LOSSIEMOUTH HIGH SCHOOL PROOF Accepted set by drysdrob … · Canteen ... letter to hand in to the...
Transcript of LOSSIEMOUTH HIGH SCHOOL PROOF Accepted set by drysdrob … · Canteen ... letter to hand in to the...
LOSSIEMOUTH HIGH SCHOOL
HANDBOOKPROOF
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Coulardbank Road Lossiemouth IV31 6JU Tel: 01343 812047 Fax: 01343 814343 E-mail: [email protected] Website: www.lossiehigh.co.uk For further information and to arrange a visit to the school, telephone the Admin Officer (Secondary) on Lossiemouth (01343) 812047.
Date of Issue: 15 December 2015 The information contained within this Handbook is correct at the time of publication and is updated annually. This Handbook follows guidelines set out by the Moray Council.
The Moray Council has produced a “Notes for Parents and Carers” booklet, which is designed to provide basic information about the education system in Moray and also to detail specific areas of government legislation which may relate to your child’s experience at school. This booklet is available from the school, from Education & Social Care, or the Moray Council Internet site http://www.moray.gov.uk/moray_standard/page_47236.html. This booklet is also available in other languages.
ACKNOWLEDGEMENT: We would like to thank the students and staff of the Art & Design department for the art work and photography.
LOSSIEMOUTH HIGH SCHOOL
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Contents Section 1 – General Information & Contact Details … … … … … … 1 Introduction by the Head Teacher … … … … … … … … 4 Contacting the School ... … … … … … … … … … 6 Contacting the school in cases of illness/absences/accident … … … … … 6 Complaints Procedure … … … … … … … … … … 6 Enrolment … … … … … … … … … … … 7 Scottish/English Education Organisation … … … … … … … 7
Section 2 – Parental & Family Involvement … … … … … … … 7 LHS Parent Partnership … … … … … … … … … … 8 Communications … … … … … … … … … … 8
Section 3 – School Ethos … … … … … … … … … 9 Lossiemouth High School Vision … … … … … … … … 9 Consideration towards others … … … … … … … … … 9 Promoting Positive Behaviour … … … … … … … … … 10 Visits, Clubs and Activities … … … … … … … … … 10
Section 4 – The Curriculum … … … … … … … … … 11 Broad General Education … … … … … … … … … 12 The Senior Phase – S4 … … … … … … … … … … 12 The Senior Phase – S5 ‐ S6 … … … … … … … … … 13 Literacy, Numeracy and Health & Wellbeing … … … … … … … 14 Personal and Social Education (PSE) … … … … … … … … 14 16+Learning Choices … … … … … … … … … … 14 Careers Education/Advice … … … … … … … … … 14 Religious and Moral Education … … … … … … … … … 15 Religious Observance … … … … … … … … … … 15 Adults in School … … … … … … … … … … 15 Curriculum – further information … … … … … … … … 15
Section 5 – Assessment … … … … … … … … … 16 Section 6 – Reporting … … … … … … … … … 18 Section 7 – Transitions … … … … … … … … … 18 Organisation of Classes … … … … … … … … … 19
Section 8 – Support for Pupils … … … … … … … … 20 Guidance and Pastoral Support … … … … … … … … … 20 Houses … … … … … … … … … … … 20 Named Person … … … … … … … … … … … 20 Peer Support Programme … … … … … … … … … 21 Prefects … … … … … … … … … … … 21 Additional Support Needs … … … … … … … … … 21
Section 9 – School Improvement … … … … … … … … 23 How Well Do Young People Learn and Achieve? … … … … … … … 23 Impact of the Improvement Plan … … … … … … … … 25 How Well does the School Support Young People to Develop and Learn? … … … … 25 How Well does the School Improve the Quality of its Work? … … … … … 27
Section 10 – School Policies and Practical Information … … … … … 28 Anti‐Bullying Advice … … … … … … … … … … 28 Art, Home Economics & Technical Department Charges … … … … … … 29 Canteen … … … … … … … … … … … 29 Child Protection … … … … … … … … … … 29 Cyclists … … … … … … … … … … … 30 Education Maintenance Allowances … … … … … … … … 30 Excursions, Trips and Visits … … … … … … … … … 30 Emergency Contact … … … … … … … … … … 30 Emergency Situation Procedures … … … … … … … … 30
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Health Promoting School … … … … … … … … … 31 Holidays … … … … … … … … … … … 31 Homework & Homework Diaries … … … … … … … … 31 Instrumental Instruction … … … … … … … … … 32 Internet use … … … … … … … … … … … 32 Leaving School … … … … … … … … … … … 32 Library and I.C.T. Facilities … … … … … … … … … 32 Lost Property … … … … … … … … … … … 33 Medical and Dental … … … … … … … … … … 33 Number of Pupils … … … … … … … … … … 33 Safety & Security … … … … … … … … … … 34 School Day … … … … … … … … … … … 34 School Dress … … … … … … … … … … … 34 School Dress — PE Kit … … … … … … … … … … 35 School Telephone Information Line … … … … … … … … 35 School Transport … … … … … … … … … … 36 Term Dates … … … … … … … … … … 36 "What Do I Do If ?" – Information for pupils … … … … … … … 37 Staff List … … … … … … … … … … … 38
Section 11 – Miscellaneous … … … … … … … … … 40 School Performance Information … … … … … … … … 40
Information for Parents and Carers … … … … … … … … 40 Transferring Educational Data about Pupils … … … … … … … 40 What pupil data will be collected and transferred? … … … … … … 40 Further Information … … … … … … … … … … 40 The Freedom of Information (Scotland) Act 2002 … … … … … … 41 Data Protection Act … … … … … … … … … … 41 Moray Council … … … … … … … … … … … 41 Map … … … … … … … … … … … 42
Appendix A ‐ Policies … … … … … … … … … … 43
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WELCOME TO LOSSIEMOUTH HIGH SCHOOL I am delighted to welcome all prospective parents/carers to the community of Lossiemouth High School. This handbook is designed to provide information, which hopefully, you will find useful as your son/daughter transfers to Lossiemouth High School. Lossiemouth High places a strong emphasis on our school values. Our values of:
Excellence
Teamwork
Humour
Respect
are central to everything we try to work towards in our everyday school life. Our aim is to prepare young people to become responsible citizens, effective contributors, confident individuals and successful learners so that they can gain life skills that will contribute towards their development as young adults and prepare them for life beyond school as well. As a school, we value parental/carer involvement, support and partnership in helping provide for your son/daughter the highest standard of education. Each child is individual and it is important that we ensure that everyone has the opportunity to reach their potential in attainment and have their wider achievements recognised. I hope you find this Handbook informative and helpful. If any questions remain unanswered, please feel free to contact the school at any time for clarification or to arrange a visit if you wish. I look forward to meeting you. Kind regards,
Linda Brown Head Teacher
SCHOOL VALUES Excellence Teamwork Humour Respect
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SECTION 1 — General Information & Contact Details
Lossiemouth High School has been a full six year comprehensive school since 1974, and a Community School since 1979. It serves the area including Roseisle, Burghead, Cummingston, Hopeman and Duffus as well as Lossiemouth. There are four associated Primary Schools ‐ Burghead, Hopeman, Hythehill and St. Gerardine.
The original High School was located beside St Gerardine Primary School and began the move to the Coulardbank site in 1979. The oldest buildings at Coulardbank, the Community Centre and Sports Hall, date from 1974. The main school buildings and swimming pool were added in 1979 and a further phase was completed in 1983 from when all pupils were taught on the Coulardbank site.
In January 2001 further building was completed which provided a new main entrance and spacious reception area, a multi‐purpose assembly hall with sporting and theatrical facilities and a suite of four offices. In 2006 the new circular staff room and adjacent suites for the guidance and support for pupils teams were added and in December 2007 a further Science laboratory was built.
Our newest facility, a multi‐agency base, named “The Hub” was opened early in 2011 and provides us with exciting facilities which are being used to the benefit of the community.
Our buildings provide accommodation for over 700 learners, a swimming pool, sports hall and community facilities. The school is well provided with modern educational equipment and the campus is situated in a pleasant, open area of the town.
The school is committed to setting high academic standards within an ethos of achievement and celebration of success. We are a values driven organisation, promoting quality relationships among all who work and study within our community.
At Lossiemouth High School we aim to
Provide a friendly, secure, well‐ordered environment in which the school community can work harmoniously and for the benefit of all.
Foster the development of individual self‐discipline and responsibility, and an appreciation of the needs of others both in school and in the community outside.
Build a partnership with parents through communications, consultation and parental involvement.
Be aware of the needs of our young people as they prepare to take their place in a constantly changing world and to provide, as far as possible, courses and activities which best fit them to play a full and positive role in society.
Provide a range of courses and educational experiences which allow each young person to develop his or her individual abilities.
Encourage our young people to participate fully, not only in the classroom, but also in after school clubs and the wider life of the school.
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Contacting the School — General
Parents and carers are welcome and encouraged to contact the school at any time to discuss their child’s progress or other relevant issues. In most cases the first point of contact is the relevant Guidance Teacher, as the Guidance Staff know their pupils individually. It is usual for siblings to be in the same house.
The Head Teacher together with the Depute Head Teachers and the Guidance Staff are available for consultation at any time during the term and families should not hesitate to contact the school (01343 812047) to arrange a meeting at a time that suits everyone. We are also pleased to see people without an appointment in an emergency. If families feel that there is a problem, it is much better to come in quickly to talk about this; you will always receive a warm welcome.
Contacting the School — Illness/Absences/Accident
If your child has to be absent from school for any reason, parents/carers are asked to contact the school as soon as possible, preferably by 9.15 am on the morning of the first absence from school.
If you wish to phone before 08.30, we have an answering service and you can leave a message. If you do not contact the school, you will receive a text message reporting that your child is absent. Please respond to these text messages, as soon as possible.
If you have been unable to contact the school during the absence, please give the young person a letter to hand in to the school office on the first day back. The letter should be addressed to the Register Teacher. If an explanation of absence in not provided, the period will be marked as unauthorised absence and parents and carers will be contacted by text message, letter or telephone call. Parents and carers who are having problems with their child’s attendance should contact the school as soon as a problem arises.
Whilst it is never educationally desirable for pupils to be taken on holiday during the school session this may occasionally be unavoidable; however, unless there are exceptional circumstances, family holidays are defined as Unauthorised Absence. Definitions of Authorised and Unauthorised Absence are provided in the ‘Notes for Parents and Carers’ booklet. Parents are asked to notify the school before any planned absence. The pupil (and parents/carers) must then ensure that lost ground is made up quickly once the pupil returns to school.
If a young person takes ill during the school day, s/he should go to the school office. A First Aider will then be called. If the young person is not well enough to return to class, the family will be contacted and asked to collect the young person.
In the event of an accident, the school may call an ambulance as well as the parents/carers. It is for cases like this that it is very important that the school always has up‐to‐date and accurate telephone numbers and contact details for every pupil. Complaints Procedure
Families with any concerns or complaints should contact the school without delay. The point of contact should be the appropriate Guidance Teacher who will try to resolve the issue. If this is not successful, the Depute Head Teachers can be involved. In the final instance the Head Teacher will become involved. We make every effort to resolve issues quickly. Anyone who is not satisfied with the action taken is entitled to use The Moray Council complaints procedure. Members of the public wishing to make a complaint in relation to the school should contact a member of the Senior Leadership Team.
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Enrolment
Families of pupils enrolling from other secondary schools usually meet with a member of the Senior Leadership Team for a personalised enrolment to the school. Families who are considering enrolling their child at Lossiemouth High School should contact the school office to arrange an initial meeting and a tour of the school. This will usually be with a Depute Head Teacher. Once the final decision has been made, a follow‐up meeting will be arranged to organise the learner’s personal timetable.
A pupil coming from the English system is considered first for the appropriate academic year according to the table below but, if this places the pupil in a year group whose members are all younger, then we will advise moving forward a year to join the other age group. Such a move will be made only if there is a reasonable prospect of progress and if parents and pupil feel that the academic demands are met.
Scottish/English Education Organisation Age/Class Equivalence Age Scottish English Age Scottish English
5/6 Primary 1 Year 1 12/13 Secondary 1 Year 8 6/7 Primary 2 Year 2 13/14 Secondary 2 Year 9 7/8 Primary 3 Year 3 14/15 Secondary 3 Year 10 8/9 Primary 4 Year 4 15/16 Secondary 4 Year 11 9/10 Primary 5 Year 5 National 3/4/5 GCSE 10/11 Primary 6 Year 6 16/17 Secondary 5 Year 12 11/12 Primary 7 Year 7 Higher AS Level 17/18 Secondary 6 Year 13 Advanced Higher A Level
SECTION 2 — Parental & Family Involvement
We recognise the vital role that parents and carers play in the education of their children and we strive to work with you to ensure that you are involved in our work. There are many ways in which you can play a part in each young person’s education and these include:
Supporting learning at home. This can be done in a variety of ways e.g. ensuring that there is a suitable quiet area in which to learn or complete homework; discussing homework with the learner (not always easy with a teenager, but worth making the effort to do); discussing issues and concerns the young person may have; checking the homework diary.
Contact Guidance Staff as soon as you become aware of a concern or to make sure that we know about an achievement we should be celebrating.
Coming along to our Parents’ Meetings to meet each of your child’s teachers. There is one meeting each year for every year group.
Taking part in the Parent Partnership. Helping with extra curricular activities. Supporting us with fund‐raising activities.
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LHS Parent Partnership All parents or carers who have a child attending Lossiemouth High School are automatically members of the Parent Forum of the school. One of the ways parents in the Parent Forum can express their views is through the Parent Council.
The Parent Council – Lossiemouth High School Parent Partnership ‐ is a key group of parents selected by members of the Parent Forum to represent all the parents of children at a school. The Partnership promotes parental involvement and seeks to support the work done in the school. All families are encouraged to take an interest in the work of the LHSPP.
We are fortunate to have a full and very active Partnership under the chairmanship of Mrs Dawn Ure. Teacher and student representatives are also members of the Partnership and Councillors John Cowe, Dennis Slater and Chris Tuke also actively support the Partnership. Communications At Lossiemouth High School we have a variety of ways in which we communicate with families about what is happening in the school:
www.lossiehigh.co.uk – This is the address of our website. Please make it one of your favourites and visit it at least once a week!
Pupil Bulletin – This is a weekly publication which gives details of what is happening in the school over the next 7 days and is published to pupils on a Friday morning. A copy of this is also placed on the school website for families to access. You will find the latest two editions on the School Info page.
The Beacon – This is a twice‐termly publication which brings together reports of events which have taken place, often from the perspective of the young people involved. This too is published on the school’s website on the School Info page.
“Northern Scot” School Notes – Our local newspaper very kindly allows schools to submit notes every week for publication on a Friday. The notes report on events which have happened and also flag up forthcoming events.
Group Call – This is a text messaging service which we use to contact families to alert them to specific issues, e.g. forthcoming parents meetings and concerns e.g. behavioural issues.
Pupil Diary – At the start of the session every young person in the school is given a School Diary. Homework should be written in this and families are encouraged to look at the diary at least once a week, both to see what homework has been issued and to check if a teacher has written a note home.
Letters and Phone Calls – When we need to contact a parent about an individual issue, we will usually try to phone. Sometimes a letter might also be sent.
Please make a date to check our website regularly for the latest information of what is happening at Lossiemouth High School!
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SECTION 3 — School Ethos Lossiemouth High School Vision Adults and pupils working together to build a safe, calm, happy and welcoming atmosphere and creating an excellent reputation for caring, achievement and good conduct which exemplifies our school values of Excellence, Teamwork, Humour and Respect.
We support and encourage our young people to develop the skills to become Responsible Citizens, Successful Learners, Confident Individuals and Effective Contributors.
We are proud of our successes, however small, and these will be recognised, valued and celebrated by us all.
Learning is a stimulating and motivating experience, promoting personal challenge, attainment and growth. Consideration towards Others We take all possible steps to ensure that our pupils have an environment free of bullying and harassment. Any form of behaviour which results in a pupil being hurt, physically or psychologically, intentionally or otherwise, is not acceptable. This topic is considered in our Personal & Social Education programme, as well as through other elements of the curriculum e.g. Drama, English, Religious and Moral Education. However, we realise that bullying can take place and we are anxious that members of our community speak to us about this if it happens. We take seriously every report of bullying and these are investigated thoroughly. Pupils are encouraged to speak with a Guidance teacher or a member of the Senior Leadership Team, or indeed any adult, prefect or peer supporter in the school, if they are being bullied, or if they see another pupil being bullied. All incidents are investigated thoroughly. The incidents are always talked through with all of those involved and we try to ensure a reconciliation, or at least peaceful co‐existence, at all times.
Depending on the circumstances and the individuals appropriate sanctions will be applied. However, we can only deal with bullying if we are told of it. We encourage all parents of bullied or bullying children to persuade them to speak to the teaching staff. Only by speaking out can children help to put a stop to the misery of bullying. Please assist us to ensure a pleasant environment for our pupils.
In order that the school can function safely and properly there are some specific responsibilities:
Take care when moving around the school.
Arrive on time for registration and all classes.
Have your school diary/planner with you every day and note all homework in it.
Make sure that you have the correct books and equipment for each class.
Keep your money and any valuables securely in your possession.
When at PE, hand over your money and any valuables to staff for sake keeping.
Know the Fire Drill.
Behave safely at all times.
Stay within the school grounds at morning interval.
Do not smoke or bring smoking materials within the school grounds, including the playing fields.
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Promoting Positive Behaviour Within Lossiemouth High School we aim to:
Create order, harmony and security in our school and in our immediate community.
Establish a purposeful working environment in which all staff and pupils can flourish and develop without anxiety.
Celebrate success and take pride in our own achievement and the achievement of others.
If a pupil’s behaviour is disrupting their own learning, or that of other pupils, staff use various strategies relating to good classroom management. Pupils who do not respond at this stage are given a first formal warning. Pupils who continue to misbehave are given a second formal warning. Formal warnings give pupils the chance to recover their behaviour.
If the behaviour still continues, the pupil will be sent to the subject Principal Teacher or to another member of staff for the rest of the period. If this happens, parents/carers are contacted via Group Call. Should the pupil continue to mis‐behave, or refuse to move, a member of the Guidance or Senior Leadership team will attend and deal with the pupil. A log is kept of all incidents.
If behaviour is deemed to be very serious, a member of the Senior Leadership Team is involved immediately.
Sometimes the pupil’s actions can be so serious that they may result in the pupil being excluded temporarily or conditionally from school.
We believe strongly that families should be given as much information as early as possible. We also invite parents/carers to meet with us to discuss behaviour and to agree future conduct. In this way we can ensure that home and school are working together in the best interests of the young person.
Visits, Clubs and Activities The school offers a range of experiences outside the classroom to reflect the skills and expertise of the staff of the school and the interests and wishes of our students. In session 2015‐16 the School Clubs and Activities include – Basketball Club, Book Club, Boys Football, Choirs, Duke of Edinburgh Award Scheme, Fiddle Group, Film Club, Girls Fitness, Girls Football, Hang out at the Hub, Homework Club (Wednesday lunchtimes), Netball, Orchestra, Rugby, Science Club (Wednesdays), Senior Book Club, Woodwind Group.
Various trips are offered in the course of the session. In 2015‐16 these include the annual Mathematics Department trip to Disneyland Paris in January and trips to Murrayfield to see Scotland play.
The Drama department offers a variety of after‐school activities. This includes performances of devised and written scripts, a London Theatre trip and Theatre trips within the local area.
Some of the activities take place during the lunch break, but most are after school.
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SECTION 4 — Curriculum
Curriculum for Excellence Bringing learning to life and life to learning Curriculum for Excellence is now being introduced across Scotland for all 3‐18 year olds – wherever they learn. It aims to raise standards, prepare our children for a future they do not yet know and equip them for jobs of tomorrow in a fast changing world.
Curriculum for Excellence enables professionals to teach subjects creatively, to work together across the school and with other schools, to share best practice and explore learning together. Glow, Scotland’s unique, world‐leading, online network supports learners and teachers in this and plans are already in place for parents across the country to have access to Glow.
Teachers and practitioners will share information to plan a child’s ‘learning journey’ from 3‐18, helping their progression from nursery to primary, primary to secondary and beyond, ensuring the change is smooth. They’ll ensure children continue to work at a pace they can cope with and with challenge they can thrive on.
Curriculum for Excellence balances the importance of knowledge and skills.
Every child is entitled to a broad and deep general education, whatever their level and ability. Every single teacher and practitioner will be responsible for literacy and numeracy – the language and numbers skills that unlock other subjects and are vital to everyday life.
It develops skills for learning, life and work to help young people go on to further study, secure work and navigate life. It brings real life into the classroom, making learning relevant and helps young people apply lessons to their life beyond the classroom. It links knowledge in one subject area to another helping children understand the world and make connections. It develops skills so that children can think for themselves, make sound judgements, challenge, enquire and find solutions.
There will be new ways of assessing progress and ensuring children achieve their potential. Since session 2013‐14 there have been new qualifications for literacy and numeracy and new National 1, 2, 3, 4 and 5 qualifications. New Highers were introduced in session 2014‐15 and this was followed in session 2015‐16 with new courses at Advanced Higher level which take account of and support the new approaches to learning and teaching.
There is personal support to help young people fulfil their potential and make the most of their opportunities with additional support if that’s needed. There is a new emphasis by all staff on looking after our children’s health and wellbeing – to ensure that the school is a place where children feel safe and secure.
Ultimately, Curriculum for Excellence aims is to improve our children’s life chances, to nurture successful learners, confident individuals, effective contributors, and responsible citizens, building on Scotland’s reputation for great education.
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Broad General Education in the Secondary School One of the key entitlements of CfE is that all children should receive a rounded education, known as a broad general education, from early years through to the end of S3, before moving on to a senior phase in S4 to S6 which will include studying for qualifications. This broad general education should provide young people with a wide range of knowledge, skills and experiences that they can draw on as their lives, careers and job opportunities continue to change.
The broad general education phase of CfE is closely connected to the senior phase with the learning undertaken up until the end of S3 providing a strong foundation for choosing and specialising in a range of subjects. In the senior phase, young people will have the opportunity to take qualifications and courses that suit their ability and interests. More information on the qualifications can be found on the SQA website. (www.sqa.org.uk) Source: A Guide for Parents & Carers CfE Briefing http://www.educationscotland.gov.uk/Images/CfEbriefingforparentsfinal_tcm4‐725662.pdf From S1 to S3 all learners are building on previous learning. They experience a wide range of subjects across eight curriculum areas – expressive arts, languages and literacy, health and wellbeing, mathematics and numeracy, religious and moral education, sciences, social studies, and technologies. This provides a good foundation for moving on to study for qualifications, at the right level for the pupil, in the later stages of secondary.
In S1 at Lossiemouth High School, as in every secondary school in Moray, pupils coming from Primary School find one of the biggest changes is meeting a range of teachers every day. There are 6 periods in a day, so, on most days, pupils will see 6 different teachers. They will take a course which includes Art & Design, Drama, English, French, Geography, History, Home Economics, ICT, Mathematics, Modern Studies, Music, Physical Education, Personal & Social Education, Religious & Moral Education, Science and Technical.
The core subjects in S2 are similar to those in S1.
In S3 there is the opportunity for pupils to have more choice in the subjects which they take. All pupils continue to have English and Mathematics 4 periods a week, Physical Education 2 periods a week and 1 period a week each of Personal & Social Education and Religious & Moral Education. Pupils then have an element of choice in their remaining subjects. They will choose 6 subjects in each of which they will have 3 periods a week and they are strongly encouraged to draw their subjects from across the curricular areas — Creative & Expressive Arts; Health & Wellbeing; Language & Literacy; Social Subjects; Sciences; Technologies.
All the S3 courses develop skills and experiences which would allow the learner to continue with the subject into the Senior Phase, if desired. While all the courses are one year courses and do not imply that the pupils will continue with the subjects into S4, we would expect that most young people will choose from their S3 subjects when they make their decisions about S4.
All these one year courses have been carefully designed to articulate with National 4 and National 5 courses. Some of the National 4/5 courses require prior learning; others do not.
The Senior Phase — S4 The Senior Phase covers the later years in secondary education from S4‐S6 (from around ages 15‐18 years old). It is in these years that young people will have the opportunities to enhance their knowledge and skills and take qualifications to help prepare them for work, life and further
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learning. We encourage all pupils in S3 to consider not just their thoughts for S4, but to plan where they would like to be and with what qualifications when they are 18.
Young people entering S4 in June 2016 will choose to follow 6 certificate courses. These will be at the appropriate level of SQA presentation and, in advance of making their choices, all pupils will receive a statement showing what level would be appropriate for them personally as part of the advice provided at this time. SQA qualifications now are at these levels:
National 1 (equivalent to Access 1) National 2 (equivalent to Access 2) National 3 (equivalent to Access 3 and Standard Grade Foundation Level) National 4 (equivalent to Intermediate 1 and Standard Grade General Level) National 5 (equivalent to Intermediate 2 and Standard Grade Credit Level) In addition to certificate courses school courses in the core subjects PSE, PE and RME will continue. Full details of all the courses available are provided to pupils and parents in the period December to February.
The Senior Phase — S5 & S6
While these are all one‐year courses, choices made for S5 should be a coherent part of each learner’s overall plan for the three years of the Senior Phase. Courses are negotiated individually with each student. The process of choice is conducted from late January onwards with Guidance Teachers, in consultation with subject teachers, as appropriate.
Students are required to select five or six subjects, depending on the level of courses selected. In addition students will attend a Personal and Social Education class and Private Study. In S6 the number of courses chosen will also depend on the levels of courses selected and may include a period of work shadowing relevant to the future needs of individual students.
All students are required to attend full‐time in S5 and S6.
The following subjects may be offered at Higher Level — Art and Design, Biology, Business Management, Chemistry, Computing Science, Design & Manufacture; Drama, English, French, Geography, Graphic Communication, History, Mathematics, Media, Modern Studies, Music, Photography, Physical Education, Physics, Spanish.
These subjects may be available at National 4 and National 5 levels — Administration & IT, Art & Design, Biology, Business (Management), Chemistry, Design & Manufacture; Drama, English, Fashion and Textile Technology, French, Geography, Graphic Communication, History, Hospitality—Practical Cookery, Hospitality—Practical Cake Craft (National 5 only), Mathematics, Media, Modern Studies, Music, Physical Education, Physics, Practical Woodworking, Spanish.
At all levels classes will be run subject to demand with a minimum level being set each session.
Advanced Highers may be available in Art and Design, Biology, Chemistry, English, French, Geography, Graphic Communication, History, Mathematics, Modern Studies, Music, Physics and Spanish.
In addition vocational courses may be available at SCQF Level 5 in Computer Games Design and at Level 6 in Exercise & Fitness Leadership.
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Presentation policy — all students who are coping with the demands of their course are presented for the final examination.
Literacy, Numeracy and Health & Wellbeing
In line with the experiences and outcomes set out in Curriculum for Excellence all teachers are encouraged to develop skills of Literacy – talking, listening, reading and writing (including using digital communications); Numeracy – including money, time, and measurement and Health and Wellbeing across learning – including making informed choices for a healthy lifestyle.
Personal & Social Education (PSE)
As pupils do not follow a common course throughout their secondary career, in order to ensure that certain important issues receive systematic coverage, a programme of Social Education is provided from first year through to sixth year. Within this course topics such as sex education, drugs education, parenting, course choice and careers education are addressed and revisited in line with the level of pupil maturity.
It is hoped that by the end of their school career, pupils will have developed the following qualities:‐
Increased self esteem and confidence; Self awareness leading to self assessment; Effective personal relationships and communication; Skills for creating and using opportunities; Skills for decision making and problem solving; Clarification of Personal Attitudes and Values; Increased independence and inter‐dependence.
16+ Learning Choices
It is the intent of the Scottish Government that every young person of school leaving age in Scotland will receive an offer of continuing education or training that is attractive, appropriate and relevant to their needs. It is felt that this is the best way of ensuring young people’s long term employability. In partnership with Schools, Colleges, Skills Development Scotland (Careers), the private, voluntary and other public sectors, Moray is developing systems and plans that will translate that vision into reality.
For many young people schools will continue to be the main route for that progression beyond S4; for others college will be the best option or it might be a combination of school and college. For some young people the best offer may lie outside of school and college and this is where alternative provision will be identified and developed.
During a young person’s final year of statutory schooling, school guidance and Skills Development Scotland (careers) staff will be in discussion with pupils to identify the most appropriate offer.
Careers Education
Throughout S1 to S6 pupils receive support to help them important choices about their future. They are encouraged to use the Careers section of the school library as well as relevant internet sites. One key site for information is www.planitplus.net which has excellent links to careers information and to college and university websites.
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Religious & Moral Education (RME)
Courses in Religious & Moral Education are provided at all stages from first year through to fourth year by our RME Department. Courses delivered by the department aim to raise the awareness of all pupils to the importance of religion, both to the individual and to the wider community. Throughout the Broad General Education (S1‐3) pupils have the opportunity to study all aspects of religious experience, knowledge and values as they relate to their own lives and of the lives of people in their own communities. All the relevant RME experiences and outcomes are covered throughout the BGE in variety of challenging and thought‐provoking units. S3 pupils will also have the opportunity to participate in the Youth & Philanthropy Initiative (YPI). YPI empowers young people to genuinely participate in the development of their own community, engaging them as dedicated problem solvers. YPI also promotes a sense of responsibility, respect, and lasting commitment to growing understanding and compassionate communities. In S4 pupils will have the opportunity to undertake a National 4/5 unit “Religion & Justice”. The focus of the unit is on understanding and presenting clear arguments about moral issues. In this course pupils will be required to understand and communicate the relationship between religious beliefs and moral viewpoints as well as the similarities and differences between religious and non‐religious moral thinking. This will require learners to develop an understanding of, and sensitivity to, the complexities involved in moral issues.
Religious Observance
National and Local Authority policies require secondary schools to follow a programme of religious observance. All year groups meet at regular intervals for assemblies. Members of the local clergy lend their support to our assemblies by taking an active part in them whenever their other commitments allow them to do so.
Parents/carers, of course, have the right on grounds of conscience to request that their children be excused from participating in acts of religious observance. This decision will only be finalised following discussion and agreement with the Head Teacher. In the event of a pupil being withdrawn from religious observance, the school will make adequate supervisory provision and alternative educational provision for these pupils.
Curriculum — Adults in School
We are often able to make provision for adults to attend our day school classes. This arrangement generally depends on three things —that there is room in a particular class, the teacher involved feels comfortable with the situation and the times at which the class meets suit the individual concerned.
Further information and support for members of our local community who wish to explore this possibility can be provided by Mr Drysdale, Depute Head Teacher, Lossiemouth High School.
Curriculum — Further Information
Information booklets are prepared each session about the courses which will be available for specific year groups – S3, S4 and S5/6. Paper copies are provided for each pupil and a pdf version of each booklet is published on the school website.
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SECTION 5 — Assessment Assessment of pupils’ progress is mainly continuous and is based upon classwork, assignments and tests of various kinds. In First, Second and Third Year teachers are assessing pupils’ progress throughout the year and in a variety of ways. Through this pupils will know how to make further progress. Many courses are divided into units with assessment built in at the end.
In certificate courses this style of assessment continues. However, there are also more formal assessments, depending on the requirements of the Scottish Qualifications Authority.
Pupils experience their first formal examinations during S3 and in the course of S4, S5 and S6 there are formal diets of preliminary exams (prelims) to give everyone experience of the final examinations at the end of each National 5, Higher and Advanced Higher course.
Scottish Qualifications Authority
The Scottish Qualifications Authority is the national body in Scotland for the development, accreditation, assessment, and certification of qualifications other than degrees. Their qualifications include National 1, 2, 3, 4 and 5; Higher; Advanced Higher; National Progression Awards; Higher National Certificates and Diplomas (HNC/HND); Scottish Vocational Qualifications (SVQs); Customised Awards and Professional Development Awards.
National 1 units, National 2, National 3 and National 4 courses are marked and assessed within the school. National 2 and National 3 courses are made up of 3 units; National 4 courses have an additional unit, known as the Added Value Unit. To achieve a Course at National 4 pupils need to pass all of the Units plus the Added Value Unit. This Added Value Unit assessment is marked by the school.
National 5, Higher and Advanced Higher Courses are made up of Units and a Course assessment. Each unit is assessed by teachers on a pass or fail basis for SQA purposes using materials from nationally‐developed banks of materials. Course assessments are marked by SQA or, where appropriate, assessed by the school. They normally consist of a question paper exam and/or Coursework (assignments, projects, portfolios, etc.)
Making Progress through the National Qualifications System
The National Qualifications system is designed to accommodate the needs and wishes of all students. As a result students may well be studying at different levels in different subjects, depending on their strengths and earlier achievements: progressing from a National 4 award to National 5 in fifth year then Higher in sixth year; progressing from a National 5 award to Higher; progressing from Higher to Advanced Higher; continuing sideways from e.g. National 4 History to National 4 Modern Studies. It is a very flexible system.
Assessment Arrangements
Assessment takes place by means of Unit Assessments and Course Assessments.
Unit assessments are chosen from the SQA bank of Assessment Support Materials and marked by teachers. Students are awarded the unit when they have passed all of the outcomes satisfactorily. If students do not pass the test at the first sitting, they can re‐sit the unit later in the session. However, in any session, students usually only have two opportunities to pass a unit test.
Course assessment: To gain the full course award students need to pass all their unit assessments and an external assessment, where their work is assessed by external examiners via the Scottish
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Qualifications Authority. The type of assessment varies with the subject, but it will include written examination papers, project work, or practical performances.
Courses at National 2, National 3 and National 4 are not graded; pupils either receive a Pass or a Fail. National 5 Skills for Work courses are also ungraded. All other courses at National 5, and all courses at Higher and Advanced Higher are graded A, B, C, D or ‘No Award’.
Certification
The SQA issues each student with a Scottish Qualifications Certificate (SQC). This provides a complete record of the student’s achievement, listing all units and courses achieved in any type of qualification awarded by SQA. Where a course is ungraded, the certificate does not state “Pass”. If a subject is stated on Page 1, then that means that the student has passed the course.
The Certificate is automatically updated to record new achievements. Every year students receive a new certificate on the first Tuesday of August. However, if a student is taking an NPA course, as soon as the course has been passed, a fresh certificate is issued.
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SECTION 6 — Reporting & Parents’/Carers’ Meetings
Reporting on pupil progress is an important link in communication between school and home and every pupil receives one formal report each year. All our reports aim to give a clear picture of the young person’s strengths and areas for development in each subject and should highlight next steps that require to be taken to maintain satisfactory standards and/or improve them. As the Curriculum for Excellence changes are implemented, the reports are changing in line with these.
The calendar of reports for session 2015‐16 is:
S1 30 May S2 12 January S3 27 November S4 17 February S5/6 29 February Each year group also has one formal round of meetings between parents/carers and teachers in the course of the session. These meetings take place from 4.30 pm to 6.30 pm for each year group.
The calendar of meetings for session 2015‐16 is
S1 17 February S2 18 January S3 1 December S4 18 November S5/6 29 October No changes are anticipated in this pattern for session 2016‐17.
At any time of the school year parents/carers are welcome to contact Guidance Staff, if they would like an informal report on the progress of their son or daughter. Similarly, Guidance Staff may find it necessary to contact parents/carers regarding pupil progress outwith normal, formal reporting times.
SECTION 7 — Transitions
The majority of pupils in Lossiemouth High School come from our associated Primary Schools. These are:‐
St. Gerardine Primary School
Hythehill Primary School
Hopeman Primary School
Burghead Primary School which is also dual‐zoned for Elgin Academy.
Pupils from Primary 7 are provided with opportunities to meet their new classmates and teachers in June. They are allocated to classes on the basis of an even spread of ability, previous primary school and House attachments of any brothers or sisters. Advice is also sought from primary staff on the suitability of certain groupings. These classes then become part of a House system looked after by individual Guidance teachers.
At an early stage pupils who require additional support or special accommodation arrangements are identified and secondary staff attend transition meetings in primary schools.
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In March Mrs McGhee, Depute Head Teacher, or Mrs Paterson, Acting Depute Head Teacher, visits each Primary school and does some preparatory classwork with Primary 7 classes. In June Guidance staff go out to Primary schools to meet their new groups to discuss the move from Primary to Secondary.
Transfer arrangements are changed each year to reflect curricular changes in P7 and S1. Due to ongoing developments within “A Curriculum for Excellence” definite plans will not be available until later in the session
S6 students are trained in the summer term to be peer supporters to S1 pupils. They then spend time each morning with their S1 registration group and are instrumental in checking that S1 pupils are appropriately dressed in school uniform and come prepared with school diaries.
Over the years an outdoor induction event at Roseisle Forest has become an exciting and active way to meet new classmates. A range of partner agencies, school staff and pupils provide the activities on the day.
Peer supporters will help to organise and support two days of induction activities in June. The activities will reflect our commitment to ensuring that pupils feel confident about their transition to secondary life and will build on the capacities in “A Curriculum for Excellence”.
A user‐friendly Welcome Booklet, which answers many of the kinds of questions which P7 pupils are likely to have in mind, is prepared each year and issued to all incoming P7 pupils. S1 pupils were consulted about the content of the booklet and adjustments made according to their recommendations.
Parents are also involved in this process and a consultation evening for parents of incoming P7 pupils is held in January. At this meeting, members of the Senior Management Team describe what secondary education is about and outline to parents the kind of induction process which their children will experience over the next few months. Following this presentation prefects take groups of parents round the building so that they can meet members of staff and see the equipment and facilities available to their children. In June, once classes have been formed, there is another opportunity for parents to attend an open evening.
The aim of all this is to ensure that the transition from Primary to Secondary school is made as smooth and stress‐free as possible.
Families of pupils enrolling at other times in the year usually meet with the member of the Senior Leadership Team responsible for the appropriate year group. A guided tour of the school is always possible and parents are provided with the School Handbook, enrolment forms and any suitable booklets and leaflets about school life.
Organisation of Classes
Pupils are placed in register classes of up to 20 pupils. These classes also make up the groupings for all practical subjects such as Home Economics, Science and Technical. In addition, register classes combine for non‐practical classes such as English, History, Mathematics. These classes have a maximum of 30 pupils.
Considerable care is taken when deciding who goes in to which register class. We pay careful attention to pupils’ interests, likes and dislikes, behaviour and progress at Primary School when putting classes together.
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SECTION 8 — Support for Pupils
Guidance & Pastoral Support
Our Guidance Teachers are the key staff in liaison between home and school. They oversee the induction of pupils into the school and look after their general welfare. They are in a position to have a complete picture of the progress of pupils and students during their secondary school careers. They provide support and guidance of a personal nature and assist the young people in their decision‐making as they move through the school. The Guidance teachers are also the link between the school and other organisations, such as:
Social Work Department Children’s Panel
Psychological Services Health Services
Employers Associated Primary Schools
Skills Development Scotland Further Education
Universities
Guidance teachers conduct routine interviews with young people at each stage of their school career and are involved in the writing of references for external agencies, employment, Further Education and Universities.
Any young person who has an issue of any kind should go to see their Guidance teacher.
Whenever there is concern about a pupil, Guidance teachers contact parents by telephone or letter. Parents are also asked to inform Guidance teachers of any circumstances which may affect their children. Staff at Lossiemouth High School value this partnership between home and school.
Houses
In Lossiemouth High School the guidance structure consists of four Houses containing equal numbers of pupils from S1 to S6 under the care of one of the Principal Teachers of Guidance. Each pupil (and younger brothers and sisters) will remain in that House throughout their school career. All pupils are encouraged to become actively involved in House Activities e.g. as a class representative on the House Council, or as a participant in Inter‐House Competitions, both sporting and non‐sporting. Four members of staff act as House Leaders encouraging pupils to take part in these activities and competitions.
Named Person
Getting right for every child is a national policy to help all children and young people grow, develop and reach their full potential. It aims to improve outcomes for children and their families based on a shared understanding of their wellbeing. Most children will receive all the support they need from their own families and community.
As part of the GIRFEC approach each child or young person is allocated a Named Person. In Lossiemouth High School a member of the Guidance team is usually the Named Person. Their Named Person will remain the same throughout their school career and will be the key point of contact for the child/young person, their parents/carers and the professionals who work with the child. The Guidance Teacher will be involved in many aspects of the your child’s education including attendance, absences, report cards, course choices, individual interviews, additional support needs and generally ensuring their wellbeing needs are being met. The role of the Guidance Teacher is to support their pupils as they progress through the various stages. As Guidance
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Teachers have been allocated the role of Named Person, they should be your first point of contact. The best way to make contact is by phoning 01343 812047 or by leaving a message on the school’s answering service: 01343 812047. Alternatively you can send a letter or e‐mail the school on admin.lossiehigh@moray‐edunet.gov.uk marked for the attention of the particular Guidance Teacher.
Our Guidance staff are:
Mrs Reilly — Covesea House
Mrs Russell — Kinneddar House
Mrs Reed — Pitgaveny House
Mrs Millar — Spynie House.
Peer Support Programme
The Peer Support Programme is a method whereby fifth and sixth year students volunteer to provide advice and guidance to pupils in our new first year pupils. Senior students are committed to attending registration each morning with their group of first year. Students who agree to undertake this role are given training in carrying out these duties by Guidance Staff and members of the Senior Management Team. This arrangement helps to create a family atmosphere within the school and provides opportunity for first year pupils to share any problems or anxieties in a more informal setting. Peer Supporters also help in classes around the school, do paired reading with S1 pupils and help with events for younger pupils.
Prefects
Students from S5 and S6 are appointed after interview to assist staff to maintain good order and to support pupils outwith the classroom. Prefects operate in teams, with each team led by a Senior Prefect. Senior Prefects are nominated for this role by Guidance Staff and Senior Staff and appointment is by competitive interview.
Additional Support Needs
Please refer to the Moray Council’s ‘Notes for Parents and Carers’ booklet for general information.
Procedures such as talking to Head Teachers or Guidance Staff (in secondary schools) can help sort out the great majority of situations. To further help with this, you can contact Mrs R McGhee who is the additional support needs co‐ordinator in the school or Mrs M Steel, PT Support for Learning.
Staff in the Support for Learning Department are committed to the inclusion policy endorsed by the Moray Council. We believe that pupils need to work in an environment which best suits their individual learning style and provides opportunities for success. Pupils are encouraged to be independent and to achieve their full potential.
Pupils take as full a part in the experiences of “A Curriculum for Excellence” as possible and this will be elaborated for those for whom this is appropriate. Courses are offered in a wide range of subjects by the Support for Learning team to suit the specific needs of individual pupils. Support for Learning teachers work collaboratively with colleagues in other departments to produce teaching materials which enable learners to access the curriculum. We aim to support pupils in mainstream classes as far as possible but sometimes pupils will be taught in a small group in the Support for Learning Department if this is the best way to support that particular individual.
A small number of pupils will spend a considerable part of their week in the Support for Learning department and activities such as swimming, horse riding and extra PE are provided to enhance
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their learning experience. Outdoor activities and residential excursions may be offered when appropriate.
Individual Educational Programmes with targets to motivate pupils are provided with the input of the young person and Coordinated Support Plans may be opened for pupils who require multi‐agency support.
Lossiemouth High School has an enhanced pupil support suite which encompasses Support for Learning and Guidance and can provide support for all young people in the Lossiemouth High School area. This provision has been further enhanced by the construction of a multi‐agency facility which will be fully commissioned during the course of this session.
Enquire – the Scottish advice service for additional support for learning
Enquire offers independent, confidential advice and information on additional support for learning through:
Telephone Helpline: 0845 123 2303
Email Enquiry service: [email protected]
Advice and information is also available at www.enquire.org.uk
Enquire provides a range of clear and easy‐to‐read guides and factsheets including The parents’ guide to additional support for learning. If you would like to order our leaflets, postcards or guides to share with parents and carers of pupils in your school, please contact us on [email protected]
Accessibility
The school has a duty to ensure that all our pupils have equal access to the curriculum, supported as appropriate to their individual needs. This covers not only the content of lessons and the teaching strategies but also minor adaptations to the physical environment of our buildings to address the needs of pupils with physical or sensory impairments, including the relocation of classes to the ground floor where feasible. We also need to ensure that parents and carers who have a disability have equal access to information about their children. This will involve, for example, relocating a venue for parents/carers meetings to facilitate physical access; provision of an interpreter for deaf people; agreeing a phone contact system to provide direct feedback to parents/carers.
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SECTION 9 — School Improvement
The values of Lossiemouth High School of excellence, teamwork, humour and respect are prevalent in the school improvements we aim to achieve on a daily basis. Our drive to improve attainment through learning and teaching in and out with the classroom is always at the forefront of everything we try do. Our school improvement agenda is focussed around 3 questions: How well do young people learn and achieve? How well does the school support young people to develop and learn? How well does the school improve the quality of its work? These are some of the findings:
How well do young people learn and achieve?
At Lossiemouth High young people enjoy their learning; they feel they are treated fairly and respectfully. The school has an excellent relationship with a range of partner agencies that help contribute to the pupils learning. This enhances pupil motivation as well as widening our links with community groups. Pupils linked to the support base benefit from a caring and supportive environment in the base. In addition, there are many opportunities offered to pupils for supported study during and after the school day.
Across the school, young people benefit from the use of ICT, within the constraints of availability, to support and enhance learning. Beyond the classroom young people develop their independence, self‐reliance, team‐building and personal and social skills through participation in school trips. The school’s global links with Botswana supports young people to gain an appreciation of other cultures and lifestyles. It is an amazing experience for the young people and staff to build up a strong bond with another school and to exchange classroom practise and teaching methodology. The friendships made are lasting and strong. The school also had a trip to India where again different cultures were experienced and staff and pupils were able to make a contribution towards a community project. The launch of the 2016 expedition to Costa Rica has excited interest from a number of pupils already. Our successful Maths trip to Disneyland Paris again was enjoyed by many.
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The school has a pupil council called the Student Representative Council (SRC) led by Mrs Mitchell. Young people across the school are encouraged to contribute and get involved in issues raised by the SRC. Departments also ask young people for their views on courses and programmes with improvements being made. Pupils have continued to perform well in SQA exams and also had recognition for their numerous achievements, e.g. Lewis Hendry was recognised at the Moray Young Citizen evening for juggling his career in football along with his studies and taking on a caring role. In partnership with Diageo a team of young people have achieved considerable success over the past few years in the Go4SET competition developing their understanding of sustainability and environmental issues again reaching the final.
Young people respond very well to opportunities to develop leadership skills and develop a better understanding of the lives and needs of others. Senior pupils are positive role models for younger pupils in their roles as prefects, peer supporters reading buddies and library assistants. Young people achieve success at individual and team level in a range of sporting activities at local, national and international level. Just some of our achievements are e.g. Tara Carroll, Hannah Weatherby and Nathan Cory have all had a successful session competing in the World Kickboxing Championships and some chosen to represent GB; Lynn Gray competed in the Youth Olympics in Nordic skiing; Andrew Kennedy in GB tanshudo; Stuart Tulloch is a member of the Scottish taekwondo team and Lauren McKenzie and Calum Deans are swimming at international level. We also have embarked on the ‘Champions in Schools’ programme where international athlete Gemma Fay, is delivering a series workshops with a group of pupils on the topic of goal setting, fitness and nutrition.
We also enjoyed a successful football session with the U15s reaching the final of the League Cup and the Seniors winning it.
A number of our pupils continue to be successful in their music exams. For woodwind, there was exam success for Jade Edwards and Kirsty MacLennan on flute and Emily Moutter and Emily Lawson on clarinet. On fiddle, Malin Brash, Hannah Eldridge, Aiden Grant, Kirsten Souter, Alex Lee, Conor Harper, Callum Luce, Ellie Baird and Tilly Letch.
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Most young people are making appropriate progress across the curriculum areas. The school offers a range of awards and qualifications to develop skills for life, learning and work and within a curriculum tailored to meet individual needs. The school’s 2014‐15 SQA results were strong: 43% of S5 pupils gained at least one Higher award; 24% gained 2+ Highers and 13% gained 5+ Higher awards. 45% of S6 pupils gained at least one Higher award; 24% of S6 pupils gained at least three Higher awards and 20% of S6 pupils gained at least five Higher awards as well as 13% of S6 pupils gained at least one Advanced Higher award during the session.
There is a strong focus on the recognition of both attainment and achievement within Lossiemouth High School through assemblies, displays, local media and the ‘Beacon’ newsletter. At S1/S2/S3 certificates are awarded in recognition of young people’s effort, behaviour and homework.
Within the S1‐S3 Broad General Education pupils are experiencing a wide range of opportunities across all curriculum areas as well as focussing on experiences and outcomes within literacy, numeracy and health & well‐being.
Impact of the Improvement Plan
The 2014‐15 improvement plan set out 6 key priority areas: Supporting all learners & recording achievement, reporting and profiling; Learning & teaching; Curriculum design; New Qualifications; Leadership, management and building capacity and Validating Self‐evaluation and quality improvement. Steady progress has being made in all areas. Within our improvement plan 2015‐16 we are looking at:
Continuing to embed the new qualifications.
To review the S3 curriculum in the light of providing more depth in subjects and enhancing the learners’ experience to help provide a more seamless transition into the senior phase.
To focus on raising attainment and scrutinising our tracking and monitoring processes across the curriculum.
Providing wider opportunities to help pupils become more ‘work ready’.
How well does the school support young people to develop and learn?
Within the classroom teachers are choosing suitable activities and resources for young people’s learning needs, interests and strengths. Young people with additional support needs are well supported. The school has excellent links with the associated primary schools and aims to get to know the pupils needs before arrival in secondary school. To assist us in this Lossie High over the past few years has had an enhanced transition programme. Pupils spend time over a 10 week period in the school to become more familiar with the secondary school environment in the lead up to starting S1. Guidance staff offer valuable personal support to all young people.
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There are very positive relationships between teachers and young people. This helps to develop a safe learning environment where young people are not afraid to be wrong and are keen to work. Teachers routinely share learning intentions and success criteria with young people. Staff make use of collaborative and active learning strategies to engage and motivate young people. Praise is used well to recognise success in learning.
The school curriculum is designed around an S1‐3 and S4‐6 provision aligned to the agreed curriculum model across Moray secondary schools. The senior phase S4‐S6 is designed to provide a wide range of flexible provision. We also provide a range of opportunities for outdoor learning including residential trips and making use of local facilities. Across the school, there are good opportunities to develop literacy skills. Within mathematics, links with other subject areas is helping young people to make connections across their learning. Health and wellbeing has been a key focus for the school for some time and as a result of the holistic approach taken, health and wellbeing underpins much of the curriculum providing a supportive and inclusive learning environment. Partners provide a significant contribution to the school’s curriculum for health and wellbeing providing effective and relevant learning experiences for young people. The Baywatch programme of water safety organised by the PE department continues to be an important part of our school curriculum. Living in a costal location is vitally important pupils have due respect for the sea. In S4‐S6 the curriculum offers a broad range of courses to meet the range of needs of different young people. The school is proactive in ensuring young people understand a range of issues about equality and diversity and continue with our strong links with Interfaith. Our well stocked library and additional computer suite provides an excellent resource to assist young people in their learning. The Art department continue to host the annual Seafest event in collaboration with the Drama department, Home Economics department and the Fishermen’s Mission. This hugely successful event raises funds for the mission along with a variety of the pupils’ outstanding Art work being displayed as well as some ’Drama Shorts’ being performed during the evening. Session 2014‐15 saw the introduction of the Young Philanthropy Initiative, YPI. This is an active citizenship programme that aims to develop young people’s knowledge of local charities and make a financial contribution through the YPI programme to support one of these. Lauren Edwards, Dani Burgess, Malin Brash and Jodie Duncan won this YPI presentation for the Sunshine Developmental Playgroup, based in Keith. A cheque for £3000 from the Wood Commission was awarded to this charity.
Katy Jones, Beki Roberts and Amy Anderson came second in the Procurator Fiscal’s Public speaking competition. The competition is aimed to prompt discussion and debate on diversity and equality issues.
Second year pupils embarked again in the Smillie’s Challenge. As part of their food development unit in Home Economics, pupils have prepared their own recipe for Breakfast Muffins which is judged by the Smillie’s shop in Lossiemouth. The winners visit the Asher’s bakehouse in the hope that the winning muffin makes it onto the production line.
The Chemistry Department took part in a global experiment on growing crystals with their results being uploaded onto the Royal Society of Chemistry website.
Fourth Year Modern Studies students visited the Scottish Parliament and Supreme Court as part of their studies. Two of our pupils Callum Finnie and Finlay Nicol had their 16th birthdays on the day of the referendum allowing them the opportunity to vote for the first time.
The school has continued to build business links with local industries. The Business Studies students have forged links with Johnstons of Elgin where a programme of workplace activities have been designed to help enhance young people’s awareness of a range of available careers.
Lossie High has been working to improve curriculum transitions and improving links with primary schools including through the ASG. Working along with Scottish Schools Education & Research
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Centre, all associated primary schools will be working collaboratively with Lossie High staff on science topics.
Next session we are focussing on developments in the following areas:
Continue to develop consistency across the learners’ experience.
Embarking on the second year of ‘Careers Ready’ to help young people make a smoother transition into the workplace.
Embedding the new qualifications in the senior phase.
How well does the school improve the quality of its work?
Self‐evaluation is placed at the centre of the school’s improvement journey. Focus groups run to gather a range of views from pupils, parents and partners. The feedback is useful and the senior leadership team are committed to carrying out further focus groups at strategic points in developments. Learning observations are carried out by all staff helping to provide greater consistency in outcomes for teachers. We work with a good range of partners and the impact of individual partnership projects is evaluated well. School working groups have clear remits which link to school improvement planning.
With improving systems and processes in place the school continues to focus on:
what difference this is making to the learning experiences of our pupils.
The school, through the Head Teacher, will continue to develop the capacity and leadership of staff within the school to improve the quality of education for all young people.
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Section 10 – School Policies and Practical Information
Details of Moray Council policies and procedures relating to education can be found in the booklet “Information for Parents and Carers” and on the website www.moray.gov.uk.
Anti-Bullying Advice
In all schools young people sometimes cause each other hurt, sometimes intentionally, sometimes without meaning to. They call other people names; they stop talking to someone who was a friend; they damage other people’s belongings; they threaten others; sometimes they hit other people. Bullies pick on others for all sorts of reasons. People who want to bully others will always find an excuse – but that’s all it is. If need be, they will invent an excuse. If you are bullied, the most important thing to remember is that it is not your fault. You do not need to change – the bully does. Bullying is not acceptable in Lossiemouth High School, or anywhere else.
What to do:
Talk to someone you can trust. There’s no point in thinking that you must keep this to yourself, or that you’ll be bullied more for talking to someone. It’s important to get help right at the start. So speak to a friend, your Guidance teacher (or another teacher you trust), your Head of Year, a relative. Speak to someone. We also have Max Agents and Peer Supporters – older pupils who have had special training to help you.
If you feel that person isn’t going to help, speak to someone else. Your Guidance teacher will never ignore you.
If you can, try to write down what is said to you or what was done. Make sure that you do report it. Bullying gets worse, unless it can be stopped.
What not to do:
Don’t try to deal with the problem on your own; it’s much easier if someone helps you. Don’t hit the bully; that just makes you a bully too and could result in your getting into
trouble. Don’t tell lies or exaggerate. Don’t believe what the bullies say about you. Don’t keep it secret. Don’t stand back if you see someone being bullied. Help them by taking them away from the
situation; talk to them.
In Lossiemouth High School we will always help you – discreetly, if need be. We will go along with your wishes. Sometimes we can help to resolve the situation quickly; at other times it takes longer. However, we work together with you so that you can come to school here without having to worry that someone will make your life unpleasant. There is always someone to help!
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Art, Home Economics and Technical Department Charges
In some subjects, because of the high cost of materials, pupils are asked to pay a portion of the cost, as shown below. Details of payments due will be issued directly to parents. We would appreciate prompt payment. However, if parents wish to make arrangements to stagger payments over a period of time, they should contact the school office to discuss the options. All parents are expected to pay and this will be followed up rigorously in conjunction with The Moray Council. Art & Design
S1/S2 — £5.00 S3 — £6 S4/5/6 — National 4 & 5 £8; Higher £10; Advanced Higher £15
Home Economics
S1/S2 — £15.00 S3 — Bakery: £25.00; Fashion & Textiles £10; Practical Cookery £30 S4/5/6 — Fashion & Textiles: £25; Hospitality £65; Practical Cake Craft £50
Photography
S5/6 — £20
Technical
S1/S2 — £5.00 S3 Practical Craft Skills £10.00 S4/5/6 — Practical Woodwork £20.00
Canteen
The canteen has a wide range of snacks, pizzas, paninis, sandwiches and full meals. There is also a salad and pasta bar which offers pupils the choice of baguettes, baked potatoes or boxed filled with a wide range of salad items. The school operates a cashless catering system where pupils can add money to their account and use their Smartcard at the till.
Child Protection
It is everyone’s job to ensure that children are kept safe. Schools in Moray follow the National Guidance for Child Protection (2014) and are required to report any suspected child abuse to Police or Social Work.
If you have concern for a child, call duty Social Work on 01343 563900 (08457 565 656 out of office hours) and/or the Police on 101. Pass on your concern and all the information you have available to you. This is not a process that intrudes on families and their children, but a process that is inclusive and supportive to achieve the best outcomes for children.
The categories of abuse are:
Physical abuse
Emotional abuse
Sexual abuse
Neglect
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If you are unsure, ask for the Child Protection Co‐ordinator in the School. They have received the latest training in Child Protection so that they are confident, well informed and supported to promote the protection of children. You can discuss your concern with them. Social Work and/or Police can also be consulted out with School hours if required.
More information can be found on the Moray Child Protection webpage here : http://www.moray.gov.uk/moray_standard/page_55497.html
Cyclists
The school has a secure bike shed which pupils are welcome to use. Pupils must padlock their bikes when they leave them in the shed. While all reasonable precautions will be taken, the school cannot take responsibility for any damage and parents are recommended to have insurance for the bike.
Education Maintenance Allowance
Students who are planning to stay on at school after 16 years of age and who are willing to participate in an approved learning agreement at school may be eligible for an EMA. An EMA consists of a weekly allowance during term time. Further information can be obtained from the School Office.
Excursions, trips and visits
Lossiemouth High School offers a range of excursions, trips and visits. Some link directly to classwork, others provide the opportunity to broaden their experiences. Information about current trips will be available through the Weekly Bulletin or The Beacon newsletter.
Emergency Contact
All contact information about pupils and students is held on the computer‐based Seemis Management & Information system. Once a year we issue up‐date forms to all pupils to allow parents and carers to check that the information held about the young people and their family is accurate. It is especially important that we have up‐to‐date information about home and workplace telephone numbers, mobile phone numbers, e‐mail addresses and emergency contacts. In this way, if there is ever a need to contact you urgently in the course of the school day, we can be sure that a member of your family or a close friend can be reached at any time.
It is important that you advise the school immediately if, at any time in the course of the year, your home or work details change or if you wish to nominate a different emergency contact. You can telephone the school with this information, or you can e‐mail it to admin.lossiehigh@moray‐edunet.gov.uk. Please include your name and your child’s name when you are up‐dating information.
Emergency Situation Procedures
Educational Services has a very clearly prepared emergency situation procedure. The Head Teacher has complete discretion to close the school in emergency situations which would put pupils at risk.
When this happens in the course of the school day, a Groupcall message is sent to all parents and carers. The Bus Contractor is responsible for conveying bus pupils to their home or into the care
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of a responsible adult who will accompany them to their homes or for conveying them back to school and placing them in the care of the Rector who will make every endeavour to accommodate them and to inform parents.
It is important for parents of pupils who live in isolated houses to arrange a “storm address” in Lossiemouth and to notify the school of this.
In the event of emergency closure of the school all pupils must go directly home. (All extra‐curricular activities for that day will automatically be cancelled.)
Health Promoting School
“Learning and health go hand in hand. Good health of children and young people is a prerequisite for educational achievement. Good health of teachers is important to the development of effective schools.” (Education and health in Partnership: European Conference, 2002)
Lossiemouth High School seeks to promote the good health of all members of its community in a number of ways. Staff and pupils are constantly seeking to develop a positive and healthy environment. The school is signed up to the national initiative “Hungry for Success” and healthier options are available in the school canteen. All S1‐5 pupils take part in regular physical education and senior pupils have a number of opportunities for exercise and leisure activities. A wide range of extra curricular activities is available to allow pupils to develop physical, emotional and social skills. Key topics such as alcohol and drugs, diet, mental health and wellbeing, physical health/fitness, smoking and sexual health and relationships education are covered in many areas of the curriculum. In particular, the Personal and Social Education programme, delivered by the Guidance staff, provides comprehensive coverage of these and other relevant topics.
Parents who want more information about any aspect of the Health Education programme are welcome to contact their child’s Guidance Teacher.
Holidays
The Scottish Government guidelines concerning family holidays taken during term time say: “The majority of family holidays taken during term time should be categorised as unauthorised absence. However, it is acceptable under exceptional circumstances to authorise a family holiday during term time. Such circumstances may include: a family holiday judged to be important to the well‐being and cohesion of the family following serious or terminal illness, bereavement or other traumatic events”. Should a holiday during term time be unavoidable, pupils will have the responsibility to catch up on any work which is missed. Parents should notify the school in advance if holidays are to be taken during term time.
Homework
You obviously want to do as well as you can with your work when you come to Lossiemouth High School. One important way of doing this is through homework. Homework can take a number of forms: Projects done over a long time; Finishing a piece of work started in class; Reading; Preparing for a talk; Learning work completed in school; A special task given for doing at home; Going over and revising work done earlier.
Pupils who do not complete homework by the deadline will be reported to Mrs McGhee who will contact parents to ensure they are aware of the problem. Parents will be invited to a meeting if homework problems are not resolved.
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Homework Diaries
Pupils are issued with a diary at the start of each academic year to help organise study and homework. Parents/carers should sign the diary at the end of each week to acknowledge that they have been shown what homework is being given. The main aim in providing the diary is to help with organisation of homework and provide a link between home and school.
Instrumental Instruction
This can be offered on strings, woodwind, brass and percussion instruments through the Moray Music Instruction Service. Payment is made once in each quarter. In addition The Moray Council offers free instruction to pupils in S3‐S6 doing an SQA course in Music.
Parents who are interested in either of these services should inform the school when their child is enrolled. The school also offers tuition in other instruments. Details will be given to pupils in the Music Department.
Internet Use
Pupils are responsible for good behaviour on the Internet just as they are in a classroom or a school corridor. General school rules apply. The Internet is provided for pupils to conduct research, do homework and communicate with others. Parents’/Carers’ permission is required. Remember that access is a privilege, not a right and that access requires responsibility. The following are not permitted:
Sending offensive messages or pictures;
Using obscene language;
Harassing, insulting or attacking others;
Damaging computers, systems or networks;
Violating copyright laws;
Using others’ passwords;
Trespassing others’ folders, work of files;
Intentionally wasting limited resources.
Leaving School
In Scotland the stage at which young people may leave school depends on when their 16th birthday falls.
The leaving date for pupils born between 1 October, 2000 and 28 February 2001 is 22 December, 2016.
For pupils born between 1 March, 2001 and 30 September, 2001 the leaving date is 31 May, 2017.
Thereafter a young person may leave school at any time, e.g. to take up employment.
Library and ICT facilities
The library is open from 8.30am to 4pm Monday to Thursday and to 3.30pm on Friday. It stocks a wide range of fiction and non‐fiction, reference books, DVDs and there is an attached computer
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suite for pupils and staff use. The Northern Scot is taken weekly. The Library is open at lunchtime and after school for pupils wishing to borrow or return books, do their homework or use one of the computers.
The Library is open specifically for Homework Club on Wednesday lunch times when members of staff are available to help pupils. The Library runs a senior and a junior book club and Film shorts are shown on a Friday lunchtime as part of the school Film Club.
Lost Property
Any items of lost property will be given to the Office or Janitor. There are regular displays of lost property items but anything not claimed after a reasonable period of time will be disposed of.
Medical and Dental
Pupils who have dental or medical appointments during the school day should take their appointment card or a letter from their parent/guardian to the school office to get a Release Slip. It would be helpful if this could be done prior to the appointment so that information can be included on the daily absence sheet.
The School Health Service aims to promote the physical and emotional health of all pupils in line with Curriculum for Excellence. The Public Health Nurse for schools works closely with Guidance Staff in supporting vulnerable young people and giving health advice and health education where appropriate.
She also administers all the nationally recommended immunisations for secondary school aged pupils.
Mobile Phones
With the vast majority of children owning a mobile phone and the ever increasing range of functions available, the guidance below applies to the use of mobile phones by pupils in school: Children are permitted to take mobile phones to school.
In order to minimise disruption and safeguard the teaching and learning process, all mobile phones must be switched off during class times.
Mobile phones may be used during interval and lunch breaks.
The taking of photographs and/or video footage is strictly forbidden. Any unauthorised images shall be required to be removed by parents of the pupil owning the phone.
No pupil is permitted to take a mobile phone into any SQA examination. Even if the telephone is switched off, the pupil will be disqualified from the examination.
The responsibility for the security of the telephone and appropriate insurance cover will rest with the parent and/or pupil.
Sanctions – Should pupils not comply with these instructions, staff may confiscate mobile phones until the end of the day. However, repeated non‐compliance with the policy may result in the withdrawal of permission to take a mobile phone to school and parents will be contacted.
Number of Pupils
554 as at 22 September, 2015.
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Safety and Security
The School Safety Council meets regularly to consider all aspects of safety and to advise the Headteacher accordingly. There is a clearly defined Fire Drill which is practised at least once a term. Fire alarms are tested on a weekly basis.
A visitor pass system operates whereby all visitors to school are required to sign in to reception when they arrive and when they leave the building. All members of staff wear security badges with their photographs on them.
School Day
The school day is made up as follows:
Registration 08:45 – 08:55
Period 1 08:55 – 09:50
Period 2 09:50 – 10:45
Interval 10:45 – 11:00
Period 3 11:00 – 11:55
Period 4 11:55 – 12:50
Lunch 12:50 – 13:40
Period 5 13:40 – 14:30
Period 6 14:30 – 15:20
School Dress
The school dress code for pupils is as follows:
White shirt with the school tie V necked black jumper with white trim Trousers/skirt – self colour black or black and white checked kilt (made to order) Black shoes or trainers. Jumpers are available from the school office with or without the school logo. Black and white kilts for the girls can also be ordered from the office as can school ties.
Clothes and footwear must not be extreme in style. You should not come to school in jeans, denim jackets, t‐shirts with slogans, football scarves and shirts with badges, tracksuits and similar items. Outdoor jackets and scarves must be removed in all classrooms.
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School Dress — PE Kit
In the interests of Health and Safety, as well as comfort it is essential that all pupils should change clothes and footwear for Physical Education. Parents are asked to co‐operate with the school in ensuring that the essential items of PE Kit are brought to school at the appropriate times.
As part of the PE Health & Safety Policy, should your child be unable to take part in the lesson they must still get changed into their PE Kit and provide a letter from you. Suitable alternative activity will be given. Failure to produce a note on the day will result in the incident being treated in the same manner as forgotten kit.
Those pupils who have long term notes (longer than 2 weeks) for medical issues will be referred to guidance. This may need a medical note to verify the issue. This will be required at the discretion of the PE Dept.
Swimming lessons are compulsory and children should bring with them a towel and swimming trunks or a swimming costume. Parents are asked to support full participation in swimming in which its benefits are well documented.
Families will be contacted when pupils fail to bring PE kit. Jewellery & Valuables at PE — In the interests of health and safety items of jewellery should be removed or even better left at home on PE days.
All valuables should be handed into the PE Department for safe keeping.
The PE Department will not accept responsibility for any valuable items lost or left in the changing room. Every endeavour will be made to lock changing room doors each period.
School Telephone Information Line
All Moray schools have a dial‐in service, which is always updated, when there is a risk of closure due to adverse weather. Parents and carers can thus listen to a recorded message from the school.
When there is a severe weather warning, we also advise Moray Firth Radio.
The School Telephone Information Line service can accept messages from parents and carers and also has up to 10 general school information messages.
To use the service, dial 0870 054 9999. You are then asked for the school’s PIN number; this is 031050.
To confirm that you have selected the correct school, you will hear: “Selected Lossiemouth High School”.
You then enter a menu system and you can select as follows:
1 – to hear severe weather information
2 – to leave a non‐urgent message
3 – to hear general school information
4 – to enter a different school PIN number
# ‐ to end call
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School Transport
Details about free transport are to be found within the Moray Council’s ‘Notes for Parents and Carers’ booklet.
Breakdown of Contract Bus — Should the bus fail to turn up at the normal time, pupils should follow this procedure:
a) Wait at the normal bus stop for a further 15 minutes in case the bus has been delayed.
b) Thereafter, if they so wish, they may return home.
c) They should then await further information from the school. This will be sent to parents by means of Groupcall.
Use of CCTV Cameras — The school works closely with the Moray Council Public Transport Unit and the bus contractor to maintain good behaviour on school transport. CCTV cameras may be in operation at any time and video clips can be sent to school to identify pupils who are in breach of the Parent/Pupil Charter. When signing for a bus pass, parents agree to support us in maintaining the standards set out in the charter.
Term Dates
Session 2015‐2016
Tuesday 22 December 2015 Winter term ends
Tuesday 5 January 2016 Spring term begins
Friday 12 February 2016 Mid term holiday
Monday 15 February 2016 Mid term holiday
Thursday 24 March 2016 Spring term ends
Monday 11 April 2016 Summer term begins
Friday 29 April 2016 Occasional Day holiday
Monday 2 May 2016 May Day holiday
Thursday 19 May 2016 In‐service closure
Friday 20 May 2016 In‐service closure
Thursday 30 June 2016 Summer term ends
Session 2016‐2017
Monday 15 August 2016 In‐service closure
Tuesday 16 August 2016 Autumn term begins
Friday 7 October 2016 Autumn term ends
Monday 24 October 2016 Winter term begins
Monday 14 November 2016 In‐service closure
Tuesday 15 November 2016 In‐service closure
Thursday 22 December 2016 Winter term ends
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“What If” Information for Pupils
What if I miss the bus on my way to school – Go back home and ask your parent/carer to phone the school and let the office know what has happened. You must then arrange to come into school. NEVER HITCH HIKE. Missing the bus is not a reason for staying off school. What if I miss the bus after school – Report to the School Office and parent/carer will be contacted and arrangements will be made to get you home. What if I am late – If the second bell in the morning rings for the start and you are not in your class you are considered to be late. Report to the School Office where you will be asked to sign in the late book and you will be issued with a late slip. A text will be sent to your parent/carer. What if I lose my bus pass – Report that you have lost it as soon as possible to the Depute Head or the School Office. You will be charged a nominal fee for a replacement pass. What if I have a doctor’s or dentist appointment – Take your appointment card or a letter from your parent/carer to the School Office before the day of the appointment. You will be given a Release Slip to show your teachers. What if I am absent – Get your parent/carer to ring the school to notify them of your absence. What if I am leaving school or changing address – The School Office need to know if you’ve moved house, have a new telephone number, have changed your doctor etc. Write any changes on a piece of paper and give it to the School Office. If you are leaving Lossie High contact your Guidance Teacher who will make arrangements. What if I am being bullied – Tell your Guidance Teacher, one of your subject teachers or any other member of staff as soon as possible. What if I see any vandalism – Report it quietly to any member of staff or a Prefect. Remember if the school is vandalised then visitors may think badly of ALL our pupils. It’s your school – keep it in good condition. What if I feel sick – If you feel sick in class tell your teacher who will notify the School Office to get the First Aider to see you. If you feel sick during interval or lunch go to the School Office. You must NEVER go home without a member of staff’s permission.
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Members of Staff
Head Teacher Mrs L Brown
Depute Head Teachers Mr R Drysdale; Mrs R McGhee (Monday‐Wednesday); Mr D Carthew; Mrs A Paterson (Acting DHT Thursday‐Friday)
Art & Design Ms F Shearer (Principal Teacher); Miss D Burgess
Biology Mrs A Paterson (Principal Teacher Monday‐Wednesday); Mr J Laurie (Acting Principal Teacher Thursday‐Friday); Dr B Orr
Chemistry Dr R Campbell (Principal Teacher); Mrs M Burns; Mrs C Wakeford
Drama Ms H Scott (Principal Teacher); Mr A Norcott
English Mrs F Stephen (Principal Teacher); Ms L Bhattacharjee; Mrs J MacKinnon; Ms F McAllister; Miss C Smith
Geography Mr M Barnetson (Principal Teacher); Mr M Lister
Guidance PTs Mrs E Millar (Spynie); Mrs M Reed (Pitgaveny) Mrs C Reilly (Covesea); Mrs D Russell (Kinneddar)
History & Modern Studies Mrs N Mitchell (Principal Teacher – History) Miss K Begbie (Principal Teacher – Modern Studies) Miss A‐M Bell
Home Economics Mrs A Thomson (Principal Teacher); Mrs E Wilson
ICT & Business Education Mr H Stagg (Principal Teacher); Mrs C Griffiths; Miss P Power
Mathematics Ms T Young (Principal Teacher); Ms M Annand; Mrs C Atkins Mr D Darnley; Miss V Taylorson; Mrs A Beacham (also Support for Learning)
Modern Languages Miss J Munso Vicens (Principal Teacher); Mr K Paterson; Miss T Gilchrist
Music Mrs K Berry (Principal Teacher); Mrs L Harper Instrumental Instructors Ms F Campbell (Percussion); Miss Z Keil (Guitar); Mr G Munro (Brass); Mr C Saddington (Violin); Mrs J Theron (Woodwind)
Physical Education Mr I Scott (Principal Teacher); Mr D Bowcutt; Mrs J Clark
Physics Miss J Fox (Principal Teacher); Mrs L Boyd
Religious & Moral Education Mr S Toner (Principal Teacher)
Support for Learning Mrs M Steel (Principal Teacher) Mrs A Beacham (also Mathematics); Mrs M MacLeod; Mrs P Munro; Mrs C O’Neill
Visiting Specialists Mrs K McIntosh (Educational Psychologist) Mrs M Haufe (Visiting Teacher of the Deaf) Mrs Jenny Piper (Visiting Teacher of Visually Impaired)
Technical Education Mr B Chalmers (Principal Teacher); Mrs J Dodd;
Admin Mrs R McDowall (Admin Officer (Secondary)) Mrs A Owen (Senior Clerical Assistant) Clerical Assistants: Mrs D Coull; Mrs C McMullan; Mrs V Parker
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Home School Link Miss K Dunlop
Group Supervisory Janitor Mr M Inkson
Janitor Mr N Stewart
Librarian Mrs A Walker
Pupil Support Auxiliaries Mrs D Brown; Mrs G Denoon; Mrs N Douglas; Mrs S Henderson; Mrs G McIntosh; Miss J Mulraine; Mrs T Picksley; Mrs L A Potter; Mrs G O’Shane; Mr I Roberts; Mrs L Wood
Supervisory Technician Mr A Kelly (Chief Technician)
Technicians Mr L Barber; Miss D Phelps
Technical Assistants Mrs J Ewan
Catering Unit Supervisor Mr K Brum
School Nurse Mr M Swinglehurst
Skills Development Scotland Mrs G Nicoll
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SECTION 11 — Miscellaneous Information
School Performance Information
This is available on the Education Scotland website at: http://www.educationscotland.gov.uk/parentzone/myschool/findaschool/schools/lossiemouthhighschoolmoray.asp
Information for Parents & Carers Leaflets
The Moray Council has produced a “Notes for Parents and Carers” booklet, which is designed to provide basic information about the education system in Moray and also to detail specific areas of government legislation which may relate to your child’s experience at school. This booklet is available from the school, from Educational Services, or the Moray Council Internet site
http://www.moray.gov.uk/moray_standard/page_47236.html
This booklet is also available in other languages.
A series of leaflets has been produced by Educational Services for parents and carers. These leaflets are available from the school or from the Moray Council Internet site http://www.moray.gov.uk/moray_standard/page_42708.html
Transferring Educational Data about Pupils
Education authorities and the Scottish Executive Education Department (SEED) have collected data about pupils on paper forms for many years. We are now working together to transfer data electronically through the ScotXed programme.
What pupil data will be collected and transferred?
Data on each pupil is collected by local authorities and SEED. Pupils’ names and addresses are collected by their school and education authority but they are not passed to SEED. Your postcode is the only part of your address that is transferred. Data is held securely and no information on individual pupils can or would be published by SEED. It is used for statistical and research purposes only.
Providing national identity and ethnic background data is entirely voluntary. You can choose the 'not disclosed' option if you do not want to provide this data. However, we hope that the explanations contained in this message and on our website will help you understand the importance of providing the data.
Further Information
Further details about ScotXed data exchange are available on the ScotXed website www.scotxed.net The website also contains answers to commonly asked questions about ScotXed. If you have any concerns about the ScotXed data collections you can e‐mail the Senior Statistician at [email protected] or write to The ScotXed Support Office, SEED, Area 1B, Victoria Quay, Leith, ED6 6QQ. The ScotXed contact for Moray is Fiona McKay—telephone 01343 563113, e‐mail [email protected] .
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The Freedom of Information (Scotland) Act 2002
The Freedom of Information (Scotland) Act 2002 aims to increase openness and accountability in the Public Sector by giving people a right of access to information held by Scottish public authorities. The Act applies to almost all public bodies in Scotland including local authorities, the NHS, colleges the Scottish Parliament and The Scottish Executive. The Moray Council aims to make as much information as possible directly available to the public through its website and through its Publication Scheme. If you can’t find what you are looking for then you can contact any department of the Council directly or complete an on‐line form. The web site address is www.moray.gov.uk
Data Protection Act
Information on pupils, parents and guardians is stored on a computer and may be used for teaching, registration, assessment and other administrative duties. The information gathered complies with the principles of the Data Protection Act 1998 and may only be disclosed in accordance with Codes of Practice. The Data Protection Act 1998 ensures that information is collected fairly and lawfully, is accurate, up to date and not held for longer than necessary.
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 message can give only brief description of how we use data. Fuller details of the uses of pupil data can be found on the ScotXed website.
SEED works with a range of partners, including Her Majesty’s Inspectorate of Education (HMIe) and Scottish Qualifications Authority (SQA). On occasion, we will make individual data available to partners and also academic institutions to carry out research and statistical analysis. In addition, we will provide our partners with information they need in order to fulfil their official responsibilities. Any sharing will be done under the strict control and prior agreement of the Data Sharing Panel in SEED, who will not publish or release any information that allows an individual to be identified. Data will not be used to take any actions in respect of any individual pupils.
Moray Council
Further information about The Moray Council Educational Services department, service values, policies and arrangements can be found on the website: www.moray.gov.uk.