Parent Handbook

2016 - 2017

Cockenzie Primary School

Contents

A note from the Head Teacher Page 3

Key Information Page 4

Staffing Page 5-7

Timetable & Daily Routine Page 8-9

School Session Dates Page 10

Important Procedures Page 11

Medical Care Page 12

Dress Code Page 13

Pupil Belongings Page 14

Accommodation Page 15

School Ethos Page 16

Anti-Bullying Page 17

Parental Involvement Page 18-19

Communication Page 20

Community Links Page 21

Pupil Voice Page 22

Curriculum Page 23-25

Teaching and Learning Page 26

Subject Areas Page 27-33

Support for Learning Page 34-35

Assessment & Reporting Page 36

Homework Page 37-38

Transition Page 39

School Improvement Page 40

School Policies Page 41

Dear Parent/Carer, We are looking forward to your child(ren) starting Cockenzie Primary School. The staff extend a very warm welcome to you all and look forward to a happy and productive association with you. We hope that your child(ren) will feel secure and happy here and that the time they spend at primary school will provide the kind of experiences and opportunities which will enable them to become confident, lifelong learners, capitalising on their individual strengths and qualities and recognising that education can, and will have a significant positive impact on their lives. We value the important role you play as parents/carers in the development of your child and aim to make the most of opportunities for working with you to enhance the educational experiences of your child(ren) at Cockenzie. We welcome parents and carers in school and are keen to encourage you to take an active role in the life of the school. We recognise that helping in class may not be possible for some parents/carers due to work commitments but there are many others ways in which you can help such as membership of the PTA or Parent Council or attending special events. If you feel at any time you would like to help out in some way, please let us know. Within this booklet you will find key information to help you prepare for your child’s first day. It is designed to familiarise parents/carers with our aims, methods and organisation. We hope that you will find the booklet informative and that it will enhance the liaison that exists between us. All information is correct at time of compilation but may be subject to change in roll, staffing and resources in future years. Please do not hesitate to contact us should you have concerns or questions - for a close partnership to work, communication requires to be relaxed and easily facilitated. We would actively encourage you to contact us as early as possible, no matter how minor issues may seem. Where possible we would appreciate an appointment made in advance, however if you need to speak to someone urgently this will be organised. By the same token, we will also aim to contact you as often as we can, not only if we have a concern, but also to communicate positively about you child and their successes. Jacqui MacKinnon Head Teacher

Welcome

Name: Cockenzie Primary School Address: Osborne Terrace Cockenzie EH32 0BX Telephone: 01875 811 327 E-mail: cockenzie.ps@cockenzie.elcschool.org.uk Website: http://www.edubuzz.org/cockenzie/ Twitter: @cockenziePS Current Roll: 472 (Nursery – P7) Status: Non-denominational Co-educational Head Teacher: Mrs Jacqui MacKinnon Depute Head Teachers: Mrs Gail Corr Mrs Debbie Mercer Principal Teachers: Mrs Natasha O’Connor/Mr Stitt Admin Assistant: Mrs Ann Muir Business Support Assistant: Mrs Gillian Anderson Auxiliary: Mrs Diane Buchanan/Mrs Scott Janitor: Mr Norman Campbell

Key Information

2016-17 Staffing

Teaching Staff

Mrs Fiona McNeill Nursery

Mrs Katie Medlam/ Mrs Gail Corr

Primary 1T

Mrs Sue Barnett Primary 1B

Mrs Kirsty Greenwood Primary 1G

Miss Nicola Clarke Primary 2C

Miss Mary Welsh Primary 2W

Mrs Verity Barry Primary 3B

Ms Jennifer Daly Primary 3D

Mrs Ali Blevins Primary 4B

Miss Hannah Fishburn/ Mrs Susan Pirie

Primary 4T

Mrs Andrea Becquemont Primary 5B

Mrs Natasha O’Connor/ Mrs Susan Pirie

Primary 5T

Ms Lorna Sleven Primary 6S

Mr Jamie MacDonald/ Ms Sarah Drummond

Primary 6T

Mr Sean Sitt Primary 7S

Mrs Jacqui Thomson Primary 7T

Miss Victoria O’Neill Support for Learning

2016-17 Staffing

Non-teaching Staff

Mrs Catherine Currie Special Needs Auxiliary

Mrs Alison Borthwick Special Needs Auxiliary

Mrs Joyce Robertson Classroom Assistant

Mrs Linda Anderson Classroom Assistant

Mrs Diane Simpson Classroom Assistant

Mrs Alison Mells Nursery Nurse

Mrs Gill Hardman Nursery Nurse

Mrs Lisa Hughson Nursery Nurse

Mrs Karyn Pollard Nursery Nurse

Mrs Karen Purves Nursery Nurse

Miss Sami Neill Nursery Nurse

Miss Jodi MacDonald Nursery Nurse

Mrs Angela Scott Playground Supervisor

Mrs Angela Martin Playground Supervisor

Mrs Sheldrick Playground Supervisor

Specialist Staff

At Cockenzie we are fortunate to have a number of specialist staff who work with classes throughout the school from P1 – P7: Mrs Dougal teaches PE on a Tuesday, Wednesday and Thursday to all classes throughout the year. Every pupil by law must receive 2 PE sessions per week. Sometimes classes will have two sessions per week with Mrs Dougal and sometimes one with Mrs Dougal and one with their class teacher. This is organised on a rota basis. Mrs Matusazak Teaches music to P1 – P5 classes on a rota basis on Tuesdays. Teaches music to P6 and P7 classes on rota basis on Monday afternoons. Mrs McLeod teaches art to all classes on a rota basis on Wednesdays. We regularly work with sports development officers who offer sports such as golf, hockey, rugby, judo and football in short blocks to different stages. Your child will be sent home with further information about this nearer the time.

Starting School Details of our daily timetable can be found below: P1-P2:

• Monday to Thursday

8:45am – 12:00 noon (Break 10:30-10:45am) LUNCH 12:00 noon until 1:20pm

1:20pm – 3:10pm

• Friday

8:45am – 12:10pm (Break 10:25-10:45am)

P3-P7: • Monday to Thursday

8:45am – 12:30 pm (Break 10:30-10:45am) LUNCH 12:30 pm until 1:20pm

1:20pm – 3:10pm

• Friday

8:45am – 12:15pm (Break 10:30-10:45am)

Daily Timetable & Routine

Playtime/Snack At morning break and lunchtime, adult playground supervisors look after the children. As we are a Health Promoting School, please support us by giving your child a healthy snack. From Tuesday to Thursday free fruit is given to each P1 and P2 child in school, therefore no other snack is required on these days. Lunches Your child can make the following lunch choices: • Packed lunch

Please supply your child’s packed lunch in a named box.

• School lunch P1-P3: All P1-P3 pupils are entitled to free school meals. P4-P7: Lunches can be paid in advance to the school office otherwise please send your child’s money in with them daily in a purse or sealed envelope that is clearly named. A school lunch costs £1.90 per day. Further details on school lunches and a copy of the lunch menu can be found on our school blog http://www.edubuzz.org/cockenzie/

• Home lunch Children who go home for lunch should be returned as near to 1.20pm as possible, particularly on wet days. On wet days please bring your child to the main office at 1.20pm where a member of staff will let them inside.

Milk Milk is also available to pupils at a cost of 18p per day, payable in three blocks, the exact amount is advised prior to the beginning of each block. If you are in receipt of Income Support and your child is entitled to free school meals and milk, please contact the school office for an application form.

School Session Dates

TERM 1

Staff In-service Day 1 Staff In-service Day 2

Monday Tuesday

15 16

August August

2016 2016

Pupils Resume Wednesday 17 August 2016

Autumn Holiday (schools closed)

Friday 16 September 2016

Autumn Holiday (schools closed)

Monday 19 September 2016

All Return Tuesday 20 September 2016

All Break Friday 14 October 2016

Staff In-service Day 3

Monday 24 October 2016

Pupils Resume Tuesday 25 October 2016

Term Ends Thursday 22 December 2016

TERM 2 All Resume Monday 9 January 2017

All Break Friday 10 February 2017

Staff In-service Day 4

Monday 20 February 2017

Pupils Resume Tuesday 21 February 2017

All Break Friday 31 March 2017

Good Friday Easter Monday

Friday Monday

14 17

April April

2017 2017

TERM 3 All Resume (Staff and Pupils)

Tuesday 18 April 2017

May Day (Schools closed)

Monday 1 May 2017

All Resume Tuesday 2 May 2017

Staff In-service Day 5 (pupils off)

Monday 22 May 2017

Pupils Resume Tuesday 23 May 2017

Term Ends Friday 30 June 2017

Provisional 2016/17

Staff Resume Monday 14 August 2017

Pupils Resume Wednesday 16 August 2017

Important Procedures

Start of the School Day - Encouraging Independence

To promote personal independence, avoid congestion in the corridor and maintain security, please encourage your child to line up with their class in the playground. We will naturally be sensitive to the fact that children new to the school may take longer to settle than others.

End of the School Day P1-P3 children must be picked up from school by a parent/carer. Please wait in the playground to collect your child. If there are any changes in arrangement, please ensure that we know by letter or telephone so that we can reassure your child.

Reporting Absences

The importance of punctuality should be noted. Pupil safety is of paramount importance. If your child is unable to attend, it is the policy of the school to ask parents to phone school and explain the reason for the absence. If your child will be absent from school please report non-attendance by telephoning the absence line before 9:00am on 01875 811327 (Option 1). If parents do not phone, the school will phone/text either the parent or the emergency contact to find out why the pupil has not arrived. If you know in advance of a medical appointment or any other reason for absence, it would be helpful if you could let your child’s teacher know in writing so that they can inform the office staff and make a note in the register. Parents are politely requested to avoid taking holidays during term times. The Head of Education will have to be informed and asked for permission should parents request more than 10 school days per session for holiday purposes. Holidays taken during term times are normally recorded as unauthorised except in particular circumstances. Emergency Closure Arrangements In the event of an unplanned closure, parents/carers will be informed through a number of means. Where possible a text and/or an email message will be sent or a phone call made. If appropriate, information will be given to the local radio station. School staff will care for children until they can be collected. Only parents/carers or emergency contacts can be allowed to pick up children. Parents/carers must always ensure that emergency contact information s updated, by informing the office if there are any changes to our records.

Medical Care

If a child becomes ill or has an accident at school, he or she will be dealt with immediately by a member of staff. If it is deemed necessary for the child to be sent home, the parent/carer will be notified. At no time would a child be sent home without confirmation that the parent is there to receive them. If further medical attention is required, the parent/carer is sent for to accompany the child to the doctor or the hospital. If the parent/carer cannot be contacted, the school will inform the “Emergency Contact” whose name and telephone number are on the child’s enrolment form and SEEMIS system. Should the emergency contact be unavailable then an appropriate member of school staff, would accompany the child to the hospital or doctor. It is important that we are notified of any change of name, address or telephone number or emergency contact, or any new matters regarding health which might affect the child’s education, e.g. participation in Physical Education. If you know that your child will require medication during the school day e.g inhalers, please pop in to the school office to complete a Med2 form which gives us permission to supervise your child taking this at the appropriate time. If your child requires medication at specific times e.g an hour before eating, please make sure this is communicated to your child’s teacher. Inhalers should be with your child at ALL times, especially during playtimes and PE sessions.

ALL MEDICATION MUST BE LABELLED CLEARLY WITH YOUR CHILD’S NAME AND CLASS.

Dress Code

School Uniform Parents/carers are asked to follow the school dress code for their child. Our school uniform is a maroon sweatshirt, cardigan or hoodie, worn with white/maroon polo shirt and grey/black trousers or skirt. Sweatshirts, polo shirts, etc are available to order from the school office. Primary 7 pupils are given the opportunity to wear a different colour sweatshirt from the rest of the school. This helps make them easily identifiable and gives them a sense of identity within the wider school community. Pupils are invited to vote on the colour in Primary 6 (February) and the majority choice wins. As part of our commitment to being a Fair Trade school, we have a supplier of high quality fair trade school uniforms and parents are encouraged to order these through the school. Hoodies, polo shirts and sweatshirts are available. Please label all items clearly with your child’s full name.

Change of Clothes (P1 Only) Please supply your child with a change of clothes (e.g. trousers/skirt, pants, socks/tights and polo shirt). This should come to school in a plastic bag labelled with your child’s name and class. This may also apply to some children with known medical conditions which might require them to change clothing during the school day. Should children need to get changed, this will be dealt with as respectfully and discreetly as possible.

Gym Kit For P.E. children must come equipped with a pair of gym shoes, shorts and t-shirt in a gym bag, to be used exclusively for this purpose. Football strips are not permitted. You will be advised in due course which day your child has gym. To help your child dress/change themselves quickly and independently on gym day, please can you dress them in easy clothes to change (e.g. socks instead of tights, no school tie, polo shirt rather than shirt, etc). Please label all items clearly with your child’s full name. Shoes that your child can fasten without the help of an adult would be greatly appreciated for younger children. Please note for outdoor PE activities, alternative shoes are required in order to preserve the floor of our Gym Hall.

Pupil Belongings

Stationery The school provides all stationery for P1-P3 therefore your child does not need a pencil case if within these stages. For stages P4-P7, please refer to the recommended list of stationery items required within this pack. School Bag To give the children a sense of their own identity, the school no longer provide pupils with a bag. If you would like to purchase a school bag in keeping with the school uniform, these can be purchased from the following contact:

The Workshop 20 Links Road Port Seton, EH32 0DU T: 01875 818330 E: theworkshop@uwclub.net www.theworkshopscotland.com

Water Bottle

Children are encouraged to drink water during the school day to keep them hydrated and promote mental wellbeing. Please provide your child with their own water bottle, this can be replenished during the day as required.

Please label all your child’s clothing, lunch box and school bag etc.

Accommodation

Cockenzie Primary School was built in 1967. We are housed in a large two-storey building, set within an expansive landscape. We cater for children ages 3 to 12. In the current school session there are 15 classes, with a total roll of 472. Classrooms are along corridors branching out from the Assembly Hall with most year groups being clustered together. The more modern extension houses our Nursery and Support for Learning Department. You will also notice an enclosed garden area at the back of the car park which classes use to plant seeds and vegetables. There is also a Music Room, an ICT room, a Drama Room, a Support for Learning base, library, offices, medical room, sports hall, assembly hall with stage and dining hall. The school is accessible to those with physical disabilities. The school also has a modern kitchen, which enables the pupils to have a packed lunch, a cafeteria lunch or the hot meal of the day. Adjacent to the Infant Playground we have our After School / Breakfast club. This is accessed separately to the main building and has a secure entry system. In line with the Scottish National Play Strategy, pupils and staff have worked together to improve the playground by adding climbing frames, trim trails, seating areas, stepping stones etc. In the centre of the building there is also a large natural garden area in which children can relax and eat their packed lunch. The ‘Quiet Garden’ is closed during Winter periods. Pupils are able to access the large playing field at the back of the building and this is also used for PE and other sporting events. (http://www.scotland.gov.uk/Publications/2013/06/5675) A large bicycle shed is at the front of the Upper Playground and there are scooter racks around the perimeter of the building. You must provide a suitable lock for any bicycle brought to school and stored in the shed. We prefer pupils not to cycle to school on their own until Primary 6 and 7, or until you are satisfied that they can cycle well enough and will be safe. There is a staff / visitor car park at the rear of the building and the entrance is adjacent to the Infant Playground. There is a pedestrian gate next the main car park gate. Please do not block the main playground gate or leave unattended cars there. If you have to bring your car along the road, please park further away from the school to avoid congestion and to allow emergency vehicles to get into the car park. Pedestrian gates are also situated further along Osborne Terrace giving access to the Upper Playground and on Whin Park, giving access to the Nursery and field. There are separate gates to the Infant Playground – please help us by closing these behind you. The car park gates are locked daily between: Mon to Thurs: 8.30 – 9.00am and 2.45 – 3.30pm Friday: 8.30 – 9.00am and 11.45 am – 12.30 pm Closed circuit television and an effective intruder alarm system protect the school.

School Ethos

At Cockenzie Primary we have high expectations of behaviour throughout the school and place an emphasis on teaching children self-discipline from the earliest stages, in order that they can develop as good citizens as well as positive pupils, who are able to extract the maximum advantage from their time at school. Our approach is characterised by the placing of significant emphasis on rewarding achievement and providing incentives for positive behaviour and attitudes to learning. In addition to this a clear and consistent approach has been taken to the establishment of rules and sanctions. Pupils throughout the school are rewarded for good behaviour using the Class Dojo system. Parents are able to access this from home to monitor there child’s progress. Your child will be sent home a special access code and you can find the link on our school blog. If after 2 warnings, pupils choose to continue behaviour which goes against their class charter, a red card and negative Dojo point will be given. Pupils will then lose 5 minutes of their break time on a Friday morning. Those pupils who have received 3 red cards will be asked to speak to the school management team. Classroom charters have been established to ensure that a positive learning environment, the physical safety of pupils, moral and social education and school property are all maintained. These rules are formulated by the pupils and focus on children’s right to an education as how as a collective, we can enable those rights for everyone. Expectations are consistently applied throughout the school and all children will know what is and, what is not, acceptable behaviour in different areas of the school. We follow 3 very easy rules at Cockenzie Primary School. They are: We always keep our hands and feet to ourselves We never use rude or unkind words We try our best to do what we’ve been asked to do Parental support has been, and will continue to be, fundamental to the success of our programme. A significant feature of our approach is that parents/carers are informed at an early stage if children choose to break the rules. This information would be given either by a letter home (in the form of a red card) or a phone call home. Parent’s advice and support is welcomed in deciding on an appropriate sanction for the child if this is necessary. Similarly, parents/carers are informed if children are behaving and working well, usually by the sending home of letters or certificates. In addition to this at particular times we invite parents/carers into school to share in children’s successes. Your support in showing your child that you value their success is extremely important. Further details of the programme are provided in the document Cockenzie Primary Behaviour Policy”, which you will have received together with this booklet.

Anti-Bullying

Cockenzie Primary School operates on active Anti-Bullying Policy which reflects East Lothian Council’s policy and procedures on bullying. All staff and pupils are encouraged to play an active role in minimising bullying. To this end we operate a number of pro-active strategies which aim to minimise bullying incidents including: teaching pupils assertiveness and communication skills overtly teaching anti-bullying strategies having playground buddies regularly talking to pupils about bullying issues through Circle time

and assemblies To this end we also positively encourage children to inform an adult of all bullying incidents. These are thoroughly investigated and immediately dealt with by school staff / senior management team. Parents/carers are informed of the outcomes and details of all incidents are recorded. Please do not hesitate to inform the school if you suspect your child is a victim of bullying. Experience shows that problems are most easily dealt with at an early stage. Please contact Mrs Corr, Mrs Mercer or the Head Teacher, Mrs MacKinnon should you have any concerns. A.B.E.L. are an East Lothian organisation who parents/carers and children can talk to if needed. They are based at the Brunton Hall, Musselburgh.

Parental Involvement

Home/School Partnership

It is important that we work together in a positive partnership to support your child’s education. We welcome and depend on your support. Please do not hesitate to contact the school with any queries or information that you feel would be of help to your child and to their teacher. Further information about school matters will be sent to you in our newsletters. From time to time, we will also invite you to school to find out about the approaches and the resources we use to teach your child. Further information can be found on our school blog or on our Twitter page @CockenziePS If you have any concerns or questions about your child starting school please do not hesitate to contact Mrs MacKinnon, Headteacher.

Parent Teacher Association (PTA) The PTA is a group of parents and teachers who meet on the first Tuesday of every month in the staffroom at 7.00pm. They organise fundraising events throughout the year for pupils, parents and the wider community. The PTA consults with the school staff on how best to spend the money raised to support the school. If you would like to join the group, have any ideas for fundraising or simply want to meet other parents then please come along – they are always looking for new members! Angie Fraser – PTA Chairperson 07914 568 022 Parent Council The Parent Council is a group of parents selected by members of the Parent Forum to represent all parents of children at our school. For further details including parent representatives and meeting dates, please refer to the school blog.

Matt Justin – Parent Council Chairperson Visiting the School The school has a secure-door system at the front entrance. To enter the school, ring the bell once and wait for a response over the intercom. When you come into the school, turn left to see a member of the office staff who will arrange for you to see an appropriate member of staff, or phone for your child to come to the main entrance. Please do not walk straight through the school before speaking to someone in the office.

Communication

Group Call Texting We use a system called Group Call Messenger to contact parents and carers in an emergency situation e.g. unexpected school closure, absence, outings, reminders etc. The system enables us to send text messages (SMS) to mobile phones of parents, staff and key contacts. Please keep us up to date with changes of phone numbers. We have received many positive comments about the texting service. The School Blog/Parent Handbook Our school blog can be viewed at the undernoted address where you and subscribe to our email service which allows you to receive emails each time the blog is updated. We also have an online school calendar to keep you up-to-date with all those important dates that crop up during the school year. http://www.edubuzz.org/cockenzie/

Community Links

The school has many contacts with the local community and visitors are frequently invited in to share their expertise with the staff and pupils. Visits by pupils are also organised to places such as Chalmers Church, Cockenzie House, the Port Seton Centre, local shops, the beach and many other interesting places in the local environment. The PTA (Parents and Teachers Association) works to support school activities by raising funds through community events such as discos, selling Christmas cards, school fayres etc. Cockenzie Primary is part of the Preston Lodge Cluster group and regular meetings at Head Teacher level take place. Schools work together to devise programmes of study and are involved in the moderation of learning across the Cluster. Joint activities are arranged during certain In-Service Days, giving staff the opportunity to visit and share ideas with other class teachers. At different times of the year, pupils are provided with opportunities to work alongside peers from other cluster schools, enabling friendships to be formed before children move on to Preston Lodge High School. Our end of term services (Christmas, Easter, Summer) are usually held at Chalmers Church on the last morning and you are very welcome to join us there.

Pupil Voice

Pupils from P3-P7 have the opportunity to work in a number of action groups. This year, they are: The identified teams are determined each year through pupil and staff evaluation and feedback. They also tie in directly with school priorities and our developing curriculum.

Wider Life and

Achievements

Eco and

Sustainability

Health and

Wellbeing Wider Achievements

Cockenzie

Community Links

Blogging and

Communication

Making Learning

Visible

Cockenzie’s 50th

Birthday

Library and Displays

Waste Minimisation

and a litter free

school

Sustaining our

World/Fairtrade

Outdoor Learning

and positive play

Gardening

Healthy and Active

Responsible, Respected

and Included

Charities and

Citizenship

J.R.S.O

Our Curriculum

Our school curriculum is based on the Scottish Government’s Curriculum for Excellence. What do we mean by Curriculum? The word curriculum describes what children and young people do in school. It includes the lessons which develop some of their basic skills such as reading, writing and mathematics and in secondary schools, the subject areas (geography, history, languages etc) and the courses which lead to examinations and qualifications. This has been the way education has been defined for very many years with little variation. The Curriculum for Excellence provides a framework in which excellent learning and teaching can take place. It is an on-going process of review and change to develop and improve children’s experiences of education. The Curriculum for Excellence is not a single document. It is definitely NOT a national curriculum that dictates what every child should be learning at every minute of the day! Instead it provides a new way of looking at the curriculum that builds on existing best practices in Scottish education and focuses on how we can achieve the best for every child. It includes the totality of experiences planned for all children through their education to allow them to excel and realise their future potential. However, there is sufficient flexibility to allow teachers to be creative and innovative in the approaches they take to make this happen. Importantly, putting the curriculum into practice is not a once-and-for-all task but a continuing process. This is the beginning of a continuing cycle of review of the curriculum to keep it updated, refreshed and relevant. The principles behind curriculum design are: Challenge and enjoyment Breadth Progression Depth Providing individual choice Coherence Relevance

Our Curriculum

The curriculum is designed to equip young people with high levels of literacy, numeracy and thinking skills and support the development of their health and wellbeing. It should enable every child to develop his or her full potential through a broad range of challenging, well-planned experiences which help them develop qualities of citizenship, enterprise and creativity. The curriculum is more than curricular areas and subjects: it is the totality of experiences which are planned for children and young people through their education. At all stages from the early years to S6 the curriculum will include learning through: The ethos and life of the school as a community – We know that positive relationships and the climate for learning in a school - our values, our ethos and our life as a community - are essential starting points for successful learning. The wider life of the school - activities such as assemblies, community events and school projects - makes an important contribution to the development of the four capacities, helping to enable all our pupils to become successful learners, confident individuals, responsible citizens and effective contributors. We also offer pupils opportunities to learn through such activities as peer mentoring, membership of school councils, undertaking responsibilities and playing a part in decision making. Curriculum areas and subjects Curriculum areas and subjects provide familiar and important vehicles for learning. We recognise their key role within the curriculum. With that in mind, curriculum areas and subjects are refreshed and re-focused as part of the review process to take full account of the contributions they can make to developing the four capacities and preparing learners for the challenges of the future. There are eight curricular areas within Curriculum for Excellence. Interdisciplinary projects and studies The curriculum includes space for learning beyond subject boundaries, so that learners can make connections between different areas of learning. Through interdisciplinary activities of this kind, our pupils can develop their organisational skills, creativity, teamwork and the ability to apply their learning in new and challenging contexts. To be successful, these activities need to be well planned with a clear purpose and outcomes in mind.

Our Curriculum

Opportunities for personal achievement Opportunities for personal achievement, planned through the school, often enrich the life experience of learners. Taking part in activities such as performances, community or enterprise activities and trips plays an important part in widening a young person's horizons and developing confidence. We also respond to the personal interests and aptitudes of learners through clubs, community, charitable and fund-raising activities. Many of these activities are voluntary for learners and have traditionally been organised as 'extracurricular opportunities. Stages of Learning The stages of learning reflect the stages of maturation of children and young people and the changing ways in which they engage with learning as they develop. Further information about Curriculum for Excellence can be found at Education Scotland’s Parentzone by using the following links: www.parentzonescotland.gov.uk www.curriculumforexcellencescotland.gov.uk

Level Stage

Early The pre-school years and P1 or later for some.

First To the end of P4 but earlier or later for some.

Second To the end of P7 but earlier or later for some.

Third & Fourth S1 to S3 but earlier for some. The fourth level broadly equates to SCQF level 4.

Senior Phase S4 to S6 and college or other means of study.

Teaching & Learning

A primary classroom is rather like a workshop where the emphasis is on learning as well as teaching. As children develop at different rates and have differing preferred learning styles, teachers will assess the learning needs of each pupil in class. Development then takes place through individual and group, as well as class, learning experiences organised by the teacher. These learning experiences will be set within stimulating contexts and will employ active teaching and learning strategies, aiming to engage the children in exploring, discovering and learning with increasing levels of confidence and independence as they move through the school. Teachers involve children in planning activities by finding out what they already know about a subject and what they would like/need to learn to extend that knowledge. Children at all stages of the school are involved in taking responsibility for assessing their performance against specific success criteria, devised by themselves or the teacher. Pupils are encouraged to take responsibly in setting next steps for their learning and identifying goals for achievement with teacher support. For children to take part fully in their learning they need to be actively engaged in making choices about what and how they learn. In order to achieve this children may choose to learn in different ways e.g., from a book, making use of ICT, with a partner etc. As well as the explicit learning that children take part in during planned classroom activities they will be involved in developing skills in literacy, numeracy and health and well-being outwith the classroom e.g listening to and following instructions in the playground, finding out about health and safety on a trip, working out the money required to pay for their lunch, resolving disputes, helping others, reading rotas etc…

Subject Areas

Literacy & English Literacy enables children both to communicate with others effectively for a variety of purposes and to examine their own and others’ experiences, feelings and ideas, giving them order and meaning. Since this is central to children’s intellectual, emotional and social development, it has an essential role across the curriculum and helps pupils’ learning to be coherent and progressive. We provide pupils with the chance to develop and extend their literacy skills by giving them opportunities to: communicate, collaborate and build relationships reflect on and explain their literacy and thinking skills, using feedback to help them

improve and sensitively provide useful feedback for others engage with and create a wide range of texts in different media, taking advantage of

the opportunities offered by ICT develop their understanding of what is special, vibrant and valuable about their own

and other cultures and their languages explore the richness and diversity of language, how it can affect them, and the wide

range of ways in which they and others can be creative extend and enrich their vocabulary through listening, talking, watching and reading.

We attach a high priority to giving children a command of the English language (as well as their own dialect), and the ability to use it confidently, creatively and appropriately. This includes reading with understanding, writing fluently and legibly with accurate spelling and handwriting, listening attentively and talking to the point. To this end, we try to plan structured and stimulating activities to help children develop English language skills by giving them opportunities to: engage with a wide range of texts and develop an appreciation of the richness and

breadth of Scotland’s literary and linguistic heritage enjoy exploring and discussing word patterns and text structures.

Subject Areas

Numeracy & Mathematics Mathematics is the study of the properties, relationships and patterns in number and shape, and the application of this knowledge to analyse, interpret, simplify and solve problems. It is a rich and stimulating subject with the capacity to engage and fascinate learners of all ages, interests and abilities. Learning mathematics develops logical reasoning, analysis, problem-solving skills and the ability to think in abstract ways, as well as offering opportunities for creativity. It is a universal language of numbers and symbols which allows us to communicate ideas in a concise, unambiguous and rigorous way. Mathematics is important in everyday life, allowing us to make sense of the world around us. It gives us confidence in dealing with number and in understanding shape, position and movement. It enables us to think abstractly, model real-life situations and make generalisations, and equips us with the skills we need to interpret and analyse information, assess risk and make informed decisions. Mathematics can enable us to contribute effectively in the workplace and gives us the capacity to be both creative and logical when enjoying the challenge of solving problems, tackling puzzles or playing games. It has the ability to fascinate and stimulate and is as important to adult learners as it is to children and young learners. Mathematics plays an important role in other areas, such as science or technologies, and is vital to research and development in fields such as engineering, computer science, medicine and finance. Learning mathematics gives pupils access to the wider curriculum and the opportunity to pursue further studies and interests. Our ultimate aim is to develop confidence in the application of mathematics in everyday situations. To do this we plan activities and experience that enable our pupils to: develop a secure understanding of the concepts, principles and processes of mathematics and

apply these in different contexts, including the world of work engage with more abstract mathematical concepts and develop important new kinds of thinking understand the application of mathematics, its impact on our society past and present, and its

potential for the future develop essential numeracy skills which will allow me to participate fully in society establish firm foundations for further specialist learning understand that successful independent living requires financial awareness, effective money management, using schedules and other related skills interpret numerical information appropriately and use it to draw conclusions, assess risk, and

make reasoned evaluations and informed decisions apply skills and understanding creatively and logically to solve problems, within a variety of

contexts appreciate how the imaginative and effective use of technologies can enhance the

development of skills and concepts.

Subject Areas

Health & Wellbeing At Cockenzie Primary we set out to promote a whole-school approach to taking responsibility for health and wellbeing. We place a high value on the good health of staff and pupils, caring for people as individuals and providing stimulating, safe and healthy conditions for the life and work of the whole-school community. Health and Wellbeing is an integral part of the school curriculum, with its aims being firmly embedded within the overall aims of the school. Through Health and Wellbeing, pupils will be provided with experiences to develop knowledge skills and attitudes in relation to: 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

We are aware that some of these areas could potentially be quite sensitive and, in order to put parents/carers minds at ease, meetings are arranged with parents before these are delivered to children. Specifically, we hold a meeting for parents/carers of children in Primary 6 to discuss our Sex Education and Keeping Myself Safe programmes.

Languages French is taught to pupils in Primaries 6 and 7. This will continue into high school with pupils continuing to study the subject they started in Primary 6 1 plus 2 languages The Scottish Government’s policy, Language Learning in Scotland: A 1+2 Approach, is aimed at ensuring that every child has the opportunity to learn a modern language from P1 onwards. This started very successfully with our P1 cohort last session. Additionally, each child should have the right to learn a second modern language from P5 onwards. The policy should be fully implemented across the country by 2020.

Subject Areas

Expressive Arts The expressive arts, which include the subject areas of Art and Design, Drama, Music and Dance, develop the imagination and aesthetic awareness, encourage pupils physical development, promotes awareness of cultural heritage and contributes to social development through recognition of the importance of good health and positive attitudes towards self and others. Class teachers work with visiting subject specialists of P.E., Music and Art to present a cohesive programme which supports the development of these curricular areas in a structured and meaningful way. We also have visiting tutors of strings, brass, woodwind, drumming and piping who take small numbers of pupils for weekly tuition. Pupils are selected for this opportunity in P4 and P6.

Social Studies Through social studies, children and young people develop their understanding of the world by learning about other people and their values, in different times, places and circumstances, and how their environment has been shaped. As they mature, children and young people’s experiences can be broadened using Scottish, British, European and wider contexts for learning, yet maintaining a focus on the historical, social, geographic, economic and political changes that have shaped Scotland. Children and young people learn about human achievements and how to make sense of changes in society, conflicts and environmental issues. With greater understanding comes the opportunity to influence events by exercising informed and responsible citizenship. Through the activities and experiences which we plan for and with our pupils, many of them of an interdisciplinary nature, we support them to: develop an understanding of how Scotland has developed as a nation, resulting in an

appreciation of their local and national heritage within the global community broaden their understanding of the world by learning about human activities and achievements

in the past and present develop their understanding of their own values, beliefs and cultures and those of others learn how to locate, explore and link periods, people and events in time and place learn how to locate, explore and link features and places locally and further afield engage in entrepreneurial activities which stimulate an enterprising attitude develop an understanding of concepts that stimulate enterprise and influence business establish firm foundations for lifelong learning and for further specialised study and careers

Subject Areas

Sciences Sciences encompasses looking at:

Our Living World Our Physical World Our Material World

These headings are then break down into: Life and Cells Energy in the Environment Force and Motion Communications Materials Planet Earth

Awareness of the interdependence of people and the environment and for society’s responsibility for the care and conservation of the environment is a major social and political issue. Events, decisions and changes made in the past have shaped the present. Our aim is for Cockenzie Primary pupils to make a positive contribution to the shape of the environment of the future. Through the activities and experiences which we plan for and with our pupils, many of them of an interdisciplinary nature, we support them to: develop curiosity and understanding of the environment and their place in the living, material

and physical world demonstrate a secure knowledge and understanding of the big ideas and concepts of the

Sciences develop skills for learning, life and work develop the skills of scientific inquiry and investigation using practical techniques develop skills in the accurate use of scientific language, formulae and equations apply safety measures and take necessary actions to control risk and hazards recognise the impact the sciences make on my life, the lives of others, the environment and on

society recognise the role of creativity and inventiveness in the development of the sciences develop an understanding of the Earth‟s resources and the need for responsible use of them express opinions and make decisions on social, moral, ethical, economic and environmental

issues based upon sound understanding develop as a scientifically-literate citizen with a lifelong interest in the sciences establish the foundation for more advanced learning and future careers in the sciences and

the technologies.

Subject Areas

Technologies Technology is the application of knowledge and skills to extend human capabilities and to help satisfy human needs and wants. It has had profound effects on society. Scotland has a strong tradition of excellence and innovation in technological research. This is especially true in areas such as engineering, electronics, optoelectronics, biomedical research, genomics and cell engineering. Scotland’s people need to be skilled in technologies and to be aware of the impact of technologies on the environment and society. The technologies curriculum area relates particularly to contexts that provide scope for developing technological skills, knowledge, understanding and attributes through creative, practical and work-related activities. It offers a rich context for the development of all of the four capacities and for developing the life skills that are recognised as being important for success in the world of work. Technologies are connected strongly with all other areas of the curriculum, whether through extending and applying the specialist knowledge and understanding developed in the sciences, through the creative use of technology in the expressive arts, or through use of technologies to enhance learning. We aim to offer challenging activities which involve research, problem solving, exploration of new and unfamiliar concepts, skills and materials, and the rewarding learning which often results from creating products which have real applications. We also aim to provide a basis for progression in cognitive skills. Pupils can develop their creativity and entrepreneurial skills and be encouraged to become innovative and critical designers of the future. These attributes are essential if our children and young people are to play a major part in the global economy and embrace technological developments in the 21st century. Learning in the technologies will enable children to be informed, skilled, thoughtful, adaptable and enterprising citizens, and to: develop a considered understanding of the role and impact of technologies in changing and

influencing societies contribute to building a better world by taking responsible, ethical actions to improve their

lives, the lives of others and the environment gain the skills and confidence to embrace and use technologies now and in the future, at home,

at work and in the wider community become informed consumers and producers who have an appreciation of the merits and

impacts of products and services be capable of making reasoned choices relating to the environment, sustainable development

and ethical, economic and cultural issues broaden their understanding of the role that information and communications technology

(ICT) has in Scotland and in the global community experience work-related learning, establish firm foundations for lifelong learning and, for

some, specialised study and a diverse range of careers.

Subject Areas

Religious & Moral Education Through our religious and moral education programme we hope to enable pupils to: recognise religion as an important expression of human experience learn about and from the beliefs, values, practices and traditions of Christianity and

the world religions selected for study, other traditions and viewpoints independent of religious belief

explore and develop knowledge and understanding of religions, recognising the place of Christianity in the Scottish context

investigate and understand the responses which religious and non-religious views can offer to questions about the nature and meaning of life

recognise and understand religious diversity and the importance of religion in society develop respect for others and an understanding of beliefs and practices which are

different from their own explore and establish values such as wisdom, justice, compassion and integrity and

engage in the development of and reflection upon their own moral values develop their beliefs, attitudes, values and practices through reflection, discovery

and critical evaluation develop the skills of reflection, discernment, critical thinking and deciding how to act

when making moral decisions make a positive difference to the world by putting my beliefs and values into action establish a firm foundation for lifelong learning, further learning and adult life. The aims of religious observance are: to promote pupils’ spiritual development to increase their understanding of religious practices such as prayer and meditation

and the religious experience which underlies them to promote the ethos of the school through the expression and celebration of shared

values to provide opportunity for individual reflection on spiritual and moral concerns In recognition of Scotland's Christian heritage, we celebrate Christmas and Easter as part of school assemblies. This religious observance provides opportunities for class or stage involvement by pupils and others, including our school minister Reverend Kristina Herbold-Ross, in planning and presentation.

Support for Learning

Just as children are all different, so are the ways in which they learn. Pupils will require varied methods of teaching, learning and levels of support, as well as different timescales for progress in learning. At Cockenzie Primary, we aim to have high expectations of all our pupils and seek to provide the appropriate support to allow these ambitions to be realised. Some pupils may experience difficulty or a lack of progress in particular areas of the curriculum, whilst other pupils may be felt to be under-achieving with their learning programme. In such cases the class teacher and promoted staff will make assessments and track progress in order to decide how best to proceed. Assessment of Additional Support Needs is ongoing and part of what a teacher does on a daily basis. It can be both formal and informal. Through the procedures normally used in the classroom, a class teacher would assess an individual’s learning difficulties. Where relevant, reference would be made to previous school reports and to information given by parents. The teacher would take action to overcome the learning difficulties within a defined period, generally by differentiating aspects of the child’s learning. The teacher would then reassess, making a record of the problems faced by the individual, and their learning strengths. Should the teacher continue to have concerns they would discuss this with the support for learning teacher and senior management. Support for Learning staff regularly monitor and evaluate the additional support needs of pupils through consultation with staff and by analysing available data. Before any assessment is made, staff will consult with parents/carers and possibly external services. Additional support needs may also be brought to the attention of the school by parents or by other agencies e.g a child’s GP. Successful identification enables the school to: Identify those pupils who are not making expected progress or who require

assistance to fully access the curriculum Determine the most appropriate forms of educational provision Plan effectively Ensure appropriate resources are in place to meet needs Determine whether an Individualised Educational Programme, Health Care Plan

or Additional Support Plan is necessary

Support for Learning

Any parent/carer who has a concern about their child should, in the first instance, speak to the class teacher. If further assistance is required you should make an appointment to speak with a member of the management team or Support for Learning teacher. When making the appointment it is most helpful if you give an indication of your concern. All children have regular opportunities to discuss their learning and set goals with their teacher. Pupils with special aptitudes are also catered for in our school with appropriate programmes of work which enable the class teacher to further their development. Schools can call on professionals from a number of different agencies/services for help and advice. These include the Educational Psychologists, officers within the Inclusion and Equality Division, School Doctor, School Nurse, Careers Advisor and Social Worker and Integration Team Worker. Formal referral to any of these agencies/services would only take place with the consent of parents/carers/guardians. There will however be occasions when issues may be discussed in confidence without formal referral and therefore without such consent. If parents/carers are concerned about this they should contact the school for further information.

Assessment & Reporting

Assessment is an integral part of learning and teaching, helping to provide an emerging picture of a young person’s learning and achievements as he or she develops across the four capacities. Assessment by teachers will be the main means of assessing each pupil’s achievements. Assessment is planned and used in ways which reflect the principles for curriculum design (challenge and enjoyment; breadth; progression; depth; personalisation and choice; coherence; relevance). Teachers record an individual, group or class’ progress in the assessment section of our planning programme. In addition to this, each class teacher tracks an individual pupil’s progress through the experiences and outcomes of the curriculum. At the start of each new session, this information is available to a child’s receiving teacher. Assessment is used as the basis for future learning. A pupil’s progress will be assessed in ways and at times appropriate to their learning needs. Judgments made about this learning are based on evidence from a broad range of sources, both in and out of school and by reference to their progress over time, across a range of activities. Learning, teaching and assessment are designed in ways that reflect the way different learners progress to motivate and encourage their learning. To support this, all learners will be involved in planning and reflecting on their own learning, through formative assessment, self and peer evaluation and personal learning planning. Children from P1 to P7 are involved in weekly personal reflection through the completion of their own personal Learning Logs. We encourage parents/carers to share in their children’s learning and to add any achievements, which the child may have had outwith school. Formal written reports are sent home once a year in June. Twice a year, parents are formally invited to find out about their child’s achievements, usually in November and March. We will also inform you throughout the year of any significant detail about your child’s attainment. We welcome feedback on these. Primary 7 pupils now complete a profile which is a snapshot of their best achievements at a given point in time. It includes: information on progress and achievement across curricular areas including literacy,

numeracy, and in health and wellbeing a statement outlining their latest and best achievements in and out of school

You are welcome to discuss your child’s progress at any time, though it is best to try to make an appointment in advance.

Homework

Homework Homework provides an opportunity for parent and child to share purposeful learning opportunities in the supportive atmosphere of the home. It can therefore, become a vehicle for developing and enhancing partnership and raising pupil attainment. Benefits of homework may include: • A pupil sense of responsibility for their own learning • Opportunities for additional learning time • Improved pupil self-confidence and motivation • The formation of pupil study skills • Parents sharing in their child’s learning • Parents monitoring their child’s progress Homework across the entire school is sent out on a Tuesday and returned to the class teacher on the following Monday. Regular homework consists of phonics, reading and maths practice. From P3, pupils are added in to the Accelerated Reader scheme. In order to make maximum progress, we encourage them to read for approximately 20 minutes at home each day. Phonics work will be set by your child’s class / Read Write Inc teacher. This will follow the same format every week but the words / sound patterns will change. Maths homework will encourage children to practise a range of mental strategies and should only take 5 minutes each day. Topic homework is optional but will be given out at the start of each new learning and teaching block. Feedback has shown that many parents value this as another way of keeping involved with learning taking place in the classroom. Occasionally, usually at the start of a new term, your child might be asked to complete a Family Homework task. This is usually an activity that can be completed by the entire family at home.

Homework

Tips for good homework: 1. Set up a homework-friendly area - make sure you have a well-lit place to complete

your homework. Keep supplies — paper, pencils, glue, scissors handy and make sure you know where you can keep your homework safely, in a place where you will remember it.

2. Keep distractions to a minimum - this means no TV, loud music, or phone calls. 1. Schedule a regular study time - some people work best in the afternoon, following a

snack and play period; others may prefer to wait until after dinner. Plan a time that suits you and your family – it might be in the car on the way to the shop.

1. Make a plan - break up the work into manageable chunks and take regular breaks.

Sometimes you may have to work your homework around you clubs. 1. Do your own work - you won't learn if you don't think for yourself and make your

own mistakes. Mums and dads can make suggestions, give you lots of praise and help if you don’t understand but it's your job to do the learning.

1. If you are having problems with your homework, get help - talk about it with your

teacher. Perhaps you don’t understand it or haven’t had time to do because something cropped up.

1. Don’t leave it to the last minute – pace yourself and spread you homework tasks out

across the week, especially if you have a busy social life with clubs etc. If you know your homework is going to be late, speak to your teacher BEFORE the due date.

1. Don’t rush your homework - your homework activities are designed to be done in

small chunks with regular practice throughout the week. The idea is that you will build on skills and get better each time. If you do it all in one go, you are less likely to remember what you have learned.

Transition

Throughout a child’s school career there are a number of transition points. Our aim is to make these as smooth and stress free as possible for both the child and their parents/carers. Nursery to P1 We want to make sure that this move is as smooth as possible both in terms of the curriculum being followed and the wider, emotional needs of children moving from the known the unknown. We try, wherever possible, to provide informal opportunities for children from Nursery to take part in school events such as assemblies, concerts, sporting activities etc. More formal opportunities are provided for Parents/Carers and children to visit the school, meet class teachers, and learn about the school and the Primary 1 experience. Throughout the session the Nursery, SMT and Primary 1 staff meet to discuss transition events. P1 through to P7 As children progress from stage to stage, opportunities are provided for children to meet with their next class teacher and classmates before the start of the new session. Information is shared with the receiving class teacher in order to ensure that these transitions are as smooth as possible. Primary/Secondary Transfer Pupils transfer to secondary school after completing P7. In November, parents/carers are asked, by the Pupil Support Division, by letter if they wish their child to attend the local secondary. The pupils from this school normally transfer to Preston Lodge High School, Park View, Prestonpans, EH32 9QJ. The telephone number is 01875 811 170. Parents/Carers are updated regarding transfer arrangements throughout the year. In October, parents and carers of P7 children are invited to attend an open evening at Preston Lodge. Staff are on hand to provide information related to the next step of their child’s educational journey. In addition to this meeting, secondary school staff pay a number of visits to Cockenzie to liaise with us, ensuring that Preston Lodge have comprehensive, accurate and up to date information on all pupils. The pupils visit Preston Lodge in the summer term for three days to become acquainted with some of the staff and departments. Throughout the session a variety of opportunities are provided for our P7 pupils to get together with P7 pupils from the other schools in our cluster eg curriculum, sporting, outdoor activities etc. Should you choose to send your child to another secondary school, we will ensure that all appropriate information is shared.

School Improvement

In order to ensure that we provide the highest possible standards of education for our pupils, we are engaged in a continuous process of self-evaluation. During regular staff meetings we discuss the quality indicators set out in Education Scotland’s ‘How Good Is Our School’ and/or ‘Journey to Excellence’ documents and measure our performance against these. We also have twice yearly visits from Quality Improvement Officers (QIOs) who monitors our performance. We encourage parents to become involved in this process through discussions with the Parent Council and questionnaires to parents. The results of this process of self-evaluation form the basis for our Standards and Quality Report (available in paper format or on our website, along with a summary). We are working very hard to raise our attainment so that: almost all of our pupils will be working within or beyond the level

identified for their stage, in Language and Literacy almost all of our pupils will be working within or beyond the level

identified for their stage, in Maths and Numeracy almost all of our pupils will be working within the level identified for

their stage, in Health and Wellbeing. All of our development work is based upon improving outcomes for pupils and details of this can be found in our School Development Plan (available in paper format or on our website along with a summary).

Contact Us School Absence line 01875 811327 (Option 1) School (main office) 01875 811327 School Fax 01875 814548 School Email admin@cockenzie.elcschool.org.uk Kitchen 01875 811 900 After School/Breakfast Club 0131 653 0820 / 07854 742 077