barassie primary handbook
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Barassie Primary handbookTRANSCRIPT
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Barassie Primary School
H A N D B O O K
January 2013
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Contents
Page No. SECTION A General School Information ....................................................................... 3 1. Head Teacher Welcome Statement ............................................................................. 3 2. School Ethos, Aims and Values ................................................................................... 4 3. School Information ...................................................................................................... 6
Name
Address
Telephone number
Email address
Website
Denominational status
Accommodation and capacity
House structure
Nursery provision
Catchment map and area 4. School Staff ................................................................................................................. 9 5. Management Team ................................................................................................... 10 6. The School Year and School Hours ........................................................................... 11 7. Enrolment .................................................................................................................. 12
SECTION B Teaching and Learning ............................................................................ 14 1. Curriculum for Excellence .......................................................................................... 14 2. The Core Curriculum ................................................................................................. 15 3. Extra Curricular Activities .......................................................................................... 26 4. Homework Policy ...................................................................................................... 26 5. Assessment and Reporting ....................................................................................... 28 6. School improvement .................................................................................................. 29 7. Support for Pupils (Additional Support Needs) ........................................................... 31 8. Getting it right for Every Child (GIRFEC)....................................................36 9. Child Protection.............................................................................................36 10. Composite Classes ................................................................................................... 37 11. Religious and Moral Education .................................................................................. 38 12. Sensitive Aspects of Learning .....................................................................39 13. Equal Opportunities and Inclusion ............................................................................. 39 14. Health and Wellbeing (including the School Discipline Policy)................40 15. Pupil Council..................................................................................................42
SECTION C Home / School / Community .................................................................... 44 1. Parental Involvement and Home School Links...........................................44 2. Parents as Partners – Parent Council and Parent Forum..........................45 3. Choosing a school ..................................................................................................... 46 4. Attendance.....................................................................................................47 5. Transferring Educational Data about pupils ............................................................... 49 6. School Uniform Policy ............................................................................................... 51 7. Transfer to Secondary School ................................................................................... 52 8. Public Private Partnership (PPP) Programme ............................................................ 53 9. Parental Complaints Procedure ................................................................................. 53
SECTION D Care and Welfare ...................................................................................... 54 1. Playground Supervision .............................................................................. 54 2. School Meals and Free School Meal Information ........................................ 54 3. Footwear and Clothing Grant Information ................................................... 56 4. Transport Guide to Parents ......................................................................... 56 5. Insurance .................................................................................................... 58 6. Valuable Items ............................................................................................ 58 7. Use of Mobile Phones ................................................................................. 58 8. Health and Medical Information ................................................................... 59 9. Data Protection Act ..................................................................................... 62 10. Freedom of Information (Scotland) Act 2002 ............................................... 62 11. Helpful addresses and websites ......................................................63
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SECTION A – General School Information
1. Welcome by Head Teacher
Dear Parent/Carer
Welcome to Barassie Primary School. We hope this handbook provides you with
an insight about the many activities that your child will participate in during
their time here. If you have any further questions, please do not hesitate to
contact myself, any member of staff or the school office.
All staff in Barassie Primary work towards creating a happy, relaxed learning
environment, where your child will be encouraged to participate in the life of the
school, to work hard and to strive to achieve their potential. We provide high
quality learning experiences through a curriculum that meets the needs of all
children and opportunities to become involved in the wider life of the school.
This enables all children to become successful learners, confident individuals,
responsible citizens and effective contributors.
Working in partnership with parents is an important aspect to the life of
Barassie Primary and essential in ensuring that your child has the best
educational experiences possible. There are an ever-increasing number of
opportunities for you, as parents, to be involved in the life of our school.
Please feel free to contact us if you have any questions or would like to
share any ideas or suggestions you may have.
We look forward to working alongside and forming a positive relationship
with you and your child.
Jennifer Richardson Acting Head Teacher
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2. School Ethos, Aims and Values
Our School Aims
PARENTS SCHOOL ENVIRONMENT
1: We aim to create a positive school ethos that promotes inclusion and
equality by: developing the child in every way – emotionally, socially, physically,
aesthetically, spiritually, morally and intellectually encouraging good relationships creating an atmosphere of trust,
responsibility and mutual respect developing a sense of belonging to the school, local and wider community fostering the right attitude to learning
2: We aim to provide an appropriate curriculum for all, which will:
cater for all needs and abilities be delivered by quality learning and teaching provide a variety of learning opportunities
3: We aim to assist with personal and social development and to teach
citizenship by: encouraging the concepts of respect for others as well as self personal rights and obligations honesty, conscientiousness self-discipline and initiative independence and a sense of responsibility
4: We aim to promote effective partnership with home, school and community
by: regular newsletters, reports and workshops new transition records – nursery – P1 involving parents in helping in classrooms and on educational outings supporting the Parent Teacher Association and Pupil Council Contributing to the work of the community with school shows etc.
5: We aim to improve standards and raise achievement by:
fostering in the individual child the right attitude to learning raising standards of attainment in numeracy and literature monitoring pupil attainment
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developing a systematic approach to school self evaluation and quality
improvement – nursery/primary In other words, we want to give our pupils the best possible start to their
education. We will do our best to help them grow and develop in a caring
environment so that they achieve the highest possible standards that they can.
Barassie Primary play an active role in the community and have forged links
with various local organisations such as Ayr United, Piersland Hotel, Seagate
Evangelical Church, Troon Old Parish Church, Troon Lifeboats, community
police, Ayrshire Branch Scottish Country Dancing Association, Troon Library
and Brodlie‟s chemist. Members of the local community also provide our pupils
with extra-curricular activities such as Ayrshire Bridge Club and Active
Schools. Our school choir regularly entertains the Barassie Senior citizens
who meet weekly in the lifelong learning suite.
Barassie Primary has set out its five core values.
These are:-
honesty
positive attitude to learning
respect
compassion
responsibility
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Name BARASSIE PRIMARY SCHOOL
Address BURNFOOT AVE.
BARASSIE
KA10 6RQ
Telephone Number 01292 690072 fax; 01292 314393
Email address
Website address
[email protected] http://www.barassie.sayr.sch.uk
Jennifer Richardson ( Acting Head Teacher)
01292 690072
Denominational status Non-Denominational
Teaching by means of Gaelic Language
Not Offered
Accommodation and capacity 350 The school has 12 class bases, ICT suite,
Gymnasium, Library, Music & Drama room, 3
pupil support rooms and open multi -purpose
areas. In addition there is a Lifelong Learning
suite, office accommodation, visiting specialist
room, medical facilities and a conference
room. The nursery has 2 rooms. Parents should note that the working capacity
of the school may vary dependent upon the
number of pupils at each stage and the way in
which the classes are organised. (The definition of ‘parent’ used is the broadly framed definition set out in the 1980 Act which is as follows: ‘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. This is a wide definition which can include, by way of example, non-resident parents who are liable to maintain or have parental responsibilities in respect of a child and others with parental responsibilities,
3. School Information
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e.g. foster carers or kinship carers.)
House structure The school operates a four house system, the
houses are Burns, Boswell, Fleming and
McAdam
Nursery provision Morning and afternoon sessions - 50 places
available at each session.
Catchment map and area Map attached. Details of the school‟s
catchment area and street names are available
for inspection at the school and parents can
also access them on the Council‟s website at
www.south-ayrshire.gov.uk. Catchment map
and area (available from School Management
Section, Children and Community, County
Buildings, Wellington Square, Ayr KA7 1DR
Useful links to additional information to be found in Appendix A
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Barassie Primary Catchment Area
Map
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4. School Staff
Name Designation
Miss J Watson Teacher - Primary 1a
Mrs A Grant Teacher - Primary 1b
Miss L McMillan Teacher – Primary 2a
Miss C Richmond/Mrs K Crossan Teacher Primary 2b
Mrs E Bell Teacher - Primary 3
Miss C Wright Teacher – Primary 4
Mrs E Ni´ Laighin Teacher Primary 5/4
Mrs L A MacLeod Teacher – Primary 5
Mrs J Martin Teacher – Primary 6
Mrs M Blair Teacher – Primary 7a
Miss K Adams/Mrs K Crossan Teacher – Primary 7b
Mrs A Tait Temporary Teacher
Mrs C Wainwright Teacher - Pupil Support
Mr S McAughtrie Music Teacher – Brass
Mrs L O‟Hagan Teacher – Nursery
Mrs A Beattie Nursery Nurse
Mrs S Campbell Nursery Nurse
Miss R Craig Nursery Nurse
Ms V McHugh Nursery Nurse
Ms P McLennan Nursery Nurse
Mrs V Rodgers Administration Team Leader
Mrs D Richmond Finance Officer
Miss F Anderson Clerical Assistant
Mrs S Mackin Clerical Assistant
Mrs A Neil Clerical Assistant
Mrs A Swan Classroom Assistant
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Mrs J Wilson Classroom Assistant
Miss A Clark Pupil Support Assistant
Mrs A Ross Pupil Support Assistant
Mrs K Hendrie Pupil Support Assistant
To be appointed School Chaplain
Mr J Calder Janitor
Mr S Darroch Janitor
Miss L Calder Cleaning supervisor
Mrs E Barr Cleaner
Ms P Goldie Cleaner
Mrs J Sinclair Catering Manager
Mrs J Duncan Catering Assistant
Mrs J Evans Catering Assistant
Mrs A Garven Catering Assistant
Mrs R McLurkin Catering Assistant
Mr C Barren Active Schools Co-ordinator
Mrs W Gordon School Nurse
Dr J Holland School Doctor
Mr S Beck School Psychologist
5. Management Team
Name Designation
Miss J Richardson Acting Head Teacher
Mrs G Hartley Acting Depute Head/Principal Teacher
Mr S McCallum Acting Depute Head/Principal Teacher
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6. The School Year and School Hours
School Day The following is a list of the main school holiday dates for Session 2013-2014
Term Break Dates of Attendance
School
Closes
First
Mid Term
Teachers (Inservice)
Teachers (Inservice)
Pupils return
local holiday local holiday
Close
Teachers (Inservice)
Re-open (Pupils)
Close
Thurs
Fri
Mon
Fri
Mon
Fri
Mon
Tues
Fri
15 Aug 2013
16 Aug 2013
19 Aug 2013
20 Sept 2013
23 Sept 2013
11 Oct 2013
21 Oct 2013
22 Oct 2013
20 Dec 2013
1
2
7
85
Second
Mid Term
Re-open
Close
local holiday local holiday Teachers (Inservice)
Re-open (Pupils)
Close
Mon
Thurs
Fri
Mon
Tues
Wed
Fri
6 Jan 2014
6 Feb 2014
7 Feb 2014
10 Feb 2014
11 Feb 2014
12 Feb 2014
4 Apr 2014
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18
19
144
Third
May Day
Re-open
Teachers (Inservice) local holiday
Close
Tues
Mon
Fri
Mon
Fri
22 Apr 2014
5 May 2014
23 May 2014
26 May 2014
27 Jun 2014
30
31
32
66
195
Session
2014/15
Teachers (Inservice)
Teachers (Inservice)
Pupils return*
Fri
Mon
Tues
15 Aug 2014
18 Aug 2014
19 Aug 2014
NB Good Friday: 18th April 2014
*Pupil’s attendance will be 190 days after deducting 5 in-service days.
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School Day
Open: 9.00 am
Interval: 10.30 am –10.45 am
Lunch: 12.15 pm – 1.15 pm
Close: 3.15 pm
Please note primary 1 children are dismissed at 12.15 pm each day until the first
Monday in September when they will be dismissed at 3.15 p.m.
NURSERY - Morning Session: 9.00 – 11.30.
Afternoon Session: 12.30 – 3.00
7. Enrolment
Enrolment
Enrolment takes place annually in January or February, when details are given in
the local press.
Children who reach the age of 5 years before 01 March of the following year are
eligible for enrolment for the primary class beginning in August each year.
Children who live in the catchment area of a particular school require to enrol at
that school when they will be informed of their right to make a placing request to
another school of their choice and will be informed of the conditions pertaining to
this.
During the summer term, parents of children about to enter Primary 1 in August
will be invited to the school on several occasions. For the child this is an
opportunity to meet new classmates and the teacher and to experience some
school activities. This is also a chance for parents to meet each other and some of
the staff. School routines and arrangements will be explained and questions
answered.
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Parents who are seeking a place in the school for their children at any stage can
arrange a visit to view the school and ask any question they may have by making an
appointment, either by post or by telephone, with the head teacher.
NURSERY -Applying for a Nursery Class Place - Registration Week –
January/February
All children who will be aged 3 or 4 during the following school session will be
invited to attend their preferred Nursery Class and complete an application form.
Enrolment Procedures In May/June successful applicants will be invited to complete the enrolment sheet,
and to be shown the nursery class. At this visit each child receives a letter with
the starting date and time.
In August there is a staggered entry with a shorter session until all the children
have started. Staff use this extra time to study information on the new children
and to have visiting specialists give talks on Special Needs children.
Arrival and Collection of Nursery Children It is expected that a responsible adult will bring your child to and from the
Nursery Class. If on any one day, the usual adult changes - please inform the
Staff (verbally, by letter or a „phone‟ call) the name of the person who will be
collecting your child. This avoids difficult security situations arising when a child
cannot be allowed to leave with an adult who is a „stranger‟ to the staff.
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SECTION B – Teaching and Learning
1. Curriculum for Excellence
Curriculum for Excellence is now being implemented across Scotland for all 3-18 year
olds – wherever they learn. It aims to raise standards, prepare our children for a
future they do not yet know and equip them for jobs of tomorrow in a fast changing
world.
Curriculum for Excellence enables professionals to teach subjects creatively, to work
together across the school and with other schools, to share best practice and explore
learning together. Glow, Scotland‟s unique, world-leading, online network supports
learners and teachers in this and plans are already in place for parents across the
country to have access to Glow.
Teachers and practitioners will share information to plan a child‟s „learning journey‟
from 3-18, helping their progression from nursery to primary, primary to secondary and
beyond, ensuring the change is smooth. They‟ll ensure children continue to work at a
pace they can cope with and with challenge they can thrive on.
Curriculum for Excellence balances the importance of knowledge and skills.
Every child is entitled to a broad and deep general education, whatever their level and
ability. Every single teacher and practitioner will be responsible for literacy and
numeracy – the language and numbers skills that unlock other subjects and are vital to
everyday life.
It develops skills for learning; life and work to help young people go on to further
study, secure work and navigate life. It brings real life into the classroom, making
learning relevant and helps young people apply lessons to their life beyond the
classroom. It links knowledge in one subject area to another helping children
understand the world and make connections. It develops skills so that children can
think for themselves, make sound judgements, challenge, enquire and find solutions.
There will be new ways of assessing progress and ensuring children achieve their
potential. There will be new qualifications for literacy and numeracy from 2012/13 and new
National 4 and 5 qualifications from 2013/14. Our well regarded Access, Highers and
Advanced Highers will be updated to take account of and support the new approaches
to learning and teaching.
There‟s personal support to help young people fulfil their potential and make the most
of their opportunities with additional support wherever that‟s needed. There will be a
new emphasis by all staff on looking after our children‟s health and wellbeing – to
ensure that the school is a place where children feel safe and secure.
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Ultimately, Curriculum for Excellence aims is to improve our children‟s life chances, to
nurture successful learners, confident individuals, effective contributors, and
responsible citizens, building on Scotland‟s reputation for great education.
2. The Core Curriculum
Guidelines for the curriculum are provided at National Level by the Scottish
Government, by South Ayrshire Council and by other agencies. In Barassie
Primary, the curriculum is designed taking these guidelines into account to
provide a balanced programme of learning based on Curriculum for Excellence.
All pupils work at their own level with pupils setting achievable targets in their
learning. There will be increased opportunities for personal achievement.
Across all stages of the school, our pupils learn in an active way. Children are
given the opportunity to interact, discuss, discover and learn from each other.
They work and learn together in a co-operative way, making decisions and
directing a lot of their own learning.
Curriculum for Excellence, Summary of structure Looking at the curriculum differently:
Opportunities for personal achievement Interdisciplinary projects and studies built in Ethos and life of the school as a community Curriculum areas and subjects
Interdisciplinary aspects built in:
Enterprise; Citizenship; Health; Creativity; Sustainable development; Problem
solving; Developing informed attitudes.
Designed around seven principles:
Challenge and enjoyment; Breadth; Progression; Depth; Personalisation and choice;
Coherence; Relevance.
Developing four capacities of learners:
Confident individuals Effective contributors Successful learners Responsible citizens
Curriculum focus:
Health & well being Languages Mathematics Sciences
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Social studies Expressive arts Technologies Religious and moral education
Literacy/English
The development of language skills are crucial to a child‟s success in school. High
priority is placed on giving pupils command of the English language and the ability
to use it. This includes having a knowledge and understanding about language,
listening attentively, talking effectively, reading with understanding and writing
fluently and legibly with accurate spelling and punctuation.
Reading - Heinemann Storyworlds; Kingscourt Reading Pre -reading activities have started before your child comes to school and continue
until he/she is ready for more “formal reading activities”. Early reading consists
of looking at and talking about pictures and then moves on to matching words and
phrases in books.
During the early years they are also taught sounds and letters of the alphabet to
help them work out unfamiliar words. The development of reading skills gradually
progresses through the Primary school encouraging children to read for pleasure
and also for information.
Alongside the more formal reading material, we use a selection of “real books”, to encourage children to read. Recreational readers are being used at
each stage and parents are encouraged to have regular reading sessions with their
children - reading to them, reading with them, listening to them read and
discussing books.
Our main schemes for reading are Heinemann Storyworlds P1-3 and Kingscourt
Reading Scheme P4-7.
We investigate genre through Pelican Interactive Big Books, giving children
opportunities to explore author‟s style, setting, character and plot.
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We teach children to make use of the school library and also the local library.
Children have to learn to use a variety of skills in reading different types of text,
but they also have to derive enjoyment from books. We value the help from
parents in encouraging children to read regularly. It is our aim that all pupils
acquire the reading habit which will remain with them for the rest of their lives.
Literature Circles –
Pupils at Barassie Primary have the opportunity to work as part of a Literature
Circle every year from Primary 2 onwards. We have a range of resources to
support Literature Circles.
A Literature Circle is a student centred reading activity for a group of 4 students
at any reading stage. Each member of a temporary circle is assigned a role which
helps guide the group in a discussion of the title they have selected to read. The
group members will be given a choice and determine what topics and questions will
be discussed and how they will share what they have learned. Pupils will also work
on specific literacy tasks related to their chosen text. Literature Circles provides
an opportunity for students to control their own learning; to share thoughts;
concerns and their understanding of the events of the novel.
Benefits of learning to read through Literature Circles include:-
• Providing an opportunity for students to control their own learning; to share
thoughts, concerns and their understanding of the events of the novel.
• Reader response centred
• Groups formed by book choice
• Structured for student independence, responsibility, and ownership
• Guided primarily by student insights and questions
• Flexible and fluid: never look the same twice
• Intended as a context in which to apply reading and writing skills
• Pupils extend vocabulary and extract meaning from unknown words
• Pupils are enthusiastic and are keen to do well
Writing -
Write To the Top; Think About It; North Lanark Writing, Nelson Handwriting
Writing takes three main forms – personal writing, functional writing and
imaginative writing.
Some parents are very worried about whether their child can write his/her own
name before coming to school - this is not important. In fact it is much easier for
your child to be taught correct letter formation in school if there has been no
pre-school teaching of writing. Please do encourage your child to draw and paint
using pencils, felt pens, brushes, crayons etc. Making jigsaws, playing with
plasticine and play dough can help strengthen hand muscles and this will help your
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child greatly when he/she is ready to start writing. Your child will spend a great
deal of time drawing in Nursery in preparation for the first stages of letter
formation which is taught using Think About It! and Nelson Handwriting. When
individual letters are mastered the child progresses to grouping these letters
together to form words. This process may seem a bit slow in the early stages but
it does work and the children taught by this method can subsequently produce a
hand writing style that is both clear and efficient. This allows them to
concentrate on the content of what is being written without having to worry too
much about how the actual words are being formed - this is crucial in the later
years of Primary school when the quantity and variety of the work expected of the
children increases. Formal handwriting practice is encouraged at every stage in
the school to encourage speed; accuracy in these aspects of language is
encouraged whenever possible.
Children require expressing themselves in different written formats and for
different reasons. They are given the opportunity to express their own ideas and
opinions or for a more practical purpose to learn the skills for letter writing,
completing forms etc. This is done mainly through topic work as this gives
relevance to the tasks and children are motivated because they are interested and
involved.
A number of methods are used to improve sentence structure, spelling,
punctuation and use of vocabulary. These are not taught in isolation, but are part
of an integrated approach to ensure accurate and fluent expression.
Talking – Hear Say Talking is a very important and sometimes much neglected skill. In the infant
department there is a great deal of emphasis on the pupils being able to give a
good account of what he/she is doing in school - pupils are encouraged to talk at
great length about what they are drawing or making, or where they have been, or
what they intend to do next. The development of this skill is consciously
encouraged throughout the whole school - by the time children reach Primary 7
they should be able to give clear accounts of their work, interview people for information, put forward a point of view in a debate etc. - all skills they will need if
they are to be successful in their adult life.
It is through discussion and talking together that children make sense of their
learning. Many opportunities are planned for children to talk in pairs, groups, with
the teacher and other adults.
Listening – Hear Say Throughout the whole primary school, our children are encouraged to develop the
skills of listening by various activities - listening to teachers reading stories,
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listening to other pupils giving reports of a visit or specific activity, listening to
assemblies etc. In the classroom children are taught to be active listeners. A
variety of activities are used such as tapes, games, stories and music. Listening
skills are developed through every aspect of the curriculum.
Modern Languages - Currently all pupils in Primary 6 and 7 are given the opportunity to learn French.
The programme of work in use has been devised in liaison with cluster primary
schools and Marr College.
Numeracy and Mathematics
For young children maths is embedded in their play and everyday situations. In
Barassie Primary we build on and extend these experiences in a structured way.
The science and technology assignments in the activity areas will reflect this.
They will be carefully structured, monitored and assessed. Pupils learn effectively
and efficiently in a relaxed well-planned atmosphere.
We lay considerable emphasis on our children learning basic number bonds and
tables and the teaching of these is catered for at every stage within the school
mathematics policy. This policy also provides a wide range of practical activities
and problem solving experiences - many of these linked to real life situations so
that our pupils can relate the value of what they are learning in school to their own
lives. The use of modern technology is used extensively throughout the school.
The computer is a valuable resource and learning tool in mathematics.
Although there are required targets for each stage, progression in mathematics is
dependent on the pupils‟ abilities and no pupil will be forced into tackling work,
which is beyond his/her capabilities.
At present we are using TJ Mathematics Scheme and Active Heinemann maths as
well as supplementary materials from Heinemann and Nelson Thornes. These
schemes are popular in Scottish primary schools and are ones which link well with
the new measurement, money, information handling and calculator work. They are
complete programmes of mathematical activities, which cover primary education
and beyond. Essential features of these courses are activity and experience so
that the child understands each process. This is then followed by consolidation
practice. By learning mathematical skills in this way the subject can be seen as a
meaningful and useful tool.
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At school we make opportunities available for the children to develop mathematical
skills using other published materials, teacher prepared sheets and activity based
learning experiences.
Social Studies
The learning in social subjects is organised into 3 areas:
Social Studies- People and place
People in the past People in society
We feel that HOW the children learn is as important as WHAT they learn.
Children are encouraged to learn by being involved and the key words are activity
and enquiry.
These studies are approached through a study “topic”, embracing some, or all of
the aspects mentioned above. Individual classes will study three or four topics per
year - these topics integrate most other subjects in the curriculum and offer a
vehicle for the application of skills taught in other areas. Our current programme
allows for greater emphasis on studying the local area as a starting point before
going on studying topics of a more general, national or international significance.
Our programme is designed to provide our pupils with continuity, progression and
balance over their seven years in primary school. The programme will also attempt
to provide appropriate “entry points” for children joining midway through their
school career for a shorter length of time while still maintaining continuity for
those pupils who have been in Barassie since Primary 1 and will stay with us until
transfer to Marr College.
Through our programme, we hope to foster in our pupils, interest in current issues,
appreciation of and care and concern for responsible use of our environment and
also respect and tolerance for other peoples points of view.
The topics offer ample opportunities for active learning, fieldwork and when
appropriate, excursions to places of interest and involvement with the local
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community. They are planned in a discreet and cross curricular way. Pupils are
involved in planning their learning with their teacher.
Science
Science is an important part of our heritage and we use it every day.
It is our aim through their learning in science that children develop an
interest in and understanding of the living, material and physical
world.
The children are encouraged to ask questions, experiment, observe, collect,
measure, analyse, interpret, draw conclusions and report on findings. We use a variety of resources including inter-active whiteboard to deliver our
science curriculum.
Technologies
The role of technology in our ever changing world is huge. Children
in our school learn about technological developments, computing,
food and textiles, engineering, problem solving etc. Children will
become very confident in the use of computers and a number of
computer based packages.
Our ICT suite is timetabled to allow focussed teaching. In addition, all classes
have the use of an inter-active whiteboard and PCs to enhance learning and
teaching. Additional technological resources such as visualisers, easi-speak and
video cameras are also used by the children.
Expressive Arts
This includes Art & Design, Drama, Music and Dance. Boys and girls cover an
identical curriculum.
MUSIC The main priority of music in the school is enjoyment. The children
are given experiences of rhythm, pitch and melody. The children
are given the chance to sing, listen to music and to create music of
their own. Many types of classical music are included in the
listening sections. The school enjoys a link with Marr College and
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some children are fortunate to receive brass tuition from a visiting teacher. Pupils are given the opportunity to present their music to a variety of audiences.
ART Art is taught using Curriculum for Excellence guidelines and incorporating
materials designed by Pat Shanks for South Ayrshire Council. This
programme is aimed at teaching the required skills in a systematic
and progressive way. Our aim is to provide all pupils with systematic
experiences of drawing, painting, picture making and 3 dimensional
work – developing skills at each stage.
DRAMA The aims of drama are to develop imagination, expression, understanding and co-
operation. This is carried out by group activities, role-playing, mime and
improvisation. The school has based P1 - 7 developments on the South
Ayrshire Drama Pack. Children at all stages are given experiences in
performance to peers and to larger audiences.
DANCE In dance the children have opportunities to be creative and to
develop technical skills. This will take the form of creative dance,
social dance and country dance.
Religious and Moral Education
Religious and moral Education enables children and young people to explore the
world‟s major religions and views.
The main aims of our programme in Barassie are:
To help pupils to develop a knowledge and understanding of Christianity and
other world religions (in Barassie these are Judaism, Islam and
Christianity);
To appreciate moral values such as honesty, liberty, justice, fairness and a
concern for others;
To investigate and help children understand what religion has to offer;
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To develop own beliefs, attitudes, moral values and practices through
personal search.
The programme gives a prominent place to Christianity but also includes
exploration of other major faiths. This helps pupils to acquire a broader
understanding and tolerance of other peoples‟ beliefs.
Throughout the seven years of primary education in Barassie, the children will
learn about three world religions, at various stages of the school.
Health & Wellbeing
As a health promoting school, Barassie has built very positive relationships with
staff, pupils, parents and outside agencies.
We encourage a greater emphasis on health throughout the curriculum, covering
physical, emotional and mental health. As well as a cross-curricular approach to
health promotion within classrooms, we also follow a calendar of whole school
health events. The Nursery and Primary 1 classes enjoy free fruit each week. As
well as serving nutritionally balanced meals at lunchtime, our catering supervisor
also provides a healthy choice tuck shop. All food and drinks supplied at Barassie,
through tuck shop, school meals and nursery snacks comply with the Health and
Nutrition Act (2007).
Health & Wellbeing is the responsibility of all staff in the school, which will ensure
children develop knowledge and understanding, and the skills needed for mental,
emotional, social and physical wellbeing. It helps them to make informed decisions
about their health.
All pupils have access to the gym two times per week and are expected to wear the
appropriate kit. Within the guidelines currently in use, various aspects of PE are
explored and taught in a structured way throughout the school. These include:
games, gymnastics, health and fitness, athletics, dance, and in swimming. As a
health promoting school, pupils are regularly given the opportunity to access a
range of additional sporting activities which encourage an active lifestyle.
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Nursery Curriculum
Our Aims:
To provide a safe, stimulating environment in which your child will feel
happy and secure; To encourage the emotional, social, physical and intellectual development of
your child; To encourage positive attitudes to self and others while developing
confidence and self-esteem; To create opportunities for play; To encourage your child to explore the world; To provide opportunities which stimulate interest and imagination and to
extend your child‟s ability to communicate ideas and feelings in a different
way.
When your child comes to nursery he/she brings three or four years of
experience, which has been gained from you. Our aims are to build on that learning
and, in partnership with you, lead your child on by guidance, help and
encouragement. We aim to enable your child to gain the greatest benefit from
play by providing a caring, stimulating, safe environment containing a balance of
play activities. To achieve success in our aims we require your help in providing
background on your child, your assistance in making the move from the family
circle out into the wider world a happy one and, your interest and support
throughout the nursery year.
Daily Routine 15 minutes - for a short time the whole group will participate in talking and listening to others.
Free Play - is encouraged, and the snack table is open for the children to enjoy between 9.15 and 11.00.
What we do The Nursery programme contains play experiences, which provide for all aspects
of your child‟s growth and which can be varied and extended, according to the
needs and interests of the child.
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Examples of various play areas are:
play with sand, water, clay and dough.
creative activities, including painting, drawing, collage and
construction with junk materials. Some activities may be messy and aprons are
provided.
storytelling and relaxing with a favourite book in the book corner.
activities which develop manipulative skills threading, cutting, fastening clothes,
hammering, screwing and construction with bricks, Lego etc.
activities which develop early reading and mathematical skills,
jigsaws, picture matching, recognising and naming shapes and colours.
activities - Inside and outside – to help physical development by regular
exercise.
music and drama activities, including organised and spontaneous play - making
music and listening to it - dramatisation of nursery rhymes, songs and stories.
P.E. - scheduled P.E. time within school gym hall.
imaginative and social play in the „home corner‟.
activities and experiences which extend your child‟s knowledge of
his/her environment - seasonal displays - planting seeds, bulbs and
plants; cooking and baking opportunities.
improved co-ordination builds up self-confidence and a child also becomes aware
of the limits of safety and learns to make decisions on it.
Throughout all these activities, the child is learning the importance of talking and
sharing - listening to others and taking turns.
In accordance with Scottish Executive requirements, Planning, Assessment,
Recording and Evaluating are in place, keeping Barassie Nursery fully up to date.
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3. Extra Curricular Activities
The range of extra curricular activities on offer at any one time depends on the
expertise and availability of staff/parent leaders. At the moment we are able
to offer the following extra curricular activities with the help of Active
Schools: -
MINI BRIDGE, SPORTING ACTIVITIES, COUNTRY DANCING, SCRIPTURE
UNION, CHEERLEADING, SCIENCE CLUB, KNITTING, ART ATTACK and
MUSICAL SOCIETY
These occasions afford the opportunity for very valuable social training apart
from the very obvious educational advantages.
The assistance of parents in extra-curricular activities is always welcome and
any parent who is able to use his or her talents or interests in this way will
receive the full support of the school.
4. Homework Policy
Children are expected to work very hard while they are in school and any homework issued
should not become an unnecessary burden to them. The school feels that issuing homework just
for the sake of it, is pointless and wasteful of the child‟s and the teacher‟s time. Homework
should always be marked and/or discussed with the child and this can take up a great deal of
valuable teaching time in school. Some form of homework can however form a link between
home and school and can start to develop a pattern of individual study, which will prove useful in
later years of schooling.
Parents can play a very valuable role in several ways - being interested in their child‟s school
life, making sure that any homework set is done in a peaceful relaxed working environment and
giving support and praise for work well done. We would ask however, that parents do not try to
teach their child by the methods familiar to themselves - this will probably confuse the child!
At every stage reading to and with a child is one of the most valuable experiences any parent
can give a child. Anyone wishing further advice on this subject should contact the Head
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Teacher. Any work your child takes home will always have been prepared in school. No child will
ever take homework, which will be entirely new.
It is important to distinguish between homework set - a piece of reading, finding out
information from home, a piece of research from radio or T.V. - and work given home which, for
one reason or another, has not been satisfactorily completed in school. Any work sent home
because it has either not been completed in the given time or completed to a satisfactory
standard, will be accompanied by a homework sheet which details the work to be completed and
explains the reason why it is being sent home. This sheet will be signed by the class teacher
and should also be signed by the parent before being returned to school. Should it not be
returned to school, a duplicate will be sent through the post - just in case the original got lost
between school and home!
In P1 – 4, homework should not take the pupils any longer than 20/25 minutes and in P5 - 7 any
longer than 30/40 minutes. There may be exceptions to this rule where, as previously stated,
children have not completed the class work. Homework may be set on a daily basis for either
four or five nights of the week.
As a Dyslexia Friendly School we have revised our homework policy and it is available on our
school website.
Homework during holidays and periods of illness We are often asked to issue homework for children who are off school sick or who have
gone off on holiday. As so much of our curriculum depends on specific resources and
practical activities, we find that issuing work over periods of absence is very often
unproductive. Pupils on holiday will be encouraged to read books and to keep a diary of
events, which they can subsequently share with the class after they return to school. Pupils
who are absent because of illness really ought to be concentrating on getting well again and
generally will have no problem covering any extra work on their return to school. In certain
circumstances however, where the child is off the school but is not really ill e.g. a broken
leg - certain work may be arranged for completion at home.
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5. Assessment and Reporting Assessment
The school fully embraces the national “assessment is for learning programme” and South
Ayrshire‟s assessment and reporting policy (March 2012). Assessment is undertaken on a
continual basis and is an important part of the planning process in the school.
Two opportunities per year are provided for parents to meet with class teachers to discuss
progress. These meetings will generally take place one afternoon and evening in October and
the same in March. A written report is provided for parents in advance of the March meetings,
forming the basis for discussion. At these times, the school management team are also
available to discuss any areas of concern with parents.
Parents do not need to wait for these meetings to discuss their children, but are welcome to
call at the school any time. It is advisable to telephone to arrange an appointment first.
Within Curriculum for Excellence, learning is arranged in levels as follows:
Early Level Nursery and Primary 1, or later for some First Level Primary 2 – Primary 4, but earlier or later for some Second Level Primary 5 – Primary 7, but earlier or later for some Third Level Secondary 1 – Secondary 3, but earlier for some Fourth Level Secondary 4 – Secondary 6
Children are learning within, and being assessed on a particular level depending on age, stage
and ability.
Across the school, staff are using our new approach to planning across all curricular areas.
Linked to this, is assessment, where staff track and record children‟s progress through
learning at all levels – Early, First and Second. Assessment is not an add-on to learning, but is
integral to daily classroom practice.
Children in Primaries 1, 3, 5 and 7 undertake computerised assessments, which provide us with a
baseline and detailed information on each child‟s strengths and areas for development. Parents
are always informed prior to any computerised assessments being carried out.
Class teachers assess on an ongoing basis and record next steps for children in daily planning
documentation. Pupils play a significant part in assessment, and will have regular discussions
during weekly „learning journey‟ time with school staff about their learning, next steps and
areas of strength. During learning journey time the children are involved in setting targets in
literacy, numeracy and health and wellbeing and evaluating the progress they have made. These
are sent home at the end of each term to allow their parents to see the progress they have
made and give them the opportunity to comment in them. Each child also has a personal learning
plan, which shows clear steps in each child‟s learning throughout each stage of the school. Both
child and teacher make comment on their learning within this document.
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Pupils in Primary 5-7 maintain an e-portfolio where they record achievements from out with and
within school on an on-going basis. These e-portfolios will be continued through to Secondary
school. Primary 7 pupils also complete South Ayrshire‟s profile in term 4 which provides a
snapshot of their best achievements at a given point in time through a reflective summary
which emphasises their strengths. These are passed on to the Secondary school to aid
transition.
Children with specific difficulties will have an Individual Education Programme which will be
evaluated termly. Parents will be kept informed of events in the school year by a number of
„Newsletters‟ which are issued monthly. Information Evenings are arranged periodically
throughout the year to keep parents informed of methodology, new schemes etc
6. School Improvement
We are continually striving to increase levels of attainment and providing opportunities for all
pupils to achieve. The table below shows the percentage of pupils that are achieving Curriculum
for Excellence levels expected or higher than expected for their age.
Language Mathematics HWB
2010/2011 2011/2012 2010/2011 2011/2012 2010/2011 2011/2012
Early
Level
76% 81% 75% 89% 86% 97%
First
Level
69% 84% 63% 85% 85% 96%
Second
Level
68% 77% 69% 81% 87% 93%
% achieving levels expected or higher than expected for their age
Language - Overall most (81%) pupils achieved Curriculum for Excellence levels in Language
which were in line with or higher than levels expected for their age. This represents an
increase in the levels achieved from last year where almost all achieved expected levels (71%).
Mathematics - Overall most (85%) pupils achieved Curriculum for Excellence levels in
Mathematics which were in line with or higher than levels expected for their age. This is an
increase compared with levels achieved last year (69%).
Health and Well-being (HWB) - Overall almost all (95%) pupils achieved Curriculum for
Excellence levels in Health and Well-being which were in line with or higher than levels
expected for their age. This is an increase compared with levels achieved last year (86%).
Assessment for Excellence (CEM) assessments are being used to assess the progress of
children in Primary 1 and children in Primary 3, 5 and 7 and to ensure appropriate support and
challenge is provided for them.
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2011/12
Reading Mathematics
P1 95% 89%
P3 87% 95%
P5 89% 85%
P7 86% 60%
CEM assessments -% achieving levels expected or higher than expected for their age
We continually strive to further develop and improve literacy and numeracy at Barassie Primary
and both aspects are on our School Improvement Plan. We have revised the methodologies
being used and children are actively engaged in their learning through approaches such as
literature circles and Active Heinemann. We have been awarded our Bronze award in becoming
a Dyslexia Friendly School which has been a key feature on our School Improvement Plan.
We have been making progress in our approaches to assessment and children are increasingly
involved in the evaluation of their learning and identifying their next steps. All second level
classes are now using e-portfolios. Continuing our progress in assessment is an area of
development this year.
Positive progress is being made in using Glow to enhance learning and teaching and staff and
pupil confidence has increased. This year we are capitalising on this progress to develop ICT to
enhance learning and teaching.
Based on the views of the pupils, parents and staff we have become a school that promotes
outdoor learning. All children experience learning opportunities within the school environment,
the beach and Fullarton woods. This has led to pupils becoming more confident being outdoors,
working collaboratively together. Further embedding this practice is a priority this year
Parents are continually involved in the improvement of the school by becoming members of
working groups and sharing their views on what aspects of the school can be further developed. As a school we have been awarded our Eco school flag and Cycle Friendly School award. Our
children‟s achievement is evident through them becoming confident individuals, effective
contributors, responsible citizens and successful learners. This is further enhanced through
opportunities to participate in pupil groups, extra-curricular activities, residential trips,
educational excursions, outdoor learning, school show and organising events such as Burns
Suppers and Jubilee Picnics. An increasing number of Primary 7 pupils are participating in the
John Muir Award, Young Sports leader and Award of Achievement (previously known as Junior
Achievement Award). Children‟s achievements are celebrated at school assemblies and through
monthly certificates of achievement and on display on our four capacities wall display.
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7. Support for Pupils – Additional Support Needs
Schools
Additional Support for Learning
South Ayrshire Council has duties outlined in the Standards in Scotland‟s School Act, and the
Education (Additional Support for Learning) (Scotland) Act 2004 (As amended). These
include the production of a policy for additional support needs, authority arrangements for
identification and assessment of additional support needs, preparation of plans, including a
CSP where appropriate, maintain and review additional support needs on an ongoing basis.
South Ayrshire Council is committed to a care policy of inclusion to carry out these duties of
support. The authority is also committed to maintain a range of specialist establishments and
services to support the whole continuum of needs.
What are additional support needs?
Some children and young people need extra help in school to make progress. It is the duty of
the education authority to give some extra help in schools to all children and young people
with additional support needs. Children and young people may need this help with their
reading or writing, to make sure they can get into and around the school or to support their
learning through difficult family circumstances. Additional support needs can last for only a
short time or could last for much longer. For instance, additional support may be needed for a
child or young person who:
is gifted has behavioural or learning difficulties is bereaved is deaf or blind is being bullied is not attending school regularly
These are just some examples.
How do we make sure we can meet the additional support needs of pupils in
South Ayrshire?
All children and young people may need additional support at some point to help them make
the most of school education. The main support is the class teacher who is able to meet the
needs of most pupils without extra help. With good teaching and learning, and the right
materials, most children and young people won‟t need anything more than this.
Establishments have policies outlining resources and approaches which will be used to address
additional support needs for your child. The Head of Establishment will always try to support
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your child‟s additional support needs, which have been identified following assessment.
If a pupil needs more help than the class teacher can give in school, then a process of
providing the right support begins. We call this staged intervention. Staged intervention is
our way of recognising additional support needs and then giving extra help for a child or
young person. This can be broken down into three main stages in school:
Stage 1 - In class support
At this stage the teacher notices children or young people who need more help than other
children or young people in the class. For most pupils the help they need can be given by the
class teacher without anyone else being involved. The teacher may change the way she
teaches, change the materials the pupil is using or reorganise her classroom. Even after this,
some children still need help and the class teacher will talk to the pupil support co-ordinator
or principal teacher in the school for advice and help.
Stage 2 - In school support
If the child or young person is still having problems and not making good progress, the
teacher will get help from other people in the school, such as pupil support staff. At Stage 2,
this help will come from the school. The school should talk to parents as soon as possible in
order to make sure they know all about the help being given to their child.
Stage 3 - Interagency support
Sometimes the help at stage 2 is not enough and the school will arrange a meeting so that
everyone who might be able to help the child to learn will be able to talk things over and
agree a plan to support the child or young person. This might be social workers, health
workers or voluntary workers who might be asked for information, advice or help. It will
involve the educational psychologist. The teacher and the school gather this information,
advice and services. This is then used to help the child or young person make the most of
school.
Establishments will have in place a range of support plans, which will systematically record
and monitor the learning outcomes and the progress of children and young people with
additional support needs.
Before the plan can be drawn up everyone will have to share information about the child or
young person‟s additional support needs. Then everyone should agree what they can do to
support the child or young person. They will all have to agree some targets and when to meet
again to make sure the targets are being met.
For most pupils this will be written down in an Individualised Educational Programme (IEP).
For a small number this might mean a Co-ordinated Support Plan (CSP) has to be prepared. An
IEP sets short and long term targets for the child or young person. A CSP also sets targets
for the child or young person. However, in a CSP the child or young person needs the support
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of people outside education, such as health workers, in order to help them learn to their full
potential. Pupils at stage 3 should also have a meeting to discuss their plan at least once a
year.
South Ayrshire has developed a range of enhanced services to help meet the identified needs
of children and young people. These services assist establishments in responding to the
additional supports not normally available to them. These supports include:
Psychological Services Peripatetic Services e.g. Visual Impairment and Hearing Impairment Home Link Service Looked After and Accommodated Service Intensive Support Care and Learning School Support Assistants Cluster Support Teachers Home Tutoring Outreach services from Specialist Centres
Education would in an integrated framework with Social Work and Health, address a range of
concerns. Where necessary, establishments can access advice and direct support from e.g.
Speech and Language Therapy, Occupational Therapy and Physiotherapy.
How can parents help to support children and young people with additional
support needs?
As parents/carers, you will be fully involved in both the assessment of your child‟s needs and
the plan of any outcomes detailed on your child‟s support plan. Opportunities are also given by
South Ayrshire Council to parents/carers to contribute to policy and procedure development.
Parents should know about and be involved in the plans to support their children right from
the start. Parents can bring supporters or advocates to any meeting at school to discuss their
child‟s additional support needs.
The school or education authority can give you more information if you want it. If a CSP is
being prepared for a child or young person, the Authority must take account of the views of
parents. This should be when deciding to prepare a CSP and when reviewing the CSP. In
addition the views of parents on any aspects of the CSP should be written into the plan.
What role do children and young people play?
All children and young people will have the opportunity to make their views known about
decisions that affect them. They will be encouraged to take part in any meeting where people
are discussing their additional support needs. They will help to set their own targets and to
review these. They will also help with the plans to move to another school or to life after
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school when the time is right.
If a CSP is being prepared or the authority is trying to establish if one is needed, children
and young people will have opportunities to let people know what their views are. They will
also be asked for their views when a CSP is being reviewed. These views will be written down
in the plan.
How can parents make requests for assessment?
Assessment means gathering and making sense of information about a child or young person
and his or her particular circumstances. Its purpose is to identify children and young people
who have additional support needs and to make sure they get the support they need. It takes
account of their strengths as well as identifying their needs.
Assessment is something that happens all the time and a great deal of information will be
available in schools. This means that specific, individual assessments might not be necessary.
However, the Act makes sure that parents or young people can ask an education authority to
arrange for an assessment or examination to take place. The request can be for an
educational, psychological or medical assessment or examination or any other assessment or
examination that is requested, including more than one of these.
All establishments recognise that you as a parent or carer, are an essential part of the
assessment process.
Requests for assessment must be in writing or some other permanent form which can be
referred to in the future. The request should contain the reasons for the request and the
education authority must meet this request unless it is unreasonable.
As a parent or carer you will be fully consulted and kept informed at all stages of the
assessment process by the head of establishment or educational psychologist.
Parents can expect a response to such requests within four weeks and will be notified of the
person in the authority who is dealing with the request. These requests should be sent to the
education authority.
What can parents do if they don’t agree with the authority?
Separate information has been published giving details of the process involved in resolving
differences which might arise between the authority and a parent. This might involve
discussing things with your child‟s head teacher or with an officer from the authority or it
might involve voluntary mediation, which a parent can ask for and can be requested at any
time. It might mean the formal process of dispute resolution and appeals tribunals. This
information will be available in schools and also from the education authority.
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Where can parents get support and information relating to additional support
needs?
The first point of contact for more information should be the school your child attends. The
Head of Establishment will be able to provide information on your child‟s learning and
teaching and will hopefully be able to answer any questions, issues or reassure you about any
concerns you may have. For more information you can contact the following officers:
Manager (Additional Support Needs) Jim McCaffrey
Burns House
Burns Statue Square
Ayr
KA7 1UT
Tel: 01292 616443
Principal Psychologist
Queen Margaret Academy
Dalmellington Road
Ayr
KA7 3TL
Tel: 01292 292652
Co-ordinator (Pupil Support) Janey Smith
Burns House
Burns Statue Square
Ayr
KA7 1UT
Tel: 01292 612085/612784
Enquire
Scottish Enquire helpline: 0845 123 2303
Textphone: 0131 22 22 439
Email: [email protected]
Enquire, the Scottish advice service for Additional Support for Learning provides free,
independent and impartial advice through its helpline.
Scottish Child Law Centre
54 East Cross Causeway
Edinburgh
Midlothian
EH8 9HD
Tel: 0131 667 6333
Email: [email protected]
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The Scottish Child Law Centre provides free legal advice and information for and about
children and young people.
Resolve
Children in Scotland
5 Shandwick Place
Edinburgh
EH2 4RG
Tel: 0131 222 2456
Advocacy Service
John Pollock Centre
Mainholm Road
Ayr
KA8 0QD
Tel: 01292 294309
8. Getting Right for Every Child (GIRFEC)
The GIRFEC approach builds on multi-agency joint working using the Well-being Indicators to
record observations and concerns in order to put together an individual plan for a child. The
approach supports the recording of information in a consistent way to provide a shared
understanding of the needs of the child or young person.
Getting it right for every child aims to have in place a network of support to promote
wellbeing so that children and young people get the right help at the right time. This network
will always include family and/or carers, school and the universal health services as
appropriate.
Our Pupil Support Co-ordinator along with class teachers ensure appropriate planning for all
young people is in place.
9. Child Protection
School staff provide support to children and young people in their daily work and have a vital
role to help protect them from harm. School staff help keep children and young people safe
and well by:
Helping them learn about their personal safety, including internet safety. Being a trusted adult who children and young people may turn to for help, and who will
take them seriously Identifying when children and young people may need help Understanding the steps that must be taken when there are concerns for children‟s
and young people‟s safety and well-being.
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Miss Richardson is the Child Protection Co-ordinator who will co-ordinate the school‟s
response to concerns for children and young people‟s safety and wellbeing. The Authority has
a designated officer for Child Protection who will ensure schools work effectively to keep
children safe and well. If you have any concerns about the safety and wellbeing of a child or
young person, including a „gut feeling‟, talk about this to the school‟s Child Protection Co-
ordinator or another member of staff.
10. Composite Classes
Primary schools have pupils at seven broad year stages, primary 1 to primary 7. A year
stage is defined as a group of pupils entering primary education at a common date.
Composite classes are those where children of more than one-year stage are grouped
together to form a class.
Schools are staffed to agreed standards based on the total number of pupils within the
school regardless of the numbers of pupils at each year stage. This means that the head
teachers are required to take management decisions to organise classes to make best use
of available staff, resources and space. Balancing up the various factors involves both
educational and organisational considerations. Selection of pupils to classes including composite classes:
In the formation of new classes full account must be taken of existing successful groupings
of pupils. Schools should use language and/or mathematics groups as the baseline for
decisions as to which class children are allocated. Within this broad guideline a language
and/or mathematics working group could be defined as:
“A number of pupils of broadly the same attainment who have shown the capacity of working well as a learning group”.
Normally such classes will be formed before the start of a new school year so that all
involved know that class structures exist for the new school session. In certain
circumstances class restructuring may have to take place during the summer break or after
a school session has started. However such cases will be very exceptional. Parents will be
informed at the earliest opportunity of likely re-classification of classes to allow
appropriate discussions to take place. Further information is available at the school.
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11. Religious & Moral Education
The aims are:
To help pupils to develop a knowledge and understanding of Christianity and
other world religions.
To appreciate moral values such as honesty, liberty, justice, fairness and
concern for others.
To investigate and help children understand what religion has to offer.
To develop their own beliefs, attitudes, moral values and practices through
personal search.
Religious Education is seen as an integral part of the general school education and
not as a separate, different activity. The programme gives a prominent place to
Christianity but also includes exploration of the other major faiths. Pupils have a
need to understand how important religious faith is to the believer and to develop
sensitivity and tolerance to the belief of others especially where they differ from
one‟s own.
Parents have the right to withdraw their child from religious education and/or religious
observance. Any parent who does not wish his or her child to take part should contact
the head teacher so that alternative arrangements may be made for the child.
Parents from religions other than Christianity may request that their children be
permitted to be absent from school in order to celebrate recognised religious events.
Only written requests detailing the proposed arrangements will be considered.
Appropriate requests will be granted on not more than three occasions (days) in any
one-school session and the pupil noted as an authorised absentee in the register.
Closely linked to our R.E. programme is our promotion of social and moral values.
Children learn by example and in Barassie we are committed to creating a caring
atmosphere. We foster the development of caring for each other,
showing respect for other people‟s feelings and property and
sharing the responsibility for looking after all aspects of our school.
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12. Sensitive Aspects of Learning
Parents will always be informed about sensitive aspects of learning e.g. emotional and
physical development programmes in particular in Primary 6 and 7. Parents will receive
a letter in a sealed envelope explaining the specific aspect of intended learning for
their child.
13. Equal Opportunities and Inclusion
At Barassie Primary we aim to provide children with an educational and social
environment, which will enable all children to reach their full potential
irrespective of race, creed, sex or religion. It is our intention that no resources
presented to the children should contain material that could be considered
offensive to any sectors of the community.
In our present multicultural society, we hope to foster an attitude of respect
and tolerance to different races and ethnic minorities and expect each pupil to
treat others, as they themselves would expect to be treated.
To promote this statement we undertake to: -
Make all areas of the curriculum available to boys and girls alike.
Apply disciplinary measures in a uniform manner to both sexes.
Allocate tasks within the school fairly.
Avoid the use of any language, or texts, by staff or pupils, which
could be looked upon as racist or sexist.
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14. Health and Well Being – Including School Disciplinary Policy
Learning in health and wellbeing ensures that children and young people develop the
knowledge and understanding, skills, capabilities and attributes which they may need
for mental, emotional, social and physical wellbeing now and in the future.
Children and young people should feel happy, safe respected and included in the school
environment and all staff in the school are pro-active in promoting positive behaviour in
the classroom, playground and the wider school community.
Personal and Social Development is concerned with the development of life skills.
Through this, the pupils are encouraged to value themselves, to be aware of others and
their needs and how to keep themselves safe.
In Barassie we have created a community which provides a warm, caring and supportive
atmosphere by treating the pupils as individuals, listening to their needs, offering equal
opportunities to all, stressing positive achievements and encouraging strong links
between parents, children and the school.
All pupils have access to a full programme of citizenship, personal and social education,
health education and Circle Time through which appropriate health/personal and social
issues are discussed. Citizenship is central to much of the PSD work undertaken within
our classes and throughout the school.
High importance is placed on Health and Wellbeing in Barassie. The partnership
working between school staff, kitchen staff, active schools, sports coaches etc all
culminate in a high quality experience for our pupils within the area of Health and
Wellbeing.
Learning within the Health and Wellbeing extends beyond the classroom, with many
opportunities provided for staff, pupils and parents to be involved in a range of
activities. These include: lunchtime and after school sports activities, awareness
raising and fundraising for a number of health related charities. We also invite a
number of visitors to the school to share information about wider issues within Health
and Wellbeing. These include our school nurse and community police.
In Barassie we aim to create a relaxed, controlled atmosphere where children have
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respect for others and a responsible attitude towards other people and property.
Pupils are expected to be courteous and to conform to the Golden Rules, which are
there to ensure the smooth running of the school and the safety of all pupils and staff.
The relationship between teacher and pupil is based on mutual respect, similar to that
between child and parent.
Pupil Behaviour
The relationship between pupils and teacher is similar to that between the child and
his/her own parents requiring mutual consideration on both sides. Discipline is seen to
be the joint responsibility of all staff and extends to include a partnership with
parents.
We prefer to notify parents at the early stages of difficulty. We particularly
appreciate and value the co-operation of parents.
For an organisation such as a school to function efficiently and provide a safe,
hardworking environment, a framework of rules must exist and be observed.
The school follows a Positive Behaviour Policy based on the Golden Rules, which has
been fully explained to the pupils.
GOLDEN RULES
We are gentle/ We don’t hurt others
We are kind and helpful/ We don’t hurt anybody’s feelings
We listen/ We don’t interrupt
We are honest / We don’t cover up the truth
We work hard / We don’t waste our own or other’s time
We look after property / We don’t waste or damage things
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REWARDS
1. Praise.
2. Terrific Tokens.
3. Class of the week.
4. 30 minutes of Golden Time.
5. Certificates of achievement.
CONSEQUENCES FOR NOT FOLLOWING THE RULES IN SCHOOL
1. Think Card placed on the table/given to child- not recorded
2. Verbal warning- name turned over to reveal sad face on wall chart
3. Loss of 5 minutes Golden Time –name moved to the appropriate time on the
Wall chart
4. Sent to one of the Acting Depute Head Teachers and another 5 minutes of
Golden Time deducted
5. Letter explaining child’s behaviour and asking for rules to be reinforced sent to parents.
6. All Golden Time removed and a further letter sent home to parents.
15. Pupil Council
Consultation with pupils about their views on their school environment and their
learning is important and valuable in our school. Giving young people a “voice” as
partners in the process of school improvement, leads to more effective learning
organisations.
Pupil Councils is one means of ensuring that young people develop positive attitudes
and an opportunity to take part in “real life” decision-making within their own school
setting.
Our pupil council is proactive with 14 representatives from Primary 4 – Primary 7.
These 14 are elected by their peers. Once elected, roles and responsibilities are
given.
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Eco School
Our Eco Committee is positively proactive. We currently have members
from P3-P7. These 7 pupils are elected annually and roles,
responsibilities are shared.
The school has recently obtained the Green Flag. The Eco Committee
meets regularly with a staff representative. Issues raised within classes are discussed
and new initiatives, projects are developed.
Currently the school recycles, paper, mobile phones, textiles and ink jet cartridges.
Contributing to the committee helps develop children‟s awareness of the environment,
communication and organisational skills.
Junior Road Safety Officers
We have particularly active Junior Road Safety Officers (JRSO) who
work in a variety of ways to send the road safety message to pupils,
parents & staff.
Dyslexia Friendly School Pupil group
It is important that we have our pupil's views as we continue on the journey to
becoming a Dyslexia Friendly School. Each class has a representative on the pupil group
which is facilitated by two staff members.
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SECTION C – Home / School / Community
1. Parental Involvement and Home School Links
Children feel secure in school when their relationship between parents and teacher is a
positive one. The value of your co-operation cannot be stressed enough. You remain
your child‟s most important teacher throughout his/her life. Your attitude towards
school and teachers will shape how he/she thinks of school.
There are various ways in which the school works to ensure all parents are aware of the
curriculum, assessment and reporting within Curriculum for Excellence and to ensure
that they are able to support their child at home. Annual Curriculum for Excellence
workshops are held at the beginning of the school year providing parents with an
opportunity to find out about the new methodologies and developments taking place
within the school. In addition to this, workshops are held throughout the year along
with informative leaflets which are sent home and are available at the front of the
school.
We are continually trying to further develop the home/school partnership. There are
two progress meetings each year and open afternoons in each class to enable all parents
to share in their child‟s learning. Target setting jotters are sent home termly and
parents have the opportunity to see what their child has achieved and to comment on it.
The pupil support teacher has monthly drop in sessions for the parents who children
are on staged intervention.
To further build relationships within the school community there are social events held
in the evening of each term for staff, pupils and their families. Parents are involved in
the life of the school through volunteering to help at Golden Time, cycling proficiency
and accompanying classes on school excursions.
At any time throughout the school year parents can make an appointment to meet with
a member of staff by contacting the school by telephone.
The school has a Parent Council and a Parent Teacher Association (PTA) and all parents
are welcome to attend these meetings. Further information about meetings can be
found on the school website or by contacting the chairperson whose details are
included in this handbook.
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2. Parents as Partners
Parent Council and Parent Forum
Parent Councils are the formal representative body for parents with children attending
school. Parent Councils are different in each school to enable them to meet the needs
of parents locally. Parents are welcomed to be:
Involved with their child‟s education and learning;
be active participants in the life of the school; and
express their views on school education generally and work in partnership with
their children's schools.
All parents / carers are automatically members of the Parent Forum at their child‟s
school. As a member of the Parent Forum all parents can expect to :-
receive information about the school and its activities;
hear about what partnership with parents means in our school;
be invited to be involved in ways and times that suit you;
identify issues you want the parent council, to work on with the school;
be asked your opinion by the parent council on issues relating to the school
and the education it provides;
work in partnership with staff; and
enjoy taking part in the life of the school in whatever way possible.
The Parent Forum decides how their representatives on the Parent Council are chosen
and how the Parent Council operates. Parents are encouraged to volunteer or put
themselves forward to be chosen as representatives of the Parent Council if they wish.
The main aims of the Parent Council are to:
support the school in its work with pupils
represent the views of parents
promote contact between the school, parents, pupils, providers of nursery
education and the community
report to the Parent Forum
be involved in the appointment of senior promoted staff.
raise funds for the school for the benefit of pupils (in some schools the
PTA/PA fulfils this role). Parent Council Chairperson Mrs Susan Brown Tel Number:- Email address:-
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For more information on parental involvement or to find out about parents as partners
in their children‟s learning, please contact the school or visit the Parentzone website at
www.parentzonescotland.gov.uk.
Parent Teacher Association (PTA)
The PTA or PA is mainly responsible for arranging events for parents and raising funds
for the school. Volunteers are welcome - please contact the PTA/PA if you want to join
in.
PTA Chairperson Mrs Susan Brown Tel Number:- Email address:-
The Scottish Parent Teacher Council is the national organisation for PTAs and PAs in
Scotland, Parent Councils can join too, and it runs an independent helpline service for all
parents. They can be contacted by phone on 0131 226 4378, fax 0870 706 5814 or
email on [email protected] or write to SPTC, Mansfield Traquair Centre, 15 Mansfield
Place, Edinburgh, EH3 6BB.
National Parent Forum of Scotland - [email protected]
The National Parent Forum of Scotland has been set up to give Parent Councils and
parents an opportunity to discuss and raise educational issues of mutual interest or
concerns at a national level.
3. Choosing a school
Under the placing request arrangements parents have the right to choose a school
other than the catchment denominational or non-denominational school for their area.
This is known as a placing request and application forms can be obtained from the
school office or Children and Community, County Buildings, Wellington Square, AYR KA7
1DR, telephone 01292 612268. . Unfortunately it is not possible to guarantee that a
placing request will be successful but parents will have the right of appeal should it be
unsuccessful. Full details of the placing request arrangements are contained in the
application form.
You should be aware that if you decide to make a placing request your child would no
longer be automatically considered for a place in their catchment school.
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4. Attendance
Section 30 of the 1980 Education Act lays a duty on every parent of a child of „school
age‟ to ensure that their child attends school regularly. Attendance must be
recorded twice a day, morning and afternoon.
Regulation 7 of The Education (Scotland and Placing Information) (Scotland)
Amendment etc Regulations 1993 requires each child‟s absence from school to be
recorded in the school register as authorised: e.g. approved by the authority, or
unauthorised; e.g. unexplained by the parent (truancy) or excluded from school.
The co-operation of parents in observing the guidelines given below will be
appreciated:-
1. If a child is absent from school owing to illness or for some other reason,
parents are asked to notify the school by telephone. It is essential that
parents give the child a note on his/her return to school, confirming the
reason for absence.
2. Whenever possible dental/medical appointments should be arranged after
3.15 p.m.
3. Every effort should be made to avoid family holidays during term time as
this both disrupts the child‟s education and reduces learning time. Parents
should inform the school by letter, before going on holiday, of the dates.
Such absence will be authorised only where attendance is otherwise
satisfactory. Clearly where attendance is unsatisfactory, absence will be
unauthorised.
4. Parents may request that their child be permitted to be absent from
school to make an extended visit to relatives. Only written requests
detailing the destination, the duration and the provision that will be made
for their continuing education will be granted and the pupil noted as an
authorised absentee in the register. Clearly, with no explanation from the
parent, the absence is unauthorised.
It should be noted that the school investigates unexplained absence, and the
authority has the power to, interview or prosecute parents, or to refer pupils to
reporter of the children‟s hearings, if necessary.
Attendance and absence information for pupils in the school in the most recent
school year are set out in this book.
Absence rates are calculated as a percentage of the total number of possible
attendance for all pupils of the school in the stage shown, each morning and
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afternoon of each school day being a separate attendance.
The authority‟s and Scotland‟s figure include all education authority and grant aided
primary schools, but exclude all special schools.
As you are aware, all schools in South Ayrshire Council are committed to ensuring
that every pupil develops to his/her full potential. To help us fulfil this commitment,
it is important that we continue to gather detailed and accurate information on pupil
attendance and absence patterns. This information is vitally important, not only in
terms of promoting the highest possible level of school attendance - but also in terms
of ensuring pupil safety and welfare, and, where appropriate during periods of
absence, ensuring entitlement to educational provision as outlined in the Standards in
Scotland‟s Schools Act 2000.
Information provided relates to:
1. Guidelines for absences that relate to family holidays taken during term-time.
2. Extended leave with parental consent.
3. Advice regarding communication with your child‟s school in the event of absence.
4. The codes that are now used by schools to record pupil absence and attendance.
The number of codes used to record pupil attendance and absence reflects national
guidance issued by the Scottish Executive Education Department (SEED). These
codes are attached, together with a brief description and designation as
“attendance”, “authorised absence” or “unauthorised absence”. These designations
follow national guidelines and will be applied to attendance reporting at pupil, school
and authority level.
FAMILY HOLIDAY NOT AUTHORISED BY THE SCHOOL The majority of family holidays taken during term time will be
categorised as unauthorised absence. However, it is acceptable
under exceptional circumstances for schools to authorise a family
holiday during term time. Such circumstances may include:
A family holiday judged to be important to the well-being and cohesion of the
family following serious or terminal illness, bereavement or other traumatic
events. Where a parent‟s employment is of a nature where school holiday leave
cannot be accommodated (eg armed services or emergency services)
A family holiday classified under the „authorised absence‟ category should not include such reasons as:
The availability of cheap holidays.
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The availability of desired accommodation. Poor weather experienced during school holidays. Holidays which overlap the beginning or end of term. Parental difficulty obtaining leave (with local judgement applied in cases where
evidence is provided by the employer that it cannot accommodate leave during
school holidays without serious consequences)
EXTENDED LEAVE WITH PARENTAL CONSENT
Where most family holidays will be recorded as unauthorised absence (see below),
extended leave with parental consent will not be considered the same as a family
holiday. Extended leave with parental consent will be recorded separately outside
the figures for attendance and absence, and include circumstances such as:
Extended overseas educational trips not organised by the school Short-term parental placement abroad Family returning to its country of origin (to care for a relative, or for cultural
reasons) Leave in relation to the children of travelling families
ADVICE TO PARENTS
Schools will now follow-up all instances of pupil non-attendance in order to accurately
record the reason for absence using the above coding system. It would be extremely
helpful in this regard, if parents contact school at the beginning and end of the
absence period – indicating their awareness of the absence and reason for absence
at the beginning of the period and expectation of return to school at the end of the
absence period. Where no information is provided absences will be considered to be
unexplained and therefore recorded as unauthorised.
When your child returns to school following a period or illness a letter should be sent
to the school and include the following information:
Pupil’s name
Class
The date(s) of the absence
The reason for the absence
Signature of parent/carer
5. Transferring Educational Data about Pupils
The Scottish Government and its partners collect and use information about pupils to
help to improve education across Scotland. This note explains why we need this
information, how we use it and what we do to protect the information supplied to us.
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Why do we need your data?
In order to make the best decisions about how to improve our education service,
Scottish Government, Education Authorities and other partners such as the SQA 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 examination 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 which influence pupil attainment and
achievement,
share good practice,
target resources better
Data policy Information about pupils‟ education is collected in partnership between the Scottish
Government and Local Authorities through the Scotxed programme which aims to help
schools and Local Authorities by supporting efficient collection, processing and
dissemination of statistical information. The Scottish Government then provides
analysis of the data to support research, planning, management and monitoring of
education services as well as to produce National Statistics publications.
Education data within Scottish Government is managed effectively by secure systems
and is exploited as a valuable corporate resource, subject to confidentiality restraints.
As part of its data policy, Scottish Government will not publish or make publicly
available any information that allows individual pupils to be identified, nor will data be
used by Scottish Government to take any actions in respect of individuals. Data is held
securely and no information on individual pupils can or would be made publicly available
by Scottish Government
The individual data collected by Scottish Government is used for statistical and
research purposes only.
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 note can give only a brief description of how we use data. Fuller
details of each individual ScotXed survey, including the purpose of each and the
published data, can be found on the ScotXed website (www.scotxed.net).
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Concerns If you have any concerns about the ScotXed data collections you can email the national
statistics office at [email protected] or write to The ScotXed
Support Office, 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.
Want more information? Further details about ScotXed are available on the ScotXed website,
www.scotxed.net., which contains a section on „frequently asked questions‟ at
https://www.scotxed.net/ScotXed%20Website%20FAQ/ScotXed%20Website%20FA
Q.aspx.
6. School Uniform Policy
Clothing and Uniform
Given that there is a substantial parental and public approval of uniform, schools
in South Ayrshire are free to encourage the wearing of school uniform. In
encouraging the wearing of uniform, account must be taken in any proposals to
prevent any direct or indirect discrimination on the grounds of race or gender.
Any proposals will be the subject of widespread consultation with parents and
pupils. Against this background it should be noted that it is the policy of the
Lifelong Learning Committee not to insist on pupils wearing uniform or having
specialist items of clothing as a prerequisite to their attending and engaging in all
of the activities of the curriculum.
There are forms of dress, which are unacceptable in school, such as items of clothing
which:-
potentially, encourage faction (such as football colours); could cause offence (such as anti-religious symbolism or political slogans); could cause health and safety difficulties, such as loose fitting clothing,
dangling earrings, are made from flammable material for example
shell suits, in practical classes; could cause damage to flooring; carry advertising, particularly for alcohol or tobacco; and could be used to
inflict damage on other pupils or be used by others to do so.
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However, Barassie Primary School has adopted the following uniform: -
BOYS: Grey or navy trousers, white, grey or blue shirt or pale blue polo shirt, grey or
navy jumper or school sweatshirt and a Barassie Primary tie.
GIRLS: Grey or navy skirt, white, grey or blue shirt or pale blue polo shirt, grey or
navy jumper or school sweatshirt and a Barassie Primary tie.
P.E. kit for both boys and girls: T shirt/school polo shirt, shorts and gym shoes
preferably with light coloured soles.
School ties and blazers are available from local shops. School sweatshirts and polo
shirts with the school badge are available through the P.T.A. All items of clothing
should be clearly marked with the child‟s name.
We encourage pupils to wear school uniform. Wearing school uniform not only looks
good but it also helps pupils to foster an identity with Barassie Primary. We would
ask for the parents support in the wearing of school uniform.
Nursery Classes Children have the best fun when they are doing messy work. We will always try to
make sure they wear aprons, but accidents happen, so please dress your child in
suitable clothes. Please also make sure that your child has suitable outdoor clothing
in case outdoor play or a trip is planned. It is important that children learn to be
independent. Please ensure that suitable clothing is worn to allow this in the toilet
and cloakroom.
7. Transfer to Secondary School
Pupils are normally transferred between the ages of 11 ½ and 12 ½ so that they will
have the opportunity to complete at least four years of secondary education. Parents
will be informed of the school arrangements no later than December of the year
preceding the date of transfer at the start of the new session.
The children of Barassie Primary normally transfer to: Marr College, Dundonald Road,
Troon (Telephone 01292 311082) The Head Teacher of Marr College is Mrs Elaine
McGregor-Sloman.
While parents have the right to enrol their children at a secondary school of their
choice within the regulation governing placing requests, it should be borne in mind that
close liaison arrangements exist between Barassie Primary and Marr College. These
arrangements ensure as smooth a transition as possible for the children and that their
education will be a continuous process from primary into secondary.
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9. Public Private Partnership (PPP) Programme
Barassie Primary School has been replaced with a modern school, which enhances the
learning experience of all our learners. The school building is now managed under a 30
year contractual arrangement with Education 4 Ayrshire Limited (E4A), which includes
ongoing repairs.
10. Parental Complaints Procedure
Barassie Primary actively promotes partnerships with parents.
If you have any comments or complaints please approach the Head Teacher in the first
instance. If the Head Teacher does not resolve the issue to your satisfaction, you
should write to the Executive Director of Children and Community, County Buildings,
Wellington Square, AYR, KA7 1DR
If you have a concern and wish to complain to the Care Commission directly, please
write to: Care Commission Office Sovereign Road, Suite 3
Academy Road Irvine, Ayrshire
KA12 8RL
We are always anxious to maintain and improve our service. If you have any suggestions
to make about the service, please contact the head of establishment in the first
instance. If you feel your complaint has not been satisfactorily resolved with the Head
Teacher, please contact the Executive Director of Children and Community, County
Buildings, Wellington Square, AYR, KA7 !DR
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SECTION D – Care and Welfare
1. Playground Supervision
An adult presence is provided in playgrounds at break-times in terms of the
Schools (Safety and Supervision of Pupils) (Scotland) Regulations, 1990.
Parents should note that supervision is available in the playground from 8.45 a.m.
each morning. Pupils are encouraged not to arrive at school prior to this. If the
weather is inclement, pupils may be given access to the building from 8.45 a.m.
onwards.
In Barassie, children are supervised in the
playground by our Classroom Assistants, who all
actively encourage play and co-operation
amongst all our pupils.
A range of games and activities on a rota basis are made available to all pupils.
No child having a school meal or packed lunch is allowed out with the school
gates at lunchtime.
2. School Meals and Free School Meal Information
MEALS
In Barassie we introduced a new cashless, pay in advance lunch system for all
pupils and staff.
How Does it Work?
Payments are sent to the school in a special envelope by parents. These
amounts are added to the pupil‟s account each Monday morning by
catering staff.
Payment can be for any amount eg weekly, monthly or rounded lump sums
for the term.
Cash will NOT be accepted for school meals except in a labelled envelope
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in advance as described above.
A pupil‟s account is accessed at the till in the dining hall using name,
photograph or finger scan. We would prefer to use a finger scan as this
is quicker.
Purchases may not exceed the value held in the pupil‟s account.
The unspent value is securely carried forward.
Pupil‟s entitled and approved to be in receipt of free meals have the
appropriate amount allocated to their accounts for use each lunch-time.
This System
Removes the frequency of need to carry cash.
Parents do not need to find change every day.
Removes the stigma sometimes associated with being in receipt of free
meals.
Pupil‟s can check the balance in their account at the pay point at any time.
Our catering team are happy to provide pupils with specific dietary
requirements. Parents are encouraged to speak directly with the school cook
about this.
Midday meals are provided daily in the school-dining hall. These are cooked and
served cafeteria fashion and are of a very high standard. There is a wide choice
of main courses and snack meals, including sweets, fruit and home baking. The
average cost for a nourishing meal is around £1.90.
An area of the dining hall is allocated to children who bring a packed lunch to eat
in school. It should be noted however that under no circumstances should glass
bottles be brought to school - for obvious reasons.
Children of parents receiving Income Support, Job Seekers Allowance (Income
Based) and Child Tax Credit only (where income is less than £15860*) and child
tax credit and working tax credit (where income is less than £6420*are entitled to a
free midday meal. Information and application forms for free school meals may
be obtained from schools and from the Children and Community, County
Buildings, Wellington Square, Ayr, telephone 01292 612268.
Only those children whose parents are in receipt of income support will be
entitled to free milk. Milk will be available for purchase in the school-dining hall
during the lunch period.
No pupil is allowed out of school without permission during school hours; this
includes “packed lunch” as well as “school meals” pupils, must remain in school
during the entire lunch break.
*These values are revised annually.
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NURSERY CLASSES - Snacks and the Promotion of Health Eating Healthy eating is encouraged with a carton of milk provided each day, plus a
range of snacks. A contribution of £1.00 per week is collected on a Monday.
This money provides the snack and goes towards the purchase of small
equipment. Water is always available as an alternative to milk. Please inform staff if your child suffers from any food allergies.
*These values are revised annually
3. Footwear and Clothing Grant Information
Pupils whose parents or guardians are in receipt of either Income Support/Income
Based Pension Credit, Income based Jobseekers Allowance, Child Tax Credit only or
Support under part VI of the immigration and asylum Act 1999 may be entitled to
Footwear and Clothing Grant and a Free School Meal.
Pupils whose parents or guardians are in receipt of Housing Benefit and/or Council
Tax Benefit and/or Child Tax Credit and Working Tax Credit may be entitled to the
Clothing Grant only.
Information and application forms may be obtained from schools, Area Offices and
from Children and Community, County Buildings, Ayr.
4. Transport Guide to Parents
In law it is the parents‟ responsibility to ensure that the children attend school
and make suitable travel arrangements for them. However where children
attend and live more than a specified walking distance from their catchment
school the Council will assist with school travel by making available free school
transport for all or part of the journey.
South Ayrshire Council has a policy of providing free transport to all primary
pupils who live more than two miles from their local school by the recognised
shortest walking route. This policy is more generous than the law requires. This
means that the provision of transport could be reviewed at any time. Parents
who consider they are eligible should obtain an application form from the school
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or Children and Community, County Buildings, Wellington Square, Ayr KA7 1DR.
These forms should be completed and returned before the end of February for
those pupils beginning school in August to enable the appropriate arrangements
to be made.
Strathclyde Partnership for Transport (SPT) organise mainstream school
transport on behalf of South Ayrshire Council. If you have a complaint relating
to the service provided you should in the first instance contact the school who
will forward your complaint to SPT alternatively you can e-mail SPT at
Applications may be submitted at any time throughout the year but may be
subject to delay whilst arrangements are made. The appropriate officer has
discretion in special circumstances to grant permission for pupils to travel in
transport provided by the authority, where spare places are available and no
additional costs are incurred.
Children who have Additional Support Needs and/or particular medical
conditions may also be entitled to free school transport. The school can advise
you on how to access this support.
Where free transport is provided it may be necessary for pupils to walk a
certain distance to the vehicle pick-up point. Walking distance in total including
the distance from home to the pick-up point and from the drop-off point to the
school in any one direction will not exceed the authority‟s limit (see above
paragraph). It is the parent‟s responsibility to ensure that their child arrives at
the pick-up point in time. It is also the parent‟s responsibility to ensure the
child behaves in a safe and acceptable manner while boarding, travelling in and
alighting from the vehicles. Misbehaviour could result in your child losing the
right to free transport.
The education authority does not provide transport for those pupils in receipt
of a placing request.
Privileged Seats
Pupils who are not entitled to free school transport may on occasion apply for a
privileged seat. A privileged seat is where there is a vacant seat on a dedicated
school contract. Parents can make an application for a privileged seat by
submitting a letter to South Ayrshire Council, Department of Children and
Community, County Buildings, Ayr KA7 1DR at any time during the year. Parents
should note that privileged seats are not available on local service contracts and
are allocated during October. Privileged seats can be withdrawn if an entitled
pupil requires transport and cease at the end of each school session.
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5. Insurance
South Ayrshire Council holds Public Liability, Employer Liability and Officials Indemnity
Insurance. In addition, South Ayrshire Council has an on-site and off-site activities
insurance policy. Further information regarding insurance and an appropriate claim form
can be obtained from the school or Children and Community, County Buildings,
Wellington Square, Ayr, telephone 01292 612264
6. Valuable Items
The Council is concerned at the level of claims being received regarding the loss of
pupils‟ clothing and/or personal belongings. Parents are asked to assist in this area
by ensuring that valuable items and unnecessary expensive items of clothing are not
brought to school. Parents should note that the Council does not carry insurance to
cover loss of such items and any claims submitted are likely to be met only where the
Council can be shown to have been negligent.
7. Use of Mobile Phones
Over the past few years, there has been a significant increase in the
number of young people using mobile phones. Schools have effective
communications systems for all eventualities within schools and the use
of mobile phones should be unnecessary within the school.
We would seek the support of parents and guardians by encouraging
them to ask their children to leave mobile phones at home. There may
be exceptional circumstances which would require a pupil to carry a
mobile phone. If pupils do bring mobile phones to school with the approval of their
parent or guardian, they remain the responsibility of the owner at all times in terms of
security and safekeeping.
Mobile phones should be switched off at all times within the school buildings unless
prior consent has been received from a senior member of staff. The existing
communication systems within schools will be used for dealing with emergencies.
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Where an individual repeatedly breaches the school guidelines, existing disciplinary
procedures should be invoked and the parent or guardian contacted.
8. Health and Medical Information
Closely linked to the school‟s Health Programme is our involvement with and regular visits
from our health care specialists. The administration and supervision of your child‟s health
is organised by the Community Medical Department (School Medical Office) at Ayrshire
Central Hospital, Irvine, (Telephone Irvine 74191) All Primary 1 pupils have a medical
examination - parents are informed of the dates and times of these medicals so that they
can be present if they so wish. Throughout the primary years, routine examinations of
hearing, eyesight and general hygiene are carried out and parents informed if there is
need for further action.
The school dentist visits the school regularly to carry out routine dental examinations.
Parents will be informed if any treatment is necessary. No treatment will be carried out
without parental permission and there is no obligation to have treatment at school if the
family dentist is already seeing a child regularly.
The speech therapist liaises closely with the school in the identification of pupils with
speech difficulties. At present the speech therapist visits the school in „blocks‟ and in
addition to this, home visits may be arranged to discuss programmes of activities, which
can be carried out both at school and at home.
Children in pre-school year will only be seen by the School Doctor if selected. The
Orthoptist will see all children. It is hoped that the dentist will also visit and check all the
children.
It is imperative that parents keep the school fully informed about any medical
condition affecting their children, and of any arrangements that need to be made in
such cases.
We have limited provision for children who become sick in school. Every effort will be
made to contact either parents or the child‟s emergency contact to arrange for the child
to be collected from school. Parents are advised to keep their children at home if they are
showing any signs of being unwell - there is nothing to be gained from sending your child to
school feeling unwell - this only causes unnecessary distress to your child.
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No child will be sent home without parents or emergency contacts being informed and,
wherever possible, we prefer someone to come to school to collect the child. In the case
of an emergency, medical services will be summoned and if necessary the child transported
to the nearest Health Centre/Hospital while the parents are being contacted.
It is thus necessary that the school has on record up to date information as to where
parents - or any other emergency contact - can be located at all times of the school day.
We have a number of children in school who suffer from asthma. This school has adopted
a positive attitude to this situation and children are in no way disadvantaged. We have
staff trained in first aid in the school to assist children who are not confident in the use
of inhalers etc.
Health Promotion and Nutrition
Children and young people need the right balance of food and nutrients to develop and
grow. Healthy Eating is about getting that balance right and all our menus are nutritionally
analysed to meet the Scottish Government Schools (Health& Nutrition) (Scotland) Act
2007 and promote key messages to improve diet to positively influence current and future
health.
The Schools (Health Promotion and Nutrition) (Scotland) Act 2007 and the Nutritional
Requirements for Food and Drink in Schools (Scotland) Regulations 2008 build on the
achievements of Hungry for Success by establishing standards for all food and drink in
schools.
The focus is on getting the balance right and helping pupils make informed choices. A wide
range of appealing healthy food and drinks are promoted through marketing, education and
active encouragement.
We educate and encourage children and young people to opt for healthier choices, not only
in school but also outside school.
For further information go to:-
http://www.scotland.gov.uk/Resource/Doc/222395/0059811.pdf
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NHS Ayrshire & Arran
Oral Health Promotion Initiatives in Nursery and Primary
Schools
NHS Ayrshire & Arran is implementing two oral health programmes - Childsmile and the
National Dental Inspection Programme (NDIP) in local schools.
Childsmile: The Childsmile programme‟s aim is to improve the dental health of children in Scotland and
it is funded by the Scottish Government. It will be rolled out to all schools in Scotland
during the next few years. Childsmile has 3 main elements:
1. A core toothbrushing programme – free oral health packs containing a toothbrush
and fluoride toothpaste are given out to children at nursery school and in primary 1
on entry to primary school. In Ayrshire & Arran, daily supervised toothbrushing
takes place in all nursery schools and many primary schools. During their first year
of life, all babies are given an oral health pack and a drinking cup to encourage
healthy weaning by swapping bottle for cup as soon as baby is able to drink from a
cup. Water and milk are recommended as safe drinks for teeth for all children.
2. An infant programme - this promotes oral health from birth. Parents of newborn
children may be referred to the programme by their Health Visitor. Dental Health
Support Workers visit parents in their home to give information, oral health advice
and to arrange regular visits to the local Childsmile Dental Practice.
3. A nursery and school programme - this provides preventive oral health
programmes for children aged 3 years and upwards. This programme started in
2007 and initially only involved a small number of schools. Each year more schools
are being included in the programme. It targets children in nursery and primary
schools, who will benefit from additional preventive care. This care will involve the
application of fluoride varnish to children‟s teeth by Childsmile Clinical Teams in the
nursery and primary schools. The Childsmile Teams will also deliver oral health
promotion messages and be supported by Dental Health Support Workers who will
be attached to nursery and primary schools and be the main contact point for
parents, teachers, other school staff and School Nurses.
The National Dental Inspection Programme: Each year at school, all primary 1 and all primary 7 pupils will be offered a dental inspection
in school, by a dentist. It is important that each child‟s dental health is assessed so that
the child and their parents can maintain dental health and take the necessary steps to
remedy any problems that may have arisen. There is also a need to monitor children‟s
dental health at national and regional or local levels so that reliable dental health
information is available for planning and evaluating initiatives directed towards
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improvements. The National Dental Inspection Programme fulfils both these functions by
providing an essential source of information for keeping track of any changes in the dental
health of Scottish children
9. Data Protection Act
Information on pupils and parents may be used for teaching, registration and
assessment and other administrative duties. This information may be shared with the
Health Board for statistical, operational and analysis purposes. The information is
protected by the Data Protection Act 1998 (as amended) and may only be disclosed in
accordance with the Code of Practice. For further information, please contact the
school.
10. Freedom of Information (Scotland) Act 2002
The Freedom of Information (Scotland) Act 2002 enables any person to obtain
information from Scottish public authorities. The Act applies to all Scottish public
authorities; Scottish Government and its agencies; Scottish Parliament; Local Authorities; NHS Scotland; Universities and
further education colleges; and the Police.
Public Authorities have to allow access to the following information:
The provision, cost and standard of its service; Factual information or decision-making; The reason for decisions made by it.
The legal right to access includes all types of „records‟ information of any data held by
the Scottish public authorities. From 1st January 2005, any person who makes a request
for information must be provided with it, subject to certain conditions.
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11. Helpful addresses and websites
Organisation Address Telephone Number
Mr H Garland Executive Director
Children and Community
County Buildings
Wellington Square,
Ayr KA7 1DR
01292 612000
Area Office Ayr Registration Office
43 Sandgate,
Ayr
01292 284988
Community Education
Office 25 Wellington Square,
Ayr
01292 886569
Mrs E McGregor-Sloman Head Teacher
Marr College
Dundonald Road
TROON
01292 311082
Local Office The Youth Centre
St Meddans Street
Troon
01292 319357
School Nurse
Wendy Gordon
Barassie Street Clinic
Barassie Street
TROON
01292 313455
School Psychologist
Daryl Van Blerk
Queen Margaret
Academy
Dalmellington Road
AYR
01292 292675
Councillors
Ayrshire South
Mr Peter Convery
Mr Phillip Saxton
Mrs Nan MacFarlane
Mr Bill McIntosh
PO Box 1996
Ayr KA7 1DS
01292 315122
01292 314729
01292 314671
01292 318145
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Care Commission The Care Commission HQ
Compass House
11 Riverside Drive
Dundee DD1 4NY
01382 207100
Lo Call 0845 6030890
The aforementioned councillors are the only elected representatives directly
responsible for Community and Children in the area.
Useful Website addresses: http://www.ltscotland.org.uk/parentzone
http://www.hmie.gov.uk
Although this information is correct at time of printing, there could be changes
affecting any of the matters dealt with in the document: -
a) before the commencement or during the course of the school year in
question:
b) in relation to subsequent school years.
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Appendix A SCHOOL POLICIES AND PRACTICAL INFORMATION National policies, information and guidance can be accessed through the following sites: http://www.scotland.gov.uk/Topics/Education http://www.scotland.gov.uk/Topics/Health http://www.scotland.gov.uk/Topics/People/Young-People Children (Scotland) Act 1995 http://www.legislation.gov.uk/ukpga/1995/36/contents Standards in Scotland's Schools (Scotland) Act 2000 http://www.legislation.gov.uk/asp/2000/6/contents
Education Scotland’s Communication Toolkit for engaging with parents http://www.educationscotland.gov.uk/learningteachingandassessment/partnerships/engagingparents/to
olkit/index.asp
The Scottish Government guide Principles of Inclusive Communications provides information on communications and a self-assessment tool for public authorities http://www.scotland.gov.uk/Publications/2011/09/14082209/0
Choosing a School: A Guide for Parents - information on choosing a school and the placing request system – http://www.scotland.gov.uk/Publications/2010/11/10093528/0
A guide for parents about school attendance explains parental responsibilities with regard to children’s attendance at school – http://www.scotland.gov.uk/Publications/2009/12/04134640/0 PARENTAL INVOLVEMENT Guidance on the Scottish Schools (Parental Involvement) Act 2006 provides guidance on the act for education authorities, Parent Councils and others – http://www.scotland.gov.uk/Publications/2006/09/08094112/0
Parentzone provide information and resource for parents and Parent Councils http://www.educationscotland.gov.uk/parentzone/index.asp SCHOOL ETHOS Supporting Learners - guidance on the identification, planning and provision of support
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http://www.educationscotland.gov.uk/supportinglearners/ Journey to Excellence - provides guidance and advice about culture and ethos http://www.journeytoexcellence.org.uk/cultureandethos/index.asp Health and wellbeing guidance on healthy living for local authorities and schools http://www.scotland.gov.uk/Topics/Education/Schools/HLivi
Building Curriculum for Excellence Through Positive Behaviour and Relationships outlines the Scottish Government’s priority actions around positive behaviour in schools and is also a source of support http://www.scotland.gov.uk/Publications/2010/06/25112828/0 Scottish Catholic Education Service’s resource ‘This is Our Faith’ which supports the teaching and learning of Catholic religious education http://www.sces.uk.com/this-is-our-faith.html CURRICULUM Information about how the curriculum is structured and curriculum planning http://www.educationscotland.gov.uk/thecurriculum/
Information about the outcomes a learner can expect to experience and achieve across literacy, numeracy and health and wellbeing, as well as the 8 curricular areas http://www.educationscotland.gov.uk/thecurriculum/howisthecurriculumorganised/experiencesandout
comes/index.asp Advice, practice and resources to support the experiences and outcomes on literary, numeracy and health and wellbeing http://www.educationscotland.gov.uk/learningteachingandassessment/learningacrossthecurriculum/res
ponsibilityofall/index.asp Broad General Education in the Secondary School – A Guide for Parents and Carers http://www.educationscotland.gov.uk/resources/b/genericresource_tcm4725663.asp?strReferringChan
nel=parentzone&strReferringPageID=tcm:4-634353-64
Information on the Senior Phase http://www.educationscotland.gov.uk/thecurriculum/whatcanlearnersexpect/seniorphase.asp Information on Skills for learning, life and work http://www.educationscotland.gov.uk/thecurriculum/whatcanlearnersexpect/skillsforlearning.asp
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Information around the Scottish Government’s ‘Opportunities for All’ programme http://www.skillsdevelopmentscotland.co.uk/our-services/services-for-individuals/opportunities-for-
all.aspx
Information for organisations responsible for the planning, management and delivery of career information, advice and guidance services http://www.skillsdevelopmentscotland.co.uk/our-story/key-publications/career-management-skills-
framework.aspx The Skills Development Scotland website ‘My World of Work’ offers a number of tools to support career planning http://www.skillsdevelopmentscotland.co.uk/ ASSESSMENT AND REPORTING Building the Curriculum 5: a framework for assessment provides guidance around the assessment framework http://www.educationscotland.gov.uk/Images/BtC5Framework_tcm4-653230.pdf Information about Curriculum for Excellence levels and how progress is assessed http://www.educationscotland.gov.uk/thecurriculum/howisprogressassessed/stages/index.asp
Curriculum for Excellence factfile - Assessment and qualifications http://www.educationscotland.gov.uk/publications/c/publication_tcm4624968.asp Information on recognising achievement, reporting and profiling http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/achievement/index.
asp TRANSITIONS Curriculum for Excellence factfile - 3-18 Transitions - provides information on the transitions children and young people will face throughout their education and beyond http://www.educationscotland.gov.uk/publications/c/publication_tcm4660285.asp Career Information, Advice and Guidance in Scotland - A Framework for Service Redesign and Improvement provides guidance on career information, advice and guidance strategy http://www.scotland.gov.uk/Publications/2011/03/11110615/0
Choices and changes provides information about choices made at various stages of learning http://www.educationscotland.gov.uk/supportinglearners/choicesandchanges/index.asp
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The Additional support for learning page provides links to relevant legislation and guidance, including the arrangements that should be in place to support pupils with additional support needs http://www.scotland.gov.uk/Topics/Education/Schools/welfare/ASL Supporting Children's Learning Code of Practice includes specific requirements on education authorities and others under the new legislation in relation to transition http://www.scotland.gov.uk/Publications/2011/04/04090720/21 Enquire is the Scottish advice service for additional support for learning http://enquire.org.uk/ Parenting Across Scotland offers support to children and families in Scotland http://www.parentingacrossscotland.org/ SUPPORT FOR PUPILS The Additional support for learning page provides links to relevant legislation and guidance, including the arrangements that should be in place to support pupils with additional support needs http://www.scotland.gov.uk/Topics/Education/Schools/welfare/ASL Information about the universal entitlement to support that underpins Curriculum for Excellence http://www.educationscotland.gov.uk/supportinglearners/whatissupport/universalsupport/roleofkeyad
ult.asp
Supporting Children's Learning Code of Practice (Revised edition) - provides Statutory guidance relating to the Education (Additional Support for Learning) (Scotland) Act 2004 as amended http://www.scotland.gov.uk/Publications/2011/04/04090720/21 Getting It Right For Every Child and Young Person, is essential reading for anyone involved or working with children and young people, including practitioners working in adult services with parents and carers http://www.scotland.gov.uk/Topics/People/Young-People/gettingitright
SCHOOL IMPROVEMENT Scottish Schools Online - provides a range of school information, including contact details, school roll, facilities, website, inspection reports http://www.educationscotland.gov.uk/scottishschoolsonline/ Education Scotland’s Inspection and review page provides information on the inspection process http://www.educationscotland.gov.uk/inspectionandreview/index.asp
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The Scottish Survey of Literacy and Numeracy (SSLN) is an annual sample survey which will monitor national performance in literacy and numeracy http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education/SSLN Scottish Credit and Qualifications Framework (SCQF) http://www.scqf.org.uk/
Scottish Qualifications Authority provides information for teachers, parents, employers and young people on qualifications http://www.sqa.org.uk/
Amazing Things - information about youth awards in Scotland http://www.awardsnetwork.org/index.php Information on how to access statistics relating to School Education http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education