MGS School Handbook 2013/4

SUCCESSFUL LEARNERS EFFECTIVE CONTRIBUTORS CONFIDENT INDIVIDUALS RESPONSIBLE CITIZENS EFFECTIVE CONTRIBUTORS CONFIDENT INDIVIDUALS RESPONSIBLE CITIZENS SUCCESSFULCONFIDENT INDIVIDUALS RESPONSIBLE CITIZENS SUCCESSFUL LEARNERS EFFECTIVE CONTRIBUTORS RESPONSIBLE CITIZENS SUCCESSFUL LEARNERS EFFECTIVE CONTRIBUTORS CONFIDENT INDIVIDUALS SUCCESSFUL LEARNERS EFFECTIVE CONTRIBUTORS CONFIDENT INDIVIDUALS RESPONSIBLE CITIZENS EFFECTIVE CONTRIBUTORS CONFIDENT INDIVIDUALS RESPONSIBLE CITIZENS SUCCESSFUL LEARNERS CONFIDENT INDIVIDUALS RESPONSIBLE CITIZENS SUCCESSFUL LEARNERS EFFECTIVE CONTRIBUTORS CONFIDENT INDIVIDUALS SUCCESSFUL LEARNERS EFFECTIVE CON

MUSSELBURGH GRAMMARHANDBOOk 2013/2014

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c copyright. The Homework Diary Company Ltd. Registered in Scotland No 177762

Musselburgh graMMar school

“striving for excellence - caring for all”

DeceMber 2012

MUSSELBURGH GRAMMARHandbook 2013/2014

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content Page

Introduction by Head Teacher 3

Curriculum for Excellence: Bringing Learning to Life and Life to Learning 4

Basic Information about the School/Main Features of Accommodation 5

The School Year 6

The School Day 7

Staff 8-10

Enrolment/Pupil Placement 11

School Curriculum 12

Religious and Moral Education 14

Assessment and Reporting on Pupil Progress/Assessment in the Senior School 15

Teaching and Learning at Musselburgh Grammar School 16-17

Parents’ Meetings and Reports 18

Communication with Parents/Transferring Educational Data About Pupils 19-20

East Lothian Educational Psychology Service 21

Professionals Visiting the School/Information Sharing and Confidentiality/ 22

Consulting With Pupils/ASL Act 2009

Child Protection Procedures/Guidance Provision 23

Homework Policy 24

Extra Curricular Activities/Anti Bullying Policy 25

Pupils Who Have Additional Support Needs 26

School Policy on School Uniform and Clothing/ 27

Assistance with Provision of Clothing and Footwear

Standards of Behaviour and Attendance/Inclusion Strategy 28-29

School Code of Conduct 30

School Transport 31

Road Safety/Educational Excursions/Outdoor Education 32

School Meals/Educational Maintenance Allowances/School and Community 33

Health and Safety/Medical Care 34-36

Administration of Medical Procedures/Occasional and Emergency Arrangements/ 37 Cultural, Community Learning and Development Division

Parent Forum and Parent Council/Parent Teacher Association (PTA) 38-39

Employment of Children/Careers Contact Information 40

Complaint Procedures 41

appendix 1

• Exclusion of pupils from school attendance for disciplinary reasons. 42-43

appendix 2

• ThirdYearCourseChoiceForm-2012 44

• FifthYearCourseChoiceForm-2012 45

• SixthYearCourseChoiceForm-2012 46

appendix 3

• InformationForParents:ExaminationResults&Statistics 47

appendix 4

• InformationfromEastLothianCouncilDepartmentofServicesforpeople. 48-59



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introDuction bY heaD teacher

There has been a school in Musselburgh since 1626 and today the school continues to serve the town of Musselburgh as well as Wallyford and Whitecraig. I believe that it is our privilege to educate the children from the age of eleven to eighteen years, and during that time to seek to achieve the school’s aims.

At the end of Primary 7, pupils come to us from Campie Primary School, Pinkie St. Peters Primary School, Musselburgh Burgh Primary School, Stoneyhill Primary School, Wallyford Primary School and Whitecraig Primary School.

This is a very important step in the life of a young person. They leave a smaller school where they have spent almost all their day with one teacher in one classroom, and come to a very much larger school both in terms of size of roll and building. When they come to the school we want them to enter a secure and caring environment in which they can experience teaching and learning of the highest quality so that they can reach their full potential. We want them to leave at the end of their school career ready for the world of work or further education and ready to be citizens in 21st Century Scotland.I can be reached at [email protected]

Mr Ronnie Summers M.A. Honshead teacher

eDucational aiMs & ethos

Our aims are simple. We want to:• Ensurethatallpupilsachievetothelimitsoftheircapabilitiesthrougheffective teaching and learning. We want them to be successful leavers, confident individuals, responsible citizens and effective contributors;

• Recogniseandvaluetheindividualityanddiversityofallmembersofthe school community;

• Createasenseofcommunityintheschoolbyemphasisingtheimportanceof working together;

• Fosterthepersonaldevelopmentofpupilsinorderthattheymakeresponsible decisions about social, moral and vocational issues, both for their day to day living and their futures.

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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.

We started to implement a Curriculum for Excellence in August 2010 when our S1 group arrived. We will continue to develop the curriculum in each year. Many of the features of a Curriculum for Excellence occur here already.

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. There will be new qualifications for literacy and numeracy and new National 4 and 5 qualifications from 2013/14. Our well regarded Access, Highers and Advanced Highers will be updated to take account of and support the new approaches to learning and teaching.

There’s personal support to help young people fulfil their potential and make the most of their opportunities with additional support wherever that’s needed. There will be a new emphasis by all staff on looking after our children’s health and wellbeing – to ensure that the school is a place where children feel safe and secure.

Ultimately, Curriculum for Excellence aims 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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basic inforMation about the school

Musselburgh Grammar School86 Inveresk RoadMusselburghEast LothianEH21 7BA

Tel: (0131) 665 4278Fax: (0131) 653 2152

The School roll for Session 2013/2014 is expected to be as follows:

First Year 225

Second Year 223

Third Year 216

Fourth Year 225

Fifth Year 226

Sixth Year 127

This gives a total of 1242.

the associated Primary schools are:-

CampieMusselburgh BurghPinkie St Peter’sStoneyhillWallyfordWhitecraig

Main features of accoMMoDationA large part of the school is built on 4 floors. All subject areas are accessible by using stairs or a combination of the lift and platform lifts. The ground floor has wheel chair access at several points and all floors have disabled toilets. Parents should contact the school immediately if they have any concerns regarding access to facilities. The school is very willing to work with parents and pupils to support pupils with disabilities as far as possible and takes a very flexible attitude to the requirements of individual children.

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the school Year 2013/14

term 1 staff Days 88 Pupil Days 85

Staff Resume Monday 12 August 2013 In-service Day 1

Tuesday 13 August 2013 In-service Day 2

Pupils Resume Wednesday 14 August 2013 start of term 1

Autumn Holiday Monday 16 September 2013

All Resume Tuesday 17 September 2013

All Break Friday 11 October 2013 Mid term break

Staff Resume Monday 21 October 2013 In-service Day 3

Pupils Resume Tuesday 22 October 2013

All Break Thursday 19 December 2013 end of term 1

term 2 staff Days 60 Pupils Days 59

Staff Resume Monday 6 January 2014 start of term 2 (In-service Day)

Pupils Resume Tuesday 7 January 2014

All Break Friday 14 February 2014 Mid term break

All Resume Monday 24 February 2014

All Break (Easter) Friday 4 April 2014 end of term 2

good friday – 18 april 2014; easter Monday – 21 april 2014;

term 3 staff Days 57 Pupil Days 56

All resume Monday 22 April 2014 start of term 3

Spring Holiday Monday 14 April 2014

May Day Holiday Monday 5 May 2014

All Resume Tuesday 6 May 2014

Victoria Day Monday 19 May 2014

Staff Resume Tuesday 20 May 2014 In-service Day 5

All Break Friday 27 June 2014 end of term 3

total 195 total 190



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the school DaY

The School operates a 271/2 hour pupil contact week over a period of 41/2 days.

The School day is as follows:-

Monday - thursday friday only

8.45 - 8.50 registration or assembly 8.45 - 8.55 registration

8.50 - 9.50 Period 1 8.55 - 9.55 Period 1

9.50 - 10.50 Period 2 9.55 - 10.55 Period 2

10.50 - 11.05 breaK 10.55 - 11.10 breaK

11.05 - 12.05 Period 3 11.10 - 12.10 Period 3

12.05 - 1.05 Period 4

1.05 - 1.50 lunch

1.50 - 2.50 Period 5

2.50 - 3.50 Period 6

On Fridays all pupils finish at 12.10 pm. Lunch is available in the Dining Room.

Staff continue to work on some Friday afternoons on development tasks. Since our associated Primary Schools and Neighbourhood Secondary Schools also close early on Fridays, this allows us to work together on Primary Liaison and other new curricular developments.

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staffPlease note that information about staff is subject to change, as personnel can vary from year to year.

heaD teacher

Mr R Summers DePute heaD teachersMr S MacKinnon (Senior Depute)Mrs Y Mackie (Grange) Mr R Burns (Moray) Mr G Fruish (Caird) Mr G Gallagher (Principal Teacher Representative)

Each pupil in the school is allocated to a House. There are three houses in the school: Moray, Grange and Caird. Each house is headed by a Depute head teacher who works with two Principal Teachers of Guidance. It is this team’s responsibility to look after the pupils in their House, to care for them, to listen to their problems, to help resolve these problems, to give curricular and career advice, to monitor their attendance and behaviour and to liaise with staff and other external educational agencies.

Mr S MacKinnon, Senior Depute Head Teacher, deputises for the Head Teacher whenever he is unavailable and is also responsible for the day to day running of the school. A major part of his job is to liaise with and support staff and pupils in the implementation of the positive behaviour policy.



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subJect DePartMentsart anD Design Z Walker (Principal Teacher: Expressive Arts Faculty) D Casado G Lloyd (Part time) L Main P ThomsonE Lawrence-Peattie (Part time)

biologYJ Laidlaw (PT Biology/Science)

J Souness

C Goodbrand (Principal Teacher) (Maternity) J Park (Principal Teacher : Partnership with Parents and Pupils)

J Wilkinson (PT Guidance) E EllisK RobertsonS McKendrick (NQT)

business eDucationM Campbell (Principal Teacher Office & Info Tech Faculty) A Crawshaw M Marshall (Maternity) A McGlenMr Burke (Temp)(Part Time)

Mr D Ferguson (Temp)(Part Time)

cheMistrYL Shaw (Principal Teacher: Chemistry/Physics) K Capon K MalleyS Gilbertson

coMPuter eDucationM Campbel (Principal Teacher Office & Info Tech Faculty) R Henderson D Lynch

craft, Design anD technologYR Virtue (Principal Teacher)

G Plimer (Principal Teacher)

F Brown (Principal Teacher Outdoor Education) G Gallagher (Principal Teacher Performing Arts) J MonaghanR ShawS Watson

english J Craigie (Principal Teacher) S Cavers (PT Guidance)

J Fraser (Job Share) D Mainds (Job Share)

F Neill (Part Time) (Maternity)

M O’Connor (PT Guidance)

R SweetnamL DalrympleC Roddy (Principal Teacher)

N Robertson J.A. WrightR Forster (Temp)

R Yates (NQT)

M Johnstone (Temp)

geograPhYA Chisholm (Principal Teacher) S Dias E Orsi C Taylor (NQT)

historYA Chisholm (Principal Teacher) K Anderson J BonnarR DuncanD Geary (NQT)

hoMe econoMicsE Howarth (Principal Teacher Health & Wellbeing Faculty) J JohnstoneG Taylor (Acting PT Guidance)

M ForganM LoganJ Stewart (Auxiliary: H.E)

integrateD PuPil suPPort baseG Forrest (Principal Teacher) M Dreon GouldAuxiliaries S Beveridge J Howie

suPPort for learning C Wills (Principal Teacher) V Douglas P Glennie (Part time) S Murphy B Steel (Part time) K MacDougallJ Storey AuxiliariesT Waye, B Brodie, D Little, P Sutherland, E Sweeney, M Wilson, S DudgeonS Souter, M. Lyons, A Riding, D. RamsayJ Broomfield (Temp), D McHugh (Temp)

A Tait, J Johnston

MatheMaticsF McLeod (Principal Teacher)

V Lyall (Principal Teacher) J Connelly (Principal Teacher : Mentoring) J Dewar M Gebbie J Inglis A Marchant D Parker P. Goodall S Morris

subJect DePartMents

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MoDern languagesD Waugh (Principal Teacher) S Gellaitry (PT Guidance) J ForbesK Thiam L Cairns M McIntosh E Jardine (PT Guidance) (Maternity)

F Scott

MoDern stuDiesB Richardson (Principal Teacher) L HamiltonE Bain (Temp)

J BonnarR Nicolson (Secondment)

MusicZ Walker (Principal Teacher: Expressive Arts; Faculty)

E ArmstrongG EdesN Milne (NQT)

Music instructorsJ Aspley (Woodwind) (Maternity Leave)

A Coady (Guitar) S Karpa (Piano) (Maternity Leave)

O Gray (Cello)

S Reeves (Brass)

J Smith (Violin and Viola)

D Swanson (Drums)

S Desmond (Singing)

D Barnen (Bagpipes)

L MacPherson (Maternity Cover: Woodwind)

P Antonelli (Maternity Cover: Piano)

PhYsical eDucationE Howarth (Principal Teacher) Health & Wellbeing (Faculty) L FruishA McSherry M Scott K MansonA DoakW Nicholson (NQT)

PhYsicsJ Sneddon S Dudley R ThorbjornsenE Cargill (Part Time)

religious stuDiesM MohammedE MacDonald

business ManagerL Balmer

aDMinistrationE Ferguson (Senior Business Support Administrator) E McLauchlan (Admin Assistant)

S Murray (Reprographics)

E Cullen (Clerical)

L Scott (Clerical)

C Owenson (Clerical)

E Laidlaw (Clerical)

M Stewart (SMT Clerical)

Janitors N HossackJ McLelland

librariansA Deas (Job Share-Part Time)

G Steele (Job Share- Part Time)

MeDicalC Harvey (Welfare Assistant) J McLeod (School Nurse)

technicians/suPPort staffC Crookston - Science Dept (Senior Technician)

B Cunningham - Science Dept (Technician)

S Mells - CDT (Technician)

integration teaMD French (Integration Team Leader)

S Crawford (Child&FamilySupportWorker:Attendance)

K Morris (Child&FamilySupportWorker)

C McLaughlan-Shearer (Child&FamilySupportWorker)



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enrolMent

admission of Pupils at s1: august 2013All pupils who live in the catchment area of the school and/or attend one of the associated primary schools will normally transfer to secondary school on completion of the seven year course of primary education, or on attaining the age of 12 years 6 months at the date of transfer. All P7 pupils will visit the school for two days in June 2013. This will allow them to get to know the school, the staff and other pupils and to follow their timetable.

admission of all other Pupils:

Admission of all other pupils takes place in either August 2013 or during session 2012-2013. The Head Teacher may enrol any pupil who is normally resident within the catchment area subject to accommodation and staffing availability.

In the case of any other pupils whose parents request admission, the Head Teacher should receive the request in writing and will refer it to East Lothian Council.

change of addressPupils whose place of residence changes to outwith the catchment area of the school may remain in attendance if the parents submit a placing request which is accepted by East Lothian Council. Acceptance of such a request will normally be on the understanding that the cost of travel to and from school will be met by the parent. Exceptions may be made in certain circumstances particularly for those at a critical stage in their education.

school Procedures for enrolmentParents who wish their children to be enrolled at the school, other than at the transfer stage P7 to S1, should contact the school. An appointment will then be made to meet the Head Teacher to discuss all the relevant details: place of residence, age of pupil, course being followed, etc. Subject to agreement, arrangements will then be made and a date for enrolment given.

All parents should feel free to contact the school at any time prior to enrolment if they wish to see the school or discuss any issues.

PuPil PlaceMentNormally children attend the catchment area school known as the district school. If you wish your child to attend a non-district secondary school, information will be sent to your home address when your child is in P7. It should be noted that attendance at an associated primary school does not mean automatic transfer to the attached secondary school.

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school curriculuM

The curriculum in first and second year offers a mixture of many subjects. English and Mathematics will be very familiar to pupils, whilst Art, Music, Modern Languages, Physical Education and Religious Education will be studied in greater depth. Some subjects will be new, such as Craft Design and Technology, Home Economics, Citizenship and Social Education.

Pupils are taught in whole classes of up to 33 and in practical classes of up to 20. In First Year they are

mostly mixed ability classes. This allows pupils to have time to settle in, adjust to the new setting, and develop their strengths and their weaknesses. In Second Year most Departments arrange pupils according to their ability in the particular subject.

Pupils who have learning difficulties are identified and given special help either in the classroom or in small extracted groups. Support for Learning staff also work with teachers to give them advice on supporting pupils and to help them construct programmes of work to develop these youngsters.

Under previous arrangements, pupils would study a broad range of subjects in S1/S2 and then pick 8 subjects to study in more depth as part of Standard Grade courses. In the future, pupils will experience a broad general education across 8 curricular areas- languages, mathematics, sciences, Social Subjects, Technologies, Expressive Arts, Religious and Moral Education and Health and Well Being.

We introduce an element of choice by the end of S2, while ensuring a broad general education across all 8 curriculum areas. Pupils will move into the senior phase (S4-S6) at the start of S4. Pupils will be able to choose their subjects on the basis of their interest, aptitude and ability as they have always done.

As well as certificated subjects, pupils will also take Physical Education, Personal and Social Education and Religious and Moral Education. In S4 all pupils will take English and Mathematics and Religious and Moral Education as certified subjects, plus their five choices, to SQA certification. The subjects taken in the S3 Enhancement column is dropped, with one extra period given to English and Mathematics respectively to support work in literacy and numeracy. All pupils in East Lothian will have the chance to be presented for up to 8 subjects it will not disadvantage our children against those from other schools.

For S5 and S6 classes, it may not be possible to pursue all subjects through all levels from Access across the National Qualifications Framework.

All pupils will sit new National Qualifications in Literacy and in Numeracy as part of their English and Mathematics courses. These will be offered at levels 3, 4, and 5 and are at the equivalent level to Foundation, General and Credit Awards for Standard Grade.

The school will keep parents informed on a regular basis as our plans are formalised and we anticipate holding parents’ meetings to keep you informed of developments.

We will continue to hold Open Choice evenings as well as our Parents’ Meetings where you talk to your child’s teachers.

Guidance Staff spend a lot of time giving advice and support to pupils on curricular choice. Subject teachers advise both Guidance Staff and pupils about the subjects pupils are most suited to take. The Careers Service can also advise them on the educational requirements for different jobs and careers.



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At the end of fourth year the vast majority of pupils will have sat examinations at a variety of levels. A few will then decide to leave school and take up employment or go to college. Most will stay on and continue their education at Musselburgh Grammar School. As a group they will have widely different aspirations.

Scottish Education remains broad based in the senior phase and we will encourage pupils to keep their choices as open as possible. Academic pupils with Level 5 passes (equivalent to credit passes at Standard Grade) will be looking to take up 5 Higher courses at Higher and then may take Advanced Higher courses (equivalent to Advanced Higher) in sixth year. Other pupils can choose a mixture of subjects from level 4 to level 5 to Higher and progress their qualifications for the career,

training, further education and employment they choose.

These senior pupils are also expected to take an active part in their school experience and will be encouraged to set their own goals and targets and become more independent.

Others who stay at school until Christmas may commence a course at a College of Further Education such as Jewel and Esk Valley College, or Stevenson College, Edinburgh.

All their choices will be made after extensive advice from subject teachers, Guidance staff and the Careers Service.

Sport plays a vital part in the school curriculum at Musselburgh Grammar School, with many pupils taking certificated courses in PE. We offer a wide range of sports in the school , including athletics, hockey, swimming, football, gymnastics, rugby, golf, basketball, tennis, keep fit and aerobics.

Music also plays a large part in the life of the school. All pupils take music in First Year and Second Year and have the opportunity to take certificated courses in the middle and senior schools. In addition, musically talented children can have extra tuition with the Music Instructors who are in school daily.

Art is another strong area in the school. The Art Department provides all the posters and art work displayed in and around the school.

coMPosite classes

There are composite classes in most schools across East Lothian. They help us to deliver effectively within the school’s budget and are based on pupil age. All classes whether composite or not, contain pupils of different abilities and levels of development. Teachers are expert in how to structure learning for pupils of differing abilities and composite classes don’t pose any greater challenge than single-year classes. We know that friendship groups are important and we encourage children to mix with their friends at break, through whole-school or stage events. Parents should also create opportunities to maintain friendships and encourage new ones.

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religious observance

Religious observance should provide opportunities for the school community to reflect on, and develop, a deeper understanding of the dignity and worth of each individual and their contribution to the school and wider communities. In recognition of Scotland’s Christian heritage, schools are encouraged to use the rich resources of this tradition when planning religious observance. Many school communities contain pupils and staff from faiths other than Christianity or with no faith commitment. This should be taken fully into account in supporting spiritual development. It is of central importance that all pupils and staff can participate with integrity in forms of religious observance without compromise to their personal faith stances.

At present school assemblies are the most common vehicle for delivering religious observance. There should be a clear distinction between assemblies devised for the purpose of religious observance and assemblies for other purposes such as celebrating success. Religious observance might include opportunities for class, year, stage or whole school observance as well as involvement by pupils and other, including school chaplians, in planning and presentation. There is a statutory provision for parents to withdraw children from participation in religious observance. This right should always be made known to parents and their wishes respected. Parents should be provided with sufficient information on which to base a decision.

Where a child is withdrawn from religious observance, schools should make suitable arrangements for the child to participate in a worthwhile alternative activity. In no circumstances should a child be disadvantaged as a result of withdrawing from religious observance.

For more information please refer to: Curricular 1/2005 Provision of Religious Observance in Scottish Schools (http://www.scotland.gov.uk/Publications).



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assessMent anD rePorting on PuPil Progress

There are many types of assessment in schools. Teachers gather evidence about pupils’ performance all the time- informally by observation, formally through set tasks including homework and end of topic tasks. This information is fed back to parents via parents’ meetings and via the summary report issued to parents each year.

A Curriculum for Excellence has several levels- from Early to Fourth. A pupil will not achieve a level in a single academic year, but we will expect every pupil to progress. We will use the words “developing”, “consolidating” and “secure” to indicate a pupil’s progress through the level.

A written report is issued to parents every year for S1 to S6. You will have a report from every subject your child takes and each subject will indicate the level your child is working at. The report will contain information about the strengths of your child’s performance and about the areas he or she now needs to work on.

Qualifications arrangements for pupils will change from August 2013 and this will affect your child.

However, we have no plans to present pupils for national examinations in S3 we intend to present pupils in S4-S6 as at present.

At present, S3 pupils sit formal examinations in S3, the preliminary examinations in S4, followed by SQA national examinations in May/June of S4. They also sit preliminary examinations and SQA national examinations in S5/S6.

Primary 7 profiles were introduced in the summer term of 2012. S3 profiles are due to be introduced in the summer term of 2013.

We undertake to keep parents fully informed of any changes to examinations which will affect pupils.

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teaching anD learning at Musselburgh graMMar school

curriculuM s1 anD s2

We have a close liaison with our associated primary schools in order to ensure that there is a continuity of development between P7 and S1. The Cluster Group has worked together to take forward the 5-14 National Guidelines in the past and will work together to take forward A Curriculum for Excellence.

In their first three years in secondary school, pupils have the opportunity to experience a wide range of subjects as part of a broad general education. This enables them to develop and assess their own capabilities and interests as far as possible.

In S1, classes are generally mixed groups with regard to age, sex, ability, former Primary School etc. However, as far as possible, pupils participate in PE in single sex groups and classes are set by ability for Mathematics and English.

In S2 many subjects set their classes by ability. Subjects in which pupils continue in mixed ability groups are Art, Computer Studies, Home Economics, Music, RME, PE and PSE. There will be elements of choice from the start of S2 in the future.

The learning takes place through a wide range of planned experiences. These include environmental, scientific, technological, historical, social, economic, political, mathematical and linguistic contexts, the arts, culture and sports.

the subjects which make up the common course in first Year are:

Art, English, Mathematics, Science, Home Economics, Craft and Design and Technology, Modern Languages, Physical Education, Music, Computer Studies, Business Education, PSE and Citizenship. (History, Geography, Modern Studies and RME)

the subjects which make up the common course in second Year are:

Art, English, Mathematics, Biology, Physics, Chemistry, Home Economics, Craft, Design&Technology,ModernLanguages,PhysicalEducation,Music,ComputerStudies,Enterprise,Geography,History,ModernStudiesandReligious&MoralEducation, Business Education.



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curriculuM s3 anD s4As was said in previous pages, S3 is now part of the broad curriculum in S1-S3 when pupils will be studying at third and fourth levels. Arrangements will be finalised over time for this area of the curriculum.

S4 will be the year when pupils will be presented for subject certification in English, Mathematics and all the other subject specialisms.

In both these years, subject teachers will be looking to build on the knowledge, skills and capacities of previous years and prepare pupils for the next stage of learning to come. We are looking to have a more even gradient of learning for every year rather than very difficult transitions from S4 to S5 as at present.

curriculuM s5 anD s6

In s5 almost all pupils study English and Mathematics and select a further three subjects and an elective period to study at either Intermediate 1 or 2 or Higher level. Pupils also have one period of PSE. The course choice sheet in the appendices gives an indication of the wide range of choice and the progression routes available to pupils going into S5.

In s6 pupils select four or more subjects for study depending upon the level of course being studied, previous performance and/or further education requirements. Pupils studying 3 Advanced Highers will not be expected to choose additional subjects. S6 pupils also have one period of PSE and usually have some ‘private study’ on their timetable where they can carry out additional work in greater depth. The timetabled S5/S6 provision is also shown in the appendices.

curriculuM flexibilitY

Although all pupils follow a broad general education in S1-S3 some pupils are unable to access the whole curriculum and are given additional support with their learning. Selected pupils in S1 enjoy time out for paired reading to improve their reading skills while others attend Successmaker – a computerised learning package to promote mathematical and linguistic skills.

In S5 and S6 there is greater flexibility with some pupils opting for a work experience placement and others to attend college for part of the week.

Parents/guardians are asked to note that the arrangements described above are those currently available. The options are only those currently available and may change according to changes in roll, staffing or policy. Current courses may not be available when a pupil enters S5 and options presently offered at later stages may not still be provided when a pupil reaches these stages in due course. For S5 and S6 classes, it may not be possible to pursue all subjects through all grades.

hiDDen curriculuM

Pupils also learn through the day-to-day experiences of the life of the school community, with its values and social contact, and from out of school activities, events and celebrations. Many pupils take on positions of responsibility e.g. Prefects, Pupil Council, House Councils and assisting at Parents’ Evenings.

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Parents’ Meetings anD rePorts

suMMarY of tiMing of Parents’ Meetings anD rePorts for 2012/2013

These dates may change from August 2013. Exact dates of Parents’ Evenings will be notified to parents in information posted to home addresses in August 2013. In addition letters inviting parents to attend Parents’ Evenings will be distributed 7 days before the date of the Parents Evening.

Finally, parents are free at any time during the session to ask to see Guidance Staff, who can give them an update on pupil progress.

rePorting

• PupilReportsenablepupilstohaveaclearideaoftheirprogressinallsubjectsbeingundertaken;

• PupilReportsclearlydescribethestrengthsanddevelopmentneedsrequiredofpupils;• PupilReportsconveyaccurateinformationtocolleaguesworkingwithpupilswithinthe

school;• PupilReportsareeffectiveinpassingoninformationpertainingtopupils,tootherschools,

when and if required;• PupilReportsareusefulandinformativetoparents/guardians.

Parents’ evenings: (all Meetings 5.00 – 7.00p.m.) issue of reports:

30 OCTOBER 2012 s4

7 NOVEMBER 2012 s1 13 MARCH 2013 s5/6 (PROGRESS REPORT)

6 DECEMBER 2012 s3 7 DECEMBER 2012 s5/6

16 JANUARY 2013 s5/s6 10 JANUARY 2013 s4

28 FEBRUARY 2013 s2 25 FEBRUARY 2013 s2

8 MAY 2013 s1

31 MAY 2013 s3

In accordance with equality legislation, including the Disability Discrimination Act, schools may request alternative Assessment Arrangements from the Scottish Qualifications Authorityfor examination candidates with disabilities and/or additional support needs. These adjustments or changes should provide candidates with an equal opportunity to demonstrate their skills and abilities to the fullest. The candidates should be potentially able to achieve the national standards but be unable to do so using the published assessment arrangements. Strict procedures must be adhered to. Further information can be obtained from www.sqa.org.uk (Alternative Assessment Arrangements).



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coMMunication With ParentsThe Children (Scotland) Act 1995 amended the definition of “parent” in the Education (Scotland) Act 1980 to “Parent includes guardian and any person who is liable to maintain or has parental responsibilities in relation to, or has care of, a child or young person”.

Communication with parents can take many forms and have many purposes. Schools are supported by East Lothian Council to use a range of ways to ensure that all parents have the information that they need to support their own child’s learning and to help them become involved in the life of the school.

Divorced/Separated Parents – Information

Effective communication between the school and parents is vital. This can sometimes be difficult when parents separate or divorce. If parents are separated or a divorce was granted after November 1996 both parents will retain parental responsibilities, unless the court has specifically removed those responsibilities. In relation to placing requests, appeals against certain educational decisions and access to pupils’ records both parents will normally have equal rights. Even if a divorce was granted prior to November 1996 the parent without custody may not have lost all rights to information and to be involved in decision-making. The above definition may also give others rights.

Schools will therefore request the names and addresses of both parents at the time of enrolment and at the annual update of data. The parent/s with whom the pupil resides will automatically receive all communications from the school. If a parent lives away from the family home they will, when the school is first informed of their address, receive a Recorded Delivery letter enquiring whether or not they wish to receive information about their child’s education. If no reply is received it will be assumed they do not wish to be kept informed and there will be no further communication unless a request for information is subsequently received. If they wish to be kept informed they will receive copies of all communications regarding the pupil including copies of reports and notification of Parents’ Meetings. The parent with whom the pupil resides will be informed that this is happening.

The school is dependent on the parent with whom the pupil resides supplying the appropriate information i.e. the address of the parent not living in the family home, details of Court proceedings prohibiting that parent’s involvement in the child’s education or any other relevant documentation. Parents/Carers should note that children can only be collected from school by the parent with whom they reside unless the parent/carers have authorised an alternative arrangement. If someone else is to collect the pupil the school should be informed in advance.

transferring eDucational Data about PuPils

The Scottish Government and its partners collect and use information about pupils to help to improve education across Scotland. This note explains why we need this information, how we use it and what we do to protect the information supplied to us.

Why do we need your data?

In order to make the best decisions about how to improve our education service, Scottish Government, education authorities and other partners such as the SQA and Careers Scotland need accurate, up-to-date data about our pupils. We are keen to help all our pupils do well in all aspects of school life and achieve better examination results. Accurate and up-to-date data allows us to:

• plananddeliverbetterpoliciesforthebenefitofallpupils,

• plananddeliverbetterpoliciesforthebenefitofspecificgroupsofpupils,

• betterunderstandsomeofthefactorswhichinfluencepupilattainmentand achievement,

• sharegoodpractice,

• targetresourcesbetter.

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Data policy

Information about pupils’ education is collected in partnership between the Scottish Government and Local Authorities through the ScotXed Programme which aims to help schools and Local Authorities by supporting efficient collection, processing and dissemination of statistical information. The Scottish Government then provides analysis of the data to support research, planning, management and monitoring of education services as well as to produce National Statistics publications.

Education data within Scottish Government is managed effectively by secure systems and is exploited as a valuable corporate resource, subject to confidentiality restraints. As part of its data policy, Scottish Government will not publish or make publicly available any information that allows individual pupils to be identified, nor will data be used by Scottish Government to take any actions in respect of individuals. Data is held securely and no information on individual pupils can or would be made publicly available by Scottish Government.

the individual data collected by scottish government is used for statistical and research purposes only.

Your data protection rights

The collection, transfer, processing and sharing of ScotXed data is done in accordance with the Data Protection Act (1998). We also comply with the National Statistics Code of Practice requirements and other legislation related to safeguarding the confidentiality of data. The Data Protection Act gives you the right to know how we will use your data. This note can give only a brief description of how we use data. Fuller details of each individual ScotXed survey, including the purpose of each and the published data, can be found on the ScotXed website (www.scotxed.net).

Scottish Government works with a range of partners including HM Inspectorate of Education, Careers Scotland and the SQA. On occasion, we will make individual data available to partners and also academic institutions and organisations 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 of data will be done under the strict control of Scottish Government, which will ensure that no individual level data will be made public as a result of the data sharing and that these data will not be used to take any actions in respect of an individual. Decisions on the sharing of data will be taken in consultation with relevant colleagues and individuals within and outwith Scottish Government.

concerns

If you have any concerns about the ScotXed data collections you can email the Senior Statistician, Peter Whitehouse, at [email protected] or write to The ScotXed Support Office, Area 1B, Victoria Quay, Leith, EH6 6QQ. Alternative versions of this page are available, on request from the ScotXed Support Office, in other languages, audio tape, Braille and large print.



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east lothian eDucational PsYchologY service

Educational Psychologists are part of the Department of Services for People within East Lothian Council. They make regular visits to all nursery, primary and secondary schools in the authority.

What do educational Psychologists do?

Educational Psychologists work collaboratively with other professionals, parents and carers, to help children and young people overcome barriers to learning. They support school staff to enhance learning environments, to ensure they are effective for all children and young people, whatever their learning needs.

how does an educational Psychologist become involved with my child?

If you have any concerns about how your child is getting on at school, the first thing to do is share them with school staff. If staff feel that an Educational Psychologist may be able to help, they will contact their link Educational Psychologist for a consultation or invite them to a staged assessment meeting in school. If the Educational Psychologist is going to become formally involved with your child, then parental permission for this will always be sought. You are also welcome to contact the Educational Psychology Service directly if you would prefer.

You can find out more at our web pages on the East Lothian Council website or you can contact on :

telephone: 01620 827944 or write to East Lothian Council Educational Psychology Service, John Muir House, Haddington, East Lothian, EH41 3HA

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Professionals visiting school/inforMation sharing anD confiDentialitYThe school can call on professionals from a number of different agencies/services for help and advice. These include Educational Psychologists, Outreach Teachers, OfficerswithintheInclusion&EqualityDivision,SchoolDoctor,SchoolNurse,Careers Advisor, Social Worker and Integration Team Worker. Formal referral to any of these agencies/services would only take place with the consent of parents/guardians. There will however be occasions when issues may be discussed in confidence without formal referral and therefore without such consent. If parents are concerned about this they should contact the Head Teacher for further information.

Individual pupils may be discussed at the School Liaison Group. This is attended by representatives from the school, Community Child Health, Community Development, Education Welfare Service, Psychological Services, Integration Team and Children’s Services. The meeting considers strategies to help pupils having difficulties in school. All matters discussed in these meetings are understood to be strictly confidential. Parents are invited to these meetings.

consulting With PuPilsUnder the Children (Scotland) Act 1995 the views of children should be taken into account when major decisions are being made which will affect their lives. Generally children over 12 are presumed in law to have a view but younger children may also be mature enough to have a view and should be given the opportunity to express it. While the school may not be bound by this we do consult with our pupils usually through discussion between the pupil and the Guidance Teacher.

Other forms of consultation can take place through the Pupil Council, Pupil representation on the Parent Council, questionnaires and interviews prior to subject choice. The school has an active Pupil Council run by the Senior Prefects. It has representation from all year groups and convenes six times per year.

asl act 2009• Achildoryoungpersonwhohasadditionalsupportneeds,andalsohis/herparents

or carers, should be involved in any decisions-making. They can have a supporter with them at meetings or have an advocate present to present their case for them. A young person’s views must be taken into account for post-school transitions.

• Youngpeopleandparents/carersshouldbeprovidedwithinformationandadviceabout their own, or their child’s additional support needs. They can also request, at any time, an assessment to establish additional support needs or if a Co-ordinated Support Plan (CSP) is required, or for a CSP to be reviewed.

• Ayoungpersonwhohasadditionalsupportneedsorhis/herparentorcarercanmake a placing request to another education authority or an independent school.

• Thelocalauthorityisrequiredtoproveafreemediation.CommonGroundMediation is East Lothian Council’s provider. It promotes collaboration between parents, children, school and education services. Anyone involved in a disagreementcanaccessthisservice.InformationisavailablefromInclusion&Equality.

• Youngpeopleandparentsorcarerscanmakeanapplicationtousethefree, national Dispute Resolution process to resolve certain types of dispute. InformationisavailablefromInclusion&Equality.

• YoungpeopleandparentsorcarerscanappealtothenationalAdditionalSupportNeeds Tribunal to challenge a decision about a CSP and certain other matters relating to additional support needs. Free advocacy can be provided for this. InformationisavailablefromInclusion&Equality.



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chilD Protection ProceDuresEdinburgh, the Lothians and Borders, including East Lothian Council, have reviewed and re-issued the “Inter-Agency Child Protection Procedures”. The procedures promote a high level of inter-agency co-operation when working with children who may be in need of protection. Training is available for all staff in East Lothian Council to ensure that their skill and commitment is used effectively in identifying and protecting children who have been abused or may be at risk of abuse. The Procedures will further encourage the partnership that exists between

the Department of Services for People, Department of Health and the police in East Lothian, and will help towards building a partnership with parents in carrying out our duties and responsibilities to East Lothian children and young people.

guiDance ProvisionThe school is divided vertically into three houses: Caird, Grange and Moray. Each house is staffed by a Guidance Team consisting of a Depute Head Teacher (Head of House) and two Principal Teachers of Guidance, assisted by a group of Register Teachers.

Pupils will remain in the same house throughout their school career, enabling them to build up a relationship with their Register Teacher and the House Guidance Team. As far as possible brothers and sisters will be allocated to the same House in order that parents need only contact one House Guidance Team.

Outwith Parents’ Evenings, Guidance Staff are the point of contact between parents and school. Guidance Staff will meet parents by appointment in school during non-teaching time or at times mutually convenient to both parents and Guidance Staff.

Each House Guidance Team is responsible for the pastoral care of all the pupils in their charge. They will provide personal, vocational and curricular guidance and counselling. Guidance teachers give support to every pupil in their case load; through constantly monitoring attendance, through teaching their case load in social education classes, through one to one interviews and Pupil Profiles, and through reviewing reports and monitoring attainment. Each team will liaise closely and there will be a timetabled weekly meeting to discuss the pupils under their care.

The Guidance staff have a significant role to play at times of transition e.g. Primary/Secondary transfer, course choice in S2 and course choices made at the end of S4, S5 and S6. They also write references for potential work places, Colleges and Universities.

Where a pupil requires additional support, the Guidance teacher will use a number of strategies to try to resolve any difficulties. There is an ‘open door’ policy and pupils are encouraged to self-refer to discuss any problems they may be having. If the Guidance teacher is not immediately available they will make an appointment to meet with the pupil later. Parents are also asked to contact their child’s Guidance teacher if they have any concerns.

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hoMeWorK PolicY

Pupils should be encouraged to take an active role in their own education and it should be stressed to them that homework is an important part of their learning experience. Homework is integral to education as it encourages pupils to reflect on work done in school, stimulates interest in building on this work and helps pupils develop good study habits.

The vast majority of parents are keen for their children to do homework and are very supportive of the school in ensuring that homework is completed.

Pupils must take responsibility for their own learning and so it follows that failure to complete homework need not necessarily be punished. Neither should it be condoned or ignored. Parents will be promptly informed by the Subject Department when homework is not completed.

Points regarding homework

1. Homework should be given regularly to all years. Good homework habits should be set in S1 and continued as pupils progress through the school;

2. Homework should not be too onerous or unduly time consuming particularly for younger pupils;

3. Homework should extend or reinforce work completed satisfactorily;

4. If possible homework should be varied and interesting to encourage pupils to complete it;

5. Teachers must ensure that all homework is completed satisfactorily;

6. Homework should be given on a regular basis and sufficient time given for its completion. For Higher Grade subjects, homework should be issued at least once a week;

7. Pupils will be issued with a Personal Organiser. They should make a note in the Personal Organiser of all homework given. Use of such a document will help pupils remember what homework has been issued to them and assist them in organising their study time effectively. Teachers will be able to check that pupils are not overloaded for any particular day and parents will find the Personal Organiser helpful in ensuring completion of homework.



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extra curricular activities

We offer a wide range of extra curricular sporting activities, including football, table tennis, hockey, golf, aerobics, and keep fit. We also run discos, dances, pantomime, rock concerts, homework clubs, to name but a few other activities. The school also has a full time Sports Co-ordinator dedicated to the promotion of sport across the school.

Music also plays a large part in the extra curricular life of the school. There is a school choir and orchestra and a Guitar Ensemble.

Foreign travel is a regular feature at Musselburgh Grammar School. Recent trips include a visit to Poland, the Alps, a French history field trip to Northern France, and a trip to Berlin. We also take groups of pupils on regular outdoor weekends to Lagganlia Outdoor Education Centre and Benmore Outdoor Education Centre.

Some activities currently available cannot be guaranteed in future years, since the pattern of activities depends on the changing expertise and interests of staff and pupils.

anti- bullYing PolicY

Musselburgh Grammar School has an Anti Bullying Policy as part of East Lothian Council’s Anti Bulling Policy and Procedures, and

incidents of bullying are recorded as part of that Policy.

The School’s Policy aims to reduce bullying and to create a more positive atmosphere so the incidents of bullying will be more readily reported.

The school’s Social Education programme is developing its ongoing work to combat bullying and is using nationally produced materials. School assemblies regularly address the issue and reinforce anti-bullying messages.

Pupils are encouraged to tell someone if they are being bullied. They will do this more often if they feel that incidents of bullying

are being properly dealt with. A confidential “it’s o.K. to tell” box has been placed in the Library for pupils who lack the confidence to

speak to someone concerning bullying.

Allegations of bullying are always investigated and appropriate actions are taken in line with East Lothian Council’s Anti Bullying Policy.

A.B.E.L (Anti-Bullying East Lothian) are located at Brunton Hall, Musselburgh.

The school’s anti bullying co-ordinator is Mr R Burns, Depute Head Teacher.

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PuPils Who have aDDitional suPPort neeDs

East Lothian Council’s Policy Document “Learning and Teaching for All” provides a framework for full and effective inclusion of pupils with additional support needs.

All East Lothian schools offer a range of support for children and young people with additional support needs. There are a number of additional services within the Authority that offer enhanced support to pupils with additional support needs.

Provision and resources are accessed through the local authority’s process of resource allocation and Staged Assessment and Intervention, in consultation with professionals, the child or young person and their family.

Section 15 of the Standards in Scotland’s Schools Act 2000 establishes the right of all children and young people to be educated alongside their peers in their local schools.

Musselburgh Grammar School fully supports East Lothian Council’s Policy of promoting full and effective inclusion for all children and young people. This Policy is underpinned by the Standards in Scotland’s Schools Act, which includes a presumption in favour of mainstream education for all children. The school, therefore, aims to provide an environment for all local children and young people that allows them to achieve their full potential, with particular attention given to youngsters with Additional Support Needs (in the widest sense). As required by the Disability Discrimination Act and the Council’s Accessibility Strategy, care is taken to ensure the pupils are not discriminated against with regard to school buildings, the curriculum, extra curricular activities and additional services.

The Council’s Policy document “Framework for Meeting Additional Support Needs” provides a framework for full and effective inclusion of pupils with additional support needs.

There is a range of specialist provision available to meet the learning and development needs of all children and young people. There are outreach teachers who work with those pupils from whom English is an additional language, those who have long-term absence from school due to illness, those who have visual or hearing impairment and also pre-school pupils who have severe/complex additional support needs. There are various approaches used to support children and young people who have social, emotional and behavioural difficulties. These include in-school support bases, enhanced curriculum groups and input from the Children’s Services Integration Team.

Within the school, pupils with more significant additional support needs are supported in a range of different ways and have their curriculum adapted and tailored to suit their needs. A number of pupils with Additional Support Needs follow areas of the elaborated curriculum life / skills course as part of this.



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school PolicY on school uniforM anD clothing school Dress code

S1 and S2

Plain white polo shirt or plain light blue polo shirt.Navy blue school sweatshirt with school crest.Navy blue or black dress trousers or navy blue or black dress skirt or trousers.Dark footwear - black trainers are acceptable.S1/S2 pupils can also wear shirts and ties if they wish.

S3-6White or pale blue school shirt or school blouse.School tie.Girls - black knitted long sleeved cardigan or black knitted long sleeved v-neck jumper.Boys - black knitted long sleeved v-neck jumper.Navy blue or black dress trousers or navy blue or black dress skirt.Dark footwear - black trainers are acceptable.(Blazer to remain optional for S5/6)

What you cannot wear

No football tops or items relating to alcohol, cigarettes or drugsFashionable itemsBrand namesDenim jeans either blue or blackTrainers except blackTracksuit bottoms or tops

other Points

All pupils should come to school in uniform and then have an appropriate change of clothing for Physical Education. They change back to school uniform after P.E, including the last period of the day.

All pupils must have a schoolbag. (A brand name on the schoolbag is acceptable).

Outdoor coats and jackets can have a brand name but these garments must be removed when the pupil is in class.

assistance With Provision of clothing anD footWear

East Lothian Council operates a scheme of provision to ensure that a pupil is sufficiently and suitably clad to take full advantage of the education provided.

Families in receipt of Income-Based Job Seekers Allowance, or Income Support and Employment Support Allowance will automatically qualify for such a scheme.

Other cases will be considered in the case of exceptional personal circumstances. Parents who wish to apply for the scheme should complete an application form which is available from Department of Sevices for People, Busniess Unit, John Muir House, Haddington, EH41 3HA.

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stanDarDs of behaviour anD attenDance

behaviour

All pupils are expected to behave while in school. This includes the classroom, the playground, when walking to and from Pinkie Playing Fields, and on the way to and from school. All pupils should treat all staff, other pupils and members of the public with respect and courtesy. The school has a code of conduct (see page 30) which elaborates on this.

In the case of misbehaviour, various sanctions will be used, such as punishment exercise, detention and being sent to the Assignment Room. The Assignment Room is supervised by promoted members of staff and pupils who are persistently misbehaving in class are sent there to continue with their work. We also operate a Central Detentions system for persistently bad behaviour. It has been made clear to all pupils that if this happens then parents will be informed. In cases of more serious misbehaviour pupils may be excluded from School. They will be readmitted after their parents have visited the school and agreed to the conditions of re-entry (See Appendix 1 – East Lothian Council – Exclusion of pupils for disciplinary reasons.)

The school operates a policy of promoting positive behaviour and endeavours to recognise at every opportunity the effort and application of all pupils in all matters relating to the school. Pupils can earn Positive Quick Notes, Positive Referrals or Merit Awards for outstanding application towards their studies.

attendance

Parents are responsible for ensuring that their child attends school regularly. In casesofunsatisfactoryattendance,theHeadTeacherwillaskaChild&FamilySupport Worker (Attendance) to visit the home and discuss the problem with the parents/guardians. Where unsatisfactory attendance persists, the Head Teacher, followingdiscussionswiththeChild&FamilySupportWorker(Attendance)and other interested parties, will decide whether the case should be referred to the Area Attendance Advisory Group. This group has been formed to make recommendations to the Director of Education on the statutory responsibilities of East Lothian Council with regard to defaulting parents.

Parents are asked to take holidays wherever possible outwith times. Where parents wish to keep their child off school for some reasonable purpose, they are asked to write to the school before doing so. Where pupils have a prearranged appointment during school hours e.g., dentist, hospital etc, they should bring a note or appointment card to school before the appointment.

All pupils returning to school after an absence must bring a note to explain the reason for their absence.



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Musselburgh Grammar School has a Truancy Call system installed, whereby a call or text message is issued to the phone or mobile phone of the parent/guardian on the first day of a pupil’s unexplained absence, asking the parent/guardian to contact the school with an explanation of the absence. To avoid unnecessary calls being made, please tell your child to sign in if they are late on arrival to school, and to bring a note of explanation after any period of absence. Pupils arriving late for school after 8.50am will be given a 10 minute lunchtime detention if there is no note of explanation. Please also ensure all changes to telephone numbers are advised to the school office.

Parental support

Parents are expected to support and encourage their child to attend school regularly and to conform to the rules and practices of the school. Co-operation between home and school is in the best interests of the child. In the case of the child’s failure to conform to the rules and practices of the school, it is hoped that parents will offer support to the school in its efforts to remedy the situation.

inclusion strategYThe council has implemented a Strategy for Inclusion to support children with Special Needs and additional staff have been allocated to the school for this purpose. A behaviour support base has been set up in the school, is staffed at all times and is managed by a Principal Teacher.

A joint project with Barnardos to develop East Lothian Inclusion Service was implemented in January 2000. This multi-disciplinary team of 5 staff will support children and young people who are at risk of being excluded.

The Council has a policy of promoting the inclusion of pupils with special needs, including pupils with significant special needs. Additional support may be given to the school to enable it to support the needs of pupils with learning difficulties.

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school coDe of conDuct

As a pupil at Musselburgh Grammar School you should always endeavour to attend regularly. You must attend school during normal school hours.

Monday to thursday friday

08.45 to 13.05 and 13.50 to 15.50 08.45 to 12.10

If you are unable to attend school you must, on return, bring a note of explanation from your parent/guardian.

be Punctual

You are allowed in the Dining Room from 8.20a.m. You are not allowed into the other parts of the building until the warning bell at 8.40a.m. You must always be in time for Registration at 8.45a.m. and for your first afternoon class at 1.50p.m. Between periods you are expected to go promptly to your next class.

remain in school

You must remain in the school grounds during normal school hours, including interval, unless you have permission from a teacher to be elsewhere.

take Pride in Your school

Musselburgh Grammar is your school. Always look after the buildings, furniture, and the materials you use. When moving between classrooms take the shortest route, walk quietly, and keep to the left.

avoid Dangerous Practices (you owe it to yourself)

Smoking, use of solvents, drugs and alcohol are forbidden.Fireworks, matches, lighters and knives are dangerous and are not allowed in school.

Shell suits are highly flammable and must not be worn in school.

respect the community

The school is part of the community and we want our pupils to earn its respect. You can do this by:

• Behavingsensiblyonthewaytoandfromschoolincludingon the buses;• Showingconsiderationforourneighboursandtheirproperty;• Enteringandleavingbytheschoolgates;• Keepingoursurroundingscleanandlitterfree;• BehavingsensiblyinMusselburghTownCentreatlunchtimesanddisposingof all litter properly.



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take Pride in YourselfYou should want others to think highly of you and they will if you are polite and friendly and show consideration for others at all times. Disruptive behaviour, racist or sexist behaviour, fighting or bullying will not be tolerated. Come to school suitably dressed in school uniform. Follow the rules of each classroom and eat or drink only in the allowed areas.

Do Yourself JusticeAlways do your best by:• Comingtoschoolproperlyequippedandpreparedforwork.• Payingattentionandworkinghardinclass.• Doingyourhomeworkandhandingitinontime.• Preparingfullyforallexaminations.

respect your teachers and all other staff and follow the school code of conduct.

school transPort

School Bus Passes are issued to those pupils attending the district school from within its catchment area who live more than two miles from the school. This is a generous allowance by East Lothian Council, as its legal figure is more than 3 miles.

Pupils living in Wallyford and Whitecraig are transported to and from school by bus. Pupils travelling to/from Wallyford will use public service vehicles while pupils travelling to/from Whitecraig will be transported by a private hired bus At present there is no suitable public transport provision to allow pupils from Wallyford and Whitecraig to go home for lunch.

Travelling expenses are also met in the case of any pupil whom the Council requires to attend a school other than the district school, if the pupil meets the distance qualification.

Consideration may also be given to requests for assistance with travelling in exceptional circumstances, e.g. where the Council deems the road between home and school dangerous, and where there is no public transport available.

Parents who choose to send their children to a school other than the district school will not receive assistance in relation to travel to and from school.

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roaD safetY

In East Lothian there are currently almost 15,000 nursery, primary and secondary school pupils. In 2009, 24 school age children were injured on East Lothian’s roads, four seriously. Nearly 33% of all pedestrian casualties occurred (2009) to children in the 5-15 year age group.

East Lothian Council working with Lothian and Borders Police and other agencies are committed to reducing the numbers and severity of road casualties. They have identified a number of important initiatives to help reduce the number of road casualties. These will require a notable change of behaviour by everybody, particularly from drivers in built-up areas.

These initiatives aim to reduce the number of car journeys to and from school by pupils, parents and staff to:

• Encouragechildrentowalkorcycletoschool,therebyimprovingthesafetyfor the pupil on the journey to school.

• Providepupilsandparentswithappropriatetrainingtoallowthemandtheirchildren to journey to and from school safely.

• Improvepedestriansafetyinandaroundschool.

• Raiseawarenessamongstpupils,parents,andstaffofthewiderhealthandenvironmental problems associated with increase car use.

• Improvethelocalenvironmentforeveryonebyreducingpollution,congestionand addressing safety issues around the school.

Parents are asked to review their current or intended mode of travel to and from school and consider whether or not it should be changed or modified to help the school, pupils, staff and other parents to reduce the number of child casualties. (Statistical source: Road Casualties Scotland 2009)

eDucational excursionsEducational Excursions are designed and organised in accordance with the East Lothian Council’s comprehensive Guidelines.

outDoor eDucationOutdoor Education is provided to the school through the East Lothian Outdoor Education Service based in Unit 3, Musselburgh Racecourse Complex, Balcarres Road, Goosegreen Road, Musselburgh, East Lothian EH21 7SR. The aim of the service is to provide first class experiences of Outdoor Education for schools and other groups and to offer a support and advice service for outdoor activity in East Lothian.



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school Meals

The School Cafeteria is available to all pupils at break and lunch time (including Fridays). Pupils pay for their food with the use of their Purchase Card, which is issued to them during their Primary 7 visit in June 2012. The Cafeteria provides drinks and snacks for pupils at break.

Pupils may bring packed lunches to school and eat them in the Dining Room. A high standard of behaviour is expected from pupils in the Dining Room.

Under the Council Committee for Education policy, children in attendance at schools under the management of the Council are entitled to free school meals if their parents are in receipt of Income Support or Income-based Jobseekers Allowance or Employment and Support Allowance or Child Tax Credit but NOT Working Tax Credit with an annual income of less than £15,860 or Child Tax Credit and Working Tax Credit with and annual income of less than £6,420. No other children are eligible for free meals.

Further information and an application form can be obtained from the school or from the Free Meals and Free Clothing Section, Department of Service for People, Busniess Unit, John Muir House, Haddington, EH41 3HA.

eDucation Maintenance alloWances (eMa’s)EMA’s have been available since August 2004 for young people aged 16, planning to continue their education in school. It is a weekly payment of up to £30.00 paid directly to pupils from low-income families who stay on after the end of their compulsory schooling. Application Forms and further information is available from the school or from the DepartmentofEducation&Children’sServices,InclusionandEquality,JohnMuirHouse, Haddington, EH41 3HA.

school anD coMMunitYThe school building is a community facility and can offer dining facilities, classrooms, gymnasium and a large Assembly Hall. A programme of night school courses is offered annually. School lets can be arranged by contacting FES, FM, during normal school hours. (Telephone number 01786-458888)

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health anD safetY The Services for People Department has prepared statements of safety policy for all areas of its responsibility in accordance with the Health and Safety at Work Act 1974. School staff are fully instructed in their responsibilities in this respect, and safety regulations apply to all aspects of school life, both on and off the premises.

It is expected that pupils will behave responsibly and comply with all safety requirements. The support of parents in promoting good practice in Health and Safety matters is of great importance to the school.

All visitors to the school must sign in at Reception, and obtain a Visitor’s Pass before entering the main part of the building. The school has an external CCTV system and pupils are expected to stay inside the building when moving between classes.

The school also has a secure entry system in place whereby only authorized key holders can gain access to the building without having to contact reception.

MeDical care

the school health service

Throughout their years at primary and secondary school, all children will be seen from time to time by a team of specialist Health Service and Education Department staff to make sure that they benefit as much as possible from all that school has to offer, and to help them prepare for life after leaving school. The School Health Service is part of the Community Child Health Service and has direct links with those who carry out health checks on children before they start school.

Many different services are provided. The issue of maintaining confidentiality is taken seriously by the School Health Team at all times. The staff involved make every effort to work closely with parents and with others who are caring for your child, both at school and in other branches of the Health Service. Some of the services, e.g. testing for vision, hearing or speech, are provided to all children on a routine basis to discover which children may need further tests or treatment.

Since August 2000 there has been a change in the School Nurse programme for vision Screening carried out in Secondary Schools. The Lothian Hospital NHS Trust change affected routine vision screening of all pupils at S3 level. This decision was made by the Vision Link Group at Community Child Health following a Study of S3 vision screening which showed that very few cases of vision defects were picked up on screening and most of those were of a minor nature which did not affect their vision.

The School Nurse offers vision screening to S3 pupils where there are concerns about their vision, and those who meet the selection criteria. Parents are not notified of these screening tests, and any parent who does not want a child to be included should notify the school at the beginning of the session.



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Naturally, if treatment is thought to be required, the child’s parents will be informed and consent requested.

some of the staff concerned and the parts they play are as follows:

the school nurse is involved with health promotion and education, prevention of ill health, immunisation, health surveillance and screening. The attention of the school Doctor is drawn to any possible problems and parents and the family doctor are informed if any further action is considered necessary.

The school nurse may be helped by a health assistant. The School Nurse acts as an important link between home and school. She visits the school regularly and liaises with teachers to find out whether any pupils have a health need that requires to be addressed. The School Nurse can link with other members of the health team, in the community or in hospital, concerned with a child’s health.

The School Nurse reviews the notes of all children in Primaries 1, 4, 7 and S3 as well as those of all new entrants.

Parents are also asked to complete a health questionnaire about their child at Primary 1, 7 and S3 and asked if they would like their child to have a medical consultation with the School Doctor. the school Doctor is trained in community paediatrics and is part of a team of doctors, including a consultant community paediatrician, for your area. In addition, the doctor may ask for your consent to examine your child if his/her medical records are incomplete or if the doctor particularly wishes to check on his/her progress. You will be invited to be present at any medical examination and will be kept informed if the school doctor wishes to see your child again or thinks that your family doctor or a specialist in paediatrics should see your child. You can, if you wish, arrange for your family doctor to undertake the examinations instead of the school doctor but you may be charged a fee for this. The school doctor may consider whether any special information should be provided for the Careers Service, if appropriate.

The school doctor will be pleased to see you and your child at a mutually convenient time if you are concerned about his/her health or general progress at school.

With your consent, the school doctor also carries out immunisations to protect against various diseases:

Age 14 – 15 Booster immunisation against diphtheria, tetanus and polio.

The audiometric team, who check children’s hearing, will not visit the school to check pupils hearing. Instead they will provide a local, clinic based appointment- only service for all school aged children requiring a hearing assessment. These include:

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• Allchildrenwhoareduetohavearoutinere-testasaresultofbeingfound to have a hearing loss at a previous test in school or as a pre-school child.• Allschoolagechildrennewlyreferredforassessment,either Primary 1 or other years.• Theschoolmedicalofficerwillinformschoolsoftheresultofany assessment.

The speech and language therapist can provide assessment and, if necessary treatment, if you, a teacher, your GP or the school doctor feels that your child may have a speech or language problem.

Any enquiries concerning the provision of dental services should be made to the Director of the Community Dental Service, 16 Duncan Street, Edinburgh, EH9 1SR (Tel No: 0131 667 7114).

We hope that the School Health Service can, together with yourselves, contribute to your child’s overall well-being and development. Please do not hesitate to arrange, through the Head Teacher, to see the school doctor or school nurse if you want more information.



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aDMinistration of MeDical ProceDures

All members of staff who have agreed to be trained in the administration of specific drugs to pupils, pupils suffering from an epileptic seizure, or a severe allergic reaction and who are required to apply specific drugs to those pupils will be covered by East Lothian Council’s Public Liability Policy.

occasional anD eMergencY arrangeMentsIn all cases of accident or emergency the School Auxiliary looks after the pupil. A Doctor or Ambulance may be summoned. Steps will be taken to ensure that parents are contacted and informed of these incidents.

Where early closures are planned, parents will normally be informed beforehand and appropriate arrangements will be made for meals and transport. The school has a “Call Parents” facility which texts all parents/guardians on their mobile phones.

In the event of emergency closures care will be taken that someone is at home to receive the child or that alternative arrangements have been made by the parent. Where there is no assurance of this, arrangements will be made to supervise pupils until school normal closing time. Parents/guardians should be assured the school will treat the care of your child as an utter priority.

coMMunitY life anD leisureCommunity Life and Leisure Services can facilitate enhanced learning opportunities for children through provision of and support of:-

• SchoolLibraryService• InstrumentalMusicTuition• Dramaprovision/Theatre• EducationalvisitsinMuseums/projects.• StudySupportandAfterSchoolActivities• Sport

The Service is committed to facilitating access to the widest range of creative and learning opportunities and supports a broad range of information services and access.

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Parent foruM anD Parent council

The Scottish Schools (Parental Involvement) Act 2006 encourages and supports more parents / carers to become involved in their children’s education.

The main aims of the Act are to:• Helpparentsbecomemoreinvolvedwiththeirchild’seducationand

learning• Welcomeparentsasactiveparticipantsinthelifeoftheschool• Provideeasierwaysforparentstoexpresstheirviewsandwishes

To help achieve these aims, all parents will automatically be members of the ParentForum at their child’s school and will be entitled to have a say in what happens at the school. As a member of the Parent Forum parents will have a say in selecting the Parent Council (the representative body) to work on behalf of all parents at the school.

The role of the Parent Council is to:• Supporttheschoolinitsworkwithpupils• Representtheviewsofallparents• Encouragelinksbetweentheschool,parents,pupils,pre-schoolgroupsand

the wider community• ConsultwithandreportbacktotheParentForum

The new Parent Council was recognised in law from August 2007 and we have always had an active and committee Parent Council- it’s Constitution allows for up to 30 members plus the opportunity to co-opt parents into special Interest Groups. It is delighted to welcome new parents at the Annual General Meeting in September 2013 and at other times of the year. For more information on the Parental Involvement Act or to find out about parents as partners in their children’s learning please contact the school or Val MacIntyre at the Department of Services for People on 01620 827228 or [email protected] or visit the Parentzone website on www.parentzonescotland.gov.uk or East Lothian Council Website on www.eastlothian.gov.uk

names of Parent Members:

• Chair : VeronicaRodger• Vice-Chair : GaynorAllen• Treasurer : SharleneMillar• Clerk : SusanDurham



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teacher Members

Jane Park.

Pupil MembersRepresentatives from Pupil Council - Head Boy and Head Girl.

Parent/teacher association

In September 2007, the PTA formally dissolved itself as it considered its interests could be represented as part of the Parent Council.

iMProving coMMunication With Parents –

information from scottish Parent teacher council

The Scottish Parent Teacher Council is the national organisation for the PTA in Scotland and runs an independent helpline service for all parents. You can contact the Scottish Parent Teacher Council by phone on 0131 474 6199, by e-mail on [email protected] or write to SPTC, Mansfield Traquair Centre, 15 Mansfield Place, Edinburgh, EH3 6BB.

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eMPloYMent of chilDren

Parents should note that children under the statutory school leaving age can only be employed within the terms of the by-laws on the employment of children. These regulations do not permit the employment of children under 13 years of age, and for those over that age there are limits on the hours and type of employment which are allowed. Parents and employers must both complete an application form for an employment permit before the employment begins.

Further details can be obtained from the Department of Services for People Business Unit, East Lothian Council, John Muir House, Haddington, EH41 3HA.



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hoW to MaKe a coMMent, coMPliMent or coMPlain about a council service

Most complaints can and should be resolved at school level. If you have cause for concern, the first person to approach will normally be the Head Teacher. If a meeting is required with the Class or Guidance Teacher, Head Teacher or another senior member of staff then this should be arranged as quickly as possible. If you still remain dissatisfied then the procedures contained within “How to make a comment, compliment or complaint about a Council service” should be followed.

Further information can be obtained at: http://www.eastlothian.gov.uk/complaints

unaccePtable behaviourEast Lothian Council does not tolerate physical or verbal abuse towards staff. Such abuse is a criminal offence and may lead to prosecution.

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aPPenDix 1

east lothian council

exclusion of pupils from school attendance for disciplinary reasons

East Lothian Council, Department of Education and Children’s Services acknowledges the vital partnership between schools and parents for support, behaviour and guidance of pupils.

Pupils’ views must be taken into account in accordance with the principles of the UN Convention 1989 and the Children (Scotland) Act 1995. The policy provides for the rights and responsibilities of pupils to be exercised in accordance with the age, maturity and understanding of the pupil.

In implementing the Council’s guidelines and procedures Head Teachers and other agencies must take into account the child’s best interests. The education and welfare of the individual pupil has to be given the highest priority in any balance the Head Teacher requires to make between the needs and safety of the school as a whole and the needs of individual pupils.

In this respect, the Head Teacher shall be advised by the School Liaison Group or its representatives at the earliest opportunity. The Head Teacher will be expected to take this advice into consideration and to advise the School Liaison Group of the outcome.

The Council is committed to supporting the Head Teacher in doing everything possible to ensure good behaviour and effective attendance at school. Where there is indiscipline, Head Teachers must use all means at their disposal to bring about improvements in behaviour and this must include extensive contact with parents and other agencies, seeking their support.

Four criteria will be used to judge indiscipline;

• whethertheeffectiveeducationofthepupilispossiblegiventheindiscipline;

• whetherthelevelofdisruptionoftheeducationofotherpupilsissuchthat serious action must be taken to prevent this;

• ifthereisbehaviourwhichisdangeroustopupilsand/orstafforasa last resort;

• iftheparent/carerisunwillingtocooperatewiththeschool.

N.B. It is not appropriate to exclude a pupil for failure to attend school, as this does not meet any of the above criteria.



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temporary exclusion

Under delegated power the Head Teacher may exclude a pupil for a maximum of 5 working days but it should be shorter than this in the first instance. The aim of a temporary exclusion is to allow a cooling-off period during which the school, the pupil and the parent can consider and develop strategies which will help to bring about improvements in behaviour. Crucial to the success of any strategies will be the willingness of parents and pupils and the school to work together. Every effort will be made to welcome parents as active partners in the process of improving behaviour recognising that changing behaviour is not easy and may require extensive extended support. In East Lothian, the Department of Education &Children’sServiceshasdelegatedthepowertoexcludeachildfromschoolattendancetotheDirectorofEducation&Children’sServices,whohasinturn,delegated to Head Teachers the power to exclude for a period of up to 5 days.

exclusion (removal from the register)

Exclusion is recognition that the level and extent of misbehaviour by a pupil has reached the stage where the Head Teacher has serious doubts about the ability to continue the pupil’s education in the school. In most cases, it will have been possible to identify in advance those pupils at risk of exclusion and they will have been subject to discussion by the School Liaison Group within the secondary school. Through the School Liaison Group many avenues will have been explored in an effort to resolve the difficulties being presented by a particular pupil and the case will be familiar to those involved. The content and value of “undertakings” by parents and pupils must be carefully weighed by the Head Teacher before an exclusion is requested. The Head Teacher must consult the School Liaison Group about an exclusion.

It is expected that where an exclusion is supported by the School Liaison Group, the Group will also make recommendations about the future education of the pupil. This will help to resolve the future educational needs of the pupil quickly.

Evidence shows that where young people participate in discussion about their behaviour, they are more likely to abide by agreed conditions for change.

It is the duty of the excluding school to provide the excluded pupil with educational support during the period of exclusion and until alternative education can be provided by the Council if this is required.

In the case of an exclusion the Head Teacher of the excluding school will actively help the Director of Education and Children’s Services to arrange for the admission of the pupil at another mainstream school where this is indicated by the School Liaison Group or by the Principal Psychologist.

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aPPenDix 2



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aPPenDix 3

EXAMINATION STATISTICS

(Within Scottish Credit and Qualifications Framework).(2011-12 results are post-appeal).

For Information:

Scottish Credit and Qualifications Framework (SCQF) levels:

Level 7

Level 6

Level 5

Level 4

Level 3

Advanced Higher at A-C

Higher at A-C

Intermediate 2 at A-C; Standard Grade at 1-2

Intermediate at A-C; Standard Grade at 3-4

Access 3 Cluster; Standard Grade at 5-6

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east lothian council

DePartMent of services for PeoPle

coMMunication

School Communication with ParentsThe Children (Scotland) Act 1995 amended the definition of "parent" in the Education (Scotland) Act 1980 to "Parent includes guardian and any person who is liable to maintain or has parental responsibilities in relation to, or has care of, a child or young person".

Communication with parents can take many forms and have many purposes. Schools are supported by East Lothian Council to use a range of ways to en-sure that all parents have the information that they need to support their own child’s learning and to help them become involved in the life of the school.

Divorced/Separated Parents – Information Effective communication between the school and parents is vital. This can sometimes be difficult when parents separate or divorce. If parents are sepa-rated or a divorce was granted after November 1996 both parents will retain parental responsibilities, unless the court has specifically removed those responsibilities. In relation to placing requests, appeals against certain educa-tional decisions and access to pupils’ records both parents will normally have equal rights. Even if a divorce was granted prior to November 1996 the parent without custody may not have lost all rights to information and to be involved in decision-making. The above definition may also give others rights.

Schools will therefore request the names and addresses of both parents at the time of enrolment and at the annual update of data. The parent/s with whom the pupil resides will automatically receive all communications from the school. If a parent lives away from the family home they will, when the school is first informed of their address, receive a Recorded Delivery letter enquiring whether or not they wish to receive information about their child’s education. If no reply is received it will be assumed they do not wish to be kept informed and there will be no further communication unless a request for information is subsequently received. If they wish to be kept informed they will receive copies of all communications regarding the pupil including cop-ies of reports and notification of Parents’ Meetings. The parent with whom the pupil resides will be informed that this is happening.

The school is dependent on the parent with whom the pupil resides supplying the appropriate information i.e. the address of the parent not living in the fam-ily home, details of Court proceedings prohibiting that parent’s involvement in the child’s education or any other relevant documentation. Parents/Carers should note that children can only be collected from school by the parent with whom they reside unless the parent/carers have authorised an alterna-tive arrangement. If someone else is to collect the pupil the school should be informed in advance.



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Complaints ProceduresMost complaints can and should be resolved at school level. If you have cause for concern, the first person to approach will normally be the Head Teacher. If a meeting is required with the Class or Guidance Teacher, Head Teacher or another senior member of staff then this should be arranged as quickly as possible. If you still remain dissatisfied then the procedures contained within “How to make a comment, compliment or complaint about a Council service” should be followed.

Further information can be obtained at: http://www.eastlothian.gov.uk/com-plaints

school ethos

Creating a Positive EthosEast Lothian Council schools endeavour to create a positive learning ethos in a variety of ways. Some schools have taken on initiatives such as UNICEF’s ac-credited scheme which promotes the learning of the UN’s Convention of Rights for the Child. Some schools have taken on approaches to promoting positive behaviour such as restorative practice and/or the Nurturing Classroom/School. Being Cool in School is an Authority-wide initiative in schools which encour-ages pupils to assert themselves appropriately as they face everyday situations. These are just some examples of good practice in East Lothian.

More information can be found from the Scottish Government’s website on “Improving relationships and promoting positive behaviour in Scotland’s schools” at: http://www.scotland.gov.uk/Publications/2008/04/15100117/1

Parental involveMent

Head Teachers now have a legal obligation to consult with their Parent Council to see what they would like included in the School Handbook and ensure it is incorporated. However, the Scottish Government are aware of the tight tim-escale for the 2013-2014 School Handbook, but discussions must take place at Parent Council meetings and any decisions taken reflected in the handbook. It is anticipated that there will be greater opportunity for parental involvement in future years.

Further information can be found at: http://www.eastlothian.gov.uk/parentcoun-cils

the curriculuM

Curriculum for ExcellenceSchools follow the principles and practice of Curriculum for Excellence. This 3-18 curriculum aims to ensure that all pupils will be successful learners, con-

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fident individuals, responsible citizens and effective contributors. These four main aims are referred to as the Four Capacities and underpin the work that schools do. Curriculum for Excellence comprises 8 curricular areas consisting of: Expressive Arts, Health and Wellbeing, Languages (including English, Gael-ic, Classic and Modern Languages), Mathematics, Religious and Moral Educa-tion, Sciences, Social Studies and Technologies.

The curriculum is expressed in learning experiences and outcomes for learn-ers. The principles of challenge and enjoyment, breadth, progression, depth, personalisation and choice, coherence and relevance inform the learning of all pupils All pupils will be encouraged at all stages to think about why they are learning a particular topic and how associated skills can be used in real life and in other areas across the curriculum. All pupils are engaged with teachers in planning and assessing aspects of learning and often have the choice of topics and ways to present their learning. Whilst there are eight subject areas learning will often be linked across subject areas to help children apply their knowledge and skills in new and different situations.

Further information on Curriculum for Excellence can be found at: http://www.eastlothian.gov.uk/curriculumforexcellencehttp://www.educationscotland.gov.uk/thecurriculumhttp://www.educationscotland.gov.uk/thecurriculum/whatcanlearnersexpect/skillsforlearning.asp

assessMent anD rePorting

What is meant by assessment? Assessment tells us what children and young people know, understand and are able to do. Assessment is a process which supports your child’s learning from Nursery through to S3 and not a series of events “done to them.” By involving your child in the whole process of learning and assessment and allowing them to take responsibility for their own learning, it raises their standards of achieve-ment and develops their skills for learning, life and work. Progress therefore becomes a measure of your child’s success in setting high expectations and successfully achieving them.

What is assessed? Curriculum for Excellence comprises 8 curricular areas consisting of: Expressive Arts, Health and Wellbeing, Languages (including English, Gaelic, Classic and Modern Languages), Mathematics, Religious and Moral Education, Sciences, Social Studies and Technologies.

There are also three key areas which all teachers are responsible for teaching Literacy across learning, Numeracy across learning and Health and Wellbeing across learning.



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Assessment and Reporting across East Lothian Schools Each curriculum area is broken down into a set of experiences and outcomes. These experiences and outcomes in each area are then grouped as Early Level (Nursery—P1); First Level (P2-P4); Second Level (P5-P7); Third and Fourth Lev-els (S1-S3). The Experience describes the learning whilst the Outcome repre-sents what the learning will achieve. This is often explained from the pupil’s perspective as an ‘I can....’ statement.

What’s in an “outcome”? • Thelearningwithineachoutcomeisgiventoyourchildasaseriesof

learning intentions.• Eachlearningintentionissupportedbysuccesscriteriawhichareyour

child’s steps to achieving success in learning. • Aseachpupilachievesthesuccesscriteria,teachersandyourchildcan

both see the progress in learning which is being made across outcomes within each curricular area.

How are we assessing? Teachers look at a range of evidence of learning which your child has produced before summing up his/her progress at that point in time. Some concrete ex-amples of evidence might be:

• Self-assessmentofawrittenstoryfocusingonparagraphing,useofde-scriptive language and a coherent plot.

• Amaths“check-up”worksheetonequivalentfractions.• APowerPointpresentationonacountry’sclimate,landcompositionand

geographical landmarks. • Ateacher’sobservationofballcontrolinP.E.

Evidence of children and young people's progress and achievements will come from day-to-day learning and through the things they may write, say, make or do.

How do teachers report on your child’s progress? Progress is now defined as “how much” and “how well” your child is learning, and not solely on “how fast” although pace is still important. The new curricu-lum is designed to enable your child to achieve greater breadth and depth of learning whilst also securing the development of skills and knowledge. There-fore reporting must now include information on progress which is either devel-oping, consolidating or secure depending on how well your child has devel-oped a breadth of learning, in challenging aspects and applied this learning in other curricular areas or contexts.

If your child has had opportunities to show breadth, challenge and application in the different curricular areas, but has not evidenced each through their learn-ing and across a level, the teacher may report that your child is “developing.”

If your child demonstrates a range of evidence, where he/she has met chal-lenges and deepened his/her learning, then your child will be “consolidating” their progress.

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If your child has demonstrated that they have knowledge and understanding and skills across a breadth of learning, whilst meeting challenges across this breadth to deepen their learning and applied all of this in another context or curricular area consistently, then the teacher will report that your child is “se-cure.”

There is a range of ways in which your child’s teacher reports on his/her prog-ress. Here are a few examples: “Learning Stories” are used to build a picture of progression for your child

in each curricular area. Pupil reports are used to sum up your child’s progress in learning across

the curriculum. E-portfolios are used to provide ongoing evidence of your child’s progress.

All learning is a journey of progress, which is rarely linear and takes many routes and pathways. Your child may take longer to progress in some areas in order to ensure the security that will enable them to make progress confidently.

Teachers will report also on your child’s effort as Very Good, Good, Fair or Un-satisfactory. They will also report on the level of support given as Little, Some, Frequent or Considerable.

When do schools assess? Assessment takes place as part of everyday learning and teaching, periodically and at key transitions. As part of everyday learning, teachers are continuously assessing their pupils’ progress using learning intentions and success criteria as measures of pupils’ success. From time to time, teachers will use tests to assess children and young people's progress and achievements in order to be able to plan ahead, record and report on progress and support learners.

Transitions are the moves children and young people make, from home to nursery, from stage to stage, from primary to secondary, to further education and employment. Information about a learner's progress and achievements will be passed on to make sure that their broad general education continues at the correct level and at an appropriate pace for them.

Where can I find out more information about assessment and reporting? Your child’s school will be able to provide you with more information on how they carry out specific assessments and how they report on your child’s prog-ress.Further information can be found at: http://www.educationscotland.gov.uk/learningteachingandassessment/assess-ment/index.asp http://www.educationscotland.gov.uk/parentzonehttp://www.educationscotland.gov.uk/thecurriculum/howisprogressassessed/stages/index.asp



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transitions

Pupil PlacementThe law allows parents to express a preference for a different school (such a school is often referred to as a non-district school) rather than placing their child in their local school. The Council is obliged to grant a placing request wherever possible. While most requests are granted in some cases this is not possible. The Council can only refuse a placing request if any of the criteria as per Section 28A (3) Education (Scotland) Act 1980 is met. If a placing request is refused the parent has the right to appeal this decision. An appeals panel will hear the appeal and if they come to the conclusion that they do not think the grounds of refusal quoted stand or that even though the grounds of refusal stand it is still inappropriate to refuse the place, they can overturn the decision and the child would be allocated a place in that school.

Pupil placement process must meet set timescales, all requests received by 15 March must be considered at the same time. Parents must receive the outcome of their request before the end of April. If a school is oversubscribed detailed reports outlining all the placing requests for that school are presented to the Pupil Placement Sub Committee for approval.

Further information can be found at: http://www.eastlothian.gov.uk/choosingas-choolFurther information can be found at: http://www.eastlothian.gov.uk/PlacingRe-quests

Reserved Places/Roll Capping in SchoolsThe Department of Services for People obtain information on the migration of pupils from certain schools where we may need to reserve places for incoming district pupils. Reserving places is crucial in areas where there are high levels of house build or high migration into catchment. This also informs whether it will be necessary to roll cap certain stages within a school or the whole school to maximum number.

By the end of December we have received class organisation returns from pri-mary and secondary schools for the next school year. This information is vital as it informs the Department of how many district pupils have enrolled and the number of non-district places that can be granted. It is also an early warning for any problems i.e. over school capacity or large increases in pupils’ numbers because of house build. Detailed reports requesting roll capping of schools or retaining places for pupils moving into the catchment area are always presented to Council Committee for Education for approval.

School CatchmentEvery school has a catchment area; each catchment area has clear boundaries.

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Children living in the catchment area are given priority for places in this school. Entitlement to a place in a school is based on home address and not on atten-dance at an associated school or nursery class. In some areas there are sepa-rate Catholic schools available for parents wishing their child to be educated in this type of school. Children living in the catchment area and baptised in the Catholic faith are given priority for places in this school.

East Lothian has 6 secondary schools, 35 primary schools and 3 nurseries. Each primary school in East Lothian feeds into a corresponding secondary school (click on the link to view details). The boundary lines for each primary and secondary school catchment area in East Lothian for the most remain so since circa 1980’s, and were originally recorded on printed copies of A-Z street maps and Ordnance Survey Maps. To improve accessibility of information, each school catchment area map was re-digitised for public use on the East Lothian Council’s website, as approved by Council Committee for Education in May 2011.

The catchment boundary lines are available to view via: http://www.eastlothian.gov.uk/site/scripts/download_info.php?downloadID=1588

For an overview map of all the catchments, download the following map from the East Lothian Council website. There are no catchment boundaries for nurs-ery provision.

More Choices More ChancesEast Lothian's More Choices More Chances action plan aims to reduce the number of young people not in education, employment or training. This in-volves a number of interventions offered to school age young people to bet-ter prepare them for the world of work including: extended work experience placements, vocational courses and vocational certificates and employability courses. East Lothian Council also runs Get Ready for Work (a Scottish Govern-ment grant funded programme) for young people who have left school to fur-ther support them into sustained employment and further education. The More Choices More Chances partnership includes Jewel and Esk College and other learning providers.

suPPort for PuPils

Enhanced Transition for pupils with Additional Support Needs All children and young people go through a number of transition stages in their school education when they move from one setting to another. Children and young people with additional support needs will need different levels and types of support. In East Lothian, we manage this through the Staged Assessment and Intervention Framework. The team working with the child or young person, the child or young person themselves and their parents are best placed to decide on the level of planning and the nature of intervention needed.



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Further information can be found at: http://www.eastlothian.gov.uk/transition

Exceptional circumstances in which information may be disclosed without consentDisclosure of personal information without consent may be justified where fail-ure to do so may expose the service-user or others to risk of serious harm. Staff should always make every effort to gain consent but the health and safety of the individual has primacy over the right to confidentiality. Exceptional circum-stances include:

• ChildProtection:staffshouldadheretotheEdinburghandLothiansInter-agency Child Protection Procedures.

• Protectingvulnerableadults• ProtectionofChildren(Scotland)Act2003• Lifethreateningordangeroussituations,forexample,whereayoungper-

son: shows signs of physical, emotional or sexual damage is at risk of significant harm or threatening suicide.

Children and Young People who are looked after Children and Young People who are looked after or looked after and accom-modated (LAC) and have additional support needs as directed by the Educa-tion (Additional Support for Learning Act) (Scotland) 2004 (amended 2009). Schools are very aware of who their LAC pupils are and the supports and strategies which may be required to meet their diverse needs. The Educational Psychology Service works closely with schools and staff from Children’s Well-being to support these often vulnerable young people. Currently there is a research project being undertaken to investigate the impact of exclusion on pupils who are LAC. This is a joint project led by professionals from Education and Children’s Well-being.

Team TeachWe pride ourselves in East Lothian on providing a safe learning environment for our pupils. Sometimes, some of our children may get anxious or agitated, and we will do our best to help pupils using communication skills, distraction techniques and removing triggers where possible. However, there may be times when children need more help, this may require staff's physical support to intervene and ensure the pupil’s own safety, or that of other pupils and staff, or that property is not seriously damaged. In East Lo-thian, we have adopted the Team Teach approach to manage challenging be-haviour, and staff are trained and accredited to use a range of techniques. All incidents where it has been necessary to use physical intervention with the children are recorded in school, and parents are informed as a matter of course. Children who are likely to need help in this way will have a Positive Handling Plan that will be discussed with you, and consistently followed by all school staff. We will also ask you to share this information with other people/agen-cies supporting your son/daughter, e.g. transport, respite, link family, etc. If you

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have any questions about how we manage behaviour at school, or about the Team Teach approach please contact the Head Teacher.

school iMProveMent

The Standards in Scotland’s Schools Act (2000) requires that every local au-thority aims to secure improvement in the quality of school education which is provided in the schools managed by them. As part of East Lothian Council’s legislative duty to ensure that schools are supported in improving standards for pupils each year, evaluation visits are carried out in every school twice dur-ing each school session. By focusing on improvements in performance during these visits, schools are supported in ensuring high standards are achieved and maintained. A Quality Improvement Officer carries out each of these visits.

The Role of Quality Improvement OfficersCurrently there are five Quality Improvement Officers, two of whom are sec-onded until August 2013. The two seconded Quality Improvement Officers have a remit that encompasses authority and school developments relating to Curriculum for Excellence, while the permanent Quality Improvement Officers have responsibility for support and challenge across all schools, but there is overlap between the roles.

Responsibilities to individual schools include the following for Quality Im-provement Officers:

• Providesupportpre,duringandpostEducationScotlandInspection• SupportandmonitordevelopmentplanningensuringlinkstoHowGood

Is Our School? Child at the Centre and Service Improvement Framework outcomes

• Provideadviceonstaffing/finance/resourcesissues• Supportdevelopment/progressionofCurriculumforExcellence• Analyseandusedatatochallengeschoolstoraiseattainmentand

achievement• Participateintheappointmentofseniormembersofschoolbasedstaff• Providesupportintheresolutionofdisciplinarymatters;complaints;and

other school based issues• Deviseandpromotestrategiestoaddressareaswhereperformanceshould

be improved; monitor and report on progress• Undertakeevaluationvisitstoallschoolsandprovidereportsasappropri-

ate.

The three substantive Quality Improvement Officers each have two clusters of schools within their remits:

1) Dunbar&Tranent2) Haddington&Prestonpans3) Musselburgh&NorthBerwick

The Quality Improvement Officer also supports a range of cluster activities, e.g.



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transition events, training afternoons etc. Other important elements within the Quality Improvement Officer role include:

• Monitoringofchildrenwhoarehomeeducated• Parentalcomplaints• FreedomofInformationRequests• ChairingclustermoderationmeetingsforExceptionalNeedsresource

allocation • ReportingtoScottishGovernment,EducationScotland,e.g.onCurricu-

lum for Excellence implementation• ManagingLocalAuthorityeducationaldevelopments,e.g.Leadership

Development,Assessment&Moderation• InvolvedintherecruitmentandselectionprocessofHeadTeachersand

Depute Head Teachers.

local authoritY Policies anD Practical inforMation

Home Education If parents wish to remove their child from mainstream education and home educate their child, they must write to the Executive Director of Services for People in the first instance stating reasons for this withdrawal and ask for per-mission. Families are contacted by the Department of Services for People an-nually and offered the opportunity to meet a Quality Improvement Officer and discuss the education provision for the child/children. If a family declines a meeting, they must submit information, in writing, about how they are meeting the educational needs of their child/children. All enquiries made about home education are recorded in the department and a letter is sent to the family. Included with the letter is a leaflet for parents/carers giving details of websites offering advice and support.For information can be found at: http://www.eastlothian.gov.uk/homeeducation

Transport: Policy of the Council and Local ArrangementsThe Council's current policy is to provide home to school transport for those pupils attending the district school who live more than two miles from that school. Bus passes are issued where public transport exists and contract trans-port is arranged where there is no suitable public transport. Where there are vacant seats on contract buses, these may be made available to pupils who are not normally entitled to free transport on a "grace and favour basis" but must be applied for each session. These can be withdrawn should the seat be required for pupils who qualify for this provision.

Travelling expenses are also met in the case of any pupil whom the Council requires to attend a school other than the district school, if the pupil meets the distance qualification and where appropriate, free travel is provided for pupils receiving special education. Parents who choose to send their children to a school other than the district school will not receive assistance in relation to travel to and from school. Further information and an application form can be obtained from the school

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or from the Department of Services for People, Business Unit, John Muir House, Haddington, EH41 3HA.

Further information can be found at: http://www.eastlothian.gov.uk/schooltrans-port

Emergency Closure of SchoolsThe first priority of the Head Teacher must be to keep the school open if at all possible. However, the early closure (or part closure) of a school in an emer-gency may be required because of fire, flood, loss of building services, extreme weather conditions or some other event. When children have to return from school at a time earlier than normal, parents may not be able to arrange for them to be received at home by themselves or by an adult who will look after them. Head Teachers must be reasonably satisfied that there will be a responsi-ble adult available to receive the child, and must be prepared to make arrange-ments for the supervision of certain children in school, until the normal closing time of the school.

In these circumstances, the Head Teacher should consult with the Executive Director/Head of Education. The Executive Director/Head of Education will use all of the information available both centrally and locally to decide whether the school should be closed and whether this would be for pupils only or for the whole school community. It should be noted that close contact will be main-tained with the School Transport Officer at East Lothian Council.The Head Teacher will prepare and send to the Executive Director/Head of Education the relevant information for notifying the media, through the Corpo-rate Communications Team of East Lothian Council. This information should include the name of the school which is closing, whether it is a partial or whole school closure, i.e. to pupils; pupils and staff; community groups and the rea-son why the school is closing. Information will also be required on how long the closure will be and how the media, parents, carers and pupils will be in-formed when the school will be reopening. Once approval has been granted to close a school, the Department of Services for People will notify the Corporate Communications Team to ask them to inform the media and upload messages to the Council’s communications channels, such as its Twitter feed, intranet and the Council’s website http://www.eastlothian.gov.uk. Whenever possible, schools will update their own school website with this information.

Schools and further information within East LothianA list of all nursery, primary and secondary schools can be found at: http://www.eastlothian.gov.uk/educationandlearning



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Useful Telephone NumbersThe undernoted staff are based within the Department of Services for People, John Muir House, Haddington, EH41 3HA.

Executive Director of Services for People

Don Ledingham 01620-827596

Head of Education VacancyHead of Children’s Well-being Sharon Saunders 01620-827881Quality Improvement Manager Sheila Ainslie 01620 827572Principal Educational Psychologist Vacancy 01620-827587Business Manager Richard Parker 01620-827494PrincipalInclusion&EqualityOfficer

Fraser Parkinson 01620-827961

Parental Involvement Act (Parent Forums/Councils)

Val McIntyre 01620-827228

Free School Meals, Clothing Grants, Education Maintenance Allowance, Pupil Placement and Home to School Transport Policy

Fiona Brown 01620 827415

Primary School Lets Frances McInnes 01620-827811

Service Manager (Children’s Services)

Marion Wood 01620-827881

Integration Team Raymy Boyle 01620-829909Area Resources Manager, Children’s Services

Celia Borland 01620 827930

Service Development Manager, Development Team (Planning)

Gill McMillan 01620-829910

The undernoted staff are based at Randall House, Macmerry

school session Dates School Session dates can also be found at: http://www.eastlothian.gov.uk/ses-siondates

The Scottish Government can be contacted at:Scottish Government Education DepartmentVictoria QuayEDINBURGH, EH6 6QQTelephone Number 0131-556-8400http://home.scotland.gov.uk

Accuracy of InformationThe information contained in this booklet was accurate as at November 2012.

november 2012

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MGS School Handbook 2013/4

Documents

Transcript of MGS School Handbook 2013/4