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Sgoil an Rubha New Garrabost Point HS2 0PX Sgoil an Rubha New Garrabost Point HS2 0PX Tel – 01851 870641 Head Teacher – Mr Calum Maclean www.sgoilanrubha.co.uk SCHOOL INFORMATION Sgoil an Rubha is the new school for the pupils of Point. It is located in the village of Garrabost which is centrally positioned in the district of Point. It is some 7 miles from the town of Stornoway, the main town in the Island of Lewis. In session 2012 – 2013 there are 151 pupils in the school. These are made up of 21 Gaelic Medium pupils and 130 English Medium pupils. There are also 12 pupils in the Gaelic Nursery and 17 in the English Nursery. This year the school has 8 full-time equivalent members. Support for Learning is covered by 0.8 of a staff member. Alongside this there is 0.2 Management/Admin Support. Specialist in Music, Art and P.E visit the school periodically. Through the Youth Music Initiative tutors come to tutor some pupils who have opted for additional support in Music. The school has a number of assistants/auxiliaries. Their duties vary from one to one support to full class and school support. The school has the services of one full time and two part-time Janitors under the Management Facilities Agreement for the school. It also has the services of a part-time School Assistant. A Parent Council meets regularly in the school. There is also an active Pupil Council in place within the school. 1 SCHOOL AIMS At Sgoil an Rubha we aim to provide a balanced and broad-based curriculum in accordance with national and local guidelines which offer choice, breadth, balance and progression. to raise the standards of attainment by having high, but realistic expectations, encouraging and promoting positive self-esteem, and providing regular feedback which is clear, informative and supportive. to promote excellence of teaching in order to provide stimulating and relevant learning experiences designed to motivate, meet the wide ranging needs and interests of pupils and give them and their parents regular, accurate and helpful information about their progress. to guide pupils in their personal and curricular aspirations, recognising their wider achievements. Ensuring that all who require particular help with their learning are supported in ways which meet their individual needs. to provide a happy, caring, stimulating and inviting school environment which is based on the promotion of mutual respect among pupils, staff, parents and local community. The 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. 2 Pupils start at 9.10am and continue until 3.10pm. There is a warning bell at 3.05pm in order for pupils to start preparing to get ready for home. The school day for pupils is structured as follows: School opens Morning break Lunch break for P1-3 Lunch break P4-7 School closes 9.10 10.50 – 11.05 12.30 – 1.15 1.00 – 1.45 3.10 Pupils line up in the canteen area at 9.10am where teachers will then take them to their classes. At breaks and lunchtimes, pupils will line up outside the Activity area or in the cloakroom area on wet playtimes. SECURITY Your children are in our care and while parents and visitors are most welcome, in the interests of security everyone must report to the main door and reception in the first instance. 3 THE SCHOOL CURRICULUM Every child and young person is entitled a curriculum which is coherent from 3-18. Curriculum for Excellence aims to help every learner develop knowledge, skills and attributes for learning, life and work, which are encapsulated in the four capacities. The focus of learning and teaching will be on the four capacities, hopefully enabling our pupils at Sgoil an Rubha to become: Successful Learners Confident Individuals Responsible Citizens Effective Contributors The curriculum includes all of the experiences which are planned for children and young people through their education. These experiences are grouped into four categories. Curriculum areas and subjects The curriculum areas are the organisers for setting out the experiences and outcomes. Interdisciplinary learning How the curriculum should include space beyond subject boundaries. Ethos and life of the school The starting point for learning is a positive ethos and climate of respect trust based upon shared values across the school community. 4 Opportunities for personal achievements Pupils need opportunities for achievements both in the classroom and beyond, giving them a sense of satisfaction and building motivation, resilience and confidence. The expectations for learning within the curriculum areas should be gathered under: Expressive Arts Health and Wellbeing Languages Mathematics Religious and Moral Education Science Social Subjects Technologies These curriculum areas provide a device for ensuring that learning takes place across a broad range of contexts, and after a way of grouping experiences and outcomes under recognisable headings. Taken together, experiences and outcomes across the curriculum areas will sum up national aspirations for every young person: the knowledge and understanding, skills, capabilities and attributes we hope they will develop. CURRICULUM FOR EXCELLENCE ACHIEVEMENT FRAMEWORK Experiences and outcomes for most children or young people Level Early In pre-school and in primary 1 First By end of P4, but earlier for some Second By end of P7, but earlier for some Third In S1 – S3, but earlier for some Fourth Fourth level broadly equates to SCQF Senior In S4-S6, but earlier for some 5 ADDITIONAL SUPPORT FOR LEARNING We aim as far as possible to educate pupils who have additional support needs alongside their peer group. When necessary, extra help is provided. This help is delivered in a flexible manner and the pupils can be seen individually, in a group or class. The Additional Support Needs of the Children are identified through a process of Staged Assessment and Intervention. The process of Staged Assessment and Intervention provides a structured system for identification, assessment, planning, review and record keeping for individual children who receive additional support of any kind. The Getting it Right Approach for Children and Young People (GIRFEC) in the Western Isles puts in place a network to promote wellbeing so that children and young people get the right help at the right time. All Looked After Children and Young People are considered to have additional support needs. This is the case unless the school establishes they do not have additional support needs. The Local Authority must consider whether each looked after child requires a Co-ordinated Support Plan (CSP). The CSP is used to ensure a co- ordinated approach to providing support for children. The CSP will summarise assessments carried out for the child, explain the nature of the child‟s difficulties and outline the difficulties the Authority will take to support the pupil‟s needs. An assessment service is also provided by the teacher of children with visual and hearing impairment. The Speech Therapist also visits the school to help any pupils who require support. In addition, an Educational Psychologist advises on the varied behavioural and learning difficulties which all pupils can experience. He can work directly with pupils and families if required. 6 Under the Equality Act 2010, the Education Authority is not allowed to discriminate against disabled pupils. Mediation is provided by Resolve in the Western Isles. It is a non judgemental voluntary process which seems to resolve misunderstandings in the early stages to prevent them escalating. Parents also have the right to have an advocate present at Mediation and this is available through Advocacy Western Isles. Parents should also be aware of the following organisations which provide advice and further information. Children in Scotland: Working for Children and their Families, trading as Enquire – a charitable body registered in Scotland under registration number SC003527 Scottish Independent Advocacy Alliance, a charitable body registered in Scotland under number SC033576 Scottish Child Law Centre, a charitable body registered in Scotland under registration number SC012741 7 LEARNING AND TEACHING We aim to teach our children by using a wide variety of active, practical and stimulating learning and teaching approaches. ACTIVE LEARNING Active Learning is learning which engages and challenges children‟s thinking using real life and imaginary situations. Children learn by doing, thinking, exploring through quality interaction, intervention and relationships, founded on children‟s interests and abilities across a variety of contexts. CO-OPERATIVE AND COLLABORATIVE LEARNING At Sgoil an Rubha we recognise that learning is frequently most effective when learners have the opportunity to think and learn together, to discuss ideas, question, analyse and solve problems. ENTERPRISING APPROACHES A range of enterprising approaches are engaged in teaching to encourage pupils to develop skills for future life and work. We feel that experience of enterprise allows pupils to become more self- reliant, responsible, creative, manage risk and gives entrepreneurial opportunities. 8 ICT in EDUCATION Staff are encouraged to be creative in their use of ICT so that it is at the heart of teaching and learning. Pupils have access to netbooks throughout the school. TRANSITION Pre-school to Primary School At Sgoil an Rubha we believe that creative collaboration between nursery and primary school makes first day nerves a thing of the past. We believe a transition shouldn‟t be a sudden change but that it should flow from one situation to another. The Primary One teacher has close links with the Nursery visiting regularly from Term 2 so that pupils will be familiar with her. The Nursery is part of the school and pupils regularly use areas of the school such as the library, gym hall and playground. 9 In Term 3 Active Schools have a number of active sessions with pre- school and primary one pupils.
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