dunard primary school and nursery class

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HANDBOOK

2015/2016

DUNARD PRIMARY SCHOOL AND NURSERY CLASS

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Front Cover 1 Contents 2 Welcome 3 Our Vision, Values and Aims 4 School Information (including Breakfast Club and After School Care) 5 School Hours and School Holidays 6 CurrentSchool Staff 7 Enrolling Your Child in School 8 Attendance at School 9 The Curriculum Curriculum for Excellence Overview 10 The Curriculum, Curriculum for Excellence Levels 11 Learning to Learn Skills, Enterprising Approaches 12 Numeracy and Mathematics 13 Literacy and English 14 Health and Wellbeing 15 Health and Wellbeing and Outdoor Residential Education 16 Active Citizenship and Pupil Voice 17 Expressive Arts (Art, Music, Drama) 18 Social Studies, Sciences and Technologies 19 Technologies and Outdoor Learning, Outdoor Learning 20 Spiritual, Social, Moral and Cultural Values 21 Assessment 22 School Improvement 23 Parents as Partners Home/School links, Learning Logs, Shared Home Learning 24 Shared Home Learning (cont), Parental Partnerships and Parental Support 25 Our School in the Community 26 Reporting to Parents/Carers, Keeping Parents Informed 27 Parent Council 28 & 29 Support for Pupils and Miscellaneous Accessibility Strategy/Additional Support needs 30, 31 & 32 Positive Behaviour Policy 33 Golden Rules/ Positive Behaviour 34 Extra Curricular Activities, Playground Supervision 35 Catering and school Meals 36 Child Welfare and Safety and Child Protection 37 Equal Opportunities/Social Inclusion 38 Anti Bullying 39 Children’s Rights 40 Clothing and Uniform 41 Transport / Medical and Health Care 42 Transfer from Primary to Secondary School 43 Data Protection Act/Freedom of Information 43 Information in Emergencies 43 Comments and Complaints Procedure 44 Addresses and Contacts 45

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Welcome to Dunard Primary School and Nursery Class

Dear Parents and Carers, On behalf of all staff, parents and pupils we are delighted to welcome you and your child to our School and Nursery. We hope that you will find Dunard Primary and Nursery Class a warm, nurturing, caring place where all children are encouraged to achieve their full potential. This is a learning environment in which we respect each other and encourage each other to be the best we can be in all we do. At Dunard, we seek to foster in our children a positive attitude to learning, citizenship, self, others and the environment. It is important to us to develop the ‘whole’ child and to nurture children who are confident in their own abilities, successful learners, take a pride and responsibility for their community and children who are able to make an effective contribution to society. As such, we wish to focus not only on the academic and aesthetic

development of our pupils, but also on their personal and social development. To this end, we wish to work in partnership with you in the important task of developing your child to achieve their fullest potential, helping prepare him/her as a lifelong learner and active citizen in a modern Scotland in the 21st Century. To achieve these aims and to deliver the most effective education for our pupils, we believe that it is essential to build a strong home-school partnership. Nothing benefits a child more than a close working relationship between school and home. Together we can achieve our aim and produce children and adults of whom we can all be proud. Many activities are organised throughout the school year, giving parents the opportunity to meet and work with the staff of the school. We look forward to seeing you on as many of these occasions as you can manage. No worry concerning your child is too small or unimportant to share with us; please feel free to make an appointment to speak with me or my Depute Head, Mrs McGrinder (P4-7 responsibility); Acting Depute Head, Mrs Nicholson (Nursery – P3 responsibility) or Acting Principal Teacher Ms McEachran and we will do everything possible to help. We are incredibly proud of our school and hope that you and your child will be too. Kindest regards

Annemarie Connolly

Annemarie Connolly Head Teacher

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COLIN CO-OPERATION

HOLLY HONESTY

POLLY POLITENESS

RONNIE RESPECT

RUBY RESPONSIBILITY


Vision, Values and Aims

Our Vision: Our vision is to enable all children and young people, through the highest quality of learning and teaching, to develop their fullest potential as successful learners, confident individuals, responsible citizens and effective contributors as outlined in Curriculum for Excellence. We endeavour to build a curriculum which is motivational, meaningful and relevant by working in partnership with our wider community. As a community, we value diversity and promote equality, inclusion and fairness. We actively work together to create a nurturing, safe environment within which all are encouraged to pursue a healthy and active lifestyle with the capacity to make informed and responsible choices and decisions. Through our vision we aspire to develop happy, achieving, resilient and creative individuals with a strong core sense of values.

Dunard Primary Values We base our vision on the values we hold dear:-

that everyone will be treated with consideration and care and that we work in co-operation with each other

that everyone treats themselves, others, the wider community and the environment with respect

that honesty and truthfulness underpin our decision making process

that good manners and politeness encourage all of us to live harmoniously

that it is everyone’s responsibility to strive to be the best we can be

All stakeholders are committed to living and sharing our values:- Our ‘Values Characters’ help us to live our values. These are shared with our pupils, staff and parents/carers annually:-

Our Aims It is our aim to:-

promote a culture of ambition and achievement and raise aspirations of our children and young people enabling them to be literate, numerate and achieve skills for learning and skills for life through the provision of challenging, stimulating, real and relevant, high quality learning and teaching experiences.

ensure that assessment and moderation is based on the experiences and outcomes of the Curriculum for Excellence and in line with Learning Community, Local Authority and National guidelines.

ensure that staff have a clear strategic plan to take forward Curriculum for Excellence.

support and develop the skills of all staff by ensuring that training needs identified through the process of Professional Review and Development are met and by creating a culture that empowers, supports and encourages them to strive for continuous improvement.

promote pupil voice, equality, inclusion and fairness and develop tolerance and respect towards each other in line with UNICEF’s children’s rights.

further develop our policy for promoting positive behaviour by working in partnership with our parents, pupils and other agencies to develop a shared understanding of our values, nurturing principles, the promotion of resilience and a community responsibility towards encouraging our children and young people to develop as confident individuals, successful learners, responsible citizens and effective contributors.

Give Values the High 5!

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School Information

Name: Dunard Primary School and Nursery Class Address: 65 Dunard Street Maryhill Glasgow G20 6RL Telephone Number: 0141 946 1417 Nursery Class: 0141 946 2808 Fax Number: 0141 946 2135 Email contact: [email protected] Website: www.dunard-pri.glasgow.sch.uk Glasgow City Council Going to School web-site:- www.glasgow.gov.uk/en/residents/goingtoschool Stages Covered: Nursery Class 3-5 years (am/pm) Primaries 1 – 7 Status: Non denominational Co-educational

Current roll: 272 (School) & 30/30 (nursery) Total: 332 Planning Capacity: 408 Working Capacity 408 Parents/Carers 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.

Learning Community: We are part of the Cleveden Learning Community since 2004. We have strong links with all pre 5, primary and the secondary schools within our learning community. We share expertise for the benefit of all pupils within our area.

Our Breakfast Club is available to all our school children from 8am and the last sitting is 8.40am. Children can enjoy a nutritional breakfast of fruit juice, cereal and milk, toast and fresh fruit for £1 (if your child is in receipt of a free meal, they will received their breakfast at no charge). Children are supervised until the school day starts.

We have a high quality After School Care facility within Dunard which has received 5 very goods in recent Care Commission Reports. Children are collected from their class at the end of the school day to attend. After School Care runs from 3 00pm until 6 00pm. Contact Details: Dunard After School Care 65 Dunard Street Glasgow G20 6RL 0141 945 1888

mailto:[email protected]

http://www.dunard-pri.glasgow.sch.uk/

http://www.glasgow.gov.uk/en/residents/goingtoschool

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School Hours

09.00 am 10.30 am 10.30 am 10.45 am Interval 10.45 am 12.15 pm 12.15 pm 01.00 pm Lunch 01.00 pm 03.00 pm Dismissal

All classes dismiss at 3.00 pm

P1 children attend morning sessions only until the first Monday in September. Nursery Hours: Morning Session 08.40 am – 11.50am Afternoon Session 12.30pm – 3.40pm

THE SCHOOL YEAR 2015– 2016

Return Date for Teachers: Teachers In Service Day 1: Teachers In Service Day 2:

Tuesday 11th August 2015 Wednesday 12th August 2015

Return Date for Pupils:

Thursday 13th August 2015

September Weekend: Friday 25th September 2015 and Monday 28th September 2015

Teachers In Service Day 3:

Thursday 24th September 2015

October Holiday:

Monday 12th to Friday 16th October 2015 (inclusive)

Christmas/ New Year Holidays: Monday 21st December 2015 to Wednesday 6th January 2016 (inclusive)

2016 Return to School:

Thursday 7th January 2016

February Holiday: Monday 15th February 2016 and Tuesday 16th February 2016

In Service Day 4:

Wednesday 17th February 2016

Good Friday & Easter Monday: Friday 25th March 2016 and Monday 28th March 2016

Spring Holiday: Monday 4th April 2016 to Friday 15th April 2016 (inclusive)

May Day:

Monday 2nd May 2016

May Weekend: Friday 27th May 2016 and Monday 30th May 2016

In Service Day 5:

Thursday 5th May 2016

School Closes:

Wednesday 29th June 2016 (school closes 1pm)

http://www.google.co.uk/imgres?q=calendar&start=347&um=1&hl=en&sa=N&tbo=d&biw=1366&bih=768&tbm=isch&tbnid=VFxZMfTr4HQY8M:&imgrefurl=http://www.rcsd.ca/?q=node/3&docid=YRF-8VcLJxdu_M&imgurl=http://www.rcsd.ca/uploads/calendar.jpg&w=345&h=351&ei=vALJUI-sGpO00QWhpYHYAw&zoom=1&iact=hc&vpx=354&vpy=217&dur=1666&hovh=226&hovw=223&tx=121&ty=155&sig=105806710162620042735&page=10&tbnh=152&tbnw=150&ndsp=39&ved=1t:429,r:80,s

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Current School Staff Head Teacher Mrs Annemarie Connolly Depute Head Teacher Acting Depute Head Teacher Acting Principal Teacher

Mrs Julie McGrinder Mrs Christina Nicholson Ms Claire McEachran

In session 2014 – 2015 we have 11 classes organised as follows:

Nursery Class Child Development Team Leader Ms Wilma Corbett Child Development Officer Mrs Joyce Payne

Child Development Officer Mrs Charlotte Antyras

Primary 1a Teacher(s)

Ms Jacqueline Smith Ms Ruth Kelso (Wed)

Primary 1b Primary 1c

Teacher(s) Teacher

Miss Lucy Pape/ Ms Maria Docherty

Ms Debbie McAuley/(Mon, Tues) Ms Nicola McCafferty (Wed, Thurs, Fri)

Primary 2 Teacher(s)

Ms Cheryl Clark

Primary 3/2 Teacher Mrs Kim Cree

Primary 3 Teacher Mr Andrew Bradley

Primary 4

Teacher

Ms Claire McEachran

Primary 5/4 Teacher Ms Lorna Groden (Mon, Tues, Wed) Ms Jo Crotty (Thurs, Fri)

Primary 6

Teacher Mr Stuart Cheyne

Primary 6/5 Teacher Ms Rachel Greer

Primary 7

NCCT Teacher

EAL Teacher

Teacher

Teacher

Teacher

Mr Archie Montgomery

Ms Debbie McAuley, Ms Crotty

Ms Marion McIntosh

Pupil Support Assistant Ms Jane Hogg Pupil Support Assistant Ms Donna Hendry Pupil Support Assistant Mrs Elizabeth Crawley Pupil Support Assistant Mrs Sandra Hinds Pupil Support Assistant Mrs Fiona Lynch Pupil Support Assistant Ms Annette Millar Pupil Support Assistant Mrs Jackie McAllister

Clerical Assistant Mrs Lesley Fraser Clerical Assistant Mrs Christine Joss Clerical Assistant Ms Michelle Martin Janitor Mr George Anderson

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Enrolling Your Child In School

Parents/carers wishing to enrol their child in the school may contact the Head Teacher, Annemarie Connolly or the Depute Head Julie McGrinder by telephoning 0141 946 1417. If a specific appointment is required then parents should telephone the school to arrange a suitable time.

P1 Enrolment:

Parents who wish to enrol their child for next session’s P1, should bring their child to school during the week beginning Monday 10th November 2014 or week beginning 12th January 2015. Please note that your child should be 4 years of age before the 1st of March 2015. Please bring along your child’s birth certificate and 2 proofs of address – e.g. a utility bill with your name and address on it, council tax bill, child tax credit form etc.

The local authority will make an announcement in the local press giving specific dates. The school will also advertise the days and times of infant enrolment in the local shops and Nursery schools as a reminder. If you wish your child to attend another school then you must first register your child in your local school and complete a placing request for the school of your choice. If you wish to make a placing request to Dunard, information can be found on Glasgow City Council’s website. Further information is

available using the following

www.glasgow.gov.uk/schoolenrolment

We invite all new entrants and their families to join us for a pre-school programme of events to welcome and prepare them for life in school. During these visits we will do our utmost to ensure that you and your child feel welcome and comfortable in our school. Many exciting events to ensure a smooth transition from nursery to Primary 1 are planned for this session.

We liaise closely with the many pre 5 establishments to ensure a smooth and effective transition for all pupils. We aim to continue the excellent work undertaken by our early years’ partners and our Dunard nursery class in the best interest of our children.

Nursery/P1 Christmas Play 2 x afternoon visits to P1 class 1 x afternoon visit to meet with buddy 1 x morning/afternoon visit to join buddies in outdoor play etc.

http://www.glasgow.gov.uk/schoolenrolment

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Attendance at School

Section 30 of the 1980 Education Act lays a duty on every parent/carer of a child or young person 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 (School 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/carer (truancy) or excluded from school.

Pupil Absence

Within Dunard Primary, good attendance is encouraged at all times and children rewarded accordingly. Parents are asked to inform the school if their child is going to be absent. This should be done before 9.30 on the first day of absence. On returning to school your child should bring a note giving a short explanation of the reason for absence. If the child is going to be absent for some time, it would be helpful to know at the earliest opportunity. The school uses daily text messaging to inform parents of their child’s absence if no contact is made. All unexplained absence is investigated by the school and appropriate action taken. Parents/Carers are asked to make every effort to get their child to school on time. Late coming can mean children missing vital areas of their education.

Parents/Carers do not have an automatic right to take their child out of school without permission during term-time. The Head of Establishment can only authorise time off during term-time in exceptional circumstances.

Exceptional circumstances include:

Short-term parental/carer placement abroad Family returning to its country of origin for family reasons The period immediately after an illness or accident A period of serious or critical illness of a close relative A domestic crisis which causes serious disruption to the family home, causing temporary relocation

Time off during term-time for the following reasons is not acceptable and will be recorded as unauthorised absence:

Availability of cheap holidays or desired accommodation Holidays which overlap the beginning or end of term

Clearly with no explanation from the parent or carer, the absence is unauthorised.

Attendance is crucial to ensure continuity of high quality educational experiences for your child. We follow Glasgow City Council’s policy on attendance. Please note that the Education Liaison Officer will investigate unexplained absence and the Educational Authority can take the matter further. The Education Liaison officer has the power to refer pupils to the reporter of the children's hearings.

Ensuring Attendance If attendance is deemed to be giving cause for concern the following procedures will be implemented.

Letter/call from school Visit by Education Liaison Officer Second letter issued to parents Visit by Education Liaison Officer Third letter issued to parents Action will be taken to bring the case before the Attendance Council.

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Curriculum for Excellence

Bringing learning to life and life to learning

Curriculum for Excellence is 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.

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 onto 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 and from 2013/14 new National 4 and 5 qualifications will be in place. 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.

Ultimately Curriculum for Excellence aims 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.

The curriculum, or what we plan for our pupils to learn, is carefully structured to ensure progression and continuity across a broad and balanced range of subject areas.

The content and structure of this curriculum, and more significantly, the methods by which we deliver it, seek to enable our pupils to become:

successful learners confident individuals responsible citizens effective contributor

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Curriculum Nursery Class

Our nursery class in school offers parents an opportunity to have their children enrolled in the same school from the age of 3 years. Many benefits can be gained from having a nursery class in the school, mainly

Children are settled within the school building Children are familiar with staff and teachers from an early age A close liaison between nursery and Primary 1 is easily achieved Educational benefits will follow due to the close working relationships between the nursery class

and the P1 classes in school. There is an excellent programme of joint working from nursery to P1 to ensure smooth transitions.

Programmes of Education

The curriculum, or what we plan for our pupils to learn, is carefully structured to ensure progression and continuity across a broad and balanced range of subject areas.

It is important therefore that curriculum delivery enables our pupils to see the links between various curricular areas, and how learning in school links to real life and assists them to become active citizens in a modern Scotland. We will aim to develop our children as lifelong learners, by teaching them a range of ‘learning skills’ and encouraging the continuation of learning beyond the classroom.

Knowledge, understanding, skills and abilities across all curricular areas will be developed progressively, across a range of learning experiences and outcomes, and delivered in interdisciplinary contexts and/or discretely, as most relevant and appropriate to children’s needs.

The curriculum offers breadth and balance in the teaching and learning of 8 principle areas of learning:

Numeracy and Maths Literacy and English Health and wellbeing Active Citizenship (including Religious and Moral Education) Expressive Arts Social Studies Science Technologies

Curriculum for Excellence Study Levels are as follows:

Curriculum for Excellence Study Level

Stage

Early The pre-school years and P1 First Primary 2, 3 and 4 (with increasing depth) Second Primary 5, 6 and 7 (with increasing depth) Third and Fourth S1 to S3 (The fourth level broadly equates to

SCQF level 4) Senior Phase S4 - S6 and college or other means of study

Further information about the curriculum can be found at: – http://www.educationscotland.gov.uk/thecurriculum/

http://www.educationscotland.gov.uk/thecurriculum/

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Learning to Learn Skills A key capacity for success in the modern world will be the ability to learn throughout life. In a world where knowledge will become outdated at an increasing rate, it will be essential to know HOW to learn new skills, abilities and knowledge. Consequently, at Dunard, all children, from P1-7, will be taught a wide range of strategies and skills on how to learn. Many of these will be subject specific, while others will be common to learning generally. This will be in line with Glasgow City Councils’ Learning and Teaching Policy on active, cooperative and cognitive learning. Curriculum for Excellence: Learning progression from 3 – 18 Full details of the experiences and outcomes across all curricular areas can be found on www.ltscotland.co.uk. Partnership working. Smoothie making and exercise bikes. Learning about Health and the World of Work.

ENTERPRISE in EDUCATION: A Context and Approach in Curricular Delivery

A key focus in curricular planning and delivery will be Enterprise in Education, which aims to develop in children the attitudes, skills and abilities necessary for active citizenship in a modern Scotland, a key part of which will be the world of work.

From P1 – 7, all pupils will experience Enterprise in Education annually both in the form of specific, enterprise projects/activities, and enterprising approaches to the leadership of learning across the curriculum. In this way, we hope that children will have motivating contexts to transfer and consolidate a wide range of knowledge and skills taught in other curricular areas, as well as the opportunity to acquire and develop a range of additional skills and attitudes necessary for life and the world of work. This programme will also expose children to a wide range of ways in which responsible citizens contribute to a successful society, thereby broadening their understanding of society and a range of world of work opportunities. We will seek to do this in partnership with parents, the local community, and business partners. Excursions and Outings: As a school, we place a high value on experiential learning and we endeavour to find the most motivating experiences to engage our children and young people in teaching and learning. Our nursery – P7 have planned opportunities for educational excursions throughout the session.

In term 3 we hold a Curriculum for Excellence open event which is an enterprising display of knowledge for all classes. We invite our Parents/Carers to this event to share in this wonderful display of children’s learning.

http://www.ltscotland.co.uk/

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Numeracy and Mathematics

Our aim is to provide a progressive programme of study in all aspects of mathematics for all pupils regardless of age, gender, aptitude or physical circumstances. Using a variety of approaches we hope to develop in each pupil an enquiring mind, along with the necessary attitude, skills and knowledge. To achieve this view of mathematics all pupils will experience a range of activities, which are practical, investigative, enjoyable and challenging. Transfer and connections across the curriculum will be made where appropriate.

Learning and teaching in maths will take place across the four aspects of:

Problem Solving Information Handling Number, Money & Measurement (including Financial Awareness) Shape, Position & Movement

SPECIFIC AIMS TO BE DEVELOPED:

a positive, confident attitude to maths an awareness of the usefulness and relevance of maths in life an understanding of maths through problem solving and investigation the use of problem solving as a method of enquiry across the curriculum the ability to discuss, explain and report maths activities competence in the use of mental and problem solving strategies

From day one in nursery and Primary 1, our children are involved in practical situations solving real and imaginary problems. The children enjoy this work and it gives meaning to mathematical and numeracy processes. Maths is taught using methods to actively engage our pupils. Each lesson begins with interactive mental maths to encourage agility in number. We are proud of our progress in the development of mathematics concepts through active learning and we are currently introducing Heinemann Active Maths which embraces the principles of Curriculum for Excellence. We have focussed planning to ensure that numeracy is taught across the curriculum and has relevance and

meaning. We ensure progression in skills through tracking experiences and outcomes in mathematics. We encourage challenge for our more able pupils by participating in the University’s Scottish Primary Mathematical Challenge for P7s and extending mathematical thinking. We provide support through our differentiated curriculum, teacher and PSA support. Nursery to Primary 7 are looking forward to exploring financial capability, how to open a bank account, managing budgets and investigating needs and wants during our whole school money fortnight. Our Primary 7s are working on a joint transition project with Cleveden pupils to spend £500 of virtual money to furnish their bedroom using cooperative group skills! Upper Primary Pupils launched and run Dunard’s Credit Union from January 2013 to encourage saving within our community.

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Literacy and English

Language is taught in carefully planned contexts to provide a meaningful, relevant and engaging course of study for all of our pupils. Language however, is the key to all curricular areas. In Dunard Primary we embrace the importance of literacy across the curriculum and in the spirit of A Curriculum for Excellence teachers exploits all opportunities to make cross curricular links when planning literacy activities.

Teaching in Language comes under four main headings:

TALKING skills are formally developed to enable pupils to be effective communicators, for all life situations. Children will be encouraged to express their own ideas, opinions and feelings confidently and articulately.

LISTENING is the key to all learning. The various skills required to be an effective listener will be developed throughout the seven-year course. Interdisciplinary opportunities will be among the learning experiences provided to develop these skills.

READING is a fundamentally important skill. Emphasis will be placed at the early stages on reading out loud i.e. decoding the printed word into the spoken word. Thereafter more sophisticated reading skills will be developed e.g. higher order comprehension skills, research and reference skills, inference, speculation, in-depth understanding of complex passages etc. The importance of recreational reading will be stressed and encouraged at all stages.

WRITING - Not only will writing skills for all life purposes be developed but also the important technical skills of spelling, handwriting and grammar. A multi-sensory approach to the teaching of spelling is used. In addition, further developments in the teaching methodologies to improve children's writing are on-going this session. (Please request Improving Writing –‘Big Writing’ leaflet from HT). We try to use highly motivational real life contexts for writing. For example our visit from Santa, P3s Egg Hatching Programme and P6s Clyde in the Classroom Project.

Handwriting – The style taught is based on a form, known as the ‘Simple Modern Hand’. Starting as a simple script, and linking at P3 to form a concise style, it is hoped pupils will be enabled to write legibly and with speed.

Celebration and Publication of Children’s Writing At all times in Dunard Primary we endeavour to let children know that their writing is valued, through the following opportunities:

Display work in classrooms, and writing displays around the school especially on our ‘Wonderful writer’s Wall’.

Reading their work aloud to friends, classmates, rest of school at assemblies.

In Dunard we employ a range of high quality resources and strategies including Jolly Phonics, Oxford Reading Tree, Literacy World, Big Writing, Anne Neil reading and writing and New Horizons to fulfil the tenets of our comprehensive literacy programme of study. Every class has access to excellent real books and we have exciting whole school literacy events.

French is taught to all pupils from Primary 5 to Primary 7. We have a further two members of staff Mr Bradley and Mr Milne who trained in French last session and a further 5 teachers training this session enabling us to extend French provision to Primary 4. We have been privileged to have a specialist French teacher supporting us this session.

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Health and Wellbeing

Dunard Primary School and Nursery Class is Health Promoting Health and education go hand in hand and children who are fit and healthy are more likely to achieve their full potential at school. The Scottish Government requires that all schools are Health Promoting, meaning that we adopt a whole school approach to promoting the physical, social, mental and emotional well-being of all pupils, staff and the wider school community. The introduction of the Schools Health Promotion and Nutrition Act and Curriculum for Excellence both place health and well-being at the heart of education. In school and nursery snacks are healthy and within health and nutrition guidelines.

Health and Wellbeing The main purpose of health and wellbeing is to develop the knowledge, understanding, skills, capabilities and attributes necessary for mental, emotional, social and physical wellbeing now and in the future.

Study of a range of subjects will aim to help children develop the knowledge and understanding, skills, abilities and attitudes necessary for their physical, emotional and social wellbeing. It is hoped that this learning will assist them make informed decisions throughout life in order to improve all aspects of their wellbeing. Children will experience and learn about:

Health education Physical education and activity Personal and social development, including relationships

Primary 5 Working with Scottish Country Dance Society

Curriculum for Excellence has a strong focus on “health and wellbeing” which will further strengthen our commitment to the health and wellbeing of our pupils.

Here is just a flavour of some of the health initiatives ongoing in our school:

Annual Health Week, Anti-Racism, Anti Bullying, Anti Sectarian, Financial Education, Outdoor Learning Week, ECO week and other health focus weeks

Active After-Schools Clubs including Football, Rugby, Basketball, Fitness, Dance, Gymnastics, Tennis, Squash, Zumba and Netball

Lunchtime football and lego clubs After school chess, drama and natural play Restorative practices and peer mediation Healthy School Meals Free for P1-P3; Water available at all times for all pupils Comprehensive Health and Wellbeing lessons embedded in our curriculum Playground Buddying/Traditional Games/Playground Pals External specialists in Dance, Zumba, Badminton, Rugby, Football, Athletics, Squash, Swimming and

Basketball working directly with classes Toothbrushing for Nursery, P1 and P2 Outdoor Residential Weeks available to P6 (being investigated again) and P7 All classes working on outdoor learning including visits to The Children’s Woods for literacy and Forest

Schools activities All classes participating in Traditional Games and natural play. Teaching positivity, resilience and confidence through Circle Time and Bounceback Safety Education – Road Safety, Fire Safety, Building Site Safety, Canal Safety etc. Drug, Smoking and Alcohol Education for upper Primary Pupils Zumbatomic from nursery-P7 Scottish Ballet/Dance Workshops Scottish Country Dance Festival for P5s We work in partnership with various partner agencies to promote health and wellbeing, including the Community

Action Team, Active Schools, Culture and Sport, NGDF, COG PE students, the Community Police, oral health team, ACES and School nurses, Aberlour, Forest Schools etc.

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DUNARDPRIMARY SCHOOL AND NURSERY CLASS

Health and Wellbeing (continued)

Physical Education Activity and Dance We are very fortunate to have a significant variety of PE specialists in Dunard Primary. Pupils follow a course devised by Glasgow Education Services, which involves a programme of gymnastics, games skills and dance. Our Primary 6 and 7 pupils are also offered a series of swimming lessons. In accordance with health and safety, pupils are not allowed to wear jewellery during PE. Parents wishing to have their children’s ears pierced are best to aim for the beginning of the summer holidays in order to allow for ‘sleepers’ to remain undisturbed for six weeks. This area of the curriculum makes a huge contribution to children’s physical fitness and health. Every class enjoys a minimum of 2 hours physical activity per week. We participate in many inter school competitions

and fun sports events. Term 1 Aug - Oct Games Term 2 Oct - Dec Gymnastics Term 3 Jan - Feb Dance/Drama Term 4 Feb - Mar Gymnastics Term 5 Apr - June Games

We are a health promoting school at Dunard and our aim is to achieve a healthy lifestyle for the whole school community. The aims of our school in health education are:

Respect and caring for self Respect and caring for others A sense of social responsibility

Outdoor Residential Experience

Our Primary pupils benefit from outdoor residential opportunities in the upper stages. These help our pupils to become fit and healthy as well as learn team building and cooperative learning skills for life.

This session we shall offer our Primary 7 pupils the opportunity to visit Blairvadach outdoor centre near Helensburgh where they will be offered a

wide variety of exciting experiences such as abseiling, Gorge Walking, mountain biking and hill walking.

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Active Citizenship and Pupil Voice

In addition to the development of pupil's academic, social and aesthetic skills, Dunard places much importance on developing our pupils as Active Citizens (incorporating Education for Citizenship and PSD). This is important because every society needs people who can contribute effectively, in a variety of ways, to the future health, wealth and success of communities and the environment, locally, nationally and globally.

Our pupils must be regarded as citizens today rather than citizens in waiting. They are more likely to succeed in school when they are involved in decision making. We have representatives from nursery to P7 who are democratically elected annually by their peers to our Pupil Council and ECO groups. We regularly seek their views and endeavour to facilitate their excellent ideas.

Through Active Citizenship we will help develop children as citizens by providing them with opportunities to:

Participate in decision making Participate actively in relevant learning experiences across the curriculum Learn to make connections between different areas of study through cross-curricular experiences

relevant to Active Citizenship Understand, participate in and contribute to the life of communities to which they belong Develop the capacity for self-regulation Develop knowledge and understanding of community faiths and values

This curricular area is where our strong and shared value system is formally promoted. These values are: Care Responsibility Respect Cooperation Honesty

These underpin every aspect of school life and will be key in fostering active and responsible citizens. We work hard to maintain a culture in which these values are both evident and nurtured.

Key areas of focus will include Global Citizenship, Living Values, Personal Development and Social Development. Key themes, which will permeate programme content and are highlighted as a whole school focus, are: Anti Bullying, Anti Racism, Anti Sectarianism, Equality of Opportunity, Financial Competence and Environmental Issues.

Active Citizenship does not stand on its own; it is part and parcel of every area of study and of all teaching and learning, in both the hidden and formal, curriculum.

Our community partnership with the Buzz Team ensures that our values are taught through exciting workshops in school. Examples of active citizenship and pupil voice are found in various groups led by pupils. Our pupils often lead assemblies to share

information with the pupil body. In addition to the Pupil Council who share information with our pupil body about the work of the school and who organise Fairtrade events, there is the Travel Plan Team and JRSOs who encourage us to walk or cycle to school, and the Eco School Committee who organise recycling, reducing, reusing and planting events. A principle aim of each group is to make our community – local or global – a safer, better and healthier place for its citizens. We have gained our First ‘Green Flag’ award and are working hard to gain No.2! Each of these groups is also a fine example of enterprising attitudes and behaviours in education.

Recycling

Fashion

Show

Planting

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Expressive Arts

Children will learn to express themselves in different ways and be creative through Art, Music and Drama. In addition, they will develop an appreciation of aesthetic and cultural values, identities and ideas. Through the development of skill and confidence in the expressive arts, children often develop confidence in other curricular areas.

Their studies in each of these art subjects will centre around 3 themes:

Creating Presenting Evaluating

Assessment will be ongoing and continuous, and largely informal in what children make, say, write and do.

Art

Our Art and Design policy ensures that every child has access to three main outcomes of Art and Design:

Using a variety of techniques, materials, skills and media to achieve an individual or co-operative piece of work.

Expressing feelings and ideas while researching ways of providing solutions to design process problems.

Building an appropriate vocabulary and responsibility to be able to critically reflect, evaluate and appreciate both their own and others visual responses.

Visitors to our establishment will see for themselves the high standard and quality of our artwork displayed both inside and outside our classrooms. Our Art programme covers drawing, printmaking, design and sculpture. We also use the ‘Borders’ art pack to address these skills and the contexts are generally linked to interdisciplinary learning.

Music The aim of our Music policy is to prepare pupils to take control as the performer, the inventor, the listener, and to prepare pupils for a lifetime of musical experience and enjoyment. In order to achieve this aim our policy will ensure that pupils gain musical knowledge, understanding and skills by actively taking part in musical experiences. Our Primary 2s, 3/2s and 3s receive ‘expert music tuition’ through Glasgow City Council’s ‘Youth Music Initiative’ programme. Our nursery – P7 pupils are provided with many opportunities to experience and learn about music through visiting specialists, assemblies, outings to concert hall, interdisciplinary learning, shows and concerts and community events. This session P1-P7 are thoroughly enjoying our newly purchased ‘Charanga’ music scheme and shall participate in the ‘Glasgow Rocks Anti Bullying concert’. Our Upper Primary choir accompanied Abba Mania in the Royal Concert Hall and sang in the Art Galleries as well as at Community Events.

Drama

We use drama across all curricular areas to deepen children’s understanding of a situation, shape children’s responses and increase self-confidence and respect for each other. Drama is ongoing throughout the school year. We have regular assemblies at which classes present their drama productions to the rest of the school. At the end of terms, particularly Christmas and summer, classes present drama activities to parents and friends of the school. We use Borders Drama Pack to ensure that our pupils have access to high quality experiences in this curricular area. We work with Professional Theatre Companies working on promoting responsible citizens to deepen learning.

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Social Studies Children will follow a structured programme of progressive skill development largely delivered through 'contexts' relevant and appropriate to children’s needs and interests. Social Studies is frequently taught through Inter-Disciplinary Learning Contexts. The social studies experiences and outcomes are structured in three lines of development:

People, past events and societies People, place and environment People in society, economy and business

The learning and teaching programme aims to offer balance across each of these.

Social Studies topics may also provide a context for teaching and learning in other curricular areas, and the transfer and application of discretely taught skills. A key aim of this curricular area is to broaden children’s understanding of the world.

Assessment will be continuous and based upon significant aspects of learning.

Science

Through the study of science, children will experience the opportunity to investigate their environment by observing, exploring, investigating and recording. They will be helped to recognise the impact science makes on their lives, on the lives of others, on the environment and on culture.

The science outcomes are in seven areas, although there will be interconnections between them:

Planet earth Energy in the environment Communication Forces and Motion Life and Cells Materials Topical Science

Skills, knowledge and understanding will be developed progressively through all of these areas, again using contextualisation and discrete learning and teaching approaches as appropriate to children’s needs.

Technologies

The technologies provide frequent opportunity for active learning in creative and work-related contexts. Children will develop an understanding of technologies and their impact on society. They will also develop confidence and skill in the use of these technologies to create, present and record their own ideas and materials. As well as developing ICT knowledge and skills we also have a wide range of technologies, which are potentially powerful learning tools across the curriculum and throughout life.

Our ICT programme of study develops discrete skills in emailing, word-processing, graphics and information handling from P1-7. This is delivered in the classroom. Last session all classes were excited to receive two new PCs and a laptop. Our lunchtime lego club is increasing in popularity and is run by a Dunard teacher and a parent. We have received ‘Robot Lego’ and this has brought great excitement to our children and staff!

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Technologies (continued)

The use of a range of technology, including cameras, DVD recorders, laptops and interactive SmartBoards in every classroom further supports learning and teaching across the curriculum. In addition, access to a wide range of software and the World Wide Web enhances and motivates both independent and collaborative learning.

Pupils’ learning will be structured around 6 aspects:

Technological development in society ICT to enhance learning Business contexts for developing technological skills and knowledge Computing science contexts for developing technological skills and knowledge Food and textiles contexts for developing technological skills and knowledge Craft, design, engineering and graphics contexts for developing technological skills and

knowledge

Outdoor Learning Taking the learning outdoors is a key strategy in Glasgow’s philosophy. We believe that by using our outdoor space at every opportunity we offer our pupils the opportunity to connect with nature and enhance their senses. Our experience is that the pupils use this opportunity to transfer skills learned in the classroom to a real environment. They express that they feel they learn better and it is more fun. We believe we have a responsibility to make the most of the outdoor environment to support the delivery of the experiences and outcomes of a Curriculum for Excellence.

Every class has the opportunity to visit ‘The Children’s Woods’ and we have worked with RSPB, Famous authors such as Tam Dean Burn and Julia Donaldson, planted bluebells, worked on whole school art projects and took part in lantern processions to take learning outdoors.

Every class has had the opportunity to learn Traditional Games and take part in Natural Play and Forest Schools. This is an area that we are focussing on as a school.

In Dunard Primary and Nursery Class we are working towards taking the learning outdoors in all weathers whether during free play time or during core lessons. Please always ensure that your child has appropriate clothing at all times.

We have been very fortunate to have been successfully awarded £6500 by GCC towards developing our playground in Spring 2013 and £2000 from Grounds for Learning to develop Natural Play in 2014.

Our Parent Council, Staff and Pupil Council are actively working together to further develop our playgrounds.

Working with our

Parent/carers on Outdoor

Learning

Working on Outdoor Art

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Spiritual, Social, Moral and Cultural Values In line with national advice [SOEID Circular 6/9, the Education (Scotland) Act 1980 and SEED Circular 1/2005] and additional advice from Scottish Government on RME/RERC and RO in February 2011, children will learn about a range of faiths, including Christianity [Religious Education] (in recognition of diversity and the need to promote respectful understanding). This also is in line with GCC Policy. In addition all children will be provided with the opportunity to develop spiritually. (Religious Observance) Religious Observance is now defined as,

“Community acts which aim to promote the spiritual development of all members of the school community and express and celebrate the shared values of the school.”

The agreed shared values of Dunard School are: honesty, politeness, respect, responsibility and cooperation. This values based approach is also in line with a Curriculum for Excellence (CfE).

An annual programme will be structured to provide opportunities for spiritual development which will allow all children, regardless of faith or no faith, to participate with integrity. We provide six opportunities in addition to Christmas and Easter for spiritual development.

The programme may draw on religious festivals and celebrations and/or key themes integral to the life of the school such as ‘Respect for Others’ and ‘Rights and Responsibilities’. (Taken from GCC Religious Observance Policy, February 2009)

Central to this policy is the principle of respect for others.

The Buzz Team from Ruchill Church will assist as relevant and appropriate in the following ways:

Assisting with curricular delivery Work with our children on cooperation, respect, responsibility, politeness and honesty.

As a non-denominational school, no acts of worship will be organised within the formal curriculum.

Any parents wishing to withdraw their child from such visits or indeed any participation in religious education may do so by informing the Head Teacher in writing. The class teacher will set such pupils alternative tasks.

Parents and carers 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 that three occasions (days) in any one school session and the pupil noted in the register using code REL on these days.

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Assessment Assessment takes place throughout the school year in all areas of the curriculum. It is integrated into the planning process: in the teaching; in summarising success and progress and in providing useful feedback.

We continue to develop our use of a range of formative assessment strategies, aimed at progressing pupils’ learning and development.

Assessment is a continuous process. It is the aim of our assessment policy to:

Improve the quality of learning and teaching for all pupils. Recognise success and achievement Raise standards of individual pupil attainment and achievement. Enable a continuum in provision for pupils across the range of stages through nursery

into primary and then into secondary school.

Enable more effective reporting to parents and pupils. Various methods of assessment are employed on an ongoing basis. These include both formal and informal observations, structured assessments of practical activities and writing, progress tests and check ups in numeracy and mathematics, and standardised tests if appropriate. Attainment of levels assessed in this way will be reported in the pupil's final report. A profile of your child's performance will be discussed by the class teacher at each of two parents' evenings, usually in November, and then May.

Pupil assessment is an important aspect of school life. It can take many forms but is informative and determines the next steps in learning. Your child will be assessed in what they write, make, say and do.

It is our policy to give every pupil an equal opportunity to participate and share in all learning experiences, formal and informal, that the school provides. Continual checks are made on every child's progress to ensure that they are achieving their full potential.

Good work! You have met the Children and teachers use

Success Criteria for today’s lesson formative assessment strategies such

as: -

You’ve used some imaginative Traffic lighting, 2 stars and a wish,

vocabulary! learning logs and self/peer

assessment.

Next time, try to vary your

openers.

Example of Two Stars and a Wish. Example of Traffic Lights(above)

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School Improvement School improvement planning operates on a three-year systematic cycle, based on audit of key stakeholders and evaluation. Each year a new improvement plan will support the aims outlined in the 3 year plan. A broad audit of stakeholder opinion was undertaken in May 2014. Key Priorities for improvement in Sessions 2014/15 were identified as: Numeracy, Active Approaches, Assessment and Moderation

Literacy, Active Approaches to Reading and Writing, Assessment and Moderation

Health and Wellbeing – Promoting Positive Behaviour – Promoting Resilience Outdoor Learning - To increase resources for outdoor play and make best use of playgrounds

for play Our Pupil Council work with the Head teacher annually to lead an assembly explaining School Improvement Priorities to the Pupil Body. Our Parent and Pupil Council are instrumental in applying for funding for our Outdoor Initiatives. Each year, we produce a Standards and Quality Document outlining the main achievements over the previous twelve months. This is issued in leaflet summary form to our Parents/Carers and the full version is available from the school office.

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Home/School Links - Learning Logs Each child has their own personal Learning Log book which acts as a diary of evidence to record what your child has been learning and how they are progressing. The class teacher will use the learning logs on a weekly basis to discuss progress and set new targets with the pupils. Targets will be highlighted or stamped to show what learning has been achieved. The Learning Log will help your child

Reflect on what they are good at Identify how they can improve Set learning targets, which will help them do well in class Set personal targets, which will help them get on well with others

The learning logs are beginning to provide evidence of our pupils’ learning journey which we hope to share with our parents in the near future.

Homework and Shared Home Learning

In the early stages parents can help by hearing their children read and talking to their children to promote language skills and numeracy. In the middle and upper stages, work done at home will reflect some of the work done in class. Children should be encouraged to use television, radio, newspapers and magazines as well as books as useful resources in the home.

Time allocation for home work P.1 - P2 15 minutes P.3 - 20 minutes P4 - P7 no more than 25-30 minutes

Homework is provided for various purposes: practice and consolidation of work done in class; preparation for future class work using resources not available in school; encouragement of parental co-operation; and support and practice in private study.

Parents and Shared Home Learning

Parents have an essential role to play in encouraging and helping young people to organise and complete homework. We are lucky to have so many willing and talented parent helpers.

Parental Support is of great help and the child's progress usually becomes obvious when parents take an active interest. Recent research, proved that children who receive help at home in reading make better progress than those who do not. We believe that homework is at the forefront of partnership between home and school; it is therefore crucial that parents of our pupils are actively involved in our homework practice as a "helpful presence" when their child is completing homework.

Some of our classes are piloting ‘Shared Home Learning’. Through this, we hope to enable our children to see the value of learning not only within, but beyond, the classroom. In this way, Home Learning should support the school’s keys aims of developing pupils as lifelong learners, who take responsibility for their learning, see the purpose and relevance of it, and how it links with ‘real life’.

Engagement with Parents

Throughout 2014 – 2015 we shall involve our parents through Primary 1 workshops, assemblies for every class, Financial Education Display and Open Afternoon, SHRE and Internet Safety Workshops, Outdoor Residential session, PATHS Workshop and Curriculum for Excellence Open Afternoons. We continue to communicate through letters, newsletters, fliers, text alerts, notice board and website.

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Shared Home Learning (continued)

Pupils will be assigned a variety of Home Learning tasks throughout the year, covering the core skills of Literacy and Numeracy as well as a range of other curricular areas, yet still accommodating different learning styles and a degree of choice for pupils. Class teachers contact parents each session to provide parents with the knowledge of programmes of study by means of informal meetings, by newsletter or both. Visitwww.parentzone.com for more information about how you can assist home learning. Home and School Partnership In Dunard Primary we feel very strongly that education should be a partnership between school and home. To this end we try to involve parents in as many aspects of school life as possible.

After children have enrolled for Primary 1, we invite parents and children to take part in our pre- entrants programme beginning in May. This involves a workshop for parents and play sessions for children. The workshops are very informal and parents' opinions, expertise and experience are respected and valued. The play sessions give the children an opportunity to become familiar with the school, staff and other children, helping them to settle happily in August.

Families are regularly informed about school policy, business and events from newsletters and curricular leaflets issued on a regular basis by the Head Teacher. Class teachers also issue a minimum of one newsletter per term. Our website is regularly updated at www.dunard-pri.glasgow.sch.uk Homework diaries, learning logs and/or play diaries for individual pupils offer excellent opportunities for home-school liaison and for parents to be active partners in their child’s learning. Parental Support

In Dunard Primary we are very fortunate to have so many parents who offer their help to the school. Our parents help in a variety of ways, for example

Accompanying pupils on visits and trips School publicity School events Outdoor Learning Sports Day Assemblies

In Dunard we have an open door policy so if you ever have any matters you wish to discuss at any time please do not hesitate to contact Mrs Connolly, Head Teacher at school or any other member of the senior

management team. Please contact the office who will organise a prompt appointment.

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Dunard Primary and Nursery Class and the Community

Our school enjoys a high profile and reputation in the community. It involves itself in community initiatives and events and enjoys the support of groups within it. We have close ties with Queen’s Cross Housing Association and entertain the community by singing Christmas Carols at Queen’s Cross during the Christmas Lights ‘Switch On’. We are working closely with the community credit union to support the launch of Dunard’s credit union in January 2013. This is now being run by upper primary pupils. We regularly participate in litter picks in the community to help to keep our local area clean and tidy. We do this in conjunction with the Community Action Team. We have recently worked in close partnership with McTaggart a local construction company who offered input to our pupils on safety on building sites during health week and who ran a competition to design safety posters within our school. These will be displayed in the local community at the building site at Queen Margaret Drive. We shall be visiting the building site with our pupils to admire our posters and to learn first hand about building site safety. We have worked closely with Interserve who has donated all the rubble and soil to fill our planters. We are hoping to announce the building of an Outdoor Classroom and a Sandpit in the near future. We work closely with our Active Schools Coordinator to access numerous sporting opportunities within the community such as tennis, squash, football, rugby, basketball, gymnastics, running etc..

The ethos of our school is a caring and sharing one where everyone involved with the school work together for the benefit of all. The school offers a happy, nurturing and secure environment where the talents and strengths of the individual are recognised and encouraged. This caring and sharing attitude is extended to the community and the world at large.

Throughout the year we undertake various fundraising ventures to benefit others for example -:

MacMillan Cancer Care Maryhill Food Bank Marie Curie Children in Need Many local and global projects

Dunard has forged many valuable links over the years with other local primary schools including St Charles’ Primary who regularly work with us on ECO and Anti Sectarian SOS projects.

Our philosophy is very much to use our community resources as excellent learning opportunities for our pupils with visits to -:

The Library The Local Playpark Local shops/Fire Station The Botanic Gardens Kelvingrove Art Galleries and Museums The River Kelvin Canal Walks The Children’s Wood Local Sports Venues

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Reporting to Parents/ Carers

There are several opportunities during the school year when you may speak to your child’s teacher at length: Each year we hold two main Parents' Evenings, in November and May, to enable parents to discuss their child's progress with the class teacher. Pupils regularly take home folders to allow parents to monitor progress. However, if parents do have any anxieties about their child's progress, they are encouraged to contact the school office to arrange an appointment to discuss the matter which is causing concern with the class teacher as soon as possible. Please feel free to communicate through the homework diary/jotter also. Annual Written Reports These are currently issued in May. To inform parents and help you understand how you can support your child’s learning, reporting will provide information on your child’s progress and achievements in their broad general education: We will inform you of:

progress in the curriculum areas: Progress will be described in brief statements noting particular strengths, areas for development and achievements in challenging aspects and in the application of learning

achievement of a curriculum level, either in a part of a curriculum area such as reading, or in a whole curriculum area

achievement in different contexts and settings, including across curriculum areas, the life and ethos of the school and learning outwith the school, including in the wider community

the nature of support being put in place to ensure each child or young person makes appropriate progress

any gaps in your child’s progress and ways parents can help. We will accentuate the positive, be constructive, be fair We will ensure that the description of learning provides a clear, concise and recognisable

picture of your child. We will provide information on your child’s attributes and capabilities including attitude to

learning and motivation We shall provide opportunities for the learner to contribute, including commenting on

written reports, when possible We shall provide opportunities for parents to give their views on their child’s progress,

including through their responses to written reports. Primary 7 pupils shall prepare a ‘Pupil Profile’ a summary of their achievements.

Keeping Parents Informed

Every effort is made to keep parents informed by way of letters, texts and a monthly newsletter. Class teachers issue a termly newsletter with what’s coming up in your child’s class. Parents are also invited into school for our Christmas celebrations, class assemblies, plays, during some focus weeks and in term 3 for our Curriculum for

Excellence Showcase of learning. Our new website is always being updated and provides an excellent means of communication. View the latest information at: www.dunard-pri.glasgow.sch.uk

http://www.dunard-pri.glasgow.sch.uk/

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Parent Council

The Parent Council is a group of parents/carers selected by members of the Parent Forum to represent all the parents/carers of children at the school. Parent Councils are very flexible groups and the Parent Forum can decide on the type of group it wants to represent their views. A Parent Council could get involved in:

Supporting the work of the school; Gathering and representing parents’/carers’ views to the Headteacher, education authority

and HMIE; Promoting contact between the school, parents/carers, children and the local community; Fundraising; Involvement in the appointment of senior school staff.

Parent Councils are recognised in law from August 2007. As a statutory body, the Parent Council has the right to information and advice on matters which affect children’s education. So, the school and the local authority must listen to what the Parent Council says and give it a proper response. Every school’s Parent Council will be different because it will be parents/carers in each school who make the key decisions. The Parent Council is also entitled to support from the education authority in fulfilling its role. Membership of the Parent Council Generally, members of the Parent Council must be parents/carers of children who attend the school and the chairperson must have a child in the school. However, the Parent Council can decide to co-opt other members from teachers and the community who will have knowledge and skills to help them.

A maximum of 15 parents; a minimum of 4. A maximum of 6 co-optees, with the number of co-optees always fewer than the

number of parents. Parent Council – Constitution The Council is known as Dunard Parent Council Quorum of Meetings A minimum of 5 council members must be present for meetings to take place. If less than 5 members turn up for a given meeting, discussions may ensue but no decisions can be finalised. Appointment to Membership Parent Members Full members of DPC will be parents with children attending Dunard, i.e., members of the Dunard Parent Forum, established under the Scottish School (Parental Involvement) Act, 2006. As far as possible DPC will aim to have members whose children attend a wide diversity of the year groups of the school and include parents who are nursery parents or also committee members of the Dunard after School Care Association and any other organised parents’ groups that exist in the school.

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Parent Council (continued)

Parents can nominate themselves to DPC or can be nominated by other parents, either in writing (including text and email) or in person at an Annual General Meeting of the Dunard Parent Forum. An election, with all members of the Dunard Parent Forum being entitled to vote, will be held in the event of there being more candidates then places. The Annual General Meeting of Dunard Parents Forum will confirm the board membership for the forthcoming year. Appointment to DPC will normally be for a period of three years or until the children of the parent having left the school, whichever is the soonest. Each year a third of the membership will retire and nominations sought to fill the places. Retiral will be based on the members of longest standing. In the first two years of the DPC, retiral will be by agreement between members. Existing members can volunteer / be nominated again, but no individual can serve for more than 6 years continuously.

Casual vacancies that arise between AGMs, for example through resignations, will be advertised and volunteers or self-nominations sought. Members can be removed from DPC outwith the normal period of service only at meetings of the Parent Forum with a majority in favour of removal.

*In this document ‘parent’ includes guardian and any person who is liable to maintain or has parental responsibilities (within the meaning of section 1(3) of the children (Scotland) act, 1995) in relation to, or has the care of a child or young person. This can include, for example, non-resident parents, carers, including foster carers, relatives and friends who are caring for children.

Our Parent Council Members are:-

Ms Amy Cheskin Chairperson Ms Ulrika Matthews Secretary Ms Kate Verrall Treasurer FF Ms Karen Criggie Parent Council Member Fast Fundraiser Liaison Mr Jerome Boue Parent Council Member Ms Emily Cutts Parent Council Member Ms Eva Baillie Parent Council Member Mr Jim Haley Parent Council Member Ms Lucy MacIntyre Parent Council Member Ms Laura Dargie Parent Council Member Ms Annelies McMillan Parent Council Member Ms Angela McNairn Parent Council Member Ms Lienne Brown Parent Council Member FF Mrs Tracy Boue Fast Fundraiser Mrs Kay Coombe Fast Fundraiser

Fast Fund Raisers:

We have recently recruited some parent members who are also interested in organising events throughout the school year to build community and to raise funds for school projects. We would be delighted to welcome more parents to this fundraising group as many hands make light work! Our current fundraising efforts shall go towards improving our Grounds for Learning and Play, ICT suite, in addition to Golden Time Games and further projects to enhance our children’s experiences.

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Additional Support Needs

Accessibility Strategy

The school has a duty to ensure that all our pupils have equal access to the curriculum, supported as appropriate to their individual needs. This covers not only the content of the lessons and teaching strategies but also minor adaptations to the physical environment of our buildings to address the needs of pupils with physical or sensory impairments, including the relocation of classes to the ground floor where feasible.

We also need to ensure that parents and carers who have a physical disability have equal access to information about their children. This will involve, for example, relocating the venue for parents/carers meetings to facilitate physical access; provision of an interpreter for deaf people; agreeing a phone contact system to provide direct feedback to parents and carers.

Physical Access: Handrails have been installed in the playground and throughout the school at lower levels and going up the stairwells. There is one accessible toilet in the toilet area for girls. The school does not have ramps or a lift within the school. Communication: At report evenings, arrangements can be made for those requiring assistance to access the school. Teachers will meet with parents/carers at a suitable area within the school. English as an Additional Language: We can also arrange for translating services for parents and carers whose first language is not English. We can also arrange for interpreters for parents and carers who are deaf. Additional Support Needs Legislation The Scottish Executive introduced the Additional Support for Learning Act in 2004. Glasgow City Council puts The Education (Additional Support for Learning) (Scotland) Act 2004 at the heart of its commitment to equal opportunities, social inclusion and early intervention.

The Council’s policy ‘Every Child is Included’ recognises that there may be a broad range of factors and circumstances, over the short or long term which give rise to a child or young person requiring additional support to promote learning and all round development. Further information relating to additional support needs is available on the Glasgow City Council website – www.glasgow.gov.uk/additionalsupportneeds Information on the Glasgow City Councils’ Parental Involvement Strategy can also be found at http://www.glasgow.gov.uk/index.aspx?articleid=8642 Getting it Right for Every Child (GIRFEC) The GIRFEC approach is about how staff in all children’s services meet their needs by working together where necessary to ensure that children reach their full potential. www.scotland.gov.uk/gettingitright

http://www.glasgow.gov.uk/additionalsupportneeds

http://www.glasgow.gov.uk/index.aspx?articleid=8642

http://www.scotland.gov.uk/gettingitright

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Additional Support Needs (continued)

Provision for Additional Support Needs Within Dunard: Rationale

All children and young people need the support of our education system to help them learn and to achieve their full potential. Our aspiration for all children and young people is that they should be successful learners, confident individuals, responsible citizens and effective contributors to society and at work. The 2004 Act aimed to create a stronger, better system for supporting children’s and young people’s learning. The Act aims to ensure that all children and young people receive the additional support required to meet their individual needs and to help make the most of their education. Our policy is a statement of the aims, principles and strategies for Additional Support for Learning within Cleveden Learning Community, according to Glasgow’s ‘Every Child is Included’ policy, and outlines our commitment in recognising that most of our children and young people respond well to the opportunities for learning provided by our schools and that without extra help some would not benefit fully from education. Aims & Objectives

The underlying aim of the Additional Support for Learning Policy is to enable all pupils to achieve their natural potential.

To promote an inclusive approach that will meet the needs of all pupils and in turn contribute to raised levels of achievement, self-esteem and lifelong learning, establishing an inclusive network of provision for all.

To support individual pupils who have additional support needs using appropriate planning and recording according to establishment and authority procedures.

To promote partnership working with those involved in supporting children’s and young people’s learning.

This policy is available for all parents to access from the Head Teacher. Children develop at different rates and gain skills and competencies on individual levels. They are provided with differentiated activities, learning intentions and success criteria appropriate to their strengths and development needs.

Many children have additional support needs, some needs are short term or transitory, others are longer- term. Additional supports enable children to access the curriculum, building on their strengths and over coming barriers to learning.

The new legislation created a paradigm shift in the approach to support needs moving away from a preoccupation with deficit to a much more positive consideration of a child's competencies and skills, a clear assessment of their support needs and a plan to implement and review the effectiveness of these supports. Dunard Primary and Nursery Class has been very proactive in implementing this legislation. Class Teachers are able to register concern for individual pupils with the Dunard Additional Support Needs Coordinator. In joint consultation an appropriate level of support for learning plan will be opened which specifies clear development goals, success criteria and detailed description of the nature of appropriate supports which can be in-house or provided by external agencies such as Speech and Language Therapy, Psychological services, Sensory Support specialist resources supplier, Glasgow Dyslexia Support Services or a wide range of other support agencies. Support plans are created in line with national and local guidance.

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DUNARD PRIMARY SCHOOL AND NURSERY CLASS Additional Support Needs (continued)

Plans will be reviewed in joint consultation with pupils, parents/carers, class teachers and any outside agency personnel involved in supporting individual pupils. These plans and supports will be flexible enough to enable adaptation to respond to a child's changing needs to best ensure barriers to learning are overcome.

This flexibility is strongly supported by Dunard teaching and support staff who willingly strive to constantly update their skills to better meet the development needs of their pupils.

Presently in Dunard Primary and Nursery Class, there are some children with additional support needs. All pupils in Dunard Primary and Nursery Class are valued members of the school community with every child encouraged to grow and develop to the best of their ability. Staff supports this development and foster partnership with parents and outside agencies to encourage a climate of high expectations, inclusiveness and excellence. In Dunard Primary and Nursery Class we are committed to overcoming barriers to learning and provide a wide range of additional supports to help meet our pupils’ needs, for example:

Support for learning in small groups or one to one Paired reading Socially Speaking Group Seasons For Growth Group Codecracker/Literacy/Numeracy catch up Group Differentiated Curriculum

Procedures for Including Parents / Carers & Children / Young People Our ASL coordinator will seek to involve parents / carers in the ASL process as partners in the education of their child. Regular communication is made with families of children with additional support needs. We hold transition review meetings to ensure smooth transfer from nursery to primary and primary 7 to secondary for those children who have additional support needs. Parents/Carers shall be invited to attend and offer input to this process. This includes:

meetings to plan/ review progress/ share success Reviews Open Door (support sessions for parents of children) Personal Learning Logs daily home/ school Promoting Positive Behaviour cards Curriculum Showcases

Any parent/carer seeking further advice regarding this policy should contact the headteacher in the first instance. If a parent is unhappy with the support their child is getting they must first discuss this with the school in order to seek a resolution at that very local level. Further information relating to Additional Support Needs is also available on the Glasgow City Council website - http://www.glasgow.gov.uk/index.aspx?articleid=8627 and also from -Children in Scotland: Working for Children and Their Families, trading as “Enquire – the Scottish advice and information service for additional support for learning”


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Promoting Positive Behaviour Policy

The relationship between teacher and pupil is similar to that between child and his/her own parents/carers, requiring mutual respect and consideration on both sides. In Dunard, all staff are trained in nurturing approaches. The aim of our school discipline is to promote the positive behaviours of self-control, courtesy, care, self-respect, mutual respect and consideration, in order to help create the most successful learning environment possible, enabling our pupils to be effective citizens in a harmonious society.

Achieving this aim critically depends on the active support and co-operation of parents/carers.

Agreed Shared Values and Golden Rules

The school community’s agreed shared values help direct and regulate our collective behaviour, and are used as a tool to help children self-evaluate behaviour choices – from the early years and beyond. Pupils collaborated to devise Golden Rules, based on these values, to provide a helpful illustration of what the values would look like in ‘action’. Our values are the basis of the boundaries set, and consistently maintained, to guide behaviour choices across and throughout the school.

Pupils Keep The

Golden

Rules

Everyone

starts the

week

‘Golden’.

Golden Time

Reward

Friday

Pupils Sign Up

For

‘Golden

Activity’

http://www.circle-time.co.uk/img/products/standa

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Golden Rules (continued)

Children who keep the Golden Rules are rewarded with Golden Time on Friday. It is important that the children have a clear understanding of the standards of behaviour we expect and the consequences of failing to meet these standards. There may be times when pupils have to be reminded of the boundaries of acceptable behaviour. Our classrooms have Golden Trees. Pupils who choose to break the Golden Rules move down the Golden Tree and lose some reward time on Friday pm. If they are especially well behaved for the rest of the day/week they may move back up the tree and reearn some lost time. Persistent or serious breaches of Golden Rules mean loss of Golden Time and are recorded in the school behaviour management pupil concern log. If children persistently make poor behaviour choices, or engage in serious breaches of discipline, the Headteacher/Depute Headteacher will engage the support of the parents/carers to better support improved behaviour and an orderly learning environment for all. The main aim of our promoting positive behaviour policy, however, is to encourage and reward good behaviour rather than focus on bad behaviour. Every child comes to school on a Monday ‘golden’. They can expect Golden Time on a Friday afternoon as a reward for keeping our Golden Rules. If they break our Golden Rules, they lose some Golden Time. This year we are working on Restorative Practices, Peer Mediation and Pupil Voice.

Celebrating Achievement: Whole school and stage assemblies are an integral part of our discipline policy. Children are rewarded with certificates for good work, good behaviour, keeping our Golden Rules and for trying their best. We celebrate achievement which can be either within school or outwith school. These certificates are attainable by all pupils, thus creating an atmosphere where good work and behaviour are valued and rewarded. We encourage our pupils to ‘Be All They Can Be!’

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Extra Curricular Activities

We are very fortunate to have our Learning Community Active Schools Coordinator working in Dunard Primary. This means that an extremely wide range of after school clubs and activities are on offer from P1-P7. Our pupils are offered a diverse range of opportunities and then supported to access local clubs and associations to encourage an active lifestyle. Such activities on offer are; football, netball, rugby, basketball, weightlifting, dance, tennis, chess, gardening, music, drama, natural play, Eco & problem solving. These are facilitated by Active schools and Class teachers.

Blairvadach and Ardentinny Outdoor Residential Our pupils are offered a 5 day residential outdoor experience at Primary 7. These offer pupils the chance to try many outdoor pursuits and cultivate a respect and love of our wonderful countryside. Playground Supervision

An adult presence is provided in playground at break times in terms of the School (Safety and Supervision of Pupils) (Scotland) Regulations, 1990. Several members of the support staff are always on duty in the playground. All are trained in playground activities and Mrs Hogg is our first aid person. The senior pupils also play an integral role in playground supervision during Playground Pals buddy activities. Our Playground Pals are trained in organising games and activities for our younger pupils to encourage children to become more active.

We have a varied range of playground areas and games suitable for all ages and types of play. Our garden area has benches and plants and we are working on making our playground an exciting place to be with input from our pupils, staff and parent council.

Our school janitor and a member of our Pupil Support staff provide an adult presence in the playground from 8 45 – 9 00am.

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School Meals

Please help support our commitment to health and wellbeing by encouraging your son/daughter to bring healthy snacks and drinks to school and by making use of our Fuel Zone, which provides a great range of healthy lunches for £1.50. Primary 1-3 Eat for Free as part of a Scottish Government Initiative initiated in January 2015. Big Breakfast is £1 or free to those who have a free meal entitlement.

The food in Dunard is of a high standard. The catering staff are integral to our school team. They each know the children well and their many likes and dislikes. They support the school staff by encouraging healthy choices, good manners and by trying to ensure that lunch times are positive social occasions for all pupils. Children are encouraged to try milk and fruit at lunchtimes. Special diets for children with medical requirements can be provided. Please inform the Headteacher. Halal/vegetarian options are offered daily. Children opt into school lunches on a daily basis. Parents / carers are provided with menus which follow a three weekly rotation. Our P1-P3s go for lunch first supervised by teaching staff. Primary 4-7 go for lunch on a rota basis to ensure equality and fairness. Menus are updated and issued in leaflet format and on our website. Children and young people of parents/carers receiving Income Support, income-based Job Seekers Allowance, Working Tax Credit (where income is less than £6,420), Child Tax Credit only (where income is less than £16,010*) and income-related Employment and Support Allowance are entitled to a free midday meal. Information and application forms for free school meals may be obtained from schools and at www.glasgow.gov.uk/index.aspx?articleid=8629 Please do not hesitate to apply for this benefit. Those children who do not pay for meals are simply served their meal along with all others. No difference is highlighted or made. Packed Lunches Children can also bring a packed lunch to school. Packed lunches are eaten either in the packed lunch hall which is supervised by a staff member or in the dining hall. All children are entitled to free milk with their lunch.


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CHILD WELFARE & SAFETY and CHILD PROTECTION

All educational establishments and services must take positive steps to help children and young people protect themselves by ensuring that programmes of health and personal safety are central to the curriculum and should have in place a curriculum that ensures that children/young people have a clear understanding of the difference between appropriate and in appropriate behaviour on the part of another person, no matter who. As with other areas of the curriculum, you will be kept informed of the health and personal safety programme for your child/young person’s establishment. Educational establishments and services must create and maintain a positive ethos and climate which actively promotes children and young people’s welfare and a safe environment by:

Ensuring that children and young people are respected and listened to

Ensuring that programmes of health and personal safety are central to the curriculum

Ensuring that staff are aware of child welfare & safety and protection issues and procedures

Establishing and maintaining close working relationships and arrangements with all other agencies to make sure that professionals collaborate effectively in protecting children and young people

Should any member of staff have concerns regarding the welfare or safety of any child or young person they must report these concerns to the head of the establishment. The Head, or the person deputising for the head, after judging that there may be grounds for concern regarding the welfare or safety of any child or young person must then immediately advise social work services of these concerns.

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Equal Opportunities / Social Inclusion Glasgow City Council is committed to the principles of equality of opportunity and social justice. It affirms the right of all citizens to live free from discrimination and prejudice. It pledges to ‘fight discrimination and encourage a vibrant multicultural Glasgow’. In Dunard, we are completely committed to these key principles of the council. We at Dunard Primary School aspire to treating every person with equal respect. We are committed to enabling them to learn and work to their full potential. We reject all forms of discrimination and are dedicated to working towards a school where no-one feels marginalized or maltreated. We celebrate our diversity and recognise it as a strength of our school. We see it as a vital part of our personal and social development programme that the pupils come to see themselves as part of the world human family. The Scottish Executive Priority on Inclusion states, ‘Our vision of inclusion refers to all regardless of disability, gender and sexual orientation, religious persuasion, racial origin and cultural and linguistic backgrounds.’ Aims and Values:

To work together with children and parents within a caring atmosphere To promote and foster positive attitudes and mutual respect for oneself, others within the

school and within our community To meet the needs of each child as an individual to enable him/her to reach his/her full

potential To give consideration to gender, race, social class, sectarianism, sexuality, culture and

disability To produce tolerant and caring members of the community

Our school is committed to promoting racial equality in the following key areas.

Creating a positive and inclusive teaching and learning environment Curriculum programmes and focus weeks on anti-bullying and anti-racism annually Pastoral care, including the prevention of bullying and harassment Developing positive partnerships with parents and the wider communities Staff development and training Monitoring access, progress and achievement

Together we will strive to create an atmosphere of zero tolerance towards racism. We realise that this policy is part of an ongoing process and that it will continuously be subject to change and improvement. In Dunard we have due regard to the need to eliminate

discrimination, harassment, victimisation and any other

conduct that is prohibited under the Equality Act 2010.

Every class fully participates in anti-racism education,

anti- racism focus week as well as celebration of

diversity through assemblies, art, dance, drama, story and music.

Every child in Glasgow has a right to be happy and secure in school.

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Anti - Bullying

Bullying behaviour will not be tolerated within Glasgow City Council’s educational establishments. All children in Glasgow’s educational establishments have an entitlement “to work (and play) in a learning environment in which they feel valued, respected and safe and are free from all forms of abuse, bullying or discrimination”. (A Standard for Pastoral Care in Glasgow Schools). In 2009 Glasgow City Council published its revised Anti-Bullying Policy, incorporating the requirement to record and report all discriminatory behaviours within educational establishments. All establishments are required to review their policy in light of this. Parents and cares have a significant role to play in helping to address this problem. We at Dunard take very seriously any report of children who take part in bullying behaviour, or children who report that they have been the victim of bullying. We record staff, pupil, parent concerns about bullying, thoroughly investigate the allegation and decide the way forward according to the wishes of the child. This is in line with advice from ‘respect me’ Scotland’s anti-bullying alliance.

We aim to:

Create an atmosphere in the school which builds respect for others and one in which children are able to report any form of behaviour which they find upsetting;

Ensure that any child who has reported bullying behaviour has the support and protection they need;

Help children who take part in bullying behaviour to realise that this behaviour is not acceptable and will not be tolerated;

Inform parents of any incidents which occur at school and work closely with parents to support children or change their behaviour.

Each November we have a whole school anti bullying week focus. All classes work on anti bullying themes through many areas of the curriculum. Our assembly focuses on what bullying behaviour is, children’s right to feel valued, respected and safe, how to report bullying behaviour and the role of the bystander.

All classes have a ‘Listening/Worry box’ for pupils to report to teachers that something is worrying them. The Head Teacher and Depute Head Teachers also have a ‘worry box' at their door for children to communicate with them. Our Pupil Support Assistants are trained to report worries or bullying behaviour. By staff, children and parents working closely together we can make Dunard Primary a “bully-free” zone.

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Children’s Rights Our vision is that every child is supported to achieve their full potential and contribute positively to their communities throughout their lives. Our ambition is for all children and young people in Dunard to know their rights and have these rights protected. To achieve this we need all adults to support children and young people in knowing their rights and working together to ensure these rights are protected. Annually, we discuss the United Nations Convention on the Rights of the Child with our pupils at assembly and in class. This relates to our work on anti-bullying, anti-racism, child welfare and protection, active citizenship and our Health, PSD and RME curriculum. This helps us to consider how we respect the rights of others when we are forming school and classroom rules.

www.unicef.org.uk/crc

www.scotland.gov.uk/Topics/People/Young-

People/families/rights/uncrc

Through exploring rights and freedom to enjoy these rights, our children and young people begin to understand how their actions can affect the rights of others. They develop a much greater awareness of their role in ensuring the rights of others are respected and not infringed as a result of their behaviours or actions. Class teachers discuss this throughout the session but particularly in term 1 when drawing up class rules.

Our aim is that all adults who work in Dunard are aware of children’s rights and respect them in their dealings with children and young people.

In Dunard, we are committed to listening to children and young people. (Article 12) We have ‘Pupil Concern Logs’, listening/worry boxes and various pupil groups so that our pupils have many opportunities to be consulted and listened to.

www.glasgow.gov.uk/en/YourCouncil/Council_Committ

ees/JointBoards/ChildrensServicesExcGroup

www.sccyp.org.uk/rights/UNCRC

http://www.unicef.org.uk/crc

http://www.scotland.gov.uk/Topics/People/Young-%20%20%20People/families/rights/uncrc

http://www.scotland.gov.uk/Topics/People/Young-%20%20%20People/families/rights/uncrc

http://www.glasgow.gov.uk/en/YourCouncil/Council_Committees/JointBoards/ChildrensServicesExcGroup

http://www.glasgow.gov.uk/en/YourCouncil/Council_Committees/JointBoards/ChildrensServicesExcGroup

http://www.sccyp.org.uk/rights/uncrc/

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Clothing and Uniform

Given that there is substantial parental/carer and public approval of a dress code, schools in this authority are encouraged to develop a school dress code. In encouraging a dress code policy account must be taken of 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/carers and children. Against this background it should be noted that it is the policy of the Education Children and Families Policy Development Committee to encourage schools to develop an appropriate dress code policy.

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

Under no circumstances will children or young people be deprived of any educational benefit as a result of not wearing clothing conforming to the school’s dress code policy.

Clothing & Footwear Grants

Parents/Carers receiving Income Support, Job Seekers Allowance (Income Based), Working Tax Credit (with a total annual income of less than £15,050*), Housing Benefit, or Council Tax Benefit will normally be entitled to monetary grants for footwear and clothing for their children. Information and application forms may be obtained from schools and at: www.glasgow.gov.uk/index.aspx?articleid=8629

Glasgow City Council is concerned at the level of claims being received regarding the loss of children or young people’s clothing and/or personal belongings. Parents/Carers are asked to assist in this area by ensuring that valuable items and unnecessarily expensive items of clothing are not brought to school. Parents/Carers should note that the authority does not carry insurance to cover the loss of such items and any claims submitted are likely to be met only where the authority can be shown to have been negligent.

Dunard Primary Uniform

White shirt and school tie Navy trousers or skirt Navy Pullover or cardigan Navy Blue sweatshirt with school logo Pale Blue or white polo shirt with school logo School bag with school crest Hat with school logo Shorts and black sandshoes for gym Ties may be purchased from the school office PE Kit – navy shorts, polo/t shirt, black plimsolls (no jewellery)

Due to the large parental support from parents children should wear their uniform every day. No football colours should be worn or brought to school. No logos should be worn.

Items of uniform may be purchased from the school office.


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Transport

The Education Authority has a policy of providing free transport to all pupils who live outwith a certain radius 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/Carers who consider they are eligible should obtain an application form from the school or at www.glasgow.gov.uk/index.aspx?articleid=8629

These forms should be completed and returned before the end of February for those children beginning school in August to enable the appropriate arrangements to be made.

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 children to travel in transport provided by the authority, where spare places are available and no additional costs are incurred.

The authority has an Exceptional Circumstances policy relating to e.g. homelessness, parental/carer disability, etc. Details are available from the school. There is also a procedure to request transport on medical grounds. The school can advise on procedures. Pick-up Points

Where free transport is provided it may be necessary for children 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 limits (see above paragraph). It is the parent’s/carer’s responsibility to ensure that their child arrives at the pick-up point in time. It is also the parent’s/carer’s responsibility to ensure the child behaves in a safe and acceptable manner while boarding, travelling in and alighting from the vehicle. Misbehaviour could result in your child losing the right to free transport.

Placing Requests

The education authority does not provide transport for those children in receipt of a placing request other than in individual exceptional circumstances and where appropriate legislation applies.

Medical and Health Care

The Nurse, Varri Engleby, pays regular visits to the school throughout the session. The school nurse will offer health appraisal to P1 and P7 each year. Vision testing will occur in P1, P4 and P7. From these checks, some children will be selected to see the school doctor. The school nurse also assists us from time to time with relevant input to our health education programme and is available to discuss health issues with P7 as appropriate. The school dentist visits annually to check P1 and P7. No treatment is administered, but where required, is drawn to the attention of parents/carers. Where a child takes ill in school and has to be sent home, parents/carers will be contacted to arrange to collect them. On enrolment, parental/carer consent will be sought to allow medical staff's routine inspection of aspects of children's health as appropriate i.e. school doctor, nurse or dentist.


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Transfer from Primary School to Secondary School

Children are normally transferred between the ages of 11½ and 12½, so that they will have the opportunity to complete at least four years of secondary education. Parents and Carer’s 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.

Transitions from Primary 7 to Secondary School

As part of Cleveden Learning Community, we are working as a team to ensure smooth transition between P7 and S1. This involves an exciting programme of events for our Primary 7 pupils who will be offered many opportunities for joint working between the feeder primaries and Cleveden Secondary.

There are opportunities for our Primary 7s to visit Cleveden for sporting events, curricular sessions and to spend some days there following a secondary school timetable. Our Primary 7s and their teachers shall also work with Cleveden teachers and pupils on joint projects throughout the session. This helps our pupils to become familiar with the geography of the secondary school and to meet some familiar faces on visits.

Transitions are on our school improvement plan and we are committed to ensuring a positive experience for our pupils on the next step of their education journey.

Our associated secondary school is:

Cleveden Secondary School 42 Cleveden Road Glasgow G12 0JW Telephone number: 0141 582 0062

Data Protection Act 1998 We collect information about children attending school (and also about parents/carers, emergency contacts etc. provided in the annual data check) to allow us to carry out the Council’s functions as the education authority for the City of Glasgow. This may sometimes involve releasing personal information to other agencies and other parts of the Council, particularly in relation to child protection issues or criminal investigations, and it may also be used for research purposes (see the link below for more details regarding this). Information held by the school is, in legal terms, processed by Glasgow City Council. The Council is registered as a data controller under the Data Protection Act 1998 (number Z4871657) and all personal data is treated as confidential and used only in accordance with the Data Protection Act and the Information Use and Privacy Policy approved by the City Council. For more information on how we use personal information, or to see a copy of the Information Use and Privacy Policy, see www.glasgow.gov.uk/privacy. Information in Emergencies We make every effort to maintain a full educational service, but on some occasions circumstances arise which lead to disruption. Schools may be affected by, for example, severe weather, temporary interruption of transport, power failures or difficulties of fuel supply. In such cases we shall do all we can to let you know about the details of closure or re-opening. We shall keep you informed by sending text alerts, making phone calls, using letters, notices in local shops and community centres, announcements in local places of worship and announcements in the press and on local radio. We may also post such information on our website.

http://www.glasgow.gov.uk/privacy

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Comments and Complaints

In Dunard Primary we aim to have positive relationships across our school community. However, if you have a comment or complaint about any aspect of school life, please contact the Headteacher in the first instance. The school encourages parents to share their concerns with the Head of Establishment, who will respond promptly, consider fully, and investigate as appropriate, any matter brought to her attention. In Dunard, we log all concerns, investigate fully and use a solution focused, restorative approach to resolve any concerns. We take the views of all concerned.

If you have a comment or complaint please approach the Head/Depute Head of Establishment in the first instance.

If the Head of Establishment does not resolve the issue to your satisfaction, you should contact our Customer Liaison Unit who will:

Take a totally neutral stance in fully investigating your complaint; Acknowledge receipt of your complaint within five working days; Give a full written response within a further 10 working days, unless another

timescale has been agreed. Glasgow City Council complaints procedures are available:

www.glasgow.gov.uk/educationcomplaints

Customer Liaison Unit

Education Services

Glasgow City Council

City Chambers East

40 John Street

Glasgow G1 1JL

Tel: 0141 287 5384

e-mail: [email protected]

The above website also includes information on data protection and freedom of information.

Suggestions and Ideas Parent Suggestion Box

As your comments, opinions and thoughts are very important to us, there is now a Parent/Carer suggestion box just outside the front door. It is placed at the right hand side of the entrance to the school. We would really like to hear your thoughts on anything related to our school or nursery class. You may wish to suggest changes or areas for development or you may just want to write down the things that you feel are good and are working well. Please feel free to write your comments down and pop them into the box which is private and confidential and if you don’t wish to put your name on your suggestion then that is fine too. These suggestions will be read weekly by staff and all ideas and thoughts will be taken into consideration.

Queries or Concerns

If you have any worries or concerns, please do not hesitate to contact the school office who will forward your call to the Head Teacher, Mrs McGrinder or Mrs Nicholson. Appointments can be made with the class teacher if there is any area of concern about your child. We value your thoughts, concerns and opinions as partners in your child’s education. No worry is too small.

http://www.glasgow.gov.uk/educationcomplaints

mailto:[email protected]

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Useful Contacts

EXECUTIVE DIRECTOR of EDUCATION Maureen McKenna

Education Services City Chambers East 40 John Street Glasgow G1 1JL Tel: 0141 287 2000 www.glasgow.gov.uk

PSYCHOLOGICAL SERVICES (North West)

Sharon Philips c/o Anderston Primary School 3 Port Street GLASGOW G3 8HY 0141 276 2070

LOCAL COUNCILLORS Helen Stephen (canal 16) Chris Kelly Kieran Wilde Billy McAllister City Chambers George Square GLASGOW G2 1DU 0141 287 3934 (Monthly Surgeries 6pm to 7pm, first Tuesday of each month in DunardPrimary School)

SOCIAL WORK SERVICES Social Work Services – Partick 35 Church Street GLASGOW 0141 276 3112 Social Work Services – Maryhill The Quadrangle 57 Ruchill Street Glasgow G20 9PX 0141 276 6200

GLASGOW LIFE Letting Section 20 Trongate GLASGOW G1 5ES Phone: 0141 302 2814/2815

AFTER SCHOOL CARE

DISCLAIMER: Although this information is correct at the 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.

Safe till Six Club Community Central Hall 304 Maryhill Road Glasgow G20 7NR Tel: 0141 332 9115

Maryhill Out of School Services 35 Avenuepark Street Glasgow G20 8PS Tel: 0141 946 8581

Dunard After School Care 65 Dunard Street Glasgow G20 6RL 0141 945 1888

http://www.glasgow.gov.uk/

dunard primary school and nursery class

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