked with the child’s name. If belongings go amiss it is almost impossible to reunite them with their owners if there is no name. A vast quantity of property lies unclaimed each week/term/session. The lost property box stays in the janitor’s office. The contents of this box are recycled regularly.
We have painting overshirts in school for class/group art activities.
If an emergency prevents a child complying with the school’s dress code, a letter of explanation should be sent to school with the child.
Assistance with Provision of Clothing and Footwear
The Council operates a scheme of provision to ensure that a pupil is sufficiently and suitably clad to take full advantage of the education provided. Families in receipt of Income-Based Job Seekers Allowance or Income Support will qualify for such a scheme. Other cases will be determined according to the personal circumstances of the family. Parents who wish to apply for the scheme should complete an application form, which is available from this school or the Education Department, John Muir House, Haddington, EH41 3HA.
Road Safety
East Lothian Council (working with Police Scotland and other agencies) is committed to reducing the numbers and severity of road casualties. They have identified a number of important initiatives to help reduce the number of road casualties. These will require a notable change of behaviour by everybody, particularly from drivers in built-up areas.
These initiatives aim to reduce the number of car journeys to and from school by pupils, parents and staff to: • Encourage children to walk or cycle to school, thereby improving the safety for the pupil on the journey to school. • Provide pupils and parents with appropriate training to allow them and their children to journey to and from school safely. • Improve pedestrian safety in and around school. • Raise awareness amongst pupils, parents and staff of the wider health and environmental problems associated with increased car use. • Improve the local environment for everyone by reducing pollution and congestion, and addressing safety issues around the school.
34 The school asks you to review your current or intended mode of travel to and from our school and consider whether or not it should be changed or modified to help the school, pupils, staff and other parents to achieve our aims and reduce the number of child casualties.
We have a Walk to School Week twice a year, we train our P6 and pupils in Bike Ability and we offer parents and pupils information on Safer Routes to School. Our Junior Road Safety Officers (P7 pupils) supported by a parent and our principal teacher offer a strong lead on these matters.
School Safety Routes
Children are asked to enter and leave school by the main gate on School Road or bottom gate at Back Lane. The car park and large gates are out of bounds to all pupils and adults. Access to school within the school day is via the pedestrian gate and front door. On arrival in the morning, children are asked to gather at the rear of the school (and are exceptionally allowed to play on grass and hard surface areas). NB This is not a supervised arrangement. Parental co-operation in behaviour and safety aspects is requested and appreciated.
Bicycles/Scooters/Skateboards
Pupils from nursery to P5 may cycle to school ONLY if accompanied by an adult. Children from P6 and P7 who have passed a cycling proficiency test are allowed to cycle unaccompanied to school. Safety helmets must be worn on the journey to and from school, along with the appropriate safety clothing, eg reflective straps. All cyclists must dismount before entering the playground. Scooters can be used as a mode of transport to/from school but users, like cyclists, must dismount before entering the playground. Bikes and scooters are stored, at the owners’ risk, in the lower school shed. Skateboards are not allowed in school.
Travel Issues Policy of the Authority and Local Arrangements
The current policy of the Authority is to pay travelling expenses for those pupils attending the district school from within its catchment area who live more than two miles from the school. Bus passes are issued where public transport exists, and contract transport is arranged where there is no suitable public transport. Where there are vacant seats on contract buses, these may be made available to pupils who are not normally entitled to free transport 35 on a “grace and favour basis” but must be applied for each session. These can be withdrawn should the seat be required for pupils who qualify for this provision. Travelling expenses are also met in the case of any pupil whom the Council requires to attend a school other than a district school, if that pupil meets the distance qualifications. Where appropriate, free travel is provided for pupils receiving special education. Parents who choose to send their children to a school other than the district school will not receive assistance in relation to travel to and from school.
Lunch arrangements
Pupils may have a school lunch, bring a packed lunch or go home for lunch (we require notification of this option in advance). For school lunch, a choice of hot meals is provided by Facilities Management Team and delivered to Aberlady from Gullane Primary’s kitchen. There is a set price. Lunch money (for the week) should be brought to school on Mondays in a named envelope. Cheques should be made payable to East Lothian Council.
The menus are reviewed regularly and the emphasis is on healthy eating and a balanced nutritious diet. Families will be provided with the menus (currently 2-weekly) and they are also available on the school website. Adult supervision is provided in the dining room. Pupils with packed lunches are usually offered benches in the dining room. In the later part of the summer term and in the autumn, packed lunches can be eaten outdoors at the picnic tables.
Free School Meals
Under the council committee for education policy, children in attendance at schools under the management of the Council are entitled to free school meals if their parents are in receipt of Income Support or Income-Based Job Seekers Allowance Income or Child Tax Credit (with an annual income of less than £16,040) from the Department of Social Security. No other children are eligible for free meals.
Further information and an application form can be obtained from the school or from the Department of Education and Children’s Services, Inclusion & Equality, John Muir House, Haddington, EH41 3HA.
Milk
Free milk (semi-skimmed) is available to all children in nursery education, and to pupils of primary school age if their parents are in receipt of Income Support or Income-Based Job Seekers Allowance Income. It will be available to all other children at reduced cost. Money is collected annually, termly, or at periodic intervals in the course of the session.
36 Health & Safety
The Education and Community Services Department has prepared statements of safety policy for all areas of its responsibility in accordance with the Health and Safety at Work Act 1974. School staff are fully instructed in their responsibilities in this respect, and safety regulations apply to aspects of school life, both on and off the premises. It is expected that pupils will behave responsibly and comply with all safety requirements. The support of parents in promoting good practice in health and safety matters is of great importance to the school.
The School Health Service
Throughout your child’s years in primary and secondary school, a team of specialist Health Service and Education Department staff will be seeing him/her as part of a planned programme to make sure that he/she benefits as much as possible from all that school has to offer, and to help prepare him/her for life after leaving school. The School Health Service is part of the Community Child Health Service and has direct links with those who carry out health checks on children before they start school.
Many different services are provided. The issue of maintaining confidentiality is taken seriously by the School Health Team at all times. The staff involved make every effort to work closely with parents and with others who are caring for your child, both at school and in other branches of the Health Service.
School Nurses are involved with health promotion and education, prevention of ill health, immunisation, health surveillance and screening. Parents and the family doctor are informed if any further action is considered necessary.
The School Nurse may be helped by a Health Assistant. The School Nurse acts as an important link between home and school. She visits the school regularly and liaises with teachers to find out whether any pupils have a health or medical need that requires to be addressed. The School Nurse can link with other members of the health team, in the community or in hospital, concerned with a child’s health.
The Nurse reviews the notes of all children in Primaries 1, 4, and 7 and S3 as well as those of all new entrants.
An information booklet about the School Health Service is issued to all Primary 1 pupils and any new pupils coming from outwith the Lothian area.
Parents are invited to complete a health questionnaire about their child at Primary 1, 7 and S3.
37 The Speech & Language Therapist can provide assessment and, if necessary treatment, if you, a teacher or your GP feels that your child may have a speech or language problem.
We hope that the School Health Service can, together with yourselves, contribute to your child’s overall well-being and development. Please do not hesitate to arrange through the headteacher to see the School Nurse or the Health Visitor if you want any more information.
School Medical Care
Should a pupil feel unwell or be sick during the school day the parent or emergency contact will be telephoned and asked to collect the pupil. It is vitally important that families keep this contact information up to date. Much valuable time is lost through trying to track down the parents or emergency contacts if the information is outdated. Certain ailments and illnesses require a pupil to be absent from school. Illnesses such as sickness and/or diarrhoea require a person to be absent from school for 48 hours following the last ‘bout’.
The school staff deal with minor playground or classroom injuries but should a more serious accident occur, again the parent is telephoned and asked to seek appropriate advice.
Any medicine brought to school must be given to the school office or headteacher. Clear instructions for administration must be included. Where the parent is unable to attend to administer the medication, an administration form is required to be completed and signed by the parent.
Arrangements for dealing with a pupil requiring essential or emergency medication.
Should your child have a medical condition that may require essential treatment or emergency administration of medication, the following arrangements exist:
1. School staff are under no obligation to administer medication to any child. However, they may, after briefing by the school doctor, volunteer to administer medication in an emergency. If no staff volunteer, an emergency procedure will be put in place.
2. Schools will hold medication, under secure conditions and clearly marked, for use by/for your child.
3. You are responsible for supplying this medication to a responsible member of staff. YOU SHOULD NOT SEND IT WITH YOUR CHILD. You are also responsible for maintaining up to date medication.
4. All medication should be accompanied by a letter from a doctor dealing with your child’s condition, describing its symptoms and treatment. 38
5. If your child requires to receive emergency treatment e.g. injections using an Epipen, the school doctor or community paediatrician will brief staff at the school on its use. Training will be given in respect of other medication which staff volunteer to administer.
6. An individual healthcare plan (form MED3) will be filled out by the headteacher of your child’s school. This plan contains details of your child’s medical condition, medical treatment, emergency contacts and staff volunteers. It also contains a clause that indemnifies staff who agree to administer medication.
7. You will be asked to sign the form, which will also be signed by the Head Teacher. Copies will be sent to the Education Division and the community paediatrician. This will ensure that all parties are aware of the way your child’s condition will be managed.
If you have any queries about the management of your child’s medical condition within school, you should contact the headteacher.
Administration of Medical Procedures
All members of staff who have volunteered to be trained in the administration of specific drugs to pupils suffering from epileptic seizures or a severe allergic reaction and who are required to apply specific drugs to certain pupils will be covered by East Lothian’s Public Liability Policy.
Standards of Behaviour and Attendance
Policy on Discipline
Pupils are encouraged to have a good standard of behaviour at all times. Incidents are usually dealt with immediately by the teacher in charge. Incidents of a more serious nature are reported to the headteacher who will investigate the matter and if necessary record the details in an incident log and decide with class teacher etc what action is to be taken. A similar approach is taken with regard to playground incidents; playground supervisors deal with immediate issues but keep a log of more serious incidents, passing on details to class teachers and/or the headteacher for further action, where necessary. In certain circumstances, the headteacher may ask parents to come to school to discuss their child’s behaviour so that they are made fully aware of the situation and all can work towards a solution of the problem. We support a policy of zero tolerance on inappropriate language, violence towards others, including verbal violence.
39 School Rules These state that our pupils should:
• always be polite and respectful, kind and helpful. • be honest. • listen when others are talking. • work hard and avoid disturbing others. • do your best to follow instructions the first time they’re given. • move around the school responsibly and do not raise your voice inappropriately. • keep hands, feet and objects to yourself.
The above covers most if not all areas and our guiding principal is that we should respect our property, others and ourselves. We also have an agreed set of guidance for the use of the outdoor space.
• Do not hurt anyone in any way (by what you do or say). • Respect other people and their belongings and always do what supervisors ask. • Play safely and fairly and be kind to other people in the playground. • Look after playground equipment as if it is your own. • Do not play in the area at the front of our school. • Get off your bike or scooter when you arrive at the school gate and, at the end of the day, walk with your bike or scooter until you are outside the playground. • No skateboards should be brought to school. • On hearing the bell at the end of breaktimes, walk sensibly and quietly into school using the back door. Go to your cloakroom, hang up your coat and then line up quietly at/near your classroom door
Each class also negotiates a set of their own guidance in the form of a full value contract or class contract to ensure harmony within their learning environment.
We have a positive behaviour policy and parents wishing further information should contact the headteacher. A hard copy is available on request.
Anti-bullying
The school operates a strict anti-bullying policy in line with East Lothian Council policy and procedure. Any cases of bullying which are reported are dealt with promptly and parents are asked to become involved if the matter cannot be resolved immediately in school. Our school aims to create an ethos where bullying is eliminated with examples of pro-active strategies e.g. buddying, peer support, annual Anti-bullying Week, social skills training, etc. If you have any concerns about any discipline matters, please do not hesitate to contact the headteacher who is our anti-bullying co-ordinator. Our anti-bullying leaflet – designed by pupils for pupils - is sent out annually along with our behaviour policy.
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Playground Supervision
When pupils are at school, the responsibility for their safety rests with the Authority. The headteacher and staff (including playground supervisors) undertake this responsibility as the Authority’s representatives. This means that reasonable steps should be taken to prevent any pupils suffering injury and to ensure that accidents or difficulties can be reported to a responsible adult and appropriate action taken.
Attendance and Lateness
Parents are responsible for ensuring that their child attends school regularly and punctually. In cases of unsatisfactory attendance or substantive and frequent lateness, the headteacher will call the Integration Team Support Worker (Attendance) to visit the home and discuss the problem with parents. If such unsatisfactory attendance persists, the headteacher, following discussions with the Integration Team Support Worker (Attendance) and other agencies, will decide whether the case should be referred to the local Area Attendance Advisory Group. This group has been formed to make recommendations to the Director on the statutory responsibilities of the Authority with regard to defaulting parents. The importance of regular attendance and punctuality cannot be overstressed.
It is appreciated if parents whose children are unable to attend school, by reason of illness or other permissible cause, notify the school by telephone. We will contact home if a pupil is absent and we have not been notified. If we cannot speak with a responsible adult – parent/guardian or emergency contacts – the school is obliged to contact the Integration team who will investigate the unexplained absence, as a matter of urgency.
In the interest of continuity of education, parents are encouraged, wherever possible, to take holidays outwith term- time. If parents wish to take children out of school permission must be obtained from the headteacher or in excess of 1 0 days, (cumulative) from the Head of Education.
Details of all absences are now collected by computer for the Scottish government. Each absence has a specific code which must be marked against it. Children coming in late will continue to have this marked on the register. If a child has a dental or doctor’s appointment during the school day, the school should be informed that this is the reason for absence. Holidays should be taken within the school holiday period but every session many requests are made for pupils to have holidays within term time. The new guidance states that family holidays taken within term-time will be classed as unauthorised absences, and marked accordingly in the register.
Parental co-operation is sought in all aspects of behaviour and attendance.
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Occasional and Emergency Arrangements
Arrangements for days when there are planned early closures will be given by letter.
In the case of an unplanned closure (e.g. heating failure in midwinter) some parents will be telephoned and asked to inform near neighbours. We will also post information on the school’s website advising parents/contacts to collect pupils at their earliest convenience. However, please be assured that no pupil will be sent home if we know there is no adult to receive him/her and we are unable to get in touch with the emergency contact.
In the event of the school having to be closed, early morning information will be given on Forth 1 loocal radio station where possible, as well as a post on the school’s website, when practicable.
Parents are reminded of their responsibility to provide the school with up-to-date information regarding changes of address and persons to be contacted in emergencies.
School and Community
Aberlady Primary School works to foster links with its community in many ways. We invite parents and friends to assemblies, drama events, topic days etc. The school is very grateful to have access to the community hall and Aberlady Kirk for special events e.g. the Autumn Fair, end-of-term assemblies, festive occasions, P7 Valedictory and school performances. The school takes every opportunity to invite parents and members of the community to assist with specific projects – linking topic work with the locality wherever possible. Many aspects of the village are used for teaching purposes, e.g. the bay, the church, the main street, the post office etc. Each year, we also undertake a village walk for charity. The school hall and classrooms are available for let. We currently have Rainbows, Street Dance & La Jolie Ronde (French Club) in school after hours. Applications for lets should be made to Pupil Support (Letting), John Muir House, Haddington.
Youth Parliament
East Lothian Council is among the leaders in Scotland in the establishment of a mechanism to have and take account of the views of young people. A Youth Parliament is held annually. It is organised by young people with support from the Community Development Officers and nominated teaching staff. The council aims to promote active citizenship and raise the political awareness of young people through this process. The Community Development Service supports and organises a wide range of activities for all ages both within and outwith school premises. The point of contact is 01875 615303.
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Outdoor Education
Outdoor Education is provided to school through the East Lothian Outdoor Education Service based at the Education Centre in Prestonpans. The aim of the service is to provide first class experiences of outdoor education for schools and other groups and to offer a support and advice service for outdoor activity in East Lothian.
Education Excursions
Educational Excursions are designed and planned in accordance with East Lothian Council’s comprehensive guidelines.
Cultural Community Learning and Development Division
Cultural services can facilitate enhanced learning opportunities for children through provision of and support of:
• school library service
• instrumental music tuition
• drama provision/theatre
• educational visits in museums/projects
• study support and after school activities
• sport
The service is committed to facilitating access to the widest range of creative and learning opportunities and supports a broad range of information services and access.
Parent Forum & Parent Council
The Scottish Parliament has passed a new law called the Scottish Schools (Parental Involvement) Act 2006, to encourage and support more parents to become involved in their children’s education.
The main aims of the act are to: . help parents become more involved with their child’s education and learning . welcome parents as active participants in the life of the school . provide easier ways for parents to express their views and wishes
43 To help achieve these aims, all parents will automatically be members of the Parent Forum at their child’s school and will be entitled to have a say in selecting the Parent Council (the representative body) to work on behalf of all parents at the school. The role of the Parent Council is to:
. support the school in its work with pupils . represent the views of all parents . encourage links between the school, parents, pupils, pre-school groups and the wider community . report back to the Parent Forum
The new Parent Council has been recognised in law since August 2007. For more information on the Parental Involvement Act, or to find out about parents as partners in their children’s learning, please contact the school or the Department of Education & Children’s Services or visit the Parentzone website on www.parentzonescotland.gov.uk
Parent/Teacher Association
A Parent/Teacher Association exists and holds both educational and social gatherings in the course of each school year. They are supportive towards all school activities and spend much of their time fundraising for additional items of school equipment and to subsidise travel for school outings and special events in the school calendar.
Improving Communication with Parents Information from Scottish Parent Teacher Council
The Scottish Parent Teacher Council is the national organisation for PTAs and PAs in Scotland and runs an independent helpline service for all parents. You can contact the Scottish Parent Teacher Council by phone/fax on 0131 226 4378, by e-mail on [email protected] or write to SPTC, 53 George Street, Edinburgh EH2 2HT.
Transfer from Nursery Class to Primary
We have a separate leaflet on transitions which gives more detail. Please contact the school office for a copy of this.
Parents enrolling their child in the nursery class are not guaranteed a place in the P1 class, as priority is given to children from the catchment area.
The Education Authority does not support the attendance of individual children at more than one nursery class, and whilst it is open to parents to apply for a nursery placement in more than one class, attendance will be restricted to one class only.
44 Transfer from Primary School to Secondary School
The secondary school to which pupils from Aberlady normally transfer is North Berwick High School. (Telephone Number 01620 894661)
The normal stage of transfer to secondary education is after seven years of primary education, i.e. at approximately twelve years of age. Parents are informed of transfer arrangements by December of the pupil’s last year in primary school.
A transition information leaflet will be made available to explain the key points and considerations taken when pupils move on in the education system. We hope this will prove useful. The Head Teacher of North Berwick High School has a meeting in November with all parents of P7 pupils at Aberlady Primary to begin discussions and support for the P7 to S1 transition.
Employment of Children
Children under the statutory age can only be employed within the terms of the bye-laws on the Employment of Children. These regulations do not permit the employment of children under 13 years of age, and for those over that age, there are limits on the hours and type of employment which are allowed. Parents and employers must both complete an application form for an employment permit before the employment begins.
Further details can be obtained from the Department of Education & Community Services, Inclusion & Equality, John Muir House, Haddington, EH41 3HA
Complaints Procedures
Most complaints can and should be resolved at school level. If you have cause for concern, the first person to approach will normally be the Head Teacher.
If you remain dissatisfied, you may make a complaint in writing to one of the service managers: e.g. Director of Education, Head of Education.
The address is the Department of Education & Community Services, John Muir House, Haddington, East Lothian EH41 3HA.
Accuracy of Information The information contained in this booklet is accurate at present, but it should be noted that it may vary in future years with changes in policy, roll, staffing and resources. The information may also change over a session.
Written in conjunction with Mrs I’Anson (previous Headteacher) & Pam Currie Headteacher 2015/16 45
Appendix I
Useful Telephone Numbers
Head of Education Mr Darrin Nightingale 01620 827596 Strategic Business Manager Richard Parker 01620827633 Principal Behaviour Support Officer Fraser Parkinson 01620 827961 Parental Involvement Act (Parent Forums/Councils) Valerie McIntyre 01620 827494 Free School Meals and Clothing Grants, EMA’s Fiona Brown 01620 827587 Education & Community Services Reception 01620 827631 Integration Team, based at Randall House, Macmerry Raymy Boyle 01620 829909 School Lets Frances McInnes 01620 827811
Scottish Government Education Department Victoria Quay EDINBURGH EH6 6QQ Telephone Number 0131-556 8400
Mrs Lauren Rodger – Headteacher North Berwick High School Grange Road North Berwick EH39 4QS 01620 894661
ABERLADY PRIMARY SCHOOL Parent Council & PTA Links
All parents/carers of children attending Aberlady Primary School are members of the Parent Forum and as such may attend all meetings of the Council. The Council comprises of parents/carers who have volunteered and been elected to sit on this Council. The names and contact mechanisms for council members are displayed at the school entrance, the nursery entrance and on the school’s website. Each stage in the school has a nominated spokesperson. Please feel free to contact the members if you wish. Should you have a specific concern, it is always helpful to contact the head teacher or school office to discuss matters in the usual manner.
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School Session Dates East Lothian Council
Department of Education and Community Services
EAST LOTHIAN COUNCIL RESOURCES AND PEOPLE SERVICES SCHOOL SESSION DATES 2015/16
TERM 1 Staff In-service Day 1 Monday 17 August 2015 Staff In-service Day 2 Tuesday 18 August 2015 Pupils Resume Wednesday 19 August 2015 Autumn Holiday (schools closed) Friday 18 September 2015 Autumn Holiday (schools closed Monday 21 September 2015 All Return Tuesday 22 September 2015
All Break Friday 9 October 2015 Staff In-service Day 3 Monday 19 October 2015 Pupils Resume Tuesday 20 October 2015 Term Ends Friday 18 December 2015
TERM 2 All Resume Tuesday 5 January 2016 All Break Friday 12 February 2016 Staff In-service Day 4 Monday 22 February 2016 Pupils Resume Tuesday 23 February 2016 All Break Thursday 24 March 2016 Good Friday – 25 March 2016 Easter Monday – 28 March 2016 TERM 3 All Resume (Staff and Pupils) Monday 11 April 2016 May Day (Schools closed) Monday 2 May 2016 All Resume Tuesday 3 May 2016 Staff In-service Day 5 (pupils off) Monday 23 May 2016 Pupils Resume Tuesday 24 May 2016 Term Ends Friday 1 July 2016
Provisional 2016/17 Staff Resume Monday 15 August 2016
Approved by Education Committee on 30 September 2014 47