mount vernon primary school

Gayle Clarkson Head Teacher October 2015

0

MMoouunntt VVeerrnnoonn PPrriimmaarryy SScchhooooll 22001155--22001166

Headteacher: Gayle Clarkson 80 Criffell Road Mount Vernon Glasgow G32 9JQ 0141 778 9616 www.mountvernon-pri.glasgow.sch.uk

Twitter: @mvpglasgow

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


1

CONTENTS

Chapter Page Chapter Page

Contents 1 5. The Curriculum:

Welcome to Mount Vernon Primary 2 Curriculum for Excellence 24

1. School Information: Core Subjects: Literacy & English 26

Contact details 3 Core Subjects: Numeracy & Mathematics 27

Teaching staff & school hours 4 Core Subjects: Health and Wellbeing 28

Remits of promoted staff 5 Religious and Moral Education 29

Support staff 6 Other Curricular Areas 30

The school calendar 2015-2016 7 Assessment 31

Communication 8 Reporting to parents and carers 33

Enrolment 9

6. Support for Pupils:

2. Parental Involvement: Additional support needs 35

The Parent Council 10 Child protection procedures 38

Gathering your views 12 CPP – Appendix 9 39

Home/school partnerships 13

Homework 15 7. School Improvement:

Key documents 40

3. School Ethos: Plans for school improvement 2014-2015 40

Our vision, values and aims 16 Our achievements 2013-2014 41

Children’s Rights 17

Promoting Positive Behaviour 19 8. School Policies & Practical Information:

Our Partnerships 21 Medical needs and first aid 42

Attendance, holidays and late-coming 43

4. Our Pupils’

Voices:

School meals 44

Welcome to our school 22 School uniform 45

Our staff 22 Anti-bullying and other policies 46

Our uniform 22 Clubs and trips 47

The Pupil Council & other committees 23 Transport 48

If you have a worry 23 Classification and composite classes 49

Our values 23 Emergencies and playground supervision 50

The Equalities Act and racial harassment 51

Data Protection and Freedom of Information 52

Comments and complaints 53

Useful Websites 54

Glossary of terms 55

You can visit us online @

www.mountvernonpri.glasgow.sch.uk

Follow us on Twitter: @mvpglasgow


2

WWEELLCCOOMMEE!!

Dear Parents and Carers,

We are happy to welcome you and your child to our school. The next seven years are very

important and we are looking forward to sharing this time with you. We hope you will find

Mount Vernon Primary School a warm and caring place where everyone can reach their

full potential. This handbook has been written with you in mind. It aims to provide a rich

source of information on every aspect of school life. Wherever you see this icon

you will be directed to a source of further relevant information: perhaps a website or a

downloadable document.

At Mount Vernon we wish to promote in children a positive attitude to work, self, others

and the environment. We will provide a high-quality service and wish to work in close

partnership with you in preparing your child to be a successful learner, confident

individual, responsible citizen and effective contributor.

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 at various

occasions during the session.

The teaching and support staff are incredibly hardworking and talented professionals. We

put children and young people first and greatly value our relationships with them. It is vital

that children are happy, safe and achieving their potential.

Please feel free to make an appointment to speak with me or my Depute Head, Victoria

Collins, if you have any worries or concerns about your child’s progress or welfare. We will

be happy to help at any point in the year and can be contacted through the main office or

by e-mail.

I am incredibly proud of our school and hope that you and your child will be too.

Kindest regards,

GGaayyllee CCllaarrkkssoonn

Head Teacher


3

Chapter 1: School Information

There are 7 sections within this chapter: Contact details Teaching staff & school hours

Remits of promoted staff Support staff

The school calendar Communication

Enrolment & Transition to Secondary School

Name: Mount Vernon Primary School Address: 80 Criffell Road Mount Vernon Glasgow G32 9JQ Tel: 0141 778 9616 Fax: 0141 778 5583 Email: [email protected] Website: www.mountvernon-pri.glasgow.sch.uk

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

Present Classes P.1c P.1a P.2 P.3/2 P.3 P.4/3 P.4 P.5 P.6 P.7/6 P.7 Role 19 19 27 25 30 25 32 30 29 25 33

Total Roll: 295 Capacity: 348 Parents should note that the working capacity of the school may vary dependent upon the number of pupils at each stage and the way in which the classes are organised. In Mount Vernon we keep ‘reserved spaces’ in each school stage. Stages covered: P1-7 The school is non-denominational and co-educational. We are part of the Bannerman Learning Community.

COMMUNITY FACILITIES The school is open after hours for the following uses: Tuesday: Parent Council 7.00pm-9.00pm (at least once per term) Should anyone wish to apply for the use of the school accommodation, please make application to:

Glasgow Life Community Letting Section 20 Trongate Glasgow G1 5ES Tel: 0141 302 2814/2815

E.Mail: [email protected]

mailto:[email protected]


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


4

School Information: Teaching Staff

Head Teacher: Mrs. Gayle Clarkson Depute Head Teacher : Mrs. Victoria Collins Principal Teacher: Mrs. Kirsty Campbell Mrs. Heather McDonald (Acting) Class Teachers: Mrs. A. Barr Chartered Teacher P.7 Mr. M Hopgood P.7/6 Mrs. C. Kelly P6

Mrs. L. Cullen P.5 Mrs. L. Reid/Miss. E. McPherson P.4 Miss. C. MacIver P.4/3 Mrs. H. McDonald Principal Teacher P.3 Mr. M. Prentice P.3/2 Mrs. M. Donnelly & Mrs. A. Doran P.2 Miss. T. Agnew P.1a Mrs. K. Campbell Principal Teacher P.1c Non-Class Contact Time: Miss. R. Hamilton Miss. E. Cullen This list is for session 2014-2015 and may vary from session to session Total Staff = 14.6

School Information: School Hours Primary P.1-P.7 Morning Starting time: 9.00am Interval: 10.30am to 10.45am Lunch break: 12.15pm to 1.00pm Afternoon Starting time: 1.00pm Dismissal: 3.00pm *Please note: P.1s remain in school for mornings only until the first week in

September

We have a breakfast club in our cafeteria which offers breakfast to all pupils between the times of 8.00am – 8.45am. This costs £1.00 per day.


5

School Information: Remits of Promoted Staff -in brief-

HEAD TEACHER: Gayle Clarkson

School effectiveness and continuous improvement Curriculum management and development Staff management Pupil attainment and achievement Quality Assurance School improvement planning Behaviour management Professional adviser to the Parent Council Implementation of council policies Child welfare and protection Health and safety Fire warden Enrolment, transition and attendance Management of resources and financial management Management of communications Management of the corporate life of the school Responsible for work experience students and supply teachers Staff development co-ordinator

DEPUTE HEAD TEACHER: Victoria Collins

Management of school effectiveness and continuous improvement Management of Additional Support for Learning Management parent helpers School improvement planning Pre 5 / Primary liaison Direct line manager of P.1-4 staff Curriculum development and overview of Environmental

Studies and Enterprise Education Parent Council member – Fundraising branch Trained first aider Fire Warden

[email protected]

PRINCIPAL TEACHER: Mrs. Kirsty Campbell

[email protected]

Science and Outdoor Education Health and Wellbeing Curriculum Member of the improvement planning team Staff Representative on Eco-Committee Responsible for support and guidance to

colleagues Staff Representative – Parent Council

(Fundraising) Fire Warden

PRINCIPAL TEACHER: Mrs. Heather McDonald

Social Studies Curriculum Pupil Council Member of the improvement planning team Responsible for support and guidance to

colleagues Staff Representative – Parent Council

(Fundraising)


6

School Information: The Support Staff Team The support staff has a wide and varied remit within the school. They are extremely helpful and support, pupils and parents in a number of ways.

Miss Gillian Farrell Senior Clerical Support Assistant

Mrs. Janice Young Clerical Support Assistant

Mrs. Lynsey McSorley Clerical Support Assistant

Mrs. Ann Marie Robb Support for Learning Worker

Mrs. Annmarie Sharp Support for Learning Worker

Mrs. Jane Coull Support for Learning Worker

Mrs. Monica Clarke Support for Learning Worker

Mrs. Janice McGurn Support for Learning Worker

Mr. Brian Cassidy Janitor


7

School Information: School Calendar

January 2016 – June 2017

Return to School: Wednesday 6th January 2016 February Holiday: Monday 15th and Tuesday 16th February 2016 Staff In-Service: Wednesday 17th February 2016

Spring Holiday: Good Friday 25th March & Easter Monday 28th March

Monday 4th April 2016 to Monday 18th April 2015 May Day: Monday 2nd May 2016 Staff In-Service: Thursday 5th May 2016 May Weekend: Friday 27th May 2016 and Monday 30th May 2016 Close: Friday 24th June 2016 Teachers Return: Thursday 11th August 2016 Pupils Return: Monday 15th August 2016 September Weekend: Friday 23rd and Monday 26th September 2015 Staff In-Service: Friday 14th October September 2016 October Holiday: Monday 17th October to

Friday 21st October 2015 Christmas Holidays: Wednesday21st December 2016 to

Wednesday 4th January 2017

Return to School: Thursday 5th January 2017 February Holiday: Friday 10th, Monday 13th and Tuesday 14th February Staff In-Service: Wednesday 15th February 2017 Spring Holiday: Monday 3rd April 2017 to

Friday 14th April 2017 (inclusive)

Good Friday & Easter Monday: Friday 14th April 2016 and Monday 17th April 20167 May Day: Monday 1st May 2017 Staff In-Service: Thursday 4th May 2017 May Weekend: Friday 26th May 2017 and Monday 29th May 2017 Close: Tuesday 27th June 2017

School closes at 2.30pm on Tuesday 20

th December

2016

School closes at 2.30pm on Friday 31

st March 2017

School closes at 1.00pm on Tuesday 27

th June 2017


th June 2016


st April 2016


8

School Information: Communication Keeping up-to-date Each week the Head Teacher sends an e-mail containing the diary for the week ahead. If you would like to receive this please contact the school and ask for your e-mail address to be included.

We also have the facility to send 1 text message per family. This is sent to the main contact. It is very important that you ensure this person’s mobile phone number is kept up-to-date. In the event of the school being closed due to an emergency you will be contacted by text.

Monthly newsletters are a great way to hear about our school and the exciting things happening. These are available through the school bag post, e-mail and also online. If you visit our school website you will be able to download a number of interesting leaflets about the curriculum, homework, assessment and other important topics.

www.mountvernon-pri.glasgow.sch.uk If your child is absent, late or they have an appointment If your child is going to be absent on any school day or is going to be late please contact the Absence Reporting Line to report this. They will update the school. The teachers take a register at 9.00am. At 9.15am a member of the clerical team visits each class and lets teachers know who has called in. If there is any child absent and we do not have a record of their absence we will call you immediately. If your child arrives shortly after 9.00am they should come through the main door. They will be met by a Support for Learning Worker who will take them into the main office to sign the ‘Late Book’ and then escort them to class. This way we can ensure that they are safe. For more information on attendance at school please see page 43. If you have a concern, question or comment Please contact the Head Teacher. You can make an appointment at a time which suits your work and personal commitments. Every attempt will be made to see you as soon as possible. You can also e-mail the Head Teacher or Depute Head Teacher at the following addresses: Gayle Clarkson HT [email protected] Victoria Pollock DHT [email protected] Your concern will always be taken seriously and treated with respect and professionalism. We seek to resolve concerns in a speedy and professional manner. We are happy to provide confirmation of the resolution in writing. Should you wish to speak to your child’s teacher the Head Teacher and Depute Head are happy to facilitate this. For further information on concerns complaints or compliments please see page 53.

0141 287 0039




9

School Information: Enrolment & Transition to Secondary School New entrants

When your child is ready to begin school for the first time, you will be asked to bring him/her to school for registration during the month of January. You will need your child’s birth certificate and 2 proofs of address e.g. a utility bill with your name and address on it. The local authority will make an announcement in the press giving specific dates. Also look out for our own school literature in your child’s nursery or playgroup. At other times If you are considering enrolling your child in our school, please contact the Head Teacher, Gayle Clarkson, either by calling personally at the school or by telephoning 0141 778 9616 to make suitable arrangements for you to come and discuss any relevant details. Catchment or Placing Request? If you are unsure which school is your catchment school please visit Glasgow Online at www.glasgow.gov.uk/ecitizentemplates. If you input your postcode this will identify your catchment schools. You have the right to make a placing request for your child to attend a school of your choosing. Information on how to go about this can be found at www.glasgow.gov.uk/goingtoschool. Transfer to Secondary School The associated secondary school for Mount Vernon Primary School is Bannerman High School. Pupils work on a variety of projects throughout their P.6 and P.7 years to help them get to know staff at Bannerman High and also the year group of pupils with whom they will transfer. A three day visit is scheduled for June of each year. Pupils who need additional support can join the enhanced transition programme. Please contact the Head Teacher or Depute Head for further information. Arrangements for transfer to secondary normally begin in December. The contact details for Bannerman High School are: Ms Jackie Purdie Head Teacher Bannerman High School Glasgow Road G69 7NS 0141 582 0020 www.bannermanhigh.glasgow.sch.uk

The Bannerman Learning Community: Barlanark Family Learning Centre

Caledonia Primary School

Carmyle Primary School

Eastmuir Primary School

Garrowhill Primary School

Mount Vernon Primary School

Sandaig Nursery School

Sandaig Primary School

Swinton Primary School

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

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


10

Chapter 2: Parental Involvement

There are 4 sections within this chapter:

Parental Representation: The Parent Council Gathering Your Views

Home/School Partnerships Learning at Home: Homework

Parents are the greatest influence on their children. They are central to the life chances of their children and, as such, are partners in the work of educational establishments and Education Services.

Glasgow City Council’s Parental Involvement Strategy 2008

You can read this document in full at: http://www.glasgow.gov.uk/en/Residents/GoingtoSchool/ParentCouncils

Parental Representation: The Parent Council

The Scottish Schools (Parental Involvement) Act 2006 has changed the arrangements for parental representation in all schools. Since August 2007, all parents/carers are automatically members of the Parent Forum for their school and they have the right to establish a Parent Council to represent them. Parent Forum The membership of the Parent Forum is made up of all parents/carers who have a child or young person at an education authority school. Membership of the Parent Forum allows parents/carers to have a say in the local arrangements to enable their collective view to be represented on matters such as the quality and standards of education at the school and other matters of interest to parents/carers. One of the ways parents in the Parent Forum will be able to express their views will be through the Parent Council. Parent Council The Parent Council is a group a parents/carers selected by members of the Parent Forum to represent all the parents/carers of children and young people 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’ views to the Headteacher, Education Authority and Education Scotland; Promoting contact between the school, parents/carers, children and young people 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 and young people’s education. So, the school and the local authority must listen to what the Parent Council says and give it a proper response. Each 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.


11

Membership of the Parent Council Generally, members of the Parent Council must be parents/carers of children and young people 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 school staff and the community who will have knowledge and skills to help them. In Mount Vernon Primary the Parent Council:

Will have a minimum membership of five parents/carers of children attending the school. The maximum membership is twelve

In the event of the number of volunteers exceeding the number of places set out in the constitution there will be a ballot of the Parent Forum

Has a membership period of two years May co-opt up to four members Will meet at least once a term as a Council and Fundraising sub-committee

Parent Council Members 2013-2014

Chair Person: Mrs. Mairi Greenshields [email protected] Clerk: Mr. Andrew Polson

Treasurer: Mrs. Lorna Ormiston

Business members: Mrs. Jennifer Allen Mrs. Frances Porter Mrs. Rose Stewart Mrs. Claire Atkinson

Fundraising members: Mrs. Rachel Mochrie Mr. Alan Cartwright Mrs. Laura McDonald Mrs. Jacqueline Kirkland Mrs. Gillian Haddow Ms. Irene Davison Mrs. Brenda Welsh

Co-opted members: Mrs. Victoria Collins DHT Mrs. Ailsa Barr Mrs. Kirsty Campbell PT Miss. Elspeth Cullen Miss. Christine MacIver

The Head Teacher has a right and a duty to attend the Parent Council meetings but does not have the right to vote. Should you wish to contact the Parent Council please do so through the Chair Person, Mrs. Mairi Greenshields, the Secretary, Mr. Andrew Polson, or the Head Teacher. Should you wish to be involved in the Fundraising Branch please contact Mrs Victoria Collins DHT through the school office.

The Parent Council meet at least once per term on a Tuesday at 7.00pm


12

Parental Involvement: Gathering your views

Your views matter! In the best schools school staff, children, parents and carers work together to create

the best possible learning environment. One of our key values at Mount Vernon

Primary School is collegiality. This means working together. Everyone’s opinion is

valued and we are keen to keep improving our school.

Throughout the year we will seek your views on the work of our school. The Parent

Council voice your views and opinions at meetings and we often have ‘tear off slips’

attached to monthly newsletters which you can complete. Each Parents’ Evening you

will be asked to complete a brief questionnaire about an aspect of our school

practice. We gather your views because it is important to us that we ensure our

school provides the highest quality service to you and your children.

Results and changes in policy will always be communicated to you through school

leaflets and newsletters. These are discussed at Staff and Parent Council meetings

prior to publication. We have a number of leaflets which will be of interest to you.

These can be downloaded from our website, e-mailed to you or you can pick up a

paper copy in the foyer. Chapter 10 has further information.

The Parent Council at Mount Vernon Primary School are very committed to voicing

the views of the parents and carers of the school. You can contact them through the

Chair Person or any other member. Please see page 11 for contact details.

You can arrange to meet with a member of the Leadership Team at any point

throughout the year and we will endeavour to arrange a time which suits you and

your family. We are always keen to hear your feedback or comments so please e-

mail or telephone us at any point.


13

Parental Involvement: Home & School Partnerships

At Mount Vernon Primary School we strive to work in partnership with parents and carers. We recognise the value of partnership working and seek ways to fully involve you in the education of your child. We also recognise that you will have many other commitments in your lives and so we work hard to provide a range of opportunities from which you can select the most appropriate ways to be involved in your child’s education. Homework Diaries and Reading Records

The children all have a Homework Diary and/or a Reading Record. This will give you clear guidance on the homework tasks they are to undertake. Please sign the book and feel free to add your own comments.

Basic Skills Cards

Your child will have a Basic Skills Card such as a tables card or number bonds card. This is to support them in learning basic skills. The children can work at their own pace. Throughout the week their teacher or support assistant will test their knowledge. When they have completed an entire card they come to the main office where Mrs. Clarkson HT or Mrs. Collins DHT will test their knowledge and then give them a special reward. Termly Information

At the start of each term you will receive a leaflet about the learning your child will be undertaking in the coming term. This leaflet has information about the CORE curricular areas as well as interesting information about Curriculum for Excellence. These leaflets are set out via schoolbag post.

Parent Helpers

If you would like to help with class trips, discos and other events please do not hesitate to get in touch. We have a list of parents and carers who are available to help so please contact the main office if you would like your name to be added. You can also volunteer to support the children in the Open Area. If this is something you would enjoy please contact Victoria Collins DHT.


14

Information Evenings and Training Events

Throughout the year we hold training events and information evenings. Over the last few years we have held events on Big Writing, ICT, Sexual Health and Relationships Education and residential experiences. We decide which events are most useful for parents and carers by looking at the feedback you provide. If there is an event you would like to be scheduled please contact the Head Teacher. Assemblies and Open Days

Each year your child’s class will present a class assembly or hold an Open Day in order for you to share their learning. These are normally held on a Thursday morning. Last year events included a Burns Supper, the Great MVP Bake Off and a Charlie and the Chocolate Factory Afternoon. You will find out about these events through Termly Information, the Head Teacher’s weekly e-mail and the online diary. Sharing your skills and expertise

We are always keen to hear from parents and carers who would like to share their skills and expertise. If you have an idea for a club or feel your life experience could be of interest to our children please do not hesitate to get in touch.

Currently we are very keen to make contact with any parents, carers or grandparents who enjoy gardening. If this appeals to you please contact Mrs. Kirsty Campbell PT through the main office.

For further information on keeping up-to-date with school news please see page 8. For information on Parents’ Evenings and reporting please see pages 33 and 34.

PVG Membership

If you would like to volunteer you will need to become a PVG member. This stands for ‘Protection of Vulnerable Groups’. This scheme is run by Disclosure Scotland.

The telephone number is 0870 609 6006.


15

Parental Involvement: Homework

Homework is valuable for many reasons, including:

It allows pupils to develop the practice of working independently It can involve parents and others in the work of the school to their mutual benefit It can allow valuable practise of skills learned in the classroom It provides a daily link between home and school

In P1-P7 homework is given out once a week with the week’s homework being set on that day:

2 numeracy activities 2 literacy activities and reading

This means there is an element of flexibility should your family have other commitments on a particular evening. Tasks set will be in line with the ability of the pupil. Homework will not be set for school holidays, nor will it be set if a pupil is taken out of school during term time for a holiday. Homework missed due to absence will not normally require to be completed. Time taken for homework:

In P.1-3 homework should not exceed 20 minutes per night In P.4-5 homework should not exceed 30 minutes per night In P.6-7 homework should not exceed 40 minutes per night

How can parent/carer help with homework?

Children and families participate in Shared Home Learning twice a year.

Help your child organise his/her time to the best advantage so that homework is not left to the last minute or even forgotten

Try to ensure there are suitable working conditions at home e.g. not in front of the television

Check and sign completed homework Let us know of any problems you cannot resolve If your child is unsure what to do please let us know

It should be noted that these are maximum times


16

Chapter 3: School Ethos There are 4 sections within this chapter:

Our vision, values and aims Children’s rights

Promoting positive behaviour Our partnerships

School Ethos: Our vision, values and aims

Our vision for Mount Vernon Primary is to be a school community who are:

Collegiate

Respectful

Confident

Resilient

Trusting

We value:

working together and trusting one another

respecting ourselves and each other

being confident and resilient

We will:

strive to create an ethos in which everyone feels valued, supported and inspired to reach their full potential.

work together to develop, motivate and inspire happy, healthy, confident individuals.

work in partnership to develop the skills vital for our children to lead fulfilling and productive lives.

As a school we embrace the principle that young people have rights as laid out in the Children’s Charter for Young People in Glasgow’s Educational Establishments. It is essential that children who attend Mount Vernon Primary School are safe, healthy, well cared for as reflected in the 10 Standards for Personal Support. We aspire to provide the highest quality of learning and teaching in order to ensure that all children and young people achieve their full potential.

Further information about Children’s Rights as laid out in Glasgow City Council’s Children’s Rights leaflet can be seen on the following two pages. You can also visit http://www.goglasgow.org.uk/Pages/Show/1295.

http://www.goglasgow.org.uk/Pages/Show/1295


17

If you are viewing this online you will be able to access an original version of this poster at

www.glasgow.gov.uk/NR/rdonlyres/32EE4AF5.../0/childrensRights.pdf


18

School Ethos: Promoting positive behaviour

In Mount Vernon Primary we operate a positive disciplinary structure, which works

effectively and is successful because staff, pupils and parents all work together.

Standards of behaviour are consistently high throughout the school. Our system is

based on upholding our school values, positive and respectful relationships,

encouragement and rewards, as well as sanctions for those who misbehave. Staff are

currently being trained on restorative approaches and this will be incorporated

within our policy.

Sticker Cards

Every child in the school has a sticker card and collects stickers from the Head

Teacher for upholding the school values and demonstrating the four capacities of

Curriculum for Excellence: being responsible citizens, successful learners, confident

individuals and effective contributors. Praise and encouragement are used at all

times and positive attitudes to school life are promoted in class, during assemblies

and in the daily life of the school. Children receive an additional reward when they

reach 10, 20, 30 and 40 stickers and those who reach 50 are presented with a merit

badge. Children who reach 100 stickers receive a special award.

Children follow their class values, which they develop with their teacher. They are

straightforward, reasonable and practical. Where children misbehave they will be

given a verbal warning and then a warning card if the behaviour continues. More

serious misbehaviour or repeated warnings may result in them losing ‘Golden Time’.

Special Commendations

Each month teaching and support staff choose two pupils from each class

to receive a Special Commendation. Parents will receive a special letter

letting them know about the award and telling them the reasons why

their child was chosen. Children receive a special ‘Mount Vernon’ badge

and their photograph is displayed on the ‘Commendation Wall’ in

the main entrance.


19

The Golden Book

Creative writing has a high profile within the school and children are encouraged to

submit pieces of writing to the Head Teacher for consideration for the Golden Book.

This book sits in the entrance hall and contains the very best examples of pupils’

writing. Those who get their writing published in the Golden Book receive a special

sticker and a letter is sent home to their family in order to share their success.

Celebrating educational attainment and wider achievements

The children have a Learning Log and a Learning Journey. Each week

they record their key learning achievements and other achievements in

their Log. Learning logs are shared with parents twice a year where we ask

you to record your views on your child’s achievements. At the end of the

term the children summarise their term in their Learning Journey. They note their

key achievements in learning and beyond. We celebrate this in assembly each week.

They can also bring in a photograph to be displayed on the Achievement Wall

which is in the main corridor.

‘Golden Time’ and ‘Loss of Golden Time’

On a Friday between 2.00pm and 2.45pm teaching staff plan a relaxed and

enjoyable activity time where the children can listen to music, play games and chat.

This is a positive experience and children value this informal time with their friends

and teacher. This year we have been piloting Golden Time Clubs as part of our work

on Promoting Positive Behaviour.

The school’s policy for preventing and dealing with bullying is referred to on page

46 of this handbook.

Any serious or continual breach of school discipline may result in exclusion from school.

Those who have lost their ‘Golden Time’ are sent to the Head

Teacher’s office where they explain why they lost their time. They

then have to watch a sand timer for the duration of time lost before

returning to their class and apologising to their teacher. Parents will

be notified in writing should their child lose ‘Golden Time’ on 3

occasions within a month.

My Learning Log


20

School Ethos: Our partnerships

At Mount Vernon Primary School we actively seek to build relationships with a wide

range of partners to enrich our children’s educational experience. Here are some of

our partners.

Kenmuir Church

Rev. Murdo McLean from Kenmuir Mount

Vernon Church visits the school once a month to

speak at our assemblies.

He tells the children about Christian beliefs and

shares stories from the Bible.

Centre Playgroup

Children in Primary 5 visit the playgroup every

Friday to read to the children. These Reading

Buddies are very popular and once a month the

nursery children visit them at the school.

School’s Out

This after school care provider picks children up

from Mount Vernon Primary School at 3.00pm

each day. For more information contact

Linda on 07818 719298 or 0141 778 8556

Glasgow Life

Active Schools Coordinators work with us to

promote physical activity in young people. They

provide coaching, support the Playground Pals

initiative and help us ensure all children get

2 hours per week of quality P.E.

Road Safety Team

Alan Barclay from the Road Safety Team has

been working with us for over 4 years. He has

supported us in delivering workshops with

children about road safety and discussing

concerns with the Parent Council.

Ingles Buchan

Ingles Buchan worked with us to develop and

produce our own school tartan.

Senior pupils designed this in 2011.

ECO Schools Scotland

We were first awarded an

ECO Schools Scotland flag in 2007.

We were delighted to be awarded our

3rd flag in June 2012.

Royal Bank of Scotland

Staff from RBS support our school through our

Financial Education programme. They work

alongside Mrs Victoria Collins DHT to develop

our children’s knowledge and skills in this area.

Baillieston Credit Union

The Credit Union is open each Thursday at

1.00pm. It is staffed by P.6 pupils who work

alongside staff from the Baillieston branch.

The staff have trained our pupils

to a very high standard.

ComputerXplorers

Each term we run 2 after school computer clubs.

ComputerXplorers provide very high quality ICT

learning experiences for our children.


21

Chapter 4: Our Pupils’ Voices There are 6 sections within this chapter:

Welcome to our school The staff in our school

Our uniform The Pupil Council & other committees

If you have a worry Our values

This section has been written by some of our Primary 7 and Primary 1

pupils.

Welcome to our school!

Our school is a friendly, joyful place where you can enjoy your schools life.

All our staff and teachers are caring and loving to all the children in the

school.

This is our uniform. It is grey, blue and silver. The P.7 pupils wear a tartan tie

made from our school tartan!

Our Head Teacher Our Depute Head

This is Millie. The wee ones can cuddle her if they are upset.


22

If you have a worry we have lots of different ways to help you. You can have a Bubble Time with your teacher or visit the Golden Bubble

Box and write a message for Mrs. Clarkson.

The ECO Committee helps all the children in our school

participate in lots of fun ECO lessons and activities like

recycling and growing food.

The Pupil Council are a strong team who work together to make our school a wonderful place. Every year in every class we vote for a Pupil

Council representative who goes to the meetings. They help you with your worries, complaints or

suggestions to make our school stronger!

If you’re in P.1 your P.7 Buddy will help you when you start school. They will

show you round and tell you

what things you have to do.

The P.6 Playground Pals help you meet new friends and play all

sorts of different games

at playtime.

The P.5 Reading Buddies visit Centre

Playgroup every Friday and read stories to the

children

Our Values

Our values are really important. They remind us about the kind of people we want to be and the kind of school we want to belong to.

J.R.S.O. stands for Junior Road Safety Officer. They give us advice about road safety at

assemblies.

Going to

school is cool!


23

Chapter 5: The Curriculum There are 6 sections within this chapter:

Curriculum for Excellence Core Subjects: Literacy & English

Core Subjects: Numeracy & Mathematics Core Subjects: Health and Wellbeing

Other curricular areas Assessment and Reporting

The Curriculum: Curriculum for Excellence

Bringing learning to life and life to learning

Curriculum for Excellence has been introduced 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.

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 with

which they can cope and with challenge on which they can thrive.

Curriculum for Excellence balances the importance of knowledge and skills. Every child is

entitled to a broad and deep general education, whatever their level and ability. Every single

teacher and practitioner will be responsible for literacy and numeracy – the language and

numbers skills that unlock other subjects and are vital to everyday life.

It develops skills for learning, life and work to help young people go on to further study,

secure work and navigate life. It brings real life into the classroom, making learning

relevant and helps young people apply lessons to their life beyond the classroom. It links

knowledge in one subject area to another helping children understand the world and make

connections. It develops skills so that children can think for themselves, make sound

judgements, challenge, enquire and find solutions.

Within Curriculum for Excellence there are 8 curricular areas:

Literacy and English Numeracy and Mathematics Health and Wellbeing Social Studies Sciences Technologies Expressive Arts Religious and Moral Education

You can also visit the Curriculum for Excellence website or ParentZone for more

information

Second Level Primaries 5-7

Early Level Pre-5 and Primary 1

First Level Primaries 2-4


24

The Curriculum: Literacy and English

READING: Reading is a critical tool for lifelong learning and our main aims are to encourage and teach children to read fluently with expression and understanding, and to develop a love for books. We use Oxford Reading Tree throughout the school as our main reading scheme, however teaching staff use a variety of other texts to ensure reading mileage. This includes novel studies newspapers, leaflets, catalogues, websites and blogs.

Phonics and spelling The earliest stages of reading focus on learning the letter names and sounds. We use the ‘Jolly Phonics’ scheme to support children with this learning. By the end of P.3 we would expect pupils to be able to read, write and accurately spell the first 100 most common words in the English language. A spelling programme continues throughout the upper stages of the school. Our core spelling resource is Nelson Spelling however teaching staff use active spelling approaches and make use of the common words lists to support children in transferring their skills in spelling to their writing. Lists of common words are available from your child’s teacher and on our website.

WRITING: Writing skills include handwriting and creative writing. In handwriting we use the Nelson scheme. Here are samples of each stage of the progression:

Nelson print looks like this Nelson pre-cursive script looks like this

N

In creative writing there are two areas: fiction and non-fiction. This table shows some types of writing in each area:

NNoonn--FFiiccttiioonn FFiiccttiioonn

Persuasive Report

Procedural Explanation Discursive

Imaginative Personal Poetry

Playscripts

We use the BIG Writing methodology to support the children’s skills. TALKING AND LISTENING: We encourage children to express themselves confidently using the spoken word by creating opportunities in drama, discussion, story telling, games, poetry, speech making, debates and listening skills. We use a variety of resources.

MODERN LANGUAGES IN THE PRIMARY SCHOOL: In Mount Vernon Primary we have five teachers who are qualified to teach French as a foreign language and three are qualified to teach Spanish as a foreign language. Pupils in P.5 learn French. Spanish is introduced in P.6 and is carried on into P.7. This has been agreed in full consultation with the local secondary school and meetings between primary and secondary colleagues to help smooth the transition from primary to secondary in this subject area.

Children begin learning how to join their writing in primary 3.


25

The Curriculum: Mathematics and Numeracy

We follow national guidance in Mathematics and Numeracy. From P.1-7 we use the

Heinemann Active Mathematics scheme to support the children’s learning in this area. It is

based on development through activity and is specifically written to support the Curriculum

for Excellence.

Basic skills are practised and stressed. We also, however, allow ample opportunity for

children to develop mathematical concepts of shape, measure, time etc. This is done in a

practical and meaningful way and can be linked to other areas of the curriculum. Children

are shown how to collect, organise, display and interpret information from graphs and

databases and even from the earliest stages in the school.

Children are taught how to use a calculator properly and computers, maths games and

equipment such as the “Bee Bots” are all given their place in the mathematics timetable.

Problem solving begins right from the start and permeates all aspects of the numeracy and

mathematics curriculum. It is through problem solving that children can apply their skills.

Financial education has a key role within our children’s learning and we have two

‘Financial Fortnights’ in the year to focus on developing knowledge and skills necessary to

help children become financially responsible, capable and competent. Our partnership

work with Baillieston Credit Union and RBS support this.

In a daily Numeracy and Mathematics lesson children will be involved in:

Oral mental games Written mental numeracy and mathematics questions Key teaching session with opportunities for challenge and additional support Plenary sessions to recap and reinforce key teaching points

Linking learning in numeracy and mathematics to life is essential to demonstrate the

purpose of mathematical learning. This is emphasised in all lessons: children will be

encouraged to make links in their learning and relate their learning to real life situations.


26

The Curriculum: Health and Wellbeing Learning in health and wellbeing ensures that children and young people develop the

knowledge and understanding, skills, capabilities and attributes which they need for

mental, emotional, social and physical wellbeing now and in the future. Learning through

health and wellbeing enables children and young people to:

make informed decisions in order to improve their mental, emotional, social and physical wellbeing

experience challenge and enjoyment experience positive aspects of healthy living and activity for themselves apply their mental, emotional, social and physical skills to pursue a healthy lifestyle make a successful move to the next stage of education or work establish a pattern of health and wellbeing which will be sustained into adult life, and which will help to promote the health and wellbeing of the next generation of Scottish children.

The areas of study within this aspect of the curriculum are:

Mental, emotional, social and physical wellbeing Planning for choices and changes Physical education, physical activity and sport Food and health Substance misuse Relationships, sexual health and parenthood.

Throughout the week children will have three sessions of health and wellbeing education

including 2 hours of quality P.E. They will have a weekly class ‘Circle Time’ to discuss and

explore important issues as well as discrete teaching of the key elements.

Sexual Health and Relationships Education (SHRE)

We use Glasgow City Council Education Services materials to deliver this aspect of the

curriculum. As one of the schools involved in the original pilot, all permanent teaching staff

are fully trained to deliver this material.

SHRE lessons take place in February of each year and you will be invited to view lesson

content in January. You will be able to hear about the programme, view the lessons and

resources used to teach your child.

The Talk2 website is a very useful source of advice and guidance for parents and carers

wishing to support their children in this area.

http://www.talk2glasgow.com/


27

The Curriculum: Spiritual, social, moral and cultural values

At Mount Vernon Primary we wish to develop in the children:

A knowledge and understanding of Christianity and other major world religions and

to recognise religion as an important expression of human experience

An appreciation of moral values such as honesty, liberty, justice fairness and concern

for others

Life skills to enable our children to participate effectively and safely in society

We also seek to develop certain positive attitudes in the children, e.g. loving and caring for

all living creatures, tolerance, respect, consideration etc.

We will follow programmes of study as laid out in Curriculum for Excellence Religious and

Moral Education, Health and Wellbeing and Glasgow City Council’s policies on Religious

Education (1993). Our school chaplain, Rev. McLean is an active member of our team and

visits the school regularly, helping and supporting us particularly in Christianity.

Whole school, class and stage assemblies play an important part in bringing all of our

children together.

Any parent who does not wish his/her child to take part in our religious programme should

contact the Head Teacher, who will make alternative arrangements for the child. These

policies are consistent with national advice set out in SOEID Circular 6/9, the Education

(Scotland) Act 1980 and SEED Circular 1/2005 and additional advice received from the

Scottish Government on RME/RERC and RO in February 2011.

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


28

Other curricular areas covered in the school are:-

Science

Technologies

Social subjects

Expressive arts

We have been awarded a PLATINUM AWARD and a DIAMOND AWARD for our

Enterprise Education and believe we have excellent practice in this area of the

curriculum. In June 2015 we were gained our fourth GREEN FLAG AWARD as an

ECO school.

While children are engaged in their topics, visits are paid to places of interest. Libraries,

local health centre, police station, fire station, local parks, museums are all important

locations. Each year every class will have an educational visit linked with a topic they are

studying.

We also have ‘SmartBoards’ in use in every class, two PCs, a laptop and a visualiser. Many

classes also have a scanner. The senior open area has a laptop trolley containing a half class

set of laptops. A wireless network has been set up here and in the extension. Children use

this technology for collaborative learning as well as independent study. Portable devices

such as digital cameras and microphones are also in use.

Children have an entitlement to experience a broad, general education between the ages of

3-18. Further information about this can be found at

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

tion.asp

SSuucccceessssffuull LLeeaarrnneerrss

RReessppoonnssiibbllee CCiittiizzeennss

CCoonnffiiddeenntt IInnddiivviidduuaallss

EEffffeeccttiivvee CCoonnttrriibbuuttoorrss

http://www.educationscotland.gov.uk/thecurriculum/whatcanlearnersexpect/broadeducation.asp

http://www.educationscotland.gov.uk/thecurriculum/whatcanlearnersexpect/broadeducation.asp


29

The Curriculum: Assessment Assessment is a way of collecting information allowing teachers, pupils and staff to measure

pupil progress.

Assessment in Mount Vernon Primary is integrated into the planning process: in the

teaching; in summarising success and progress and in providing useful feedback.

Assessment measures the success of learning, teaching and pupil achievement and informs

the next steps for learning. It is continuous throughout the year and is important in

ensuring that each child receives the education suited to his/her own individual needs. The

teachers assess through observation of normal daily work and regular group and individual

tasks and activities.

We aim to use assessment in many ways:

To recognise success and achievement

To support learning

To provide feedback to pupils and parents

To encourage high expectations of all pupils

To provide information to measure attainment throughout the school

To provide evidence to inform the next steps in learning

If we feel a child has a particular difficulty, or capability, we may use an objective or

diagnostic test to help us plan a suitable programme of work. The progress of each child

will be carefully monitored and recorded.

Children and teachers use formative assessment strategies

such as traffic lighting, 2 stars and a wish and self/peer assessment.

Super WOW words!

Accurate punctuation

Remember to use

connectives.

I like your story, it is full of interesting

details.

Neat writing.

Remember full stops.

We use PM Benchmarking and HODDER Reading to assess skills in

reading and comprehension. MALT assessments are used to assess progress in numeracy as

well as next steps.


30

Assessment is on-going throughout the year in all areas of the curriculum. Every pupil has

a ‘Learning Log’ in which they record their new learning throughout the week. They reflect

upon their successes and achievements. At the end of the term they

complete their ‘Learning Journey’. This picks out key areas of success

and allows them to include evidence of their learning. This ‘Learning

Journey’ follows them throughout their time at primary school

and shows his/her progression from Primary1 through to Primary 7.

Each parents’ evening you will be asked to comment on your child’s

progress as part of this process.

As well as devising assessments and tracking your child’s progress on a day-to-day and

termly basis we also have three different standardised tests which we use to further support

our professional opinions about children’s progress. We use:

Hodder Group Reading Test

Mathematics Assessment for Learning and Teaching (MALT)

PM Benchmarking in Reading and Comprehension

Children are tested once per year and their progress plotted on an individual graph. You are

able to examine your child’s tests and discuss their strengths and next steps at any time.

Please make an appointment to speak to the Head Teacher or Depute Head Teacher.

Should you be concerned about your child’s progress please do not hesitate to contact the

school at any point throughout the year.

The level your child is working at will be reported to you in his/her school report from the

teacher. Your child should be aware of the level they are working at and their next steps in

learning.

The new curriculum

encourages us to

remember how important

DEPTH of learning is.

Once children have

knowledge of a particular

skill they must practice

applying this skill in lots

of different contexts.

My Learning

Log


31

The Curriculum: Reporting to parents and carers

You can make an appointment to view your child’s work, meet their teacher or meet the

Head Teacher and Depute Head Teacher at any point throughout the year. There are also

several formal opportunities planned when you may speak to your child’s teacher:

November Interim Report & interview by appointment

March Interview by appointment

June Annual Progress Report & interview on request

Before the first formal opportunity in November you will receive your child’s short Interim

Report.

The Interim Report

November

Family Feedback Sheet

Before coming to

Parents’ Evening you

and your child will

complete a feedback

sheet.

This gives you the

opportunity to

formally comment on

the report. Your child

also has the

opportunity to share

their views.

The Parents’ Evening appointments last for 10

minutes. Should you have a matter you wish to

address which is likely to require a longer

discussion please do not hesitate to contact the Head

Teacher who will make every effort to arrange an

additional time.

Your child’s work will be placed outside the

classroom. Please take time to look through their

work and complete their ‘Reflecting on Learning’

booklet.

The Interim Report has been devised in partnership

with the Parent Council. It provides a brief summary of

your child’s progress between August & November.

The Interim Report

Each term every child completed a termly review like

the one pictured above. In it they have summarised

their learning, strengths and next steps. On each

Parents’ Evening there is a space for you to write them

a letter which they take time to read the following

morning.

Reflecting on Learning


32

Following the March Parents’ Evening you will receive your child’s Annual Progress Report.

These are published in June and give a full picture of your child’s strengths and next steps

in learning. You may wish to make an appointment to speak to your child’s teacher in June,

however this is not compulsory.

The Annual Progress Report

June

This provides a very full picture of your child’s

achievements, strengths and next steps in learning

across all curricular areas.

The feedback sheet allows you and your child to formally record you views about their

progress. These are kept in the child’s Learning Journey.

In Primary 7 we encourage children to join the family at the Parents’

Evening meeting. This gives them the opportunity to contribute to the

discussion.


33

Chapter 6: Support for Pupils There are 3 sections within this chapter:

Additional Support Needs Child protection procedures

Transitions – to secondary school & other establishments

Support for Pupils: Additional Support Needs Glasgow City Council has a duty, as outlined in the Standards in Scotland’s Schools 2000

Act, to ensure that your child achieves their potential. Glasgow’s Education Services is

committed to the inclusion of all children and young people with additional support needs,

where possible, within mainstream schools. This is in accordance with the statutory

requirement in the 2000 Act. It is also part of Glasgow’s policy to maintain a range of

special educational establishments. This recognises the key role to be played by specialist

provisions in addressing severe low incidence disabilities. The authority recognises that

there are a wide range of factors which may act as a barrier to your child’s learning. We are

committed to working closely with parents and carers to ensure that you are fully involved

in overcoming barriers to learning.

Additional support needs may be linked to a learning difficulty or disability but could also

apply to a child suffering bereavement who requires pastoral support, a more able

child/young person or those with a particular talent which needs to be fully developed. The

policy requires all educational establishments to provide and environment where children

and young people with additional support needs are actively encouraged to be effective

learners and benefit from their school education.

Any parent/carer seeking further advice regarding this policy should contact the Head

Teacher in the first instance. If a parent/carer is unhappy with the support their child is

getting they must first discuss this with the school in order to seek a resolution.

Further information relating to Additional Support Needs is also available on the Glasgow

City Council website:

http://www.glasgow.gov.uk/en/Residents/GoingtoSchool/AdditionalSupportNeeds

As identified under ‘The Additional Support for Learning (Sources of Information)

(Scotland) Amendment Order 2011, other organisations and registered charitable bodies

who can offer support and advice are:

Children in Scotland: Working for Children and Their Families (SC003527)

Scottish Independent Advocacy Alliance (SC033576)

Scottish Child Law Centre (SC12741)

http://www.glasgow.gov.uk/en/Residents/GoingtoSchool/AdditionalSupportNeeds


34

Support for Pupils: Additional Support Needs @ Mount Vernon Primary

Victoria Collins DHT has responsibility for Additional Support Needs and Additional

Support for Learning. As a school we seek to get to know your child’s strengths in learning

as soon as they arrive. If they are a new entrant we meet your child prior to them starting

school at the three pre-entrant afternoons. This gives us the opportunity to meet them, get

to know their personalities and assess their strengths. On the first day you will be asked to

complete a short booklet about your child letting us know lots of details about them: from

their favourite games to the name of the family pet. We want to form a rounded picture of

your child as an individual. Transition records from nursery also help us get to know the

children and school staff make every effort to visit each child at their nursery.

Children learn at different paces throughout their school careers and sometimes a small

amount of additional support is all that is required to help them master a new concept.

Teaching staff are very skilled in supporting children’s learning in the classroom.

Sometimes it may be possible that there is another teacher available to work with a small

group within the class to support them on aspects of their learning. At other times a Pupil

Support Assistant will be made available to help them with their concentration or help them

practise their times tables, reading or spelling.

Children need to be given appropriate time to learn basic skills and so we monitor their

progress very carefully throughout their primary education. When a child has had a degree

of additional support and is still struggling with their learning we look to our partners for

advice and guidance.

In the first instance we will contact you to discuss our concerns. Very often parents and

carers will have had similar concerns. You can contact us first if you are worried about

your child’s progress. When we have shared our concerns we will conduct some further

assessments based around those concerns. These include:

Literacy and numeracy diagnostic assessments Classroom/playground observations

Basic skills assessments and checklists Learning conversations

We will then decide together the best course of action. This can include referral to:

The school’s Education Psychologist

Speech and Language Therapy

Child and Adolescent Mental Health Services

The School Nurse

Occupational Therapy


35

At all times in the process you and your family will be fully supported by

Mrs Collins DHT: we are working in partnership to support your child’s

learning. You will receive information about meetings and the outcomes of

these meetings as well as clear guidance on how to help your child at home

and the types of support your child will receive in school. Your child

will be given a level within ‘Staged Intervention’. This will make clear the

level and type of support they will require.

A Wellbeing Plan may be written to support your child. This is a plan that focuses learning

development on the specific needs of your child. In consultation with you, your child and

their class teacher long term targets are drawn up to give a focus for learning for the

academic year. These are the broken down into steps which last a term. Everyone has a role

to play in supporting the child’s learning including the child themselves and everyone will

take responsibility for a different part of the plan.

Getting it Right for Every Child (GIRFEC)

The wellbeing of children and young people is at the heart of Getting it right for every child.

The approach uses eight areas of wellbeing in which children and young people need to

progress in order to do well now and in the future. These eight areas are set in the context

of the ‘four capacities’, which are at the heart of the Curriculum for Excellence.

Every child in school has a key adult who has the overall picture of the

child’s progress. In almost all cases this will be the class teacher.

Victoria Collins DHT has overall responsibility for coordinating Additional

Support Needs within Mount Vernon Primary School.

Gayle Clarkson HT has overall strategic responsibility for Additional

Support Needs within Mount Vernon Primary School.


36

Support for Pupils: Child Protection

Glasgow City Council have clear guidelines and procedures for child welfare and

protection. There follows a summary of Management Circular 57 (August 2006)

which outlines the referral procedures.

FOR ALL STAFF

If you have a concern about a child’s welfare or direct evidence or suspicion of a

child being at risk then the only way you can protect the child or children is to

report the matter. Whether you are a permanent member of staff, a supply teacher

or a visiting specialist you should intimate your concerns to the Head of

Establishment or, in their absence a senior member of staff.

STEP 1

Alert the Head of Establishment or senior manager immediately to your concerns.

Confirm your report by completing Appendix 3 as soon as possible and at the latest

within 24 hours and forward it to the Head of Establishment.

STEP 2

Follow the guidance of the Head of Establishment or senior manager in supporting

the child and cooperating with subsequent actions by Social work and Police.

In exceptional cases, where a member of staff feels that concerns about a child are

not being taken seriously or followed through appropriately or with sufficient speed

by the Head of Establishment, it is perfectly legitimate for a member of staff to refer

the matter to the designated Child Protection Officer within Education Services or

direct to Social Work Services, the Police, or the Scottish Children’s Reporter

Administration

Appendix 9 can be seen overleaf.


37


38

Chapter 7: School Improvement

There are 3 sections within this chapter:

Key documents

Plans for school improvement 2014-2015

Our achievements 2013-2014

School Improvement: Key documents There are several documents which take a close look at our school’s achievements, standards and plans for improvement. This part of the handbook provides a brief summary. The key documents are:

Should you wish to find out more you can access these documents: Paper copies are available from the main office

School Improvement: Our improvement priorities for 2015-2016

1. Health and Wellbeing

The Health and Wellbeing Curriculum covers a variety of areas. This session we are working on clear progression planning in Health and Wellbeing and developing the Physical Education Curriculum.

2. Global Citizenship

Global citizenship is an area that we have identified as requiring development within the school and we plan to develop this using the ‘Learning for Sustainability’ tool. The issues surrounding children’s rights will also be introduced through this development. We will also use this context to enhance the children’s awareness of their views influencing the work of the school as the Pupil Council will have a very high profile in organising and publicising events.

3. Social Studies

We are developing learning experiences in Social Studies and settling up a whole school lending library.

The Standards and Quality Report

2014-2015 The School Improvement Plan 2015-2016

Summary Leaflet June 2015

This report highlights the achievements and academic standards within the school

over the last academic session.

This summarises both the Standards and Quality Report and the School Improvement Plan. It also gives attendance and other types of statistical

data.

This document spells out our plans for improvement and development work over the

next year.


39

School Improvement: Our school achievements in 2014-2015 were: We have maintained very high levels of attendance across the year. The average at

Mount Vernon Primary is 96% compared to the Glasgow City Council average of 93%.

Our sporting achievements have continued. We won several gold medals at the

Glasgow wide athletics championships, cross country races and rugby tournaments.

Within the Learning Community we have won the football league each year since 2009.

We successfully implemented a variety of assessment approaches to track attainment

and progress. In Literacy and English and Numeracy and Mathematics almost all

children performed within average and above-average levels with a

significant group highlighted as more-able.

The children’s learning experiences in numeracy and mathematics were

significantly enhanced within financial education. In partnership with

Baillieston Credit Union we set up our own credit union which is staffed by P.6 pupils.

We also had a very successful ‘Financial Fortnight’ where we worked in partnership

with numerous agencies within the financial sector.

We continued to build on the successes of our pupil committees and groups enabling

children to undertake additional responsibilities in the school and the local community.

The P.6 ‘Reading Buddies’ initiative was highly praised by Education Scotland during the

inspection of a local nursery.

The outdoor spaces have been further developed and pupils grew and shared crops of

strawberries, apples, asparagus, radishes, runner beans and carrots. We also developed

bird watching areas outside two classrooms to capitalise on the birds attracted to our

Scottish woodland area.

There were a huge range of after-school and lunchtime clubs provided for children and

every child in the school who expressed an interest was able to attend.

Our children continued to show their commitment to being responsible citizens and

effective contributors through their charity work, raising over £3000 for various

charities last session.


40

Chapter 8: School Policies and Practical Information There are 15 sections within this chapter: Medical needs and first aid Attendance and late-coming

School meals School uniform

Anti-bullying Interesting leaflets

Clubs and trips School transport

Classification & composite classes Emergencies & playground supervision

The Equalities Act Data Protection & Freedom of Information

Comments and Complaints Useful websites

Glossary of terms

School Policies and Practical Information: Medical and first aid

Routine medical examinations are carried out at various intervals, usually in Primary 1 and 7. Parents who are requested to be present are given notification of when the examination is to take place. Dental inspections are carried out annually and treatment, where necessary, is communicated. Our own First Aiders are always on hand for minor ailments and first aid. Mrs Victoria Collins DHT and Mrs. Lindsey Cullen CT are trained first aiders. If your child has a medical need It is particularly important that the school be informed of any child who may have particular medical requirements. Pupils who require long term medication such as an asthma inhaler or anti-histamine medication are able to keep this medication in school. Their parent/carer must visit the main office and complete an ‘Administration of Medicines’ form giving permission for medication to be stored and administered in school. Children will have their own medicine box with their photograph clearly displayed on the outside. Anaphylaxis If your child suffers from allergies or severe allergies please alert the school immediately. School staff are trained in managing such conditions and have annual training on the use of epi-pens. We will always inform you if your child requires their medication. Bumps, bruises and falls These will be dealt with promptly and professionally by our first aiders. We will only contact you if we feel your child may require further care. Otherwise we will give them an ‘I’ve had a bump’ letter to put in their schoolbag. Feeling unwell If your child is unwell and we feel that they are unfit to continue with their day at school we will contact you to make arrangements for them to be collected.

It is ESSENTIAL to ensure you keep your child’s record up-to-date with new telephone numbers and a list of emergency contacts. Please note that the school’s telephone number will not show up on

caller-ID. It will appear as ‘Blocked’ or ‘Withheld’.


41

School Policies and Practical Information: Attendance and late-coming

Section 30 of the 1980 Education Act lays a duty on every parent of a child of ‘school age’ to ensure that their child attends school regularly. Attendance must be recorded twice a day, morning and afternoon. Regulation 7 of The Education (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: i.e. approved by the authority, or unauthorised: i.e. unexplained by the parent (truancy) or excluded from school. Parents and carers should inform the school by letter or phone, if their child is likely to be absent for some time and to give the child a note on his or her return to school confirming the reason for absence. Parents / guardians do not have the 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 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, the absence is unauthorised.

It should be pointed out that the Education Liaison Officer will investigate unexplained absence and the authority has the power to write to, interview or prosecute parents / carers, or to refer pupils to the Reporter of the Children’s Panel if necessary. If you child has an appointment during school hours – e.g. doctor/dentist, he/she MUST be collected by a parent of carer. This, of course, is in the interests of safety.

If your child is going to be absent from school, please contact the school office BETWEEN 8.30am and 9am and give a reason for his or her absence.

If we do not hear from you, our own monitoring system will mean that you will

receive a call at home or work to check that your child is safe.

The Head Teacher monitors attendance termly and will notify parents/carers if their child’s attendance falls below 90%.

Late-coming If your child arrives after 9.00am they will be required to enter through the main door. This is for their safety. They will sign the ‘Late Book’ before going to class. Late-coming will be recorded by the Head Teacher and should a child be late on more than 4 occasions in a term their parent/carer will be notified.


42

School Policies and Practical Information: School Meals

Primary Fuel Zone All services available in the Fuel Zone are developed in line with The Schools (Health Promotion and Nutrition) (Scotland) Act 2007 which aims to help children eat healthily during the school day and beyond. Cordia supports Education Services to meet the requirements of the Act by providing healthy food and drink in schools to encourage Glasgow’s children to make the right choice in order to maintain a healthy lifestyle. Breakfast Service Glasgow’s Big Breakfast is available in all Glasgow primary schools every week day morning. Children can enjoy a nutritional breakfast of fruit juice, cereal and milk, toast and fresh fruit prior to the start of the school day. Children have the opportunity to socialise with their friends in a supervised and safe environment. This opens at 8.00am and costs £1 per day. Play and Lunch Snax To support schools, parents and guardians in the promotion of healthy snacks Fuel Zone provides a limited range of healthier snack items which meet the nutritional requirements. Play and lunch snax are available after lunch. Lunch Snax product range includes: fruit juice, yoghurt, fruit frozen dessert, fresh fruit and home baking. Lunch Fuel Zone focuses on serving healthy food in a bright and informal environment where children can enjoy lunch. The menu in the Fuel Zone rotates on a fortnightly basis giving children more variety at lunchtime. Three meal choices are available daily: main meal, vegetarian or snack meal. Children can select from soup and bread, fruit and vegetables, yoghurt or jelly and milk to accompany their meal. A halal menu is also available if required please speak to the catering manager for further information. Lunch costs £1.70 per day.

Special Diets If your child has a special medical diet requirement please seek a referral from your dietician. Please then contact your catering manager who will deal with your request. Refresh Lack of water can cause dehydration, better hydration means better performance in school and water is an excellent alternative to sugary drinks, which can cause tooth decay. The Refresh initiative allows access to fresh, chilled drinking water in schools to encourage children to drink more water. All Glasgow schools have been supplied with mains fed coolers that filter and chill the water ready for drinking. This allows access during the day to refill water bottles which can be taken into the classroom. The main aim of Refresh is to encourage children to drink water at home and school. If you require further information about the catering service please contact your catering manager. Catering Manager’s Name: Agnes Lafferty (based at Eastbank Primary School) Catering Manager’s Phone Number: 0141 778 9454 For information on entitlement to free school meals please visit www.glasgow.gov.uk/Goingto School/educationonline.htm


43

School Policies and Practical Information: School uniform

Pupils attending Mount Vernon Primary School dress for success and all wear school

uniform. This uniform is:

Blue shirt/school polo shirt

School tie – elasticated version available

Grey skirt/trousers

Grey school sweatshirt

Pupils in Primary 7 wear the senior school tie which is in our school tartan. These ties are

purchased by the Parent Council each year and are presented to the P.6 pupils at the annual

award ceremony in June.

Items of uniform may be purchased from the school office where a small stock is kept.

Otherwise there are two opportunities to order uniform throughout the

year: normally October and March. New entrants can order uniform at

the pre-entrant afternoons in May.

Following the launch of our school tartan in January 2011 you are now

able to purchase a wide variety of items including tartan scrunchies,

scarves, ties and tammies.

Uniform order forms are available from the main office and the schools website. Please

contact Janice Young, Clerical Assistant for more details or visit www.mountvernon-

pri.glasgow.sch.uk to download the appropriate forms.

Glasgow City Council is concerned at the level of claims being received regarding the loss of pupils’ 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.

For information on entitlement to clothing grants please visit www.glasgow.gov.uk/Goingto School/educationonline.htm

Kit for Physical Education

Your child should bring a pair of shorts on P.E. days. They can also wear their blue polo shirt and indoor shoes. Earrings and other jewellery MUST be removed to prevent injury. Covering earrings with tape is not permitted under any circumstances.

Indoor Shoes As the classrooms are carpeted we ask that the children bring a pair of shoes to wear indoors. Most people purchase a paid on plain black plimsolls.

Swimming In Primary 5 & 6 your child will benefit from the opportunity to attend swimming lessons during curricular P.E. time. Girls must wear a one piece suit: bikinis and tankinis are not permitted. Boys must wear trunks: baggy shorts are not permitted. Children with long hair must cover it with a swimming cap.




44

School Policies and Practical Information: 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 carers have a significant role to play in helping to address

this problem. For this reason any anti-bullying strategy must stress the

importance of partnership with the parents and carers of their children.

Our full ‘Anti-Bullying’ policy is available to download at

www.mountvernon-pri.glasgow.sch.uk/parents/policies

School Policies and Practical Information: Other interesting leaflets

There are a number of interesting leaflets which give a further insight into the work of our school. They are all available to download from the school website and paper copies are available from the main office.

Big Writing is the approach we

use to teach creative writing

Sexual Health and Relationship

Education is taught in February

This leaflet gives an overview of Curriculum for

Excellence

The homework policy in the

school is made clear in this

leaflet

This explains how Curriculum for Excellence has

changed assessment & reporting

Active learning is an approach

central to Curriculum for

Excellence


45

School Policies and Practical Information: Clubs and trips

There are many opportunities throughout the school year for our children to participate in a wide range of interests, e.g. Sports related activities, football, art and craft, various outings and visits, drama, health education, visiting theatre groups. Each year the Primary 7 group go on a residential week to the Lochgoilhead centre. This is an extremely popular trip which enables pupils to build their confidence and skills in a number of outdoor activities. It is also a wonderful opportunity to further develop relationships with staff. Throughout the year children have a number of educational trips and visits to complement their studies in class. Visits are planned in advance and we always take particular care when risk assessing venues. Management Circular 48 provides clear guidance to managers about taking children on trips outwith the school. Should you have any concerns about a trip please do not hesitate to contact the school. Our staff are also committed to providing activities or clubs which take place after the school day. These clubs run throughout the year and cover a wide range of interests. When clubs are available we will contact you through the schoolbag post and the e-mail system.

Clubs this session have included football, gymnastics, ComputerXplorers, contact rugby, street dance and handball. The school football team also trains as part of an after school club and competes in the Glasgow East football league. We have won the league every year since 2009! We also run lunchtime clubs and Golden Time clubs.


46

School Policies and Practical Information: Transport to school GENERAL The education authority has a policy of providing free transport to all primary pupils who live more than 1.2 miles from their local school by the recognised shortest walking route. This policy is more generous than the law requires. This means that the provision of transport could be reviewed at any time. Parents/carers who consider they are eligible should obtain an application form from the school or Education Services. These forms should be completed and returned before the end of February for those pupils beginning school in August to enable the appropriate arrangements to be made. Applications may be submitted at any time throughout the year but may be subject to delay whilst arrangements are made. The appropriate officer has discretion in special circumstances to grant permission for pupils to travel in transport provided by the authority, where spare places are available and no additional costs are incurred. The authority has an Exceptional Circumstances policy relating to e.g. homelessness, parental disability, etc. Details are available form 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 pupils to walk a certain distance to the vehicle pick up point. Walking distance in total including 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/carer’s responsibility to ensure that their child arrives at the pick up point on time. It is also the parent /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 pupils in receipt of a placing request other than in individual exceptional circumstances and where appropriate legislation applies.

Parking around the school perimeter

As Mount Vernon Primary is within a residential area we are keen to maintain positive relationships with our neighbours.

Around 9.00am and 3.00pm the roads around the school, particularly Dornford Avenue and Penryn Gardens, are severely congested.

I would ask all parents, carers and family members to consider leaving their car at home and walking to school.

If this is not possible for you and your family please ensure you drive and park responsibly.


47

School Policies and Practical Information: Classification & composite classes When I approach classification for the coming year I have a number of initial considerations:

The number of children in the school

The number of children at each stage

The number of classrooms in the school

This session there are 295 children in the school ready to start in August 2015. The numbers of children at each stage were as follows:

P.1 38 P.2 38

P.3 50 P.4 52

P.5 30 P.6 47

P.7 40

As always there are 11 classrooms in the school. This does not change. The type of classes (straight or composite) depends on the number of children at each stage against the number of classrooms in the building. The teachers submit their handover documents and I analyse the number of children in each literacy and numeracy group. Classes are then created around working groups. Your child’s main consideration is probably that they are with their friends. Unfortunately we cannot classify according to friendship groups. Making new friends and having more than 1 friend is a vital part of leading a happy life - a skill children should learn in the early years.

Every year in Mount Vernon Primary School we have composite classes. This is because we have 11 classrooms and around 300 children. Composite classes are made up when the number of children at each stage means that three classes need to be created from two year groups of children. For example:

Children are taught at their own level and teaching staff are skilled in selecting appropriate learning experiences and outcomes to match the needs and interests of all children in their class. One significant benefit is the maximum number of children who can be in a composite class is 25.

Primary 4 and 5 Primary 4 has 40 pupils and Primary 5 has 39.

We have 3 rooms available.

33 is the maximum number of children

we can have in a class. In a composite

we can have 25.

We can have a P.4 of 30 pupils,

a P.5 of 30 pupils and a P.5/4 of 19.

You can download this leaflet from our website for

more information.


48

School Policies and Practical Information: Emergency Situations

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 using letters, notices in local shops and community centres, announcements in local places of worship and announcements in the press and on local radio. You can also use the Glasgow City Council website and Twitter Page as a source of information. The most effective way to be notified of an emergency closure is through the school’s texting service. Please ensure your child’s main contact has an up-to-date telephone number listed with the main office.

School Policies and Practical Information: Supervision of playgrounds

An adult presence is provided in playgrounds at break times in terms of the Schools (Safety and Supervision of Pupils) (Scotland) Regulations, 1990. At Mount Vernon Primary there are normally at least 4 adults in the playground at all times. These could include, Mr. Cassidy the school janitor, Mrs. McGurn, Mrs. Sharp, Mrs. Clarke, Mrs. Coull, and Mrs. Robb who are all Support for Learning Workers.

We always do our best to

ensure the safety and well being

of the children in our care!

Primary 6 pupils are trained as ‘Playground Pals’.

They take out equipment for the children to play with and help them have an enjoyable and active break.

We try to ensure children are able to go outside for fresh air.

They will only be kept in on occasions when bad weather is severe.

Before 9.00am the janitor is in the

playground only as a presence.


49

School Policies & Practical Information: The Equalities Act

The Equality Act 2010 protects certain characteristics. In the delivery of education the

characteristics that are protected are:

Disability

Gender reassignment

Race

Religion or belief

Sex or sexual orientation

Pregnancy and maternity

When making decisions in relation to admissions, exclusions, the provision of education,

benefits, facilities and services and any other relevant decisions the school has a duty to

have due regard to the need to:

Eliminate discrimination, harassment, victimisation and any other conduct that is

prohibited under the Equality Act 2010;

Advance equality of opportunity between persons who share a relevant protected

characteristic and persons who do not share it;

Foster good relations between persons who share a relevant protected characteristic and

persons who do not share it.

Further information and advice on this matter can be obtained by contacting the Head

Teacher.

Dealing with racial harassment

The Race Relations Act of 1976 makes it unlawful to discriminate against someone because

of his/her colour, race, nationality, ethnic or national background. The act makes it the

duty of Glasgow City Council to eliminate unlawful racial discrimination.

In 1999 the guidelines ‘Dealing with Racial Harassment’ were issued to all teaching staff in

dealing with such incidents.

The adoption of an anti-racist approach should be seen as one part of the continuing

attempt to improve the quality of education.

Glasgow City Council recognises that support from the home is essential if these aims are to

be achieved

EEvveerryy cchhiilldd iinn GGllaassggooww hhaass tthhee rriigghhtt ttoo bbee hhaappppyy

aanndd sseeccuurree iinn sscchhooooll..


50

School Policies and Practical Information: Data Protection Act 1998

Information on pupils, parents and guardians is stored on a computer

system and may be used for teaching, registration, assessment and

other administration duties. The information is protected by the Data

Protection Act 1998 and may only be disclosed in accordance with the

Codes of Practice. For further information please contact the school.

As a local authority our schools and early years establishments process information about children and young people in order to provide education and care. In doing so we must comply with the Data Protection Act (1998). This means, amongst other things, that the data held about children and young people must only be used for specific purposes.

However, you should be aware that we may use this information for other legitimate purposes and may share this information where necessary with other public bodies or where otherwise required by law. We may also use any information for research purposes. However, 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 further information please see our full privacy statement at : www.glasgow.gov.uk/index.aspx?articleid=2895.

School Policies and Practical Information: Freedom of Information (Scotland) Act 2002

The Freedom of Information (Scotland) Act 2002 enables any person to obtain

information from Scottish public authorities. The Act applies to all Scottish public

authorities including: Scottish Executive and its agencies; Scottish Parliament; Local

Authorities; NHS Scotland; Universities and further education colleges; and the

police.

Public authorities have to allow access to the following information:

The provision, cost and standard of its service;

Factual information or decision making;

The reasons for decisions made by it

The legal right of access includes all types of ‘recorded’ information of any data held

by the Scottish public authorities. From 1st January 2005 any person who makes a

request for information must be provided with it, subject to certain conditions.

Further information is provided on the Glasgow City Council website:

www.glasgow.gov.uk/en/yourcouncil/freedomofinformation

http://www.glasgow.gov.uk/index.aspx?articleid=2895

http://www.glasgow.gov.uk/en/yourcouncil/freedomofinformation


51

School Policies and Practical Information: Comments and complaints If you have a comment or complaint please approach the Head of Establishment in the first instance. This is called ‘frontline resolution’ and we will try to resolve your complaint immediately. If we cannot do that we will endeavour to resolve the complaint within 5 working days. 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 5 working days; Give a full written response within a further 20 working days, unless another timescale has

been agreed. The Customer Liaison Unit can be contacted by phone or email: Phone: 0141 287 5384 Email: [email protected] Customer Liaison Unit Education Services Glasgow City Council 40 John Street GLASGOW G1 1JL

Please note that in line with recommendations issued by the Scottish Public Services Ombudsman all establishments, during the course of a formal complaints investigation, must:

Ensure that all statements made as part of the investigation are dated and include, wherever possible, dates of events recounted within the statements;

Ensure that written records which form part of the investigation are retained for an appropriate period of time; and

Give consideration to the inclusion of this within the procedures outlines in the relevant section of the schools’ Pastoral care Policy.

ADDRESSES

EXECUTIVE DIRECTOR OF EDUCATION Mrs. Maureen McKenna EDUCATION OFFICES: City Chambers EAST 40 John Street Glasgow G1 1JL LOCAL COUNCILLORS: Bailie John McLaughlin

Bailie Anne Simpson Councillor Frank McAveety Although this information is correct at time of printing, changes could affect any of the matters dealt with in the document –

a) before commencement or during the course of the school year in question. b) in relation to subsequent school years.



52

School Policies and Practical Information: Useful Websites

Contact details

Choosing a School: A Guide for Parents - information on choosing a school and the placing request system - http://www.scotland.gov.uk/Publications/2010/11/10093528/0

A guide for parents about school attendance explains parental responsibilities with regard to children's attendance at school - http://www.scotland.gov.uk/Publications/2009/12/04134640/0

Parental involvement

Guidance on the Scottish Schools (Parental Involvement) Act 2006 provides guidance on the act for education authorities, Parent Councils and others - http://www.scotland.gov.uk/Publications/2006/09/08094112/0

Parentzone provide information and resource for parents and Parent Councils - http://www.educationscotland.gov.uk/parentzone/index.asp

Curriculum

Information about how the curriculum is structured and curriculum planning - http://www.educationscotland.gov.uk/thecurriculum/

Information about the outcomes a learner can expect to experience and achieve across literacy, numeracy and health and wellbeing, as well as the eight curricular areas - http://www.educationscotland.gov.uk/thecurriculum/howisthecurriculumorganised/experiencesandoutcomes/index.asp

Advice, practice and resources to support the experiences and outcomes on literary, numeracy and health and wellbeing - http://www.educationscotland.gov.uk/learningteachingandassessment/learningacrossthecurriculum/responsibilityofall/index.asp

Assessment and reporting

Information about Curriculum for Excellence levels and how progress is assessed - http://www.educationscotland.gov.uk/thecurriculum/howisprogressassessed/stages/index.asp

Information on recognising achievement, reporting and profiling - http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/achievement/index.asp

Parenting

Parenting Across Scotland offers support to children and families in Scotland - http://www.parentingacrossscotland.org/

Support for pupils

The Additional support for learning page provides links to relevant legislation and guidance, including the arrangements that should be in place to support pupils with additional support needs - http://www.scotland.gov.uk/Topics/Education/Schools/welfare/ASL

Supporting Children's Learning Code of Practice (Revised edition) - provides Statutory guidance relating to the Education (Additional Support for Learning) (Scotland) Act 2004 as amended - http://www.scotland.gov.uk/Publications/2011/04/04090720/21

http://www.scotland.gov.uk/Publications/2010/11/10093528/0



http://www.educationscotland.gov.uk/parentzone/index.asp

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

http://www.educationscotland.gov.uk/thecurriculum/howisthecurriculumorganised/experiencesandoutcomes/index.asp

http://www.educationscotland.gov.uk/thecurriculum/howisthecurriculumorganised/experiencesandoutcomes/index.asp

http://www.educationscotland.gov.uk/learningteachingandassessment/learningacrossthecurriculum/responsibilityofall/index.asp

http://www.educationscotland.gov.uk/learningteachingandassessment/learningacrossthecurriculum/responsibilityofall/index.asp

http://www.educationscotland.gov.uk/thecurriculum/howisprogressassessed/stages/index.asp

http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/achievement/index.asp

http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/achievement/index.asp

http://www.parentingacrossscotland.org/

http://www.scotland.gov.uk/Topics/Education/Schools/welfare/ASL


53

School Policies and Practical Information: Glossary of terms

In writing this handbook I have attempted to use plain and straightforward language, however there may be some vocabulary which is unfamiliar. This glossary has been included to explain some of the terminology.

TTeerrmm DDeeffiinniittiioonn//EExxppllaannaattiioonn Achievement Achievements are successes children have in their lives. Examples might be sports awards, musical

achievements, acting achievements, contribution and participation in school committees

Additional Support for Learning When a child needs some extra help with their work or needs to be challenged further, they can work in

a smaller group with an additional member of staff.

Additional Support Need When a child has an identified challenge such as dyslexia or autism. This can also mean a more

temporary need such as a child dealing with bereavement or a family break-up.

Attainment This is a formal measure of academic ability such as standardised tests.

Catchment This refers to the area surrounding the school. Each house will have a local school depending on their

location.

Chartered Teacher (CT) This is a teacher who has undertaken extended study for up to six years. They are a classroom specialist.

Classification This is the word used to describe the way the classes are made up. This depends on the number of

children and the number of rooms available.

Curriculum This means the collection of learning experiences the children have when they attend school.

Curriculum for Excellence This is the curriculum brought into Scottish Schools in 2009.

Enrolment This is the process of joining the school.

Exclusion This used to be called ‘suspension’. Children can be excluded for up to ten days. A ‘Permanent Exclusion’

is when a child is not allowed to return to the school.

Formative Assessment This type of assessment is to help children know their strengths and their next steps in learning.

Golden Time This happens on a Friday afternoon. Children earn this throughout the week by working hard and

behaving well.

In-service This is a day when the school is closed to pupils. Staff are involved in meetings, preparation, planning

and training.

Leadership Team The leadership team is made up if the Head Teacher, the Depute Head Teacher and the Principal

Teachers.

Loss of Golden Time If a child does not follow the rules of the school despite warnings they can lose some of their social time

on a Friday.

Permanent Staff These are staff who are appointed to the school and remain part of Glasgow City Council’s teaching staff

until they choose to move to another local authority. These staff are permanent to the local authority

rather than the school: the school is not their employer.

Principal Teacher (PT) This is a teacher who may have a class but also has whole-school responsibility.

Remit This is a list of duties for which a person is responsible.

Roll This is the total number of children who are at the school.

School Improvement Plan This is the plan for improving the school. It is written by the school leadership team.

Summative Assessment This type of assessment is used to monitor progress for example a test or quiz.

Support for Learning Worker Another adult in the classroom who is there to support the pupils in their day to day tasks and activities.

Teaching staff direct the work of the SfL Worker

Temporary Staff (Supply) These are teachers brought in to cover vacancies and absences. They stay at the school only for as long

as the vacancy exists e.g. 8 weeks, a term.

Wellbeing Plan This plan is a statement of targets to be achieved over a school term.

mount vernon primary school

Documents