January 2017 - take2theweb€¦ · january 2017 . 2 | p a g e table of contents welcome to barrhill...
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January 2017
Transcript of January 2017 - take2theweb€¦ · january 2017 . 2 | p a g e table of contents welcome to barrhill...
January 2017
2 | P a g e
Table of Contents
WELCOME TO BARRHILL PRIMARY SCHOOL AND NURSERY CLASS ........................................................................... 3
SCHOOL INFORMATION ............................................................................................................................................................ 4
STAFF ............................................................................................................................................................................................ 5
SCHOOL HOURS .......................................................................................................................................................................... 5
THE SCHOOL YEAR .................................................................................................................................................................... 6
ENROLMENT ................................................................................................................................................................................ 7
PARENTAL INVOLVEMENT ...................................................................................................................................................... 7
PARENTS AS PARTNERS PARENT COUNCIL ........................................................................................................................ 8
MEMBERS OF BARRHILL PARENT COUNCIL ....................................................................................................................... 9
STATEMENT OF SCHOOL/NURSERY AIMS ......................................................................................................................... 10
CURRICULUM FOR EXCELLENCE ......................................................................................................................................... 11
OPPORTUNITIES FOR WIDER ACHIEVEMENT ................................................................................................................... 14
COMPOSITE CLASSES .............................................................................................................................................................. 16
RME .............................................................................................................................................................................................. 16
HEALTH & WELLBEING .......................................................................................................................................................... 17
PHYSICAL EDUCATION ........................................................................................................................................................... 17
PROMOTING POSITIVE BEHAVIOUR .................................................................................................................................... 17
ANTI-BULLYING POLICY ........................................................................................................................................................ 18
EQUAL OPPORTUNITIES AND INCLUSION ......................................................................................................................... 18
CREATING POSITIVE ETHOS .................................................................................................................................................. 19
ASSESSMENT AND REPORTING ............................................................................................................................................ 20
CENTRE FOR EVALUATION AND MONITORING (CEM) AND CURRICULUM FOR EXCELLENCE (CFE) ................ 21
TRANSFER TO SECONDARY SCHOOL .................................................................................................................................. 22
SUPPORT FOR PUPILS .............................................................................................................................................................. 22
SCHOOL IMPROVEMENT ........................................................................................................................................................ 27
IMPROVEMENT PRIORITIES 2014-2015 ................................................................................................................................. 28
PUPIL VOICE .............................................................................................................................................................................. 29
CHOOSING A SCHOOL ............................................................................................................................................................. 29
ATTENDANCE ............................................................................................................................................................................ 30
DATA POLICY ............................................................................................................................................................................ 32
SCHOOL UNIFORM POLICY .................................................................................................................................................... 33
SCHOOL MEALS AND FREE SCHOOL MEAL INFORMATION .......................................................................................... 33
USE OF MOBILE PHONES ........................................................................................................................................................ 35
USE OF SOCIAL MEDIA ........................................................................................................................................................... 36
HEALTH AND MEDICAL INFORMATION ............................................................................................................................. 36
DATA PROTECTION ACT ......................................................................................................................................................... 37
SHARING INFORMATION ........................................................................................................................................................ 37
THE FREEDOM OF INFORMATION (SCOTLAND) ACT 2002 ............................................................................................. 38
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WELCOME TO BARRHILL PRIMARY SCHOOL AND NURSERY CLASS
Educational Services
Director: Douglas Hutchison
Barrhill Primary School
Main Street, Barrhill KA26 0HX
Tel: (01465) 716805
Head Teacher: Mrs Paula Murphy
Dear Parents/Carers
On behalf of Barrhill Primary School I would like to welcome you and your child/children to our school
community.
Every child of school age has the right to a school education provided by an education authority (Standards in
Scotland’s Schools etc. Act 1980).
Barrhill Primary School and nursery class is a non-denominational, co-educational primary school operating on an
equal opportunities basis for all, serving the village of Barrhill and its surrounding area.
Our school was extensively refurbished and opened in August 2014. Accommodation consists of one building
which provides us with open plan classroom areas as well as a kitchen and gym hall/ dining area.
In Barrhill Primary School we aim to provide a welcoming, happy, caring and relaxed learning atmosphere where
every child is encouraged to participate in the life of the school, to work hard and to strive to achieve the best
possible for himself/herself. When a child joins us at Barrhill, we are all entering a new partnership with the
aim of producing the best education for him/her. This can best be achieved when home and school work
together and communicate openly.
The information in this hand-out is intended as a guide to all parents/carers. If you have any problems or
require further information about school matters please do not hesitate to contact me.
I look forward to working with you in the future.
Yours sincerely
Mrs Paula Murphy
Mrs Paula Murphy
Head Teacher
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SCHOOL INFORMATION
Barrhill Primary School
8 Main Street
BARRHILL
KA26 0PP
Telephone: (01465) 716805
Head Teacher: Mrs Paula Murphy contact (01465) 716805/716804
Email: [email protected]
Website: www.barrhill.sayr.sch.uk
Functional capacity of school is 42 pupils.
PRESENT ROLL 12 (School) / 3(Nursery)
STAGES COVERED NURSERY TO P7
ROLL AT EACH STAGE Nursery = 3 (4 year olds = 2 3 year olds = 1)
P1 = 1, P2 = 1, P3 = 2, P4 = 4, P5 = 2, P6 = 1, P7 = 1
DENOMINATIONAL
STATUS Non-Denominational
CO-EDUCATIONAL Barrhill Primary School is co-educational.
Teaching by means of Gaelic language is not offered at Barrhill Primary School.
House Structure
There are TWO houses which all children are allocated to:
Kildonan Drumlamford
House and Vice Captains are voted in at the beginning of the session by fellow pupils.
Learning Community
The school is a member of the Girvan and Carrick Learning Community which brings together a wide range of
services to benefit young people. The principal purpose of the learning community is to ensure that services
are better co-ordinated in order to meet the needs of young people and raise attainment. Learning
Communities support the government’s approach to GIRFEC (Getting It Right For Every Child). This means that
if a child/young person needs support then, where possible, there will be one co-ordinated assessment and one
plan for that child/young person.
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STAFF
TEACHING
HEAD TEACHER Mrs Paula Murphy (Named Person)
PRINCIPAL TEACHER Mrs Logan
CLASS TEACHERS Nursery-P4: Mrs Logan
P5-P7: Mrs Martindale
NURSERY NURSE Miss Craig (0.5)
SUPPORT STAFF
SCHOOL ASSISTANT Ms Allan
SCHOOL ASSISTANT Mrs Stewart
SCHOOL CHAPLAIN Rev S Ogston
CLERICAL ASSISTANT Miss McCoag
PUPIL SUPPORT TEACHER Mrs Robertson
JANITOR Mr Reid
ACTIVE SCHOOLS Miss Claire Rogerson
CATERING ASSISTANT Miss McCutcheon
Details of the school’s catchment area and street names are available for inspection at the school and parents
can also access them on the Council’s web site at www.south-ayrshire.gov.uk Catchment map and area are
available from the School Management Section, Educational Services, County Buildings, Wellington Square, Ayr
KA7 1DR.
SCHOOL HOURS
School starts 9:00am
Morning Break 10:30am – 10:45am
Lunch 12:15pm. – 1:00pm
School Closes 3:00pm
Children in P1 attend mornings (9-12:15pm) until 5th September 2015.
Nursery Morning Session Only 8.30am – 11:40am
The school can be contacted by telephone between 8:30am and 3:45pm each day. If a parent or carer has a
matter they wish to discuss with the class teacher.
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THE SCHOOL YEAR
SOUTH AYRSHIRE COUNCIL Educational Services
Approved School Holiday Arrangements – 2017/2018
Term Break Dates of Attendance Cumulative Working Days
First Mid Term Teachers (Inservice) Pupils return local holiday local holiday Close Teachers (Inservice) Teachers (Inservice) Re-open (Pupils) Close
Wed Thurs Fri Mon Fri Mon Tues Wed Fri
16 Aug 2017 17 Aug 2017 22 Sept 2017 25 Sept 2017 13 Oct 2017 23 Oct 2017 24 Oct 2017 25 Oct 2017 22 Dec 2017
86
Second Mid Term Re-open Close local holiday local holiday Teachers (Inservice) Re-open (Pupils) Close
Mon Thurs Fri Mon Tues Wed Thurs
8 Jan 2018 8 Feb 2018 9 Feb 2018 12 Feb 2018 13 Feb 2018 14 Feb 2018 29 Mar 2018
143
Third May Day Re-open local holiday local holiday Teachers (Inservice) Re-open (Pupils) Close
Mon Mon Fri Mon Tues Wed Fri
16 Apr 2018 7 May 2018 25 May 2018 28 May 2018 29 May 2018 30 May 2018 29 Jun 2018
195
Session 2018/19 Teachers (Inservice) Teachers (Inservice) Pupils return
Thu Fri Mon
16 Aug 2018 17 Aug 2018 20 Aug 2018
NB Good Friday: 30th March 2018 Pupil’s attendance will be 190 days after deducting 5 in-service days.
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ENROLMENT The main enrolment exercise for primary 1 takes place in January when pupils register for education. At all
other times parents should contact the school office and make an appointment to meet the Head Teacher
(unless you are making a placing request, see section ‘Choosing a School’).
PARENTAL INVOLVEMENT Parents as partners – Parent Council and parent forum
Parent Councils are the formal representative body for parents with children attending school. Parent Councils
are different in each school to enable them to meet the needs of parents locally. Parents are welcome to be:
involved with their child’s education and learning;
be active participants in the life of the school; and
express their views on school education generally and work in partnership with their children's school.
All parents / carers are automatically members of the parent forum at their child’s school. As a member of the
Parent forum all parents can expect to:
receive information about the school and its activities;
hear about what partnership with parents means in the school;
be invited to be involved in ways and times that suit them;
identify issues they want the parent council, to work on with the school;
be asked their opinion by the parent council on issues relating to the school and the education it
provides;
work in partnership with staff; and
enjoy taking part in the life of the school in whatever way possible.
The parent forum decides how their representatives on the Parent council are chosen and how the parent
council operates. Parents are encouraged to volunteer or put themselves forward to be chosen as
representatives of the parent council if they wish.
The main aims of the Parent Council are to:
support the school in its work with pupils;
represent the views of parents;
promote contact between the school, parents, pupils, providers of nursery education and the community;
report to the parent forum;
be involved in the appointment of senior promoted staff; and
raise funds for the school for the benefit of pupils (in some schools the PTA/PA fulfils this role).
For more information on parental involvement or to find out about parents as partners in their children’s
learning, please contact the school or visit the Parentzone website at www.parentzonescotland.gov.uk.
The Parent Council is mainly responsible for arranging events for parents and raising funds for the school.
Volunteers are welcome - please contact the Parent Council if you want to join in.
Parent Council Chairperson – Mrs Kate Thomson
The Scottish Parent Teacher Council is a national organisation for PTAs and PAs in Scotland, Parent Councils
can join too, and it runs an independent helpline service for all parents. They can be contacted by phone on 0131
474 6199, fax 0870 706 5814 or email on [email protected] or write to SPTC, Mansfield Traquair Centre, 15
Mansfield Place, Edinburgh, EH3 6BB.
National Parent forum of Scotland - [email protected]
The National Parent Forum of Scotland has been set up to give Parent Councils and parents an opportunity to
discuss and raise educational issues of mutual interest or concerns at a national level.
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PARENTS AS PARTNERS PARENT COUNCIL
The Scottish Schools (Parental Involvement) Act 2006 has brought into being a new way of working with
parents by modernising and strengthening the framework for supporting parental involvement in school. The
new law is concerned with improving parents’ involvement in their child’s education and in the life of the school
and has led to the establishment of Parent Forums and Parent Councils in primary, secondary, special and
nursery school. Every parent with a child at school is automatically a member of the school Parent Forum. The
Parent Council is a representative group composed of parents, Head teacher, and co-opted members. This
group normally meets once per month throughout the term in the local Community Centre.
Parent Councils are the formal representative body for parents with children attending school. Parent Councils
are different in each school to enable them to meet the needs of parents locally.
Parents are welcomed to be:
involved with their child’s education and learning;
be active participants in the life of the school; and
express their views on school education generally and work in partnership with their children's schools.
All parents / carers are automatically members of the Parent Forum at their child’s school. As a member of the
Parent Forum all parents can expect to:-
receive information about the school and its activities;
hear about what partnership with parents means in our school;
be invited to be involved in ways and times that suit you;
identify issues you want the parent council, to work on with the school;
be asked your opinion by the parent council on issues relating to the school and the education it
provides;
work in partnership with staff; and
enjoy taking part in the life of the school in whatever way possible.
The Parent Forum decides how their representatives on the Parent Council are chosen and how the Parent
Council operates. Parents are encouraged to volunteer or put themselves forward to be chosen as
representatives of the Parent Council if they wish.
The main aims of the Parent Council are to:
support the school in its work with pupils
represent the views of parents
promote contact between the school, parents, pupils, providers of nursery education and the community
report to the Parent Forum
be involved in the appointment of senior promoted staff.
raise funds for the school for the benefit of pupils (in some schools the PTA/PA fulfils this role).
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MEMBERS OF BARRHILL PARENT COUNCIL:-
Chairperson:- Kate Thomson
Parent Members:- Sarah Malone
Gillian Young
Secretary: Kirsty Hughes
Treasurer: Sarah Redman
The Head Teacher and the local councillors may attend all meetings of the Parent Council and have the right to
speak, although, not being members, no right to vote.
Our Partnership may consist of 8 parent members, two co-opted members and a representative of the teaching
staff, as dictated by the constitution. The parent members are elected by all parents who are on the school
electoral roll and will normally hold office for four years.
In the event of an election, parents are invited to nominate candidates to serve on the Partnership.
If the number of candidates is equal to the number of vacancies, the candidates would be declared elected and
advised accordingly. The Act provides that if there are fewer parent candidates than the number of vacancies,
the candidates are elected and the Partnership is not, for the time being, disestablished. In these
circumstances, a by-election to fill the remaining vacancies must be held as soon as is practicable. If there are
still insufficient candidates, the original elections are void and the Partnership is disestablished. Further
elections (at which the original candidates may stand again) must be held when a written request is received by
the Council (via the Education Officer) from a number of parents equal to the number prescribed. In any
event, further elections must be held not less than 22 or more than 24 months from the date of the last such
election.
For more information on parental involvement or to find out about parents as partners in their children’s
learning, please contact the school or visit the Parentzone website at www.parentzonescotland.gov.uk.
The Scottish Parent Teacher Council is the national organisation for PTAs and PAs in Scotland, Parent Councils
can join too, and it runs an independent helpline service for all parents. They can be contacted by phone on
0131 226 4378, fax 0870 706 5814 or email on [email protected] or write to SPTC, Mansfield Traquair Centre, 15
Mansfield Place, Edinburgh, EH3 6BB.
National Parent Forum of Scotland - [email protected] The National Parent Forum of
Scotland has been set up to give Parent Councils and parents an opportunity to discuss and raise educational
issues of mutual interest or concerns at a national level.
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STATEMENT OF SCHOOL/NURSERY AIMS
1. We aim to promote a positive happy ethos that is based on inclusion and equality in an
atmosphere of purposeful learning by:
creating a climate where pupils, staff and parents feel valued and proud of their school
helping every pupil benefit from education, with particular regard paid to pupils with additional needs –
including developing our work within Dyslexia Friendly Schools
ensuring relationships are based on mutual respect and understanding
working in true partnership with parents and the community
2. We aim to provide an active, enjoyable and stimulating curriculum for all our pupils that will maximise
their potential in all areas by:
providing a broad and balanced range of activities and experiences
equipping pupils with the foundation skills, attitudes and expectations necessary to prosper in a
changing society
encourage creativity and ambition
catering for all needs and abilities
delivering quality teaching and learning through appropriate challenges in a variety of learning
opportunities
3. We aim to improve the standard of achievement and attainment within the school by:
promoting an ethos of achievement
encouraging and supporting all pupils to work to the best of their ability, achieving the
highest possible standards of attainment
raising standards of attainment in the core skills of numeracy and literacy
providing a high quality service with quality assurance and quality improvement built in
monitoring pupil attainment and achievement closely
4. We aim to assist our pupil’s personal and social development and to teach them the values and
responsibilities of citizenship in a democratic society by:
teaching pupils respect for self and each other
encouraging pupils to act in a responsible manner when asked to deal with or look after
something.
teaching tolerance through quality of attitude other people have about attitudes or beliefs
even if you do not agree or approve.
being honest (truthful and trustworthy)
showing fairness through generally accepted codes of what is right and just
Continuing our work towards achieving Rights Respecting School accreditation
5. We aim to promote an effective partnership that links home, school and community by:
keeping parents fully informed through reports, newsletters, workshops and meetings.
actively involving parents in their children’s education and the life of the school and
nursery class.
supporting the work of Barrhill Primary School Parent Partnership.
contributing to the work of community initiatives
6. We aim to develop an effective framework for learning by:
providing a quality programme of career review and development of teacher’s skills.
supporting and encouraging the self-discipline of pupils.
striving to achieve an attractive, stimulating and safe school environment that is
conducive to teaching and learning.
fostering effective communication
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CURRICULUM FOR EXCELLENCE Curriculum for Excellence enables professionals to teach subjects creatively, to work together across the
school and with other schools, to share best practice and explore learning together.
Teachers and practitioners will share information to plan a child’s ‘learning journey’ from 3-18, helping their
progression from nursery to primary, primary to secondary and beyond, ensuring the change is smooth and
builds on what they have learned at each stage. They will ensure that children continue to work at a pace that is
appropriate for them but which also challenges and supports them to achieve their very best.
Every child is entitled to a broad 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. All teachers are also responsible for the health and wellbeing of
children and young people.
Curriculum for Excellence 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 and skills in one subject area to
another, helping children understand the world and make connections. It develops skills so that children can
think for themselves, make sound judgements, challenge, enquire and find solutions.
There is personal support to help young people fulfil their potential and make the most of their opportunities
with additional support wherever that’s needed. There will be a new emphasis by all staff on looking after our
children’s health and wellbeing – to ensure that the school is a place where children feel safe and secure.
The Main Curriculum Areas are:-
Expressive Arts
Health & Wellbeing
Languages
Mathematics
Religious & Moral Education
Sciences
Social Studies
Technologies
A Curriculum for Excellence (CfE) is at the heart of learning and teaching in Barrhill Primary School. The
emphasis is not only on what is being taught but HOW it is being taught. More and more activity based learning
is included in the curriculum which is not only motivational but also a proven method of learning (retention of
information) for most children.
In Barrhill Primary School, learning is, in particular, about developing the four capacities of being a successful
learner, confident individual, responsible citizen and an effective contributor.
In order to achieve this all children in Barrhill Primary School are encouraged and helped to be safe, nurtured,
healthy and active. They are treated with respect, included, and helped to achieve, as well as encouraged to act
responsibly. Success is about realising potential, and achieving.
The Expressive Arts Framework includes:
Art and design
Dance
Drama
Music
Barrhill Primary School provides children with many opportunities to be creative and imaginative.
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Music
The work covered in music is designed to give children the opportunity to hear and appreciate rhythm and
melody and to give them the chance also to make music for themselves. Throughout the year performances by
the children in the form of concerts and musical productions are produced with great enthusiasm.
We also are privileged to be able to give the upper school children high quality tuition in the use of percussion
instruments for 1 hour per week. Mr Gavin Welsh, our music specialist currently works with the Second Level
Class on Thursdays. We travel to Barr PS to combine with the upper school there for the sessions. Many of the
pupils in our school have gone on to join him as part of his South Ayrshire Percussion Ensemble. Children thrive
and get great satisfaction from these activities.
Art
After learning about the characteristics of a range of media and how these may be used for artistic effect,
the children are then given the opportunity to use them to give expression to their own individual artistic flare
and creativity. Studying and appreciating works of art, creating and designing, using paints, pencils, clay,
fabric etc. all go into the enriching experience of Art in Barrhill Primary School.
Each year we enter many pieces of artwork created by the children to various competitions and exhibitions
including MacLauren children’s exhibition in Rozelle. Each year we experience success.
Drama
From their earliest years children use imaginative play to explore and make sense of the world around them.
Drama activities in school are designed to build upon this basic human instinct for creativity and imagination so
that pupils develop a greater range of dramatic skills and techniques. Communication of ideas and feelings, both
real and imaginary help to make children more sensitive to the feelings and opinions of others and more
effective and confident about their day-to-day interaction.
Children are given opportunities for dramatic expression under the guidance and direction of their teachers.
This culminates in our own productions of plays, nativities etc., which are always of a very high standard.
Arrangements are made for pupils to watch and enjoy theatrical productions staged by others and at the same
time to learn from their techniques and the actor’s crafts that they themselves might employ e.g. The
Christmas Pantomime, visiting theatre groups etc.
Languages – Literacy & English
Reading, writing, talking and listening are of fundamental importance and are central to children’s learning. The
curriculum gives high priority to these and to equipping children with a working knowledge of the structure of
language and an ability to use it accurately. Through planned and progressive use of stories, plays, poems and
films, children are introduced to the range, power and variety of language as a means of expression and are
taught how to respond to its different forms and purposes with discrimination and critical awareness.
Our Infant classes currently use Literacy Evolve reading scheme moving on to individual reading books where
they choose their own novel as they progress through the school. Reading of small individual fiction and non-
fiction books is encouraged from the very early stages to help promote individual potential. Children are
assessed using a variety of materials and throughout their time in school. Differentiated materials as well as
an Independent Educational Plan (IEP) are used to support children as and when required.
Individual daily reading is promoted, this may be books, magazines, newspapers etc throughout the school in an
effort to raise standards and interest in all kinds of reading materials. All classes use South Ayrshire’s mobile
library service as a further source of recreational reading material.
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Writing:
To support writing language skills the school uses the, ‘Write to the Top’ resource, to help children write in a
variety of forms including:
Personal - telling of their experiences
Imaginative - with the child taking part imaginatively
Imaginative - with the child as a spectator
Descriptive/Poetic - using techniques such as similes and characterisation
Functional - writing for a purpose other than creative including how
to write various types of letters.
You will very quickly hear about ‘wow’ words, connectives and other equally intriguing phrases. Using the basic
‘Write to the Top’ programme ensures continuity and progression throughout.
Languages - French
French is taught in our second level class by Mrs Martindale. This is in preparation for the children going on to
the Academies, where they will continue their French tuition. The children are very enthusiastic about learning
French and are thrilled when they can begin to communicate.
Mathematics
Knowledge and understanding of numbers, money & measurement, shape, position & movement and data handling
are, like language, of fundamental importance and central to children’s learning. The development of skills in
computation, both written and mental is given high priority and indeed is further enhanced by the opportunities
given for the application and practice of mathematical skills in problem-solving both at theoretical level and in
real situations. Calculators and computers are also utilised to develop pupil’s mathematical skills. To assist in
this area we are currently using Heinemann Active Maths as our core teaching material as well as supplementing
this with various other mathematics activities.
Religious and Moral Education
Religious study itself takes the form of lessons in the history and practice of the world’s religions. Children
meet with Rev Stephen Ogsten our school Chaplain, who takes part in our monthly assemblies. In addition to
the time devoted to the subject in school, pupils have opportunities to visit religious sites and take part in
larger religious observance events.
Science
The main purpose of learning about science is to develop a curiosity and understanding of their environment and
their place in the living, material & physical world.
Every child needs to develop and secure understanding of important scientific concepts, their experience of
the sciences in school must develop a lifelong interest in science and its applications.
Science is also taught in an interdisciplinary way as part of a topic as well as on its own as a discreet subject: It
is active and fun.
Social Studies
Social Subjects for pupils at all stages is designed to stimulate awareness and understanding of the
environment and their place within it, to enable them to learn about the factors which have shaped their world
and to develop their knowledge of other:-
people, past events and societies
people, place & environment
people in society, economy and business
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One final and no less important objective of the study of social subjects is to encourage pupils to adopt positive
attitudes to the world around them and their place in it.
Technologies
Technologies are taught to enable children to be informed, skilled, thoughtful, adaptable and enterprising young
citizens. The skills developed through technology build confidence and embrace technologies as well as
developing those of problem solving.
Health & Wellbeing
Learning in health and wellbeing ensures that children and young people develop the knowledge and
understanding, skills, capabilities and attributes which they may need for mental, emotional, social and physical
wellbeing now and in the future.
Children and young people should feel happy, safe, respected and included in the school environment and all
staff in the school are pro-active in promoting positive behaviour in the classroom, playground and the wider
school community.
The positive development of good discipline and the value of school rules should be emphasised. Procedures for
promoting positive relationships and support should be set out.
The need for parental co-operation should be stressed
OPPORTUNITIES FOR WIDER ACHIEVEMENT
After school activities are offered throughout all stages of the school. Parents are notified and permission to
attend sought. Activities vary from crafts, sports, games, homework, music groups and cookery. After School
Clubs vary each session and are offered to certain ages and stages of the school as appropriate.
The pupils are involved in a wide variety of activities including sports, entertaining senior citizens, inter-school
events, concerts, plays, pantomimes, field trips, discos, and celebrations.
These events are organised both by staff and parents, who participate willingly in activities to make the school
experience as meaningful as possible. These occasions afford the opportunity for very valuable social training
apart from the very obvious educational advantages.
The assistance of parents in extra-curricular activities is always welcome, (subject to a PVG check being made
if required) and any parent who is able to use his or her talents or interests in this way will receive the full
support of the school.
The After School Activities offered in the session 2016-2017:
• Multisports(P4-7)
• Fun Fitness (1-7)
• Outdoor Learning with Adventure Centre for Education (Nursery,P1-7)
• Boxing (P1-7)
• Badminton (P4-7)
We work closely with our Active Schools Co-ordinator and benefit from many additional activities that are
provided to pupils both within and outwith school hours. Further information about Active Schools is given
below.
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What is Active Schools?
Sportscotland works in partnership with all 32 local authorities to invest in and support the Active Schools
Network of managers and coordinators who work with primary, secondary and Additional Support Needs (ASN)
schools across Scotland.
Active Schools aims to provide more and higher quality opportunities for children to participate in school sport
and to increase capacity through the recruitment of volunteers who deliver the activity sessions.
Within South Ayrshire the Active Schools team are part of Education Services and comprise an Active Schools
Manager and 9.6 (FTE) Active Schools Coordinators; 6 Primary ASC’s, 2 Secondary ASC’s and 1.6 ASC’s with a
responsibility for both primary and secondary schools, with one coordinator focusing on Additional Support
Need provision across the authority. This structure was designed to allow an increased focus on leadership
programmes within secondary schools which would in turn have a direct impact on provision within primary
schools, and to ensure targeted support for children and young people with Additional Support Needs.The
existing funding agreement for Active Schools within South Ayrshire Council ends on the 31st March 2015.
Who do Active Schools work with?
The Active Schools Network works together with organisations and individuals, including PE staff and Sports
Development officers, local sports clubs and Community Sport Hubs to provide a wide range of opportunities
connected to physical education, school sport and club sport. Active Schools work to ensure that young people
are given a voice within schools to develop the opportunities which they want to take part in.
What does Active Schools achieve?
Active Schools creates opportunities for children and young people to participate in sport and physical activity
before and after school, during lunch time and at weekends. In 2013/14 Active Schools recorded over 93,000
participant sessions and 82% of these were delivered by our network of over 500 volunteers including senior
pupils, students, teachers, parents and club coaches.*
Active Schools also assists with the transition from school sport into club and community sport by working
closely with local sports clubs, Community Sports Hubs and National Governing Bodies of sport to highlight the
opportunities that exist in the local community and encourage children and young people to get involved. This
integrated way of working creates and develops pathways into sport which, in turn, encourages longer term
participation.
* Participant sessions are the visits pupils have made to activities. These figures do not represent the number
of pupils who actually
take part, and should only be considered as indicative of participation in Active Schools.
Get Involved in Active Schools.
sportscotland passionately believes in the power of sport and the contribution it makes to life in Scotland.
Active Schools demonstrates how creative and innovative work in sport can shift perceptions engaging children
and young people in a more active lifestyle for the benefit of themselves and others.
To discuss how to increase sport and physical activity opportunities within your school, or to volunteer with
Active Schools please contact us on 01292 294191 or email us at [email protected]
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COMPOSITE CLASSES
Primary schools have pupils at seven year stages, primary 1 to primary 7. A year stage is defined as a group of
pupils entering primary education at a common date. Composite classes are those where children of more than
one-year stage are grouped together to form a class.
Schools are staffed to agreed standards based on the total number of pupils within the school regardless of
the numbers of pupils at each year stage. This means that the head teachers are required to take management
decisions to organise classes to make best use of available staff, resources and space. Balancing up the various
factors involves both educational and organisational considerations.
Head teachers take into account a number of considerations when organising their class structures. In
allocating children to composite classes, head teachers bear in mind the progress children have made in their
learning. For example, a group of children of similar ability, or working at broadly the same pace - particularly in
mathematics/numeracy and/or language/literacy - may be allocated to the same class. Parents should be
reassured that, by using information about how pupils are progressing to inform groupings for composite
classes, no child is being disadvantaged by being “kept back” or “pushed on”.
Normally such classes will be formed before the start of a new school year so that all involved know that class
structures exist for the new school session. In certain circumstances class restructuring may have to take
place during the summer break or after a school session has started. However such cases will be very
exceptional. Parents will be informed at the earliest opportunity of likely re-classification of classes to allow
appropriate discussions to take place. Further information is available at the school.
RME
The Education (Scotland) Act 1980 and the Scottish Government Circular dated February 2011, “Curriculum for
Excellence – Provision of Religious Observance in Schools”, continues to impose a statutory duty on local
authorities to provide religious observance in Scottish schools.
Scotland is a society with a longstanding Christian tradition. However, Scotland has for many
generations also been home to many who have other faith and belief traditions, never more so than at present.
This trend is likely to continue as Scotland remains a country where people from other communities are
welcomed and we can expect Scotland to become increasingly diverse in the range of faith and belief traditions
represented. Religious observance needs to be developed in a way which reflects and understands this diversity.
It should be sensitive to our traditions and origins and should seek to reflect these but it must equally be
sensitive to individual spiritual needs and beliefs, whether these come from a faith or non-faith perspective.
Scottish Government Ministers also accept the definition and aims of religious observance proposed by the
Review Group as being:
“community acts which aim to promote the spiritual development of all members of the school’s community and express and celebrate the shared values of the school community”.
Religious observance has an important part to play in the development of the learner’s four capacities: a
successful learner, confident individual, responsible citizen and effective contributor. It should also provide
opportunities for the school community to reflect upon and develop a deeper understanding of the dignity and
worth of each individual and their contribution to the school and wider communities.
There is a need to balance the frequency which would make a positive impact on children and young people with
the need to ensure that the experiences are valuable and inclusive. This will require carefulplanning by schools.
Every school should provide opportunities for religious observance at least six times in a school year, in addition
to traditional celebrations central to the life of the school community,and preferably with greater frequency.
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We recognise that many primary schools value weekly religious observance as part of their regular assembly
programme and
will wish to continue with this. The school community should be involved in making decisions about frequency.
Parents from religions other than Christianity may request that their children be permitted to be absent from
schools in order to celebrate recognised religious events. Only written requests detailing the proposed
arrangements will be considered. Appropriate requests will be granted on not more than three occasions (days)
in any one school session and the pupil noted as an authorised absentee in the register.
There is a statutory provision for parents to withdraw children from participation in religious
observance.
HEALTH & WELLBEING
Learning in health and wellbeing ensures that children and young people develop the knowledge and
understanding, skills, capabilities and attributes which they may need for mental, emotional, social and physical
wellbeing now and in the future.
Children and young people should feel happy, safe respected and included in the school environment and all
staff in the school are pro-active in promoting positive behaviour in the classroom, playground and the wider
school community.
PHYSICAL EDUCATION
Physical education is a very important part of the curriculum. Every child is timetabled for at least two hours
physical activity per week. The school use the village hall as well as the local playing fields and other outdoor
areas for PE.
All children should have a change of appropriate gym shoes and shorts for P.E. lessons. Information relating to
the timetabled sessions for each class is issued into Parents.
All jewellery must be removed for PE. If a child has their ears pierced during a school session for the first six
weeks it is the parents’ responsibility to tape over the earrings. After the six weeks, all earrings must be
removed. School staff will not remove jewellery or tape over it. They are available to assist the children.
PROMOTING POSITIVE BEHAVIOUR
We pride ourselves on the excellent relationships demonstrated at all times.
Together with parents at Barrhill, we hope to emphasise the positive aspects of children’s behaviour.
We are committed to promoting positive behaviour at Barrhill Primary School and Nursery Class.
Behaviour management is seen to be the joint responsibility of all staff and extends to include a partnership
with parents.
We prefer to notify parents at the early stages of any difficulty. We particularly appreciate and value the co-
operation of parents. For an organisation such as a school to function efficiently and provide a safe,
hardworking environment, a framework of rules must exist and be observed. These rules are fully explained to
the children. There is a consistent approach to promoting positive behaviour used across the School and
Nursery Class.
We also believe that carrots work better than sticks. Children are praised when they are seen to be working
hard and behaving well. A range of rewards are used and these are awarded for effort, enthusiasm, behaviour
and work.
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We have introduced a new ‘House Points’ system where each child will have the opportunity to earn points for
their house through demonstrating behaviour in line with our school values. The winning house will receive a
special prize at the end of the school year.
The good relationship which exists between home and school, and between staff and pupils, engenders the
desire in the pupils to behave in a civilised and acceptable manner.
ANTI-BULLYING POLICY
South Ayrshire Council is committed to creating and sustaining a safe, positive and inclusive environment, where
respect is shown to and is given by all of its children, young people, staff and parents/carers. A number of
initiatives and policy documents are in place to support, protect and encourage children and young people to lead
happy and successful lives.
Learning in health and wellbeing ensures that children and young people develop the knowledge and
understanding, skills, capabilities and attributes which they may need for mental, emotional, social and physical
wellbeing now and in the future.
Children and young people should feel happy, safe, respected and included in the school environment and all
staff members in the school are pro-active in promoting positive behaviour in the classroom, playground and the
wider school community.
The positive development of good discipline and the value of school rules should be emphasised. Procedures for
promoting positive relationships and support should be set out.
The need for parental co-operation should be stressed.
EQUAL OPPORTUNITIES AND INCLUSION
At Barrhill Primary school, we aim to provide children with an educational and social environment which will
enable all children to reach their full potential irrespective of race, creed, sex or religion.
AIMS
1. To promote equality of opportunity and social justice taking account of South Ayrshire’s statement of
Values.
2. To develop and maintain an equal opportunities ethos in Barrhill Primary School.
3. To treat people as having equal value and respond sensitively to their individual differences and needs.
4. To provide a combination of practices and procedures to create an equal opportunities ethos providing
personal development, counteraction of prejudice and injustice and access to services.
It is one of our main priorities to ensure that All pupils are included and given equal opportunity and access to
every school activity.
To promote this statement we undertake to:
Make all areas of the curriculum available to boys and girls alike.
Apply disciplinary measures in a uniform manner to both sexes.
Allocate tasks within the school fairly.
Avoid the use of any language, or texts, by staff or pupils which could be looked upon as racist
or sexist.
Apply school regulations relating to dress to all pupils
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The Race Relations (Amendment) Act 2000 places a duty on public bodies to promote racial equality and prevent
racial discrimination. All establishments have a racial Equality and Cultural Diversity policy.
All areas of the curriculum are taught with no bias of any kind. Opportunities to take part in all areas of the
school are widely encouraged, and stereotyping is discouraged by all staff. To this end, classroom tasks are
equally distributed, with care being taken in choice of language, both oral and written.
No one should be denied opportunities because of their race or ethnicity, their disability, their gender or
sexual orientation, their age or religion.” – Scottish Government website.
CREATING POSITIVE ETHOS
The Physical Environment is welcoming and friendly. All three school buildings are accessible by ramps, as yet
there are no disabled toilets but we are assured that should the need present itself we will be able to match
the need appropriately.
The Curriculum is following the CfE programme where every child is will experience a broad general education,
which takes place from the early years until P7 and is represented by learning across all of the experiences and
outcomes to the second curriculum level as far is consistent with each child’s needs. All learning experiences
combine the four capacities to promote successful learners, confident Individuals, responsible citizens and
effective citizens.
School Leadership sets demanding but realistic targets for all. Parents as partners in learning is a very
important contribution actively encouraged to help raise the quality of experiences for all children. In short
equal opportunities are made available to children and parents as well as staff members to take on leadership
roles.
Harassment in all forms is taken very seriously. We strive to promote the School Values of
Care
Honesty
Hard Work
Respect
Trust
For every person (child or adult) who attends Barrhill Primary School
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ASSESSMENT AND REPORTING Curriculum for Excellence emphasises that assessment is an integral part of day-to-day teaching and learning.
Learners’ progress will be closely monitored by staff, who reflect with them on their strengths, learning needs
and next steps, and take action based on this. Learners themselves will be increasingly involved in this process,
as they develop the skills needed to be able to make effective judgments on their own learning; skills that will
be important to them throughout life. Testing will continue to be part of the framework of assessment,
providing additional evidence of what learners know, understand and are able to do, and helping teachers plan
learning experiences which are motivating and challenging.
The Curriculum for Excellence and CEM data for South Ayrshire schools are reported to members of the public
in the annual performance report which is published in January each year.
Further information can be found on the following webpages:
www.youngscot.org (learners)
www.parentzonescotland.gov.uk (parents and carers)
www.sqa.org.uk (information on qualifications)
www.hmie.gov.uk (standards, inspections)
www.ltscotland.org.uk (teaching practice and support)
www.engageforeducation.org (share ideas and questions about education)
www.scotland.gov.uk/cfeinaction (real-life examples)
Assessment of children’s progress is ongoing and carried out in a variety of ways. Each area of the curriculum
is subject to assessment. Assessment may be oral, written, drawn, performed or made in the form of a model.
The class teacher will also set pieces of work to be formally assessed each term. Assessment is an integral
part of learning. New work cannot be taught without assessment of current work being undertaken. Formal
Assessment of Language/Maths will be done on a twice yearly basis and will be marked by more than one
teacher to ensure moderation of marking.
The standards and expectations for assessment are to:
• provide quality feedback to learners
• monitor and track progress in learning
• provide information to those outside the school on learners’ progress and achievements
• provide information for use beyond the school, including qualifications and awards
The purposes of assessment are:
• greater breadth and depth of learning
• greater focus on the secure development of skills and knowledge
• progress across a breadth of learning
• application of learning in different and unfamiliar contexts
• effective planning and tracking of progress
• summary of achievements
• effective preparation children and young people for the next stage in learning.
Reports to parents are sent out once a year in May. Opportunity will be given to all parents to discuss these
reports fully with the Class teacher, and Head teacher, if so desired. We do this through an appointments
system. Copies of all reports are retained in the school for eventual transfer to Secondary school.
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The Annual Report outlines your child’s progress in all curricular areas and the development of the key skills in
the four capacities of A Curriculum for Excellence. At Barrhill Primary School every child is offered a broad,
balanced and progressive curriculum. There is depth to the learning while incorporating personalisation and
choice.
P7 pupils will have a personal profile created through the use of their Glow Blog (e-portfolio) which they access
online. This contains information on their attainment and achievements as well as some information about their
hobbies and interests out with school. Parental involvement in the use of Glow Blogs is encouraged at all times.
Pupils from P1-6 will also have a Glow Blog developed to bring them into line with the P7 pupils.
Children who may have additional support needs, or who require a Co-ordinated Support Plan will be assessed in
a way suited to their individual requirements. Further information is available from the Head Teacher.
Opportunities to discuss children’s progress are offered to parents twice per year at parents evenings held in
Nov and May. Parent workshops are held throughout the year to ensure parents are fully informed and have
the skills to support their child. Any parent with questions or concerns is welcome to make an appointment to
discuss these at any time.
The Curriculum for Excellence and CEM data for South Ayrshire schools are reported to members of the public
in the annual performance report which is published in January each year.
CENTRE FOR EVALUATION AND MONITORING (CEM) AND CURRICULUM
FOR EXCELLENCE (CFE)
The start of the 2010/11 session marked a milestone in the Curriculum for Excellence programme, with every
school fully engaged with the new curriculum.
In order to ensure we are able to provide parents with information about how children are progressing, we have
implemented new assessment procedures including arrangements for moderation and quality assurance of
Curriculum for Excellence. To complement these arrangements we also implement adaptive, electronic
assessments for literacy and numeracy developed by the Centre for Evaluation and Monitoring (CEM) based at
Durham University. Pupils are assessed using these adaptive, electronic assessments in P1, P3, P5 and P7.
The CEM assessments, which are professional diagnostic tools which teachers incorporate into the classroom as
part of the assessment programme, provide detailed information for class teachers about the strengths of
individual pupils in reading and mathematics.
The CEM assessments generate an average based on the age at which the child is deemed to be performing.
2015/16
Reading Mathematics
P1 100% 100%
P3 100% 100%
P5 100% 100%
P7 100% 0%
CEM assessments -% achieving levels expected or higher than expected for their age
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TRANSFER TO SECONDARY SCHOOL
Pupils are normally transferred between the ages of 11 ½ and 12 ½ to ensure that they will have the opportunity
to complete at least four years of secondary education. Parents will be informed of the school arrangements no
later than December of the year preceding the date of transfer at the start of the new session.
Pupils from Barrhill Primary School transfer to:
GIRVAN ACADEMY: The Avenue, Girvan (Tel. 01465 716816)
A good relationship exists between Barrhill Primary School and Girvan Academy, one which is sustained and
strengthened by regular contact and co-operation:-
through reciprocal staff meetings to exchange information on curricular and pastoral issues
through attendance at and support for special events organised by each school and
through the induction days organised for Primary 7 pupils so that they can familiarise themselves with
the Academy and with the routine of secondary school.
SUPPORT FOR PUPILS How do we ensure that there is someone in school who knows your child really well and can support them
through challenging times?
where and how a parent can find more information about how pupils’ additional support needs will be
identified and addressed;
the provision made for pupils having additional support needs, whether the school is a special school or
has a special class or unit.
who to contact if a parent of a pupil thinks that pupils needs additional support and where to get more
information and advice;
the guidance teachers and year heads responsibility;
the homework policy, including the time that might be spent on homework at each stage and appropriate
differentiation should be stated. This should include how parents can support their child’s learning at
home.
Additional support for learning
South Ayrshire Council has duties outlined in the Standards in Scotland’s Schools etc Act (2000), and the
Education (Additional Support for Learning) (Scotland) Act 2004 (As amended). These include the production
of a policy for additional support needs; authority arrangements for identification and assessment of additional
support needs; preparation of plans, including a CSP where appropriate; maintain and review additional support
needs on an on-going basis. South Ayrshire Council is committed to a care policy of inclusion to carry out these
duties of support. The authority is also committed to maintain a range of specialist establishments and services
to support the whole continuum of needs.
What are additional support needs (ASN)?
Some children and young people need extra help in school to make progress. It is the duty of the education
authority to support all children and young people with additional support needs. Children and young people may
need help with their reading or writing; to make sure they can get into and around the school; or to support
their learning through difficult family circumstances. Additional support needs can last for any length of time.
Further examples of situations where additional support may be needed for a child or young person who:
has a learning difficulty
is particularly able or talented
has emotional or social difficulties
is bereaved
is deaf or blind
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is being bullied
is not attending school regularly
How do we make sure we can meet the additional support needs of pupils in South Ayrshire?
All children and young people may need additional support at some point to help them make the most of their
education. Most children are supported through their own class teacher and appropriate class based strategies
and supports.
If a pupil needs more help than the class teacher can provide, then a process of providing the right support
begins. We call this staged intervention. Staged intervention is our way of assessing, identifying and then
providing the necessary additional support and/ or strategies for a child or young person.
Staged intervention can be broken down into three main stages:
Stage 1 - In class support
At this stage the teacher notices children or young people who need additional support to achieve their
potential. For most pupils the help they need can be given by the class teacher without anyone else being
involved. For example, the teacher may alter the environment, their teaching approach or materials being used,
etc. They may also speak to the Pupil Support Coordinator or Principal teacher in school for advice or help.
Stage 2 - In school support
If there are still concerns around progress, the teacher can access further support from others within their
school community such as Pupil Support staff and Pupil Support Coordinators. An Action Plan should be in place
to monitor and track a child’s progress. The school should talk to parents as soon as possible in order to make
sure they know all about the help being given to their child.
Stage 3 - Interagency support
If there continues to be concerns around a child’s or young person’s progress, the school will meet with the
parent/s to discuss further. This may lead to further meetings involving the parents, child or young person (if
appropriate), school staff and professionals from other agencies who support the school such as educational
psychologists, social workers, allied health professionals or voluntary sector.
An Individualised Education Programme (IEP) will be in place to monitor and track a child’s progress. This plan is
drawn up using information shared in meetings regarding the child’s or young person’s additional support needs.
Everyone will agree targets, outcomes and their role within each plan as well as review timescales. Review
meetings should be at least annual but more regular if required.
For a small number of children or young people, a Coordinated Support Plan (CSP) may be needed. This is
prepared when there is ‘significant’ involvement from professionals from one or more agencies out-with
education that will last for longer than 1 year. For further information see www.enquire.org
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Supports available
Educational Services have developed a range of enhanced services to help meet the identified needs of children
and young people. These services assist establishments in responding to the additional supports required. These
can be accessed throughout the staged intervention process. These supports include:
Psychological Services
Peripatetic Services e.g. Visual Impairment and Hearing Impairment
Home Link Service
Looked After and Accommodated Service
Intensive Support (accessed generally at Stage 3 only)
Care and Learning
School Support Assistants
Cluster Support Teachers
Home Tutoring
Outreach services from Specialist Centres
Education will also access support where appropriate from colleagues within Children and Families Social Work
teams and Health Services in order to address a range of concerns. Where necessary, establishments can
access advice and direct support from e.g. Speech and Language Therapy, Occupational Therapy and
Physiotherapy.
How can parents help to support children and young people with additional support needs?
As parents/carers, you will be fully involved in both the assessment of your child’s needs and the plan of any
outcomes detailed on your child’s support plan (Action Plan, IEP or CSP). Parent’s views should be taken into
account and recorded through the Child’s Assessment and Plan. Opportunities are also given by South Ayrshire
Council to parents/carers to contribute to policy and procedure development.
Parents should be fully aware of and be involved in the plans to support their children. They can bring
supporters or advocates to any meeting at school to discuss their child’s additional support needs.
What role do children and young people play?
All children and young people will have the opportunity to make their views known about decisions that affect
them. Children and young people’s views should be taken into account and recorded through the Child’s
Assessment and Plan. They will be encouraged to take part in any meeting where people are discussing their
additional support needs. They will help to set their own targets and to review these.
How can parents make requests for assessment?
Assessment is a process of gathering information to inform and direct strategy and intervention to support a
child’s additional support needs. It should take account of a child’s strengths and areas of difficulty.
Assessment can take the form of observations, samples of work, specific assessment tools, discussions with
staff involved with children, discussion with parents, etc
As a parent or carer you will be fully consulted and kept informed at all stages of the assessment process by
the head of establishment.
The Education (Additional Support for Learning) (Scotland) Act (2004) ensures that parents or young people
can ask an education authority to arrange for an assessment or examination. The request can be for an
educational, psychological or medical assessment or examination. Requests for assessment must be in writing or
some other permanent form which can be referred to in the future. The request should contain the reasons for
the request and the education authority must meet this request unless it is unreasonable. Parents can expect a
response to such requests within four weeks and will be notified of the person in the authority who is dealing
with the request. These requests should be sent to the education authority.
What can parents do if they don’t agree with the authority?
Initially parents should discuss their concerns with the head of their child’s school. If this is not possible,
parents can also speak to Quality Improvement Officer for their child’s school.
Parents can also use ‘Listening to You’. This is an online service which allows you to log concerns and complaints.
See www.south-ayrshire.gov.uk/listeningtoyou
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If the above has been exhausted there are more formal avenues to resolve concerns and disputes including
mediation, appeals and tribunal processes. Information on these will be available in schools and also from the
education authority.
Where can parents get support and information relating to additional support needs?
The first point of contact for more information should be the school your child attends. The Head of
Establishment will be able to provide information on your child’s learning and teaching and will hopefully be able
to answer any questions, issues or reassure you about any concerns you may have. For more information you can
contact the following officers:
Quality Improvement Manager
County Buildings
Wellington Square
AYR
KA7 1DR
Tel: 01292 612201
Principal Educational Psychologist
Queen Margaret Academy
Dalmellington Road
Ayr
KA7 3TL
Tel: 01292 612819
Co-ordinator (Pupil Support)
Educational Services
County Buildings
Wellington Square
Ayr
KA7 1DR
Tel: 01292 612292 or 61250415
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PSYCHOLOGICAL SERVICE
Educational Psychologists have five elements to their service delivery including:
Consultation and advice;
Assessment;
Intervention;
Research and training;
Policy development;
This can be at different levels, from that of the child to the school to the local authority. For example the
educational psychologist can work with school staff and parents/carers to assess a child’s strengths and
difficulties as well as work directly with a child/young person to provide support. They can also work with
school staff to support them to develop policies and supports that will benefit all of the children in a school
such as behaviour policies, playground supports, etc.
The educational psychologist will work with many different people to improve the educational outcomes for
children and young people. Much of their work involves consulting and working through others, especially those
who see the child/ young person on a regular basis such as school staff and parents/ carers.
If a school wish to consult or chat to the educational psychologist regarding a child, school staff will always ask
parental permission first. Once this is provided, the school or psychologist will keep the parent or carer up to
date with discussions although it is likely that the parent will be involved in discussions.
Educational Psychologists maintain consultation notes for children who have been discussed but only open
Psychological Services case files if there is to be direct work with a child or family or there is a high frequency
of consultations required. Again parental permission is sought prior to opening a Psychological Services case
file.
Each educational establishment in South Ayrshire has an allocated educational psychologist and the details of
this can be found on their website: www.eps.south-ayrshire.gov.uk as can other information on South Ayrshire’s
Psychological Service.
If a parent wishes to request the involvement of an educational psychologist, they can contact their school’s
Pupil Support Coordinator and discuss this further with them. Alternatively a parent can contact Psychological
Services themselves to discuss any concerns. All psychologists are based in Queen Margaret Academy and can
be contacted on 01292 612819.
Getting It Right for Every Child (GIRFEC)
The GIRFEC approach builds on multi-agency working using the wellbeing indicators and GIRFEC Practice Model
to assess a child’s needs and determine how their outcomes can be improved. The Children and Young People
(Scotland) Act 2014 brings three components of GIRFEC into legislation. The Named Person Service provides
an individual within Education who should do whatever is necessary to promote, support or safeguard the
wellbeing of the child or young person. Wellbeing is defined as Safe, Healthy, Achieving, Nurtured, Active,
Respected, Responsible and Included. A statutory Child’s Plan is completed when a wellbeing need requires to
be met by a targeted intervention, this may include support from the third sector or social services.
Information Sharing
There are information sharing duties contained within the Children and Young People (Scotland) Act 2014
regarding information shared with the Named Person, between Named Persons at transition stages and from
the Named Person to other agencies seeking support for the child or young person. There is a Pan Ayrshire
Information Sharing Protocol supported by A Guide to Information Sharing in Ayrshire and Arran booklet for
staff, a leaflets for parents and z-card for young people. These can be found at www.south-
ayrshire.gov.uk/getting-it-right-for-every-child
Child Protection
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School staff members provide support to children and young people in their daily work and have a vital role to
help protect them from harm. They help keep children and young people safe and well by:
Helping them learn about their personal safety, including internet safety.
Being a trusted adult who children and young people may turn to for help, and who will take them
seriously
Identifying when children and young people may need help
Understanding the steps that must be taken when there are concerns for children’s and young people’s
safety and well-being.
The school has a Child Protection Co-ordinator who will co-ordinate the school’s response to concerns for
children’s and young people’s safety and wellbeing. The Authority has a designated officer for Child Protection
who will ensure schools work effectively to keep children safe and well. If you have any concerns about the
safety and wellbeing of a child or young person, including a ‘gut feeling’, talk about this to the school’s Child
Protection Co-ordinator or another member of staff.
SCHOOL IMPROVEMENT
We are continually striving to increase levels of attainment and provide opportunities for all pupils to achieve.
The tables below show the percentage of pupils that are achieving Curriculum for Excellence levels expected or
higher than expected for their age.
Language HWB Mathematics
2013/14 2014/15 2015/16 2013/14 2014/15 2015/16 2013/14 2014/15 2015/16
Early
Level
66.6%
100%
100%
66.6%
100%
100%
84%
100%
100%
First
Level
100%
88%
57%
100%
100%
100%
100%
100%
57%
Second
Level
72%
75%
25%
72%
100%
100%
58%
50%
50%
% achieving levels expected or higher than expected for their age
Language The majority of pupils achieved Curriculum for Excellence levels in Language which were
in line with or higher than the levels expected for their age. This represents a small
increase compared to levels achieved in 2013-14.
Mathematics Half of pupils achieved Curriculum for Excellence levels in Mathematics which were in
line with or higher than the levels expected for their age. This is a small decrease
compared to the levels achieved in 2013-14.
HWB All pupils achieved Curriculum for Excellence levels in Health and Well-being which were
in line with or higher than the levels expected for their age. This is an increase
compared to the levels achieved in 2013-14.
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As mentioned previously, Assessment for Excellence (CEM) assessments are being used to assess the progress
of children in P1, P3, P5 and P7 to ensure appropriate support and challenge is provided for them.
IMPROVEMENT PRIORITIES 2016-2017
To implement the South Ayrshire Numeracy and Maths framework across all Girvan cluster schools and
nurseries.
o Assessment will focus on learners’ skills and abilities to express themselves through the
significant aspects of learning in forces, electricity and waves.
To implement the South Ayrshire Literacy and English framework across all Girvan cluster schools and
nurseries.
To continue with work on Nurturing Schools across all cluster schools and nurseries and ensure
compliance with recent Nutritional Guidance
To implement the South Ayrshire Sciences framework across all Girvan cluster schools and nurseries.
To further develop the RME framework produced by Girvan cluster by producing moderated assessment
exemplars to share across the authority.
To develop staff capacity and pupil experiences in PE and sport across all cluster schools.
To implement new South Ayrshire nursery assessment in key areas of Literacy, Numeracy and Health &
Wellbeing and pilot the use of iPads to profile nursery pupil progress.
A report on the school’s performance is available in the annual Standards and Quality Report which is available
from the school office or will be posted on the school website. www.Barrhill.sayr.sch.uk
The school continually strives to improve the pupil’s attainment in Health and Wellbeing, Numeracy and
Literacy. Parents are consulted through the Parent Partnership when setting the Improvement Priorities for
the School and Nursery Class.
How well does the school meet the needs of the school community?
Pupils from Nursery to P7 were involved in a variety of Enterprise Projects which enabled them to develop a
wide range of skills across different curricular areas as well as develop their skills in citizenship and enable
involvement of the wider Community. These experiences have provided a wide range of learning experiences
which has allowed them to apply their learning in a range of contexts.
Enterprise Projects included: Entering teams to compete in Micro Tyco National competition.
Pupils also had the opportunity to be involved in citizenship activities through the Pupil Council, House Captains,
Eco Schools, Dyslexia Friendly Schools and Rights Respecting Schools.
All classes were involved in various assemblies throughout the year which are led by the children and the
various groups in the school. We come together to share successes and celebrate achievement.
Pupils have also participated in a wide range of other events :
Fundraising events
Whole school Pantomime.
Burns’ competition and celebration events.
Monthly outdoor learning opportunities to learn and apply new skills within their local environment.
P5-7 participation in the John Muir award.
With the support of Active Schools Co-ordinator there has been a sustained level of pupil participation in
sporting activities. Primary 7 pupils are encouraged to participate in the Junior Achievement Award
throughout their final year in primary school. This award incorporates elements of sport and health,
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service/community, environmental discovery and hobbies. P7 pupils received recognition of their
achievement at an awards ceremony in June.
The school is part of the Ragbag scheme which recycles unwanted clothing, paying the school per kilo.
How good is the education the school provides?
CfE Planners are in place for each of the eight main curricular areas to give an overview of the key Es and
Os when planning learning and teaching and to ensure coverage of all the outcomes within each level.
Staff members are implementing the Standardised assessments (CEM), at P1, P3, P5 and P7 annually and
the data is analysed and shared with the receiving teacher. In addition to this Teachers track and record
their children’s performances in maths, Language and HWB, three times a year using SEEMIS Click & Go.
With the updated class structures to reflect the school curriculum, Nursery and P1 pupils now benefit
from a seamless transition from pre-school into P1 due to the strong links between the Nursery and P1
class. Mrs Logan is the teacher for both age groups and this means that she can plan some activities for
the pupils in Nursery and P1 to do together including PE and some basic numeracy and literacy work.
There are ‘Move-up’ days for each class and information is transferred between teachers. There are good
P7 transition programmes in place with Girvan Academy which are being further developed again this year.
P7 pupils completed a Personal Profile to reflect their learning which went onto Secondary school with
them. Nursery children all have personal profiles which contain a range of evidence and information about
their knowledge and skills. These are stored on an app on our nursery tablet device.
We take steps to identify learning needs and plan for those who require additional support and challenging
the more able learners. Learning support staff and partner agencies provide advice and support to senior
managers, staff and learners about how to meet learning needs. Individualised educational programmes and
coordinated support plans contain appropriate learning targets for our learners. These are in place for
children who have been identified as requiring significant support for learning.
The Parent Council are keen to be involved in the life of the school. Attendance at parents’ meetings is
good and parents work well together to plan fundraising events to raise school funds. Questionnaires are
issued to Parents regularly in order to gather their opinions on all aspects of their child’s education.
Overall, our learners are successful, confident, exercise responsibility and contribute to the life of the school
and the wider community. Active Schools and outside agencies supports the delivery of HWB across the
curriculum. We take positive and proactive steps to ensure that factors such as the learning environment,
family circumstances, health needs or disability, or social or emotional factors which may hinder learning are
promptly identified and addressed effectively.
PUPIL VOICE Consultation with pupils about their views on their school environment and their learning is important and
valuable to our school. We recognise that giving young people a “voice” as partners in the process of school
improvement, leads to more effective learning organisations.
Pupil Councils are one means of ensuring that young people develop positive attitudes and an opportunity to take
part in “real life” decision-making within their own school setting.
CHOOSING A SCHOOL Under the placing request arrangements parents have the right to choose a school other than the catchment
denominational or non-denominational school for their area. This is known as a placing request and application
forms can be obtained from the school office or Educational Services, County Buildings, Wellington Square,
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AYR KA7 1DR, telephone 01292 612465. Unfortunately it is not possible to guarantee that a placing request will
be successful but parents will have the right of appeal should it be unsuccessful. Full details of the placing
request arrangements are contained in the application form or on the Council website: http://www.south-
ayrshire.gov.uk/schools/placing-requests.aspx.
You should be aware that if you decide to make a placing request your child would no longer be automatically
considered for a place in their catchment school.
ATTENDANCE Section 30 of the 1980 Education Act lays a duty on every parent of a child of ‘school age’ to ensure that
their child attends school regularly. Attendance must be recorded twice a day, morning and afternoon. In
secondary schools attendance is recorded each period.
Regulation 7 of The Education (Scotland and Placing Information) (Scotland) Amendment etc Regulations
1993 requires each child/young person’s absence from school to be recorded in the school register as
authorised: e.g. approved by the authority, or unauthorised; e.g. unexplained by the parent (truancy) or
excluded from school.
Family holiday not authorised by the school
Family holidays taken during term time will be categorised as unauthorised absence. Only in exceptional and
very limited circumstances will schools authorise a family holiday during term time. Such circumstances may
include:
A family holiday judged to be important to the well-being and cohesion of the family following serious
or terminal illness, bereavement or other traumatic events;
Where a parent’s employment is of a nature where school holiday leave cannot be accommodated (eg.
armed services or emergency services).
Where parents are in the emergency services and routinely take holidays outwith the school holiday when the
option is available of taking leave during the school holiday, the absence will be considered unauthorised.
A family holiday classified under the ‘authorised absence’ category should not include such reasons as:
The availability of cheap holidays;
The availability of desired accommodation;
Poor weather experienced during school holidays;
Holidays which overlap the beginning or end of term;
Parental difficulty obtaining leave (with local judgement applied in cases where evidence is provided by
the employer that it cannot accommodate leave during school holidays without serious consequences);
Extended leave with parental consent
Where almost all family holidays will be recorded as unauthorised absence (see below), extended leave with
parental consent will not be considered the same as a family holiday. Extended leave with parental consent will
be recorded separately outside the figures for attendance and absence, and include circumstances such as:
Extended overseas educational trips not organised by the school
Short-term parental placement abroad
Family returning to its country of origin (to care for a relative, or for cultural reasons)
Leave in relation to the children of travelling families
Advice to parents
Schools will follow-up all instances of pupil non-attendance in order to record accurately the reason for absence
using the above coding system. It would be extremely helpful in this regard, if parents contact school at
the beginning and end of the absence period – indicating their awareness of the absence and reason for
absence at the beginning of the period and expectation of return to school at the end of the absence period.
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Where no information is provided absences will be considered to be unexplained and therefore recorded as
unauthorised.
Routine and expected visits out-with school
Barrhill Primary recognises the need for young people to be regularly involved in outdoor activities and learning
which will involve visits out-with the school. These visits will be routine and are expected part of Curriculum for
Excellence. Routine and expected visits will be to local venues, involve easily managed activities, happen on a
regular basis and be completed within regular school times.
Parents/carers will be advised about the general plans for routine and expected visits. However, you will not
necessarily be informed every time your child goes out-with the school. Parental consent for these visits is
given via the annual parental consent which is issued to parents at the beginning of each new session
Transferring educational data about pupils
The Scottish Government and its partners collect and use information about pupils through the Pupil Census to
help to improve education across Scotland. This note explains why we need this information, how we use it and
what we do to protect the information supplied to us.
Why do we need your data?
In order to make the best decisions about how to improve our education service, Scottish Government,
education authorities and other partners such as the SQA and Skills Development Scotland need accurate, up-
to-date data about our pupils. We are keen to help all our pupils do well in all aspects of school life and achieve
better examination results. Accurate and up-to-date data allows us to:
plan and deliver better policies for the benefit of all pupils
plan and deliver better policies for the benefit of specific groups of pupils
better understand some of the factors which influence pupil attainment and achievement
share good practice
target resources better
enhance the quality of research to improve the lives of young people in Scotland
Extended leave with parental consent
Where almost all family holidays will be recorded as unauthorised absence (see below), extended leave with
parental consent will not be considered the same as a family holiday. Extended leave with parental consent will
be recorded separately outside the figures for attendance and absence, and include circumstances such as:
Extended overseas educational trips not organised by the school
Short-term parental placement abroad
Family returning to its country of origin (to care for a relative, or for cultural reasons)
Leave in relation to the children of travelling families
Advice to parents
Schools will follow-up all instances of pupil non-attendance in order to record accurately the reason for absence
using the above coding system. It would be extremely helpful in this regard, if parents contact school at
the beginning and end of the absence period – indicating their awareness of the absence and reason for
absence at the beginning of the period and expectation of return to school at the end of the absence period.
Where no information is provided absences will be considered to be unexplained and therefore recorded as
unauthorised.
Routine and expected visits outwith school
Barrhill Primary School recognises the need for young people to be regularly involved in outdoor activities and
learning which will involve visits outwith the school. These visits will be routine and are expected part of
Curriculum for Excellence. Routine and expected visits will be to local venues, involve easily managed activities,
happen on a regular basis and be completed within regular school times.
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Parents/carers will be advised about the general plans for routine and expected visits. However, you will not
necessarily be informed every time your child goes out-with the school. Parental consent for these visits is
given via the annual parental consent which is issued to parents at the beginning of each new session
Transferring educational data about pupils
The Scottish Government and its partners collect and use information about pupils through the Pupil Census to
help to improve education across Scotland. This note explains why we need this information, how we use it and
what we do to protect the information supplied to us.
Why do we need your data?
In order to make the best decisions about how to improve our education service, Scottish Government,
education authorities and other partners such as the SQA and Skills Development Scotland need accurate, up-
to-date data about our pupils. We are keen to help all our pupils do well in all aspects of school life and achieve
better examination results. Accurate and up-to-date data allows us to:
plan and deliver better policies for the benefit of all pupils
plan and deliver better policies for the benefit of specific groups of pupils
better understand some of the factors which influence pupil attainment and achievement
share good practice
target resources better
enhance the quality of research to improve the lives of young people in Scotland
DATA POLICY Information about pupils’ education is collected through our statistical surveys in partnership between the
Scottish Government and Local Authorities through the ScotXed Programme which aims to help schools and
Local Authorities by supporting efficient collection, processing and dissemination of statistical information. The
Scottish Government then provides analysis of the data to support research, planning, management and
monitoring of education services as well as to produce National Statistics publications.
Education data within Scottish Government is managed effectively by secure systems and is a valuable
corporate resource, subject to confidentiality restraints.
As part of its data policy, Scottish Government will not publish or make publicly available any information that
allows individual pupils to be identified, nor will data be used by Scottish Government to take any actions in
respect of individuals. Data is held securely and no information on individual pupils can or would be made publicly
available by Scottish Government.
The individual data collected by Scottish Government through the Pupil Census is used for statistical and
research purposes only.
Your data protection rights
The collection, transfer, processing and sharing of ScotXed data is done in accordance with the Data
Protection Act (1998). We also comply with the National Statistics Code of Practice requirements and other
legislation related to safeguarding the confidentiality of data. The Data Protection Act gives you the right to
know how we will use your data. This note can give only a brief description of how we use data. Fuller details of
each individual ScotXed survey, including the purpose of each and the published data, can be found on the
ScotXed website (www.scotxed.net).
Scottish Government works with a range of partners including Education Scotland, Skills Development Scotland
and the SQA. On occasion, in order to help meet our aim of improving the life of young people in Scotland, we
may make individual data available to partners such as the National Registers of Scotland to carry out research
relating to the national population census and also academic institutions and organisations to carry out
additional research and statistical analysis to meet their own official responsibilities. Any sharing of data will
be done under the strict control of Scottish Government, and will be consistent with our data policy. This will
ensure that no individual level data will be made public as a result of the data sharing and that these data will
not be used to take any actions in respect of an individual. Decisions on the sharing of data will be taken in
consultation with relevant colleagues and individuals within and outwith Scottish Government. At all times pupils’
rights under the Data Protection Act and other relevant legislation will be ensured.
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Concern
If you have any concerns about the ScotXed data collections you can email the Head of Schools Analysis, Mick
Wilson, at [email protected] or write to The ScotXed Support Office, Area 2D, Victoria Quay,
Leith, EH6 6QQ. Alternative versions of this page are available, on request from the ScotXed Support Office,
in other languages, audio tape, Braille and large print.
SCHOOL UNIFORM POLICY Given that there is a substantial parental and public approval of uniform, schools in South Ayrshire are free to
encourage the wearing of school uniform. In encouraging the wearing of uniform, account must be taken in any
proposals to prevent any direct or indirect discrimination on the grounds of race or gender. Any proposals will
be the subject of widespread consultation with parents and pupils. Against this background it should be noted
that it is the policy of South Ayrshire Council not to insist on pupils wearing uniform or having specialist items
of clothing as a prerequisite to their attending and engaging in all of the activities of the curriculum.
There are forms of dress, which are unacceptable in school, such as items of clothing which:-
potentially, encourage friction (such as football colours);
could cause offence (such as anti-religious symbolism or political slogans);
could cause health and safety difficulties, such as loose fitting clothing, dangling earrings, are made
from flammable material, in practical classes;
could cause damage to flooring;
carry advertising, particularly for alcohol or tobacco; and could be used to inflict damage on other
pupils or be used by others to do so.
The school should set out any agreed uniform adopted.
A complaint is an expression of dissatisfaction by one or more members of the public about the Councils action
or lack of action, or about the standard of service provided by or on behalf of the Council.
If you have any comments or complaints please approach the Head Teacher in the first instance. If the
Head Teacher does not resolve the issue to your satisfaction, you should :
Visit one of South Ayrshire Council’s Customer Service Centres, or any local office.
Phone South Ayrshire Council Customer Services Team on 0300 123 0900
E-mail: [email protected]
Write to: Customer Services, South Ayrshire Council, Freepost NAT 7733, Ayr, KA7 1DR
Anyone can make a complaint to us, including the representative of someone who is dissatisfied with our service.
If you have a concern and wish to complain to the Care Inspectorate directly, please write to: Care Inspectorate,Sovereign Road, Suite 3,Academy Road,Irvine, KA12 8RL
SCHOOL MEALS AND FREE SCHOOL MEAL INFORMATION
The Schools (Health Promotion and Nutrition) Act 2007 sets out in detail the National Nutritional Food
Standards. School Meals in South Ayrshire offer nutritionally balanced well presented food in an environment
that is sensitive to the needs of pupils. It offers a good lunchtime experience with an important break in the
day away from the classroom, while still being in the safety of the school.
We believe that school meals should be an interesting and enjoyable time. Our philosophy is to help children
toward a good diet by providing an attractive and interesting range of wholesome cooked food made from
excellent fresh quality ingredients, and there is virtually no processed food offered or used at any stage in the
process. Many of the foods used are sourced from local food providers in South Ayrshire.
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Menus and other information about the school meals service in South Ayrshire schools can be found at:
www.south-ayrshire.gov.uk
In addition, menus and other information are provided each year for pupils and parents.
The management of the Catering Service in your school is provided by the Council through Onsite Services in
conjunction with the Head Teacher.
Any dietary requirements, whether medical or religious can be accommodated by contacting the Head Teacher
in the first instance.
Children of parents receiving Income Support, Job Seekers Allowance (Income Based), Child Tax Credit (only
where income is less than £16105), Child Tax Credit and Working Tax Credit (where income is less than
£6420), Universal Credit, income related element of Employment and Support Allowance and support under
part V1 of the Immigration and Asylum Act 1999 are entitled to a free midday meal. Information and
application forms for free school meals may be obtained from schools, customer service centres and from
Educational Services, County Buildings, Wellington Square, Ayr KA7 1DR , Telephone 01292 612465.
Free school meals are available to all P1-P3 pupils. Footwear and clothing grant information
Children of parents receiving Income Support, Job Seekers Allowance (Income Based), Child Tax Credit (only
where income is less than £16105), Child Tax Credit and Working Tax Credit (where income is less than
£16105), Universal Credit, income related element of Employment and Support Allowance, Council Tax
reduction or Housing Benefit are entitled to a footwear and clothing grant. Information and application forms
for footwear and clothing grants may be obtained from schools, customer service centres and from Educational
Services, County Buildings, Wellington Square, Ayr KA7 1DR Telephone 01292 612465
Educational maintenance allowance (EMA)
Pupils who stay on at secondary school after the statutory leaving age may be eligible for an Education
Maintenance Allowance. The allowance is subject to a learning agreement between the pupil and the authority
and pupils must have 100% attendance.
Information and application forms may be obtained from schools, and from Educational Services, County
Buildings, Wellington Square, AYR KA7 1DR Telephone 01292 612232.
Transport guide to parents (excludes nursery provision)
In law it is the parents’ responsibility to ensure that children attend school and make suitable travel
arrangements for them. However where children live more than a specified walking distance from their
catchment school the Council will assist with school travel by making available free school transport for all or
part of the journey.
South Ayrshire Council has a policy of providing free transport to all secondary pupils whose main address is
more than three miles and primary pupils whose main address is more than two miles from their catchment
school by the recognised shortest walking route. Parents who consider they are eligible for free school
transport should obtain an application form from the school or Educational Services, County Buildings,
Wellington Square, AYR KA7 1DR Tel – 01292 612284. These forms should be completed and returned before
the end of February for those pupils beginning school in August to enable the appropriate arrangements to be
made.
Strathclyde Partnership for Transport (SPT) organise mainstream school transport on behalf of South
Ayrshire Council. If you have any concerns or complaints relating to the service provided you should in the first
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instance contact the school who will forward your complaint to SPT alternatively you can e-mail SPT at
Applications may be submitted at any time throughout the year but may be subject to delay whilst
arrangements are made. The appropriate officer has discretion in special circumstances to grant permission for
pupils to travel in transport provided by the authority, where spare places are available and no additional costs
are incurred.
Children who have Additional Support Needs and/or particular medical conditions may also be entitled to free
school transport. The school can advise you on how to access this support.
Where free transport is provided it may be necessary for pupils to walk a certain distance to the vehicle pick
up point. Walking distance in total including the distance from home to the pick-up point and from the drop-off
point to the school in any one direction will not exceed the authority’s limit (see above paragraph). It is the
parent’s responsibility to ensure that their child/young person arrives at the pick-up point in time. It is also the
parent’s responsibility to ensure the child behaves in a safe and acceptable manner while boarding, travelling in
and alighting from the vehicles. Misbehaviour could result in your child losing the right to free transport.
The education authority does not provide transport for those pupils in receipt of a placing request.
Privileged seats
Pupils who are not entitled to free school transport may on occasion apply for a privileged seat. A privileged
seat is where there is a vacant seat on a dedicated school contract. Parents can make an application for a
privileged seat by submitting a letter to Educational Services, County Buildings, Wellington Square, AYR KA7
1DR at any time during the year. Parents should note that privileged seats are not available on local service
contracts and are allocated during October. Privileged seats can be withdrawn if an entitled pupil requires
transport and cease at the end of each school session.
Any information on transport appropriate to the school should also be included.
Insurance
South Ayrshire Council holds Public Liability, Employers’ Liability and Officials Indemnity Insurance. In
addition, South Ayrshire Council has an on-site and off-site activities insurance policy. Further information
regarding insurance and an appropriate claim form can be obtained from the school or Educational Services,
County Buildings, Wellington Square, AYR KA7 1DR, telephone 01292 612264
Valuable items
The Council is concerned at the level of claims being received regarding the loss of pupils’ clothing and/or
personal belongings. Parents are asked to assist in this area by ensuring that valuable items and unnecessary
expensive items of clothing are not brought to school. Parents should note that the Council does not carry
insurance to cover loss of such items and any claims submitted are likely to be met only where the Council can
be shown to have been negligent
USE OF MOBILE PHONES If your child requires to contact you during the school day then access to the school telephone will be granted. If you require to contact your child a call made to the office will ensure your message is passed on.Mobile phones are NOT allowed in school for the following reasons.
the school can take NO responsibility for damage or loss
misuse of texts
misuse of photography
switched on at inappropriate times
general, continuous nuisance factor
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USE OF SOCIAL MEDIA Online social media tools can be excellent for supporting teaching and learning, providing exciting opportunities
for schools to engage, communicate and collaborate with pupils and the wider community. Their use is carefully
considered by the school to ensure the safety of the school community. The benefits of using social media tools
should significantly outweigh any concerns and schools should be able to demonstrate the steps they have taken
to reduce any identified risks.
In South Ayrshire we want to support collaboration amongst teachers and pupils and therefore we promote and
support the use of the common platform, Glow.
If pupils are using online communities where they self-register the school will encourage them to read and
follow the terms and conditions of the site and ensure they are aware of how to stay safe online.
When using any form of social media to communicate with pupils (including Glow) staff will ensure that they:
only share information that you would be willing to share in school or a school-related setting;
maintain a formal, courteous and professional tone when communicating with pupils;
maintain professional boundaries ;
do not exchange personal information such as phone numbers and personal e-mail addresses;
do not discuss your own private and personal relationships with pupils;
take care to avoid becoming personally involved a pupils’ personal affairs;
decline pupil-initiated ‘friend’ requests;
manage your privacy settings and keep them under review;
report any inappropriate use of social media by a pupil or concerning a pupil to your Head Teacher or line
manager.
The school has a clear and documented process in place for the reporting and recording or inappropriate use of
social media.
HEALTH AND MEDICAL INFORMATION Information should be given on any medical matters pertaining to pupils. There should be an indication of the
procedures followed if a child/young person takes ill at school. Parents should be made aware of the necessity
to inform the school of any particular medical requirements and of the arrangements to be made if a
child/young person has to be taken home. Parents should ensure that the school has a contact number for them
and in addition the name and number of an emergency contact.
Health Promotion and Nutrition
Children and young people need the right balance of food and nutrients to develop and grow. Healthy Eating is
about getting that balance right and all our menus are nutritionally analysed to meet the Scottish Government
Schools (Health& Nutrition) (Scotland) Act 2007 and promote key messages to improve diet to positively
influence current and future health.
The Schools (Health Promotion and Nutrition) (Scotland) Act 2007 and the Nutritional Requirements for Food
and Drink in Schools (Scotland) Regulations 2008 build on the achievements of Hungry for Success by
establishing standards for all food and drink in schools.
The focus is on getting the balance right and helping pupils make informed choices. A wide range of appealing
healthy food and drinks are promoted through marketing, education and active encouragement.
We educate and encourage children and young people to opt for healthier choices, not only in school but also
outside school.
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Further guidance can be found at:
www.scotland.gov.uk/Resource/Doc/222395/0059811.pdf
NHS Ayrshire & Arran
Oral Health Promotion Initiatives in Nursery and Primary Schools
NHS Ayrshire & Arran is implementing two oral health programmes - Childsmile and the National Dental
Inspection Programme (NDIP) in local schools.
Childsmile:
The Childsmile Programme’s aim is to improve the dental health of children in Scotland and it is funded by the
Scottish Government. Childsmile has 3 main elements:
A core tooth brushing programme – In Ayrshire & Arran, daily supervised toothbrushing takes place in all
nursery schools and many primary schools. Free Childsmile oral health packs containing a toothbrush and
fluoride toothpaste are given out twice a year to children at nursery school and on entry to primary school in
primary 1. During their first year of life, all babies are given an oral health pack and a drinking cup to encourage
healthy weaning by swapping bottle for cup as soon as baby is able to drink from a cup. All children should be
registered with a dentist (General Dental Practitioner) and visit regularly to help keep their teeth as healthy as
possible. Remember - water and milk are recommended as safe drinks for teeth for all children.
An infant programme – Childsmile Practice promotes oral health from birth. Parents of newborn children may
be referred to the programme by their Health Visitor. Dental Health Support Workers visit parents in their
home to give information, oral health advice and to arrange regular visits to the local Dental Practice.
A nursery and school programme - this initiative provides preventive oral health programmes for children
aged 3 years and upwards. It targets children in identified nursery and primary schools, who will benefit from
additional preventive care. This care will involve the application of fluoride varnish to children’s teeth by
Childsmile Clinical Teams in the nursery and primary schools. The Childsmile and Oral Health Promotion Teams
will also deliver oral health promotion messages, and be supported by Dental Health Support Workers who are
the main contact point for parents, teachers, all school staff, dental practice staff and School Nurses.
For more information about the Childsmile Programme, please visit the website at www.child-smile.org
The National Dental Inspection Programme:
Each year at school, all primary 1 and all primary 7 pupils will be offered a dental inspection in school, by a
dentist. It is important that each child’s dental health is assessed so that the child and their parents can
maintain dental health and take the necessary steps to remedy any problems that may have arisen. There is also
a need to monitor children’s dental health at national and regional or local levels so that reliable dental health
information is available for planning and evaluating initiatives directed towards improvements. The National
Dental Inspection Programme fulfils both these functions by providing an essential source of information for
keeping track of any changes in the dental health of Scottish children.
DATA PROTECTION ACT Personal information which you supply to us may be used in a number of ways, for example:
• to ensure the rights of pupils in school;
• to make the appropriate contact in an emergency;
• for teaching, registration, assessment and other administrative duties;
• to target resources appropriately.
SHARING INFORMATION The information may be shared with other services or public bodies for statistical, operational and analysis
purposes, for example delivery of cashless catering, the Active Schools Programme, Library Services,
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Community Learning and Development, NHS Ayrshire and Arran in relation to health programmes in school,
annual data collections by the Scottish Government and provision of national examinations. South Ayrshire
Council has a duty to protect the public funds it administers and to this end may exchange information with
other parts of the Council to ensure the data it holds is accurate or for the prevention or detection of fraud.
THE FREEDOM OF INFORMATION (SCOTLAND) ACT 2002 The Freedom of Information (Scotland) Act 2002 enables any person to obtain information from Scottish
public authorities. The Act applies to all Scottish public authorities; Scottish Government and its agencies;
Scottish Parliament; Local Authorities; NHS Scotland; Universities and further education colleges; and the
Police.
Public Authorities have to allow access to the following information:
o The provision, cost and standard of its service;
o Factual information or decision-making;
o The reason for decisions made by it.
The legal right to access includes all types of ‘records’ information of any data held by the Scottish public
authorities. From 1st January 2005, any person who makes a request for information must be provided with it,
subject to certain conditions.
Helpful Addresses and Websites
Educational Services, County Buildings, Wellington Square, AYR, KA7 1DR
www.south-ayrshire.gov.uk
www.ltscotland.org.uk/parentzone
www.hmie.gov.uk
Although this information is correct at time of printing, there could be changes affecting any of the matters
dealt with in the document:-
a) before the commencement or during the course of the school year in question:
b) in relation to subsequent school years.
