School Handbook 13-14 in PDF

7/31/2019 School Handbook 13-14 in PDF

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Communication Environment Award Bronze

Health Promoting Schools Level 2

BANKIER PRIMARY

School Handbook

2013-2014

BANKIER PRIMARY -

REACH FOR THE STARS


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CONTENTS

INTRODUCTION / FORMAT / PURPOSE

SCHOOL ETHOS

CONTACT DETAILS COMMUNICATION ACCESSING INFORMATION

PARENTS AS PARTNERS

learning at home

home / school partnership

parental representation

parental involvement

CURRICULUM

ASSESSMENT AND REPORTING

TRANSITIONS

SUPPORT FOR PUPILS IN SCHOOL & BEYOND

SCHOOL IMPROVEMENT

SCHOOL POLICIES AND PRACTICAL INFORMATION

CHOOSING A SCHOOL PERFORMANCE DATA

APPENDICES


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INTRODUCTION / FORMAT / PURPOSE

A Foreword from the Director of Education

Session 2013-14

This handbook contains a range of information about your childs school which will be of interest toyou and your child. It offers an insight into the life and ethos of the school and also offers advice and

assistance which you may find helpful in supporting and getting involved in your childs education.

Falkirk Council is keen to work with parents, not only to allow you a greater opportunity to contributeto your childs education, but also to encourage you to play a greater role in the life of the school as awhole. We offer a number of opportunities when you will be able to make your voice heard in relationto your own childs education, your local school, and the Education service as a whole.

Throughout each school year there will be opportunities for you to discuss your childs progress withhis/her teacher. There will also be three annual events for parents organised by the Educationservice. These evening or weekend sessions are spread across the school year and each focuses ona particular theme. The sessions are open to all parents and they are also attended, whereverpossible, by the Convener of the Councils Education Committee as well as myself and members ofthe Services Management Team. Each session offers parents an opportunity to ask questions aboutaspects of your childs education. Dates for these events will be issued by your childs school and Ihope you will be able to come along and hear about, and contribute to, our plans for Education inFalkirk.

Parental involvement in the decision making process and performance monitoring are now,more than ever, an integral part of school life and will continue to become even moretransparent in future years. We look forward to developing that partnership with your support.I am pleased to introduce this handbook for session 2013/14 and trust it will provide you with all therelevant information you may need concerning your childs school. If you have any queries regardingthe contents of the handbook please contact the Head Teacher of your childs school in the firstinstance who will be happy to offer any clarification required.

Andrew SutherlandDirector of EducationFalkirk Council

Footnote: If you want a printed copy of this handbook, please ask the school.

It may be possible to offer some assistance in helping to translate all or part of this handbook toparents whose first language is not English. Enquiries should be directed in to the CommunicationsOfficer for Education Services (tel: 01324 506602).


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Dear Parent / Carer

The staff and pupils of Bankier Primary School would like to extend a very warm welcome to all newpupils, parents and carers.

This School Handbook offers an introduction to our school and a general overview of the educationwe offer all children in our care.

During the production process, we consulted our pupils, parents and staff about the content, formatand use of the handbook. These are the things they said they wanted to see. We have endeavoured

to include as many as possible:Parents Pupils Staff

Make sure all new parentsand carers coming into theschool can get access tothe handbook

Put it on the school andFalkirk Council websites

Photographs

Samples of pupils work

Signpost the standards andquality report

Comments from pupils and

parents Pupil eco council

information

Parent council and PTAinformation

Tell people this is a kindschool

School that teaches you toread

Pictures of pupil council

Pictures of big buddies

Bits of work

Before and after pictures

Litter rota

Pictures of staff

Pictures of playground

Pictures of nursery

Pictures of Denny highschool

Uniform pictures

Information about GLOW

Transition to secondary

Examples of active/interactive methodologyused within school

Links to websites

Do not repeat informationheld elsewhere

Include pictures of activitiesgoing on in school

Give basic informationparents need to know

Inform parents aboutholidays and in service days

In one section, there is an overview of the main achievements of the school within the last 12 monthsand performance information relating to literacy, numeracy and health and wellbeing. Whilst FalkirkCouncil is happy to provide this information we do have some reservations that the publication of rawstatistics, without any kind of informed qualification, can be misleading to the reader. In particular,they should not be construed as offering an indication of the quality of education provided in any ofour schools. We have also shown where you can get further information about our plans for the nextthree years to improve our performance and how the school will involve parents in that improvement.

I hope you find all of the above information helpful and self-explanatory. If you have any queries aboutany of the information contained in this handbook, or indeed about any aspect of our school, pleasedo not hesitate to contact me.

I look forward to a cooperative and productive partnership with all pupils, staff and parents.

Yours faithfully,

Susan DyerHeadteacher.

The information in this school handbook is considered to be correct at the time of publication (Dec2012), however, it is possible that there may be some inaccuracy by the start of the school term inAugust 2013.


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SCHOOL ETHOS

The ethos of our school is encapsulated in our key purpose, vision, values, motto and aims.

SCHOOL KEY PURPOSE, VISION, VALUES, MOTTO AND AIMS

Reviewed by stakeholders Feb 2012

KEY PURPOSETo prepare children for life.

VISION

Contributing to a better world.

VALUES

Wisdom, justice, compassion, integrity, happiness and personal fulfilment, physical and mental well-being, cultural diversity, tolerance, order, trust, courage, citizenship, democracy, self esteem, selfreliance, self motivation, independence, interdependence, confidence, responsibility, excellence, robuststandards, ambition, success, resilience, perseverance, recognition, application - a strong work ethic contributing effectively to society.

MOTTO

Reach for the stars

AIMS

Everything we do in school must be geared towards our key purpose and vision.

1. Maintain a caring, inclusive ethos by getting it right for every child, promoting and developingbest quality relationships with parents, carers, all others in the school and in the wider community,setting the highest standards of care and welfare.

2. Provide each pupil with a diverse education incorporating assessment procedures designed toraise standards of achievement and attainment reflecting the 4 capacities, 6 learner entitlements and 7principles of curriculum design from Curriculum for Excellence.

3. Prepare children for their lives now and in the future so that they maintain healthy lifestyles,learn to achieve, care for the global environment, succeed and excel.

4. Equip our pupils to become successful problem solvers, able to use thinking skills effectively,focusing on their ability to understand.

5. Provide equality of opportunity and ensure pupils feel valued and have a voice.

6. Provide all staff with premier quality development opportunities and resources so that theycontinue to provide thehighest possible quality of learning and teaching in an ever-evolving educationsystem and promote collegiality and distributed leadership.

Our high aspirations for our pupils are outlined in our curriculum and in our policies. Bankier is a veryeffective learning community where staff and pupils are constantly learning. We operate in a culture ofcontinuous improvement. We are committed to restorative approaches and are solution focused inmanaging behaviour. Adults in the school work in partnership to develop resilience and pupils are

taught peer mediation and conflict resolution strategies. Pupils, parents and staff have a strong voicein the school. There are suggestion boxes for parents and pupils and we use a wide variety ofmethods to gauge opinions such as audits and surveys. Pupils are encouraged to use the worry boxoutside the head teachers office to express any concerns and use bubble time to access someprivate time with adults in the school. We have a pupil eco council made up of representatives fromevery class chosen by their peers. These pupils consult their peers during circle time and representtheir views at monthly council meetings.

The school is very successful in attainment and wider achievement. This is largely due to theprovision of high quality learning and teaching experiences and a strong work ethic. There is also agreat emphasis on learning through play.

Here is what some children had to say:

The school is always a happy place and the teachers always have smiles to put it into a good day.The hellpers are very funnyIam just new to the school and I really like the school and I feel warm and welcome.


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The School Lets Us Do Good Activites.this school is really good i wish all my cousins were in this school to i really like all the teachersgeorgiai think we should get more playtime and lunch time. Buti love this school.xxxxClean the toilets please!!!!!we should get more play timethe school is great.

this school isreally good i dont want to leave it has helped me in my school years also i think it is asafe clean place to be in because we have 4 green flagssome of the school meals you dont get anuf

Bankier is highly regarded in the local and wider community. There are very strong relationshipsbetween the school and a wide variety of community groups and local businesses. We prideourselves on the quality of the relationships within the school and wider community.Here is what parents had to say about Bankier:Bankier is an EXCELLENT school with clear educational policies. The staff, under the leadership ofMrs Dyer, is enthusiastic and keen to make a difference to pupils education. My children are bothvery happy in the school and as a working parent, their contentment is very reassuring.Pupils seem to feel that they belong to the school and can influence their learning.I have noticed that the school has been good at promoting positive behaviour in my child.I am extremely pleased with how the school motivates and stimulates the pupils school andnursery!I am very happy with how staff interact with parents and pupils.I am delighted with the level of interest staff show towards improving pupils school life. Very happywe have such a great school in our community.

School Rules

School rules apply to all pupils, teachers, staff members and any visitors. All who enter BankierPrimary are expected to adhere to our rules:

1. Treat everyone with fairness and respect.2. Be gentle, kind and helpful.

3. Behave calmly and quietly.4. Use good manners and be polite.5. Share and co-operate.6. Work to the best of your ability.7. Be honest and truthful.8. Take responsibility for your own actions.9. Be a good listener.10. Take very good care of all property.


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CONTACT DETAILS COMMUNICATION ACCESSING INFORMATION

The school is non-denominational.

School Address: Bankier RoadBanknockBonnybridgeStirlingshire

FK4 1TF

School Tel No: 01324 840206School Fax No: 01324 841715Nursery Tel No: 01324 849971Kitchen Tel No: 01324 840230Community Wing Tel No: 01324 841419School e-mail address: [email protected]

Stages of School: NurseryPrimary 1 to Primary 7

School Roll: 180Nursery Roll: 30am / 30pm

Local Information

Bankier Primary School catchment area incorporates 4 villages, Coneypark, Banknock, Haggs andLongcroft, within a semi-rural setting. These villages are approximately 6 miles from the two nearesttowns Falkirk and Kilsyth (in opposite directions, east and west, respectively). There is an infrequentbus service and there are good road links via major roads and motorways to all the main towns andcities of the central belt. Many local inhabitants commute to Glasgow and Edinburgh for work. Thereare no rail services. There is a mixed pattern of private and local authority housing in the catchmentarea. The school is situated in the heart of a local authority housing area.

Staff

Mrs Susan Dyer,Headteacher

Mrs Ella Toon,DeputeHeadteacher:

Mrs LynneWilson, PrincipalTeacher

Mrs SheenaTogher, SeniorEarly YearsOfficer

Mrs GraceWright, EarlyYears Officer

Miss LouiseDuncan, EarlyYears Officer

Mrs LouiseNoble, EarlyYears Officer

Mrs FionaTaylor, P1teacher

Miss LisaThomson, P1/2teacher

Mrs NicolaRobinson, P3teacher

Mrs Ann Allan,P4 teacher

Mrs CarolLerpiniere, P4teacher

Miss Stephanie Mr John Lamb, Mrs Susan Mrs Nicola Mrs Eleanor Kirk, Mrs Alison


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Gibb, P5/6teacher coveringmaternity leave

P6 teacher

Mrs LynnOBrien, supportfor learningassistant

Mrs LynneCameron,clerical assistan

Mrs LesleyRennie, assistantcook

Mrs AnneMcGrandles,chargehandcleaner

Mrs Morag

Young, PEteacher

Mrs Lisa

McKenzie,learning supportteacher

Mrs NicolaRobertson,educational

psychologist

Rev HelenChristie, schoolchaplain

We currently have 3 vacancies f

Attendance and Absence

It is a duty of parents, by law, toAttendance is recorded twice a dauthorised, that is, approved bythe parent (truancy).Please let the school know by legive your child a note on his or hexplanation from a childs parent

8

MacLeod, P7teacher

Duncanson,currently onmaternity leave

supplearnassis

Mr DerekStringer, janitor

Mr Kyle Welsh,modernapprentice

Mrshead

Mrs IsobelMcLean, cleaner

Miss JohannMcLean, cleaner

MissRussteac

Mrs Susanne

Bell, piano tutor

Mr Logan

Tannock, chantertutor

Mrs

Shetutor

Miss StephanieWood, speechtherapist

Miss Jen Cairns,active schoolscoordinator

MrsMcLsupp

learnassis

r learning support assistants and 1 vacancy for

make sure that their children attend school regulay, morning and afternoon. Absence from schoohe education authority; or as unauthorised, that i

ter or phone if your child is likely to be absent foer return to school, confirming the reason for abss / carers, the absence will be regarded as unau

ort foringtant

Gibson, supportfor learningassistant

al Crosbie,cook

Mrs JaniceMeighan,assistant cook

Lesleyell, dramaer

Mrs LouiseMcQuade,French teacher

iona

rer, cello

Mrs Gisela

Laing, violin tutor

atherinean, Oxgangort for

ingtant

Mrs CarolineMcKinlay,Oxgang outreach

support teacher

music specialist.

rly and punctually.l is recorded ass, unexplained by

some time, andence. If there is nohorised.


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If your child is late for school on occasion, please send a note of explanation with your child.Whenever your child is absent from school, you should contact the school as soon as possible -before 9.30am on the first day of absence to let us know.When a child has an afternoon absence, having been present in the morning, parents must inform theschool immediately for safety purposes if possible before 1.30pm.

Please make every effort to avoid family holidays during term time as this disrupts your childseducation and reduces learning time. The head teacher can approve absence from school for a family

holiday in certain extreme situations, for example, in traumatic domestic circumstances where theholiday would improve the cohesion and wellbeing of the family. Please discuss your plans with thehead teacher before the holiday. If the head teacher does not give permission before the holiday, itwill be recorded as unauthorised absence. The head teacher may also exercise discretion when aparent can prove that work commitments make a family holiday impossible during school holidaytimes. Normally, your employer will need to provide evidence of your work commitments. Absenceapproved by the head teacher on this basis is regarded as authorised absence. Furthermore, if familyholidays are arranged during term time, parents should be aware that the school is not obliged tomake special arrangements to help pupils catch up with any missed school work.

Parents from minority ethnic religious communities may request that their children be permitted to beabsent from school to celebrate recognised religious events. Absence approved by the head teacheron this basis is regarded as authorised absence. Extended leave can also be granted on request forfamilies returning to their country of origin for cultural or care reasons.

A supportive approach is taken to unexplained absence. However the education authority has legalpowers to write to, interview or prosecute parents, or refer pupils to the Reporter to the ChildrensPanel, if necessary. Schools are obliged to report persistent pupil absences to Education Services.Attendance panels will then consider the attendance and where there is not improvement after anAttendance Panel Hearing, the matter will then be referred on to the Attendance Committee.

Primary School AdmissionsRegistration and enrolment

The date for registration of new school entrants is advertised in all local nurseries, the local press andon the councils website www.falkirk.gov.uk. It is normally in January each year. At this time enrolment

procedures are carried out and parents have the opportunity to tour the school. It is necessary forparents enrolling pupils to bring with them:

Home and work contact details including mobile phone numbers

Emergency contact details

The child(rens) birth certificate(s)

Proof of residence

Details of emergency contacts

Any relevant medical data

Details of GPPupils should be registered in only one school for their catchment area. Parents will be provided withinformation about the school, when they register their child. Parents who want to send their child to aschool other than the catchment school must make a placing request. Requests for enrolment willonly be prioritised if Education Services receive more requests for enrolment than places available at

the school. Any movement between denominational and non-denominational schools at year stagesother than Primary 1 will require a Placing Request Form to be completed. You are still required toenrol your child(ren) at your catchment school even if you do not wish him/her to attend that school.Parents of pupils who have moved into the catchment area or, who wish their child to transfer to theschool, should contact the school office for information.

At any other time, parents should telephone the Headteacher to make an appointment to see theschool or enrol their children. The Headteacher will happily accommodate such visits.


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Education Services must set a date each year for the commencement of childrens attendance atPrimary school. This date is usually the 3

rdor 4

thweek in August.

When commencing Primary 1 education, your child will normally attend the local denominational ornon-denominational Primary school (regardless of religion) and transfer from it, after Primary 7, to itsassociated Secondary school. Details of the catchment areas and boundaries can be obtained fromthe Forward Planning Section Tel. 01324 506619/506608 Education Services, or the relevantschool.

Children eligible for enrolment are those whose 5th

birthday falls between 1st

March and the end of

February the following year.

An opportunity for the new intake to visit the school is normally arranged in May/June of each year.While the children are participating in classroom activities and meeting their class teacher, parents willhave an opportunity to view the school and are given a brief explanation of school life.

Nursery Class

Our main aim is to provide a wide range of activities that are designed to develop the child's literacy,numeracy and cognitive development as well as providing opportunities for social, emotional andphysical development. The nursery class is an integral part of the school.

All Falkirk nursery classes are required to allocate places according to the Nursery EducationAdmission Policy. A funded pre-school education place is available for every child aged 3 to 5 yearswho lives in Falkirk. A place can be provided in either a Falkirk Council nursery or in a privatenursery/playgroup which is in partnership with Falkirk Council.

Children become eligible for pre-school education the term after their third birthday.

If your child is born between: They will be eligible for a funded pre-schoolplace from:

1 March to 31 August Autumn Term (August)1 September to 31 December Spring Term (January)1 January to 28/29 February Summer Term (April)

Application forms are available from all primary schools and nurseries and can also be downloadedfrom the Falkirk Council web-site at www.falkirk.gov.uk.

Only one application form should be completed. The application form asks for the 1st, 2

ndand 3

rd

choice of nursery, the form should be returned to the 1st choice where you will also be asked to showthe childs birth certificate and proof of address.


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On most occasions children are allocated a nursery place in the 1st

choice nursery in their pre-schoolyear, this may not always be possible in their ante pre-school year, however, an alternative place willbe offered and the childs name will be placed on the waiting list of the 1

stchoice.

Nursery classes in primary schools only provide places for 3 to 5 year olds, application for a place canbe made when a child reaches their second birthday.

Communication with the Home

From time to time your child will bring home important and routine communications from the school.Parents are encouraged to check their childrens schoolbag for these communications. Enquiries ofany kind should be addressed to the teacher in the first instance; thereafter, to the Headteacher.

Complaints, Comments and Suggestions Procedure

Falkirk Council Education Service is keen that you should be completely satisfied about your child'seducation and we encourage feedback on our services from parents and pupils. We are, therefore,interested in feedback of all kinds, whether it be compliments, suggestions or complaints.If you want to register a comment of any type about the school you can do this by writing, e-mailing,telephoning or making an appointment to see someone. All feedback is welcome and keeps us in

touch.If, in particular, you have a complaint about the school, please let us know. It is better that thesethings are shared openly and resolved fairly and quickly, rather than being allowed to damage therelationship between the family and the school. We will deal with the issue as confidentially and asquickly as possible. If we have made a mistake we will apologise quickly and clearly and try to putthings right.

There are some things which you should take note of in relation to making a complaint:

Please raise any complaints initially with the Headteacher. This makes sure that the school knowswhat is going on and has an opportunity to respond and resolve the issue.

Although we try to respond as quickly as possible, issues can sometimes be complex and we willneed time to investigate them.

If you are still unhappy with the service or with our response then you will have the right to take

the matter further. You can put your complaint in writing or fill in a complaint form, available in theschool or any council office. We can help if you have difficulty with this. Completed forms shouldbe sent to: Complaints Officer, Falkirk Council, Education Services, Sealock House, 2 InchyraRoad, Grangemouth FK3 9XB. Telephone 01324 506694.

If you are still unhappy after the further investigation and reply you can take the matter up with theScottish Public Services Ombudsman.

You should also note that you have the right to raise unresolved concerns with your localCouncillor, MSP or MP.

Transferring Educational Data About Pupils

The Scottish Government and its partners collect and use information about pupils to help to improveeducation across Scotland. This note explains why we need this information, how we use it and whatwe 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, the ScottishGovernment, education authorities and other partners such as the Scottish Qualifications Authority


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and Skills Development Scotland need accurate, up-to-date data about our pupils. We are keen tohelp all our pupils do well in all aspects of school life and achieve better examination results.Accurate and up-to-date data allows us to:

plan and deliver better policies for the benefit of all pupils and specific groups of pupils

better understand some of the factors which influence pupil attainment and achievement

share good practice

target resources better.

Data Policy

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

Education data within Scottish Government is managed effectively by secure systems and is exploitedas 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 Governmentto take any actions in respect of individuals.Data is held securely and no information on individual pupils can or would be made publicly availableby Scottish Government.

The individual data collected by Scottish Government is used for statistical and research purposesonly.

Your Data Protection Rights

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

Scottish Government works with a range of partners including Education Scotland (formerly HMInspectorate of Education) Careers Scotland and the SQA. On occasion, we will make individual dataavailable to partners and also academic institutions and organisations to carry out research andstatistical analysis. In addition, we will provide our partners with information they need in order to fulfiltheir official responsibilities. Any sharing of data will be done under the strict control of ScottishGovernment, which will ensure that no individual level data will be made public as a result of the datasharing and that these data will not be used to take any actions in respect of an individual. Decisionson the sharing of data will be taken in consultation with relevant colleagues and individuals within andoutwith Scottish Government.

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, onrequest from the ScotXed Support Office, in other languages, audio tape, Braille and large print.


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Agreed Term Dates for Session 2013-2014

DaysSchool Year Term Dates Staff Pupils

Autumn Term Begins (Staff Only - Dev Days) Monday 19 August 2013Tuesday 20 August 2013

Autumn Term Begins (Pupils) Wednesday 21 August 2013Autumn Term Ends Friday 11 October 2013 39 37

Winter Term Begins Monday 21 October 2013Winter Term Ends Friday 20 December 2013 45 44

Spring Term Begins Monday 6 January 2014Spring Term Ends Friday 4 April 2014 63 62

Summer Term Begins Tuesday 22 April 2014Summer Term Ends Friday 27 June 2014 48

47

195 190

Term Time Public Holidays Staff Development Days

Monday 9 September 2013 Monday 21 October 2013Friday 14 February 2014Monday 17 February 2014

Friday 18 April 2014 Thursday 13 February 2014Monday 21 April 2014 Friday 2 May 2014Monday 5 May 2014


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PARENTS AS PARTNERS

Learning at Home

The school has a clearly defined policy on homework, a copy of which can be obtained from theHeadteacher. Pupils are regularly given homework to support their learning and to encourage them tobecome more organised and self-supporting in their learning. Homework tasks will be given where ateacher feels a particular child or group of children may benefit from it. The homework will beorganised according to the stage and ability of the child, it can arise from all curricular areas, and itmay include written, oral or practical activities. The tasks set will be interesting, worthwhile andchallenging for the child.

Parents are encouraged to help pupils with their homework as a means of keeping them up to datewith the work of the class and the childs progress and to promote partnership between the schooland parents. Homework provides an opportunity to consolidate what has been learned in class, andmakes you aware of what your child is learning and provides you with a useful discussion starter.Homework is also an integral part of school work. Parental interest and co-operation in ensuringhomework is undertaken is appreciated. The school encourages parents to sign each homework task.

Pupils often learn very successfully in clubs and through activities which are undertaken out of schoolhours. We want to recognise and encourage such wider achievement and ask that parents and carerssend in word of any such achievement to the school so that we can give recognition at assemblies.

Here is what one parent said:The feedback box on my childs homework book is very helpful and lets me get involved and I havehad positive results from this.

Home / School Partnership

Partnership with parents is crucial to provide the best possible learning for pupils. Parents are theprimary educators of their children and they entrust teachers to utilise their knowledge and skills tofacilitate optimum learning. Best practice builds on the learning children already have on enteringschool. Partnership with parents includes cooperation in all aspects of learning and particularly in

disciplinary matters. Partnership can take many forms and includes parent helpers coming intoschool, membership of organisations such as the Parent Teacher Association and Parent Council,attendance at parents evenings, open days, workshops and other events. We also provide specialshared writing, maths and talking and listening homework once per term to encourage greaterparental participation. This replaces the usual homework given at those times and offers parents hintsand tips to help their children learn.

Parental Representation

Parent Councils are the formal representative body for parents / carers with children attending school.Parent Councils are different in each school to enable them to meet the needs of parents / carerslocally. All parents / carers are automatically members of the Parent Council at their childs school.The Parent Council decides how their representatives on the Parent Council are chosen and how the

Parent Council operates. Parents / carers are encouraged to volunteer or put themselves forward tobe chosen as representatives of the Parent Council if they wish.The main aims of the Parent Council are to:

Support the school in its work with pupils


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Represent the views of parents

Promote contact between the school, parents, pupils, providers of nursery education and thecommunity

Report to the wider parent body

To be involved in the appointment of senior promoted staff.

Raise funds for the school for the benefit of pupils (in some schools the PTA fulfils this role).All parents / carers are automatically members of the Parent Forum at their childs school. As a

member of the Parent Forum all parents can expect to: receive information about the school and its activities;

hear about what partnership with parents means in our school;

be invited to be involved in ways and times that suit you;

identify issues you want the parent council, to work on with the school;

be asked your opinion by the parent council on issues relating to the school and the educationit provides;

work in partnership with staff; and

enjoy taking part in the life of the school in whatever way possible.

Please contact the Headteacher or Chair of the Parent Council, Mrs Lynne Wilcox, via the school fordetails on how you can get involved.

The PTA is mainly responsible for arranging events for parents and raising funds for the school.Volunteers are welcome - please contact the PTA if you want to join in. The Chairperson of the PTA is

Louise Wrigley. The PTA may be contacted via the School.

In consideration of barriers such as child care and busy working lives, PC and PTA meetings takeplace in the evenings.

The Scottish Parent Teacher Council is the national organisation for PTAs and PAs in Scotland,Parent Councils can join too, and it runs an independent helpline service for all parents. They can becontacted by phone on 0131 474 6199, or email on [email protected] or write to SPTC, MansfieldTraquair Centre, 15 Mansfield Place, Edinburgh, EH3 6BB.

For more information on parental involvement or to find out about parents as partners in theirchildrens learning, please contact the school or visit the Parentzone website atwww.parentzonescotland.gov.uk.

Parental Involvement

We are keen to involve parents in genuine partnership wherever possible. Parents can get furtherinvolved in school life by helping to run extracurricular activities. Parents often help us escort pupils to


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church services at the end of term, on The Big Fit Walk at community events such as the litter picksand on school excursions. Parents have also helped us by going on residential excursions. If thereare any other ways you would like to be more involved, please contact the school or leave your ideasin the suggestion box at the main entrance.

We try to involve parents by sending hyper links to the school website and other important networks.GLOW, Scotlands unique, world leading, online network supports learners and teachers and plansare already in place for parents across the country to have access to GLOW. In the meantime, all our

pupils have access to GLOW. Details of this are sent home to parents who can access GLOW thoughtheir childrens logins and passwords. We are encouraging pupils, staff and parents to make fargreater use of GLOW.

There are website addresses with many useful contacts at the end of this handbook. (Appendix 1)


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CURRICULUM

Curriculum for Excellence (CfE) Learning to Achieve

CfE balances the importance of knowledge and skills. It has now been introduced across Scotlandfor all 3-18 year olds wherever they learn. It aims to raise standards, prepare our children for afuture they do not yet know and equip them for jobs of tomorrow in a fast changing world. Curriculumfor excellence will be fully implemented by 2016.

CfE is based on 7 principles: Challenge and Enjoyment, Breadth, Progression, Depth, Personalisationand Choice, Coherence and Relevance. There are also 6 learner entitlements: a broad generaleducation, a coherent curriculum, support, positive and sustained destinations, a senior phase, skillsfor learning, life and work. There 8 curricular areas: Expressive Arts, Health & Well Being, Languages,Mathematics, Religious and Moral Education, Sciences, Social Studies and Technologies.

Learning to Achieve is Falkirk Councils key strategy for raising achievement. It describes in detailhow CfE will be delivered in our educational establishments. We will use Learning to Achieve tomonitor, develop and improve outcomes for children and young people. In addition to the entitlementsof CfE our education provision will reflect local needs and circumstances. Therefore, at differentstages of their education, our learners will have opportunities to:

Link aspects of their learning to the local environment and its heritage

Participate on a residential experience where possible

Participate in arts, sports and cultural events

Participate in environmental projects

Participate in a community project

Participate in outdoor learning experiences

Access appropriate technology

Be consulted on and contribute to the decision making process in school

Experience work based learning

Develop collaborative, social, leadership and other life skills

Access academic and vocational learning experiences

Access learning experiences designed and / or delivered by relevant partners

Reflect upon and be pro active in planning and making choices about their own learning

Engage with learners in other countries and demonstrate knowledge of their culture.

Teachers and practitioners will share information to plan a childs learning journey from 3-18, helpingtheir progression from nursery to primary, primary to secondary and beyond, ensuring each transitionis smooth. Theyll ensure children continue to work at a pace they can cope with and with challengethey can thrive on.

CfE brings real life into the classroom, making learning relevant and helping young people applylessons to their life beyond the classroom. It links knowledge in one subject area to another, helpingmake connections in their learning. It develops skills which can enable children to 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. Therewill be new qualifications for literacy and numeracy from 2012/13. New qualifications at National 4


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and 5 will be available from 2013/14. Our well regarded Access, Highers and Advanced Highers willbe updated to take account of and support the new approaches to learning and teaching.

There will be a new emphasis by all staff on looking after our childrens health and wellbeing toensure that the school is a place where children feel safe and secure.Children will also experience

sensitive aspects of learning e.g.learning about sexual health, relationships and parenthood. There isa wide and varied Physical Education Curriculum that is being delivered focussing on the experiencesand outcomes of Health and Well being that is provided by the peripatetic PE teacher.

Ultimately, Curriculum for Excellence aims to improve our childrens life chances, to nurturesuccessful learners, confident individuals, effective contributors, and responsible citizens, buildingon Scotlands reputation for great education.

The Authority provides support for pupils who need to develop English as an additional language. Thecentral Scotland Community Interpreting Group offers the services of training interpreters andtranslations for those parents who require it.

French is taught to children in upper stages and swimming is provided or children in P5.

Social, Moral and Religious Education (RME) are inter-related and enable children to developunderstanding of religion and to show responsible attitudes through care, respect and concern forothers within our multi-cultural society. Assemblies are held weekly. The school Chaplain, MrsChristie, regularly visits the school. Religious observance is restricted to some of the weeklyassemblies, visits from the minister and others. The RME programme itself does not incorporatereligious observance. Parents who wish to exercise their right to withdraw their child from religiousinstruction and /or observance should contact the Headteacher, in writing, and alternativearrangements will be made for your child.


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Details of curricular policies and guidelines can be found on the schools website at:http://www.bankier.falkirk.sch.uk/bankier.html

In Bankier Primary, there are well established, innovative learning and teaching methods such ascooperative learning, thinking hats, multiple intelligences, interdisciplinary learning, storyline andformative assessment. These are used in a balance with other more traditional methods such as rotelearning.

Please contact the headteacher if you would like any further information about the curriculum withinour school.

Health Promoting Schools

A Health Promoting School is one in which all member of the school community work together toprovide pupils with positive experiences and structures which promote and protect their health. Thisincludes both formal and informal curriculum, the creation of a safe and healthy school environment,the provision of appropriate health services and the involvement of the family and the widercommunity in efforts to promote health. Falkirk Council and partner agencies will continue to developand support opportunities for children, young people and families to make healthier lifestyle choices.In our schools and communities we will promote services targeting all areas of health.

Bankier Primary has achieved level 2 Health Promoting Schools Award.

Active Learning

Curriculum for Excellence emphasises the value of an active learning approach. In the early years,children will have a range of learning experiences that include planned and purposeful play andstimulating learning which engages and challenges childrens thinking using real life and imaginarysituations. As children progress through school they continue to be involved in active learningexperiences which are engaging and give them ownership of their own learning. Active literacy playsa major role in developing pupils communication skills.


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Facilities for Physical Education and Outdoor Activities

The gym hall has a variety of apparatus for physical education within the school. There are two shortfootball pitches across the sports field that combine to form one larger football pitch. The pitch issuitable in all weather and is floodlit. There are many games and activities painted on the ground andwe have wall mounted basketball hoops for all stages. We also have an adventure trail, climbing walland assault wall. Many after school clubs are in place using the school for activities such as dance,rugby, mini tennis, badminton, orienteering and cross-country. We also have access to the newSports Centre adjacent to the school during school hours.

Active Schools

The fundamental aim of Active Schools is to give school-aged children the tools, motivation and theopportunities to be more active throughout their school years and into adulthood. These opportunitiesare available before, during and after school, as well as in the wider community. For furtherinformation contact the Active Schools Team on 01324 590952 or visit our websitewww.activeschoolsfalkirk.co.uk

Planning Childrens and Young Peoples Learning

Teachers in nursery, primary and secondary schools share their learning intentions with pupils,parents and carers. This takes place on a day-to-day basis, by agreeing the aims of an individualpiece of work.

Longer-term planning also takes place in a variety of forms. Pupils in primary schools negotiate withtheir teachers their aims for the next block of learning. At the end of the block progress against theseaims is assessed by the teacher and pupil, and, new targets are set for the following block of learning.In secondary schools, pupils review progress against targets and negotiate new ones with theirpastoral teacher.

In order to encourage pupils to take responsibility for their learning, we use Learning Logs in which

pupils record their progress and next steps and this is shared with parents regularly across thesession. Parents are invited to comment on these.

Eco-school

It is a matter of great pride that ours is a Green Flag Eco-School. We have achieved 5 green flagawards over the last 10 years. This means that we have achieved the highest level awarded. We takeour Eco- School responsibilities very seriously.


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We have devised eco-codes for

ECO-TEAM

Healthy and Well Being

Transport

School Grounds

Water It

Energy L

Waste minimisation

Litter

Biodiversity

Sustaining Our World

Food and the Environment

We re-use and recycle a large rcycle to school. We have greatlybiodiversity in our area. We try tarray of 24 photovoltaic panels ohours. We ask that all parents aour Eco School.

21

each of the areas covered by Eco-schools, as fol

CO-CODE

at fruit, be wise and exercise.

ont drive for Earth to survive.

place to play where animals stay.

s our dream to make water clean.

ast out, switch off.

educe, recycle, re-use; whatever you choose.

ont drop it, bin it.

ake a lesson to ensure life doesnt lessen.

ive Earth a cushion, stop the pollution.

o waste, better taste.

nge of materials. We encourage all our pupils animproved our school grounds and have workedconserve energy and reduce our energy consu

n the school roof which generate electricity of a rsociated with the school embrace the spirit as w

lows:

d parents to walk oro improveption. There is an

ate up to up to 4Kwll as the practice of


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ASSESSMENT AND REPORTING

Centre for Evaluation and Monitoring (CEM) testing takes place twice in P1 at the start and end of thesession. It also takes place in P3, P5 and P7 in May each year. CEM testing allows a snapshot pictureof where individual children have reached in their literacy and numeracy development and gives anindication of attitudes to learning. The tests are all standardised. This information helps teachers planfor learning at each stage.

As pupils progress through school, teachers use a range of assessment strategies, includingAssessment is for Learning strategies (formative assessment) as well as setting tests. Pupils are alsoinvolved in assessing their own progress and developing their next steps through profiles which aresent home many times in the session.

We recognise that all pupils do not develop and progress at the same rate and, therefore, we useboth group and individual methods to ensure that all pupils are given appropriate instruction and theopportunity to succeed. Please contact the school as soon as possible if you have any concernsabout your childs progress.

Parents have the opportunity to discuss their childs progress with class teachers at ParentsEvenings. Pupil Summary Reports are sent home to parents and they have an opportunity tocomment on these in June each session. In addition, of course, parents are welcome to contact theschool at any time to ask for information or for an appointment to consult with the Headteacher orclass teacher. Pupils progress is also shown in many other ways: profiles, learning journeys, opendays and workshops.

For some pupils, detailed diagnostic testing is administered usually to support pupils with additionalsupport needs.

We recognise the value of learning out with the school setting and welcome partnership with others todevelop wider achievement.

Here is what two parents said about reporting:I feel it would be more beneficial if the parents evenings/afternoons were held further into the schoolyear. The children seem to have just begun their new school year when the parents evenings arebeing held. This would allow teachers more time to assess childrens level of understandingcapabilities.I would like more information on my childs development at school. Although parents evening and thevisit to their class are very good, I think and extra report card or parents evening during the yearwould be beneficial, especially in P1.

Therefore, we have arranged a variety of workshops and information events over the session.


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TRANSITIONS

There are detailed transition arrangnurseries to the school; from primarfrom other primary schools. We tranFile (PPF) and other files or transfeGroup family support workers, Oxgamong others to ensure important iplace for vulnerable children. P7 pu

Here is what one parent said:Hopeful that the transition period win the school.

Placing Requests

As a parent, you have the right to mother than the local school. Applicatschool in August will only be accept

applications in early December.

Every effort will be made to try to mto grant every Placing Request to aRequest for one child does not guarparent could end up with children at

Primary 1 children must also be enrForm whilst awaiting the outcome othe childs enrolment at the catchm

Placing Requests can only be apprcatchment area children have enroll

the numbers of Placing Requests atfor future catchment pupils they exp

If more Placing Requests are madeRequests will be prioritised accordinrefused accordingly.

If you wish to make a Placing Requeach child involved) and return it toInchrya Road, Grangemouth, FK3 9Placing Requests for Primary 1 andby the 15

thof March each year for c

Your Placing Request will be considpriorities for admission.

ments in place for pupils transferring from our oto our associated and other secondaries and fo

sfer rich data in the Pupil Progress Record (PPRforms. We liaise with partner agencies such asng outreach, educational psychology, speech anformation is transferred. Special transition arranils undertake a transition topic such as Trash F

ll be as smooth for P7-S1 as it has been at all ot

ake a Placing Request for your child(ren) to be eions for Primary 1 and Secondary 1 Placing Reqed following the publication of an advert in the lo

eet parental wishes, but you should note that it isparticular school. You should also note that a suantee a successful one for another child. It maydifferent schools.

olled at the catchment area school on the approptheir Placing Request Application. If the Placingnt school will automatically be withdrawn by Edu

ved when there are sufficient places remaining ied and if staffing and accommodation at the sch

that school. Education Services can also reservect to move into the area in the following school

for admission to a particular school than placesg to Falkirk Councils Admissions Policy and req

st, you should complete the appropriate applicaForward Planning Section, Education Services,XB. This Form must be completed by the childsSecondary 1, commencing in the next school seonsideration. Responses will be issued no later t

ered against a set of criteria which is set out in t

n and otherr pupils moving to or), Pupil Progressthe Multi Agencyd language therapyements are put intosh.

er transition points

ducated in a schoolests to commenceal press inviting

not always possiblecessful Placinge, therefore, that a

riate EnrolmentRequest is granted,cation Services.

the class after allol are able to meet

places in a classear.

vailable, theseests accepted and

ion form (one forealock House, 2

Parent/carer.ssion must be madehan 30

thApril.

e Councils


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Any Placing Requests received after the 15th

March for Primary 1 and Secondary 1 will not beconsidered in the first round of Placing Requests. Parents / Carers will be notified of the outcome of theirrequest within 8 weeks of receipt.As soon as a decision has been made, you will be notified of the result. If your Placing Request issuccessful, you will be asked to contact the school to establish arrangements for enrolment.

Mid Session TransfersYou may make a Placing Request at any time during a school session. If your child is experiencingproblems at school, you are advised to discuss the matter with the Head Teacher prior to making a

Placing Request. Completing the Application Form does not guarantee a place for your child at yourchosen school. Your Placing Request will only be granted if there are surplus places available at theschool.

Transport for Placing Requests

If a Placing Request is successful, parents will be responsible for the safety and transportation costs oftheir child to and from their chosen school.

Secondary School

At the end of P7 pupils normally transfer to:Denny High SchoolHerbertshire ParkDenny, FK6 6EETel No.: (01324) 827440

Primary to Secondary Transfer

Visits to secondary schools are organised before the summer holidays and children from othercatchment schools who will be attending the same secondary school will have the opportunity to meetand get to know each other and their teachers.

If you wish your child to attend a secondary school other than the catchment denominational or non-denominational secondary school for your home address, you will be required to make a PlacingRequest as detailed in the Placing Request section below.

You do not need to submit a Placing Request if you want your child to transfer from a non-denominational secondary school or vice-versa at the primary to secondary transfer stage, as long as theintended secondary school is still the catchment school for your home address. Parents of children whoare planning to change from denominational to non-denominational or vice-versa between primary andsecondary school should ensure that both the primary school and the intended secondary school knowwhat is to happen.


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SUPPORT FOR PUPILS IN SCHOOL & BEYOND

Support for PupilsPupils additional support needs will be identified as early as possible and addressed through the GettingIt Right For Every Child processes. Support can be offered because a child is less able or more ablethan their peers. Support is offered for literacy, mathematics and health & well being (which includesbehaviour). This involves close co-operation between the parent or carer, the child and the staff in school they are the core part of the Team Around the Child. Others involved in your childs education and well-being will also be part of the Team, and will help to complete a rounded picture of assessment where

appropriate. The Team will also draw up and review plans to meet the needs identified. Their activitiesare co-ordinated by the Named Person, who is responsible for ensuring plans are implemented and hasan overall picture of the pupils progress. You will be told who the Named Person is for your child whenthey start school. If you believe your child may have unrecognised additional support needs, your firstpoint of contact should be the childs class teacher or form tutor.The school makes provision for pupils with additional support needs throughout their education:

each teacher differentiates the Curriculum for Excellence within their class to provide educationaltargets and objectives suited to their age and stage of development

the school has an experienced Support for Learning Teacher to co-ordinate and organise supportfor children

the school can call on the time of a Support for Learning Assistant for exceptional casesThe school provides additional support in nurture groups for pupils who have experienced trauma in theirpersonal lives. There are also social skills groups, motor skills groups and a special reading recoveryprogramme for pupils who need it.

If a child has long-term additional support needs requiring the significant support of agencies external toEducation Services (such as Speech and Language Therapy or Occupational Therapy), the support mayrequire further co-ordination. At this point, the authority would issue a Co-ordinated Support Plan. Detailsof this process can be found on:http://www.falkirk.gov.uk/services/education/information_for_parents/additional_support_for_learning.aspx.

Heres what a member of staff said about teamwork:

The school benefits from excellent teamwork, staff commitment and superb care and welfare of pupils.The school is very good at identifying its own strengths and development needs and targeting schoolimprovements appropriately. There is a collective will to solve problems positively and constructively.The school has far higher attainment and achievement than expected for its socio economic catchment.All of this indicates that the school is well placed and has a great capacity for delivering improvement.

PHOTO MONTAGE OF BUDDIES

Disputes and Resolution

Schools and Early Years facilities do their best to support pupils, and are responsive to the needs ofparents, carers and pupils. Nevertheless, problems may arise, and it is important to deal with these assoon as possible.In the first instant it is usually wise to contact the school or nursery directly, and if the matter cannot besatisfactorily resolved, they may call on the services of some of centrally-based staff the Additional


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Support for Learning Adviser, the Educational Psychologist or the schools attached Quality ImprovementOfficer. Education Services also commission independent mediation through Children in Scotland. Theirservices, called Resolve, may be arranged by the Additional Support for Learning Adviser, or accesseddirectly by parents on 0131-222-2456.Parents, carers and children with additional support needs can also seek independent advice andsupport through:

Enquire the Scottish advice and information Service for additional support for learning:www.enquire.org.uk, 0845 123 2303

Scottish Independent Advocacy Alliance; www.siaa.org.uk, 0131-260-5380

Take Note: National Advocacy Service for Additional Support Needs (Barnados in association withthe Scottish Child Law Centre) www.sclc.org.uk, 0131-667-6633.

Getting It Right For Every Child (GIRFEC)

Taking care of our children's well-being and making sure they are alright - even before they are born -helps us ensure the most positive outcomes for them later in life. It gives them the potential to grow upready to succeed and play their part in society.

Getting it right for every child is a programme that aims to improve outcomes for all children and youngpeople. It promotes a shared approach that:

builds solutions with and around children and families enables children to get the help they need when they need it

supports a positive shift in culture, systems and practice

involves working together to make things better

Getting it right for every child is the foundation for work with all children and young people, includingadult services where parents are involved. It builds on universal health and education services, and isembedded in the developing early years and youth frameworks. Developments in the universal servicesof health and education, such as Better Health Better Care and Curriculum for Excellence, are identifyingwhat needs to be done in those particular areas to improve outcomes for children.

The Getting it Right approach looks at eight areas of 'well-being'. These are recognised as areas in

which children and young people need to progress in order to do well now and in the future. They allowthose responsible for the care and support of children - including members of their own families - to lookat a situation in a structured way that will help them identify any needs and concerns and plan with thechild and family any action they need to take. The eight well-being indicators are:

PUPIL ECO COUNCIL

Safe

Healthy

Achieving

Nurtured Active

Responsible

Respected

Included


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The approach gives them a common language and a way to gather information about a child's world,making sure the child is growing and developing, and has everything they need from the people who lookafter them both at home and in the wider community. It also encourages practitioners to think about whoelse might need to be involved (for example a teacher might need to contact other professionals to makesure that an education improvement plan with the child and family was meeting all the child's needs).

The GIRFEC web pages link you to many sources of information relevant to children, young people,parents, families and practitioners which we hope will allow you to find what you are looking for:

http://www.falkirk.gov.uk/services/specialist/girfec/girfec.aspx

Additional Support Needs

As with all local authority schools in Scotland, this school operates under the terms of the AdditionalSupport for Learning Act (2009) and its accompanying Code of Practice. Further details of the policiesand procedures can be found on the Falkirk Council website,http://www.falkirk.gov.uk/services/education/information_for_parents/additional_support_for_learning.aspxand the schools Additional Support for Learning Co-ordinator will be able to outline thesupport that can be offered in school.

Working with other agencies and professionals for example, Social Work Services, Educational

Psychology Service, National Health Service and parents decisions are made with regards to the bestpossible education to meet the needs of the child within the resources available.Parents, carers and children with additional support needs can also seek independent advice andsupport through:Enquire: www.enquire.org.uk 0845 123 2303Scottish Independent Advocacy Alliance www.siaa.org.uk 0131 260 5380Take Note: National Advocacy Service for Additional Support Needs (Barnados in association with theScottish Child Law Centre) www.sclc.org.uk 0131 667 6633.

Educational Psychology Service

Educational psychologists use their knowledge of psychology, learning and education to provide aspecialist service to schools and pre five establishments.

Every school and pre-five establishment has a link Educational Psychologist who provides consultation,assessment intervention, training and project work.Educational Psychologists work in collaboration with teachers, parents and other professionals tosupport children and young people with their learning and general development, and to make the most oftheir lives, particularly in educational settings.The school must obtain the agreement of parents and, where appropriate, the pupil before involving theEducational Psychology Service.

Family Support Service

The Family Support Service is one of the services working to support children and families in Falkirk. Weare based in different areas across Falkirk and linked to localities in each area.

The main aim of the service is to increase the wellbeing of young people by developing links betweenhome and school thus ensuring that pupils are offered support to meet their needs.

Support offered to pupils can be given individually or in a group setting. Parents are kept fully involvedand initially a home visit will be offered to discuss the request for assistance, and thereafter progress willbe reviewed and evaluated on a regular basis keeping parents and pupils fully informed.

Support is also offered to pupils having been identified as being anxious at times of change. Moving frompre-five to primary, primary to secondary school and from secondary to further education or employment.As this can be a stressful time to both pupils and parents we can work with you and your childs school toensure a smooth transition, and help them learn how to cope with change.

The Family Support service is a non statutory service and staff work in partnership with parents or carers

and school staff. We also work in partnership with other agencies including Counselling and supportservices, Health, Social Work and Community Learning and Development and other identified localvoluntary and government agencies.


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SCHOOL IMPROVEMENT

The School Improvement Plan (SIP) is the main document for planning school improvement. A maximumof 6 key developments are planned in any one session. These are prioritised through a process ofauditing and consultation as well as considering important local and national initiatives. Otherconsiderations are the results of the Scottish Survey of Literacy and Numeracy, attainment data andinformation provided Education Scotland. The key aim for any improvement plan is to raise attainmentand achievement but it also addresses issues such as inclusion and inequality. The SIP is used duringschool inspections. Parents can support the SIP process by participating in audits, surveys and

consultations. The Parent Council is always consulted on the content of the SIP.

School Improvement is monitored by head teachers, school staff and officers within Education Servicesas well as members of the Inspectorate and using the resulting performance information to secureimprovement is an important part of the work

Every year each school publishes a Standards and Quality report which highlights the schools majorachievements.

The SIP and the Standards and Quality Report which gives details of the schools main achievementsare available on the school website: http://www.bankierr,falkirk.sch.uk


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SCHOOL POLICIES AND PRACTICAL INFORMATION

The school has a great many policies and guidelines linked to delivery of the curriculum andadministrative matters. These include:

Health, Safety and Care

Positive behaviour

EducationAll school policies can be made available for inspection in school or can be viewed on the school

website: http://www.bankier.falkirk.sch.uk

Accidental Injury

We have trained first aiders on the staff who will treat minor injuries. Contact with parents is alwaysmade in the event of a more serious injury.

Emergency Evacuation Procedures

We have a very comprehensive health, safety and care policy, which incorporates emergencyevacuation procedures. Each room has a map showing primary and secondary evacuation routes. Atevery exit we have copies of emergency evacuation procedures and the Emergency Management Plan,which are easily and quickly lifted by staff on exit. Pupils practice emergency evacuation 3 times a year,including a lunchtime fire drill. Reports of these are held on record.

The Emergency Management Plan is used to manage a very serious incident, e.g. a gas leak, bombscare or real fire that requires we remove children from the school grounds altogether. In such cases wehave arranged to locate an incident control centre at Banknock Community Centre, Kilsyth Road,Banknock. Children would be evacuated to this centre, if necessary.

Unexpected Closures

Most closures will be notified to you in writing, in advance, but there are occasions when the childrenmay be dismissed early without warning, e.g. as a result of power cuts or inclement weather. In theevent of an early school closure please ensure that your child knows where to go if you are not usually athome during the day.For this reason it is important that emergency contacts are kept up-to-date on our records.

School Meals

Primary and Secondary Menus offer healthy and tasty meal options while reflecting the ScottishGovernment food and drink legal requirements for School Lunches. Special diets and allergies areusually accommodated subject to consultation with parent/guardian and the regional dietician. PrimarySchool menus provide 3 daily choices with High Schools providing a range of plated meals, pasta, mealsdeals and salad boxes.

Meals should be paid for each day. For younger children we advise that you send in dinner money in anenvelope marked dinner money with your childs name. Meal prices are reviewed annually. Pleasecontact the School to be advised of the current price.


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School lunches and packed lunches are eaten in our dining room / school hall.We have a tuck shop at morning interval. It sells fruit, low fat crisps, cereal bars and toast. We try to useFair Trade products.

There is mounting evidence that unhealthy foods and drinks impair healthy development and academicprogress as well as impacting detrimentally on behaviour. Therefore, we ask that parents providingpacked lunches ensure that they have healthy contents and we ask that no fizzy, sugary drinks arebrought in to school.

After having school lunch, children remain within the school grounds during the lunch break. Limitedadult supervision is provided in the playground in fine weather and in classes in wet weather.

Free School Meals and Clothing Grants

Some families may be eligible to apply to Falkirk Council for free school meals and / or a paymenttowards the cost of footwear and clothing. The level of grant is set by the council. The applicationprocess is detailed below.

Application Forms for Clothing Grant and Free School Meals including eligibility criteria are availablefrom the school, Falkirk One Stop Shops, Registrars or can be downloaded from the Falkirk Councilwebsite: www.falkirk.gov.uk The forms have to be completed by the parent / carer and evidence ofbenefits received may have to be provided. Please note that an application has to be made for eachschool year.

Travel to and from School

Parents should remind their child(ren) that, in the interests of safety, good behaviour is expected from allpupils travelling on transport.

Children should be reminded by parents that, wherever possible, they should only cross the road wherethere is a crossing patrol and should exercise care on walking to and from school.


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Parents are requested, when dropping off/collecting children from school that they do not park near thepedestrian exit or in any location which causes an obstruction and they take care not to restrict the viewof the school crossing patrol.

Wet Weather Arrangements

Children having school lunches may remain in school in wet weather, but supervision is limited. We askthat parents of children who go home for lunch, send them back to school 5 minutes before the bell time

on wet days as the school cannot provide adequate supervision of large numbers of children during thelunch break.

Children are not allowed on the grassed areas, adventure trail climbing or assault walls during or afterwet weather.

General Supervision

The Senior management Team and Support for Learning Assistants provide supervision at intervals.Children are aware that should an emergency arise there is always access to the school.

Mobile phones

The benefits of mobile phones are recognised. Many young people and their parents regard them as anessential means of communication. Mobile phones can continue to be brought into schools however thefollowing limitations will apply in Falkirk schools and establishments:

All phones should be turned off and kept out of sight during the school day within the schoolcampus.

Photographing or recording of sound or images of staff, other pupils or visitors to the school isnot allowed at any time within the school campus or on school transport.

Mobile phones may be confiscated where these rules are broken.

Any recordings made on school premises or school transport found on confiscated phones will

have to be deleted on their return. Any photographs or recordings of staff in any situation, whether taken on school premises or

elsewhere, found on confiscated phones will have to be deleted from phones on their return.

Education Services expects that schools will, through normal collegiate procedures, develop orreview existing policies on the use of mobiles phones that take account of the views of all staff,parents and pupils.

Schools should ensure that pupils, parents and staff are aware that should a pupil breach thepolicy they will be disciplined in line with the schools positive behaviour/discipline policy.

Individual school policies should clearly state for the benefit of staff, pupils, parent and visitorsany variations from the restrictions on use of mobile phones set out below.

Pupils and parents should be notified that mobile phones will be confiscated where theselimitations are breached.

An increasing range and variety of mobile phones possess the ability to access the Internet andto use Bluetooth technology to communicate. These technologies provide unparalleledsophistication and complexity which can provide access to a wealth of online resources andpossibilities. Pupils and parents should be aware that this also leaves pupils open to dangers


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such as Cyberbullying, grooming and access to inappropriate material. Reference should bemade to Falkirks bullying policy for further guidance in this area.

Staff should not delete photographs or recordings from confiscated mobile phones.

When staff confiscate mobile phones or other devices they should ensure that these are retainedin a safe place that cannot be accessed by others. This may be a lockable drawer or cupboard, abase area or a delegated area in the school office. Confiscated mobile phones should normallybe passed to the school office or senior member of staff as soon as possible after confiscation.

There are a number of aspects of the law that may apply to mobile phone misuse and theresponses to that misuse. In the most serious cases there may be a crime involved an incident

that is being filmed might be an assault or breach of the peace. The misuse of a mobile phonemight be an offence under the Communications Act 2003, if it involves a call or message that isgrossly offensive or is of an indecent, obscene or menacing character; and, the distribution ofcertain pornography might be an offence under the Civic Government (Scotland) Act 1982.

In situations which are so serious that a school might call in the police it is for the police, not theschool, to consider what, if any, criminal offence may apply.

These restrictions on use apply equally during any school activity that takes place off campus.Pupils breaking the rules will be disciplined in line with the schools positive behaviour or disciplinepolicy.

Religious and Moral Education / Personal and Social Development

The School is committed to supporting the development of its pupils as whole people and as a result,wishes to encourage their development in spiritual, moral, social and cultural terms.

These key human aspects of learning are supported through the following arrangements by: -

Creating a school ethos which, in every way possible, gives value to these aspects of development,

especially by providing an overall atmosphere that is both caring and challenging and which providesopportunities for the development of personal responsibility.

Promoting social and moral learning by the way in which disciplinary issues are handled basedprimarily on restorative approaches.

Ensuring that staff and adults within the school provide positive models for pupils.

Arranging regular gatherings of the school as a community and using such occasions to encourageand reinforce the values on which the school is based.

Enriching the curriculum in all appropriate areas with an emphasis on spiritual, moral, social and

cultural development.

Providing opportunities within the curriculum to advance personal and social development.

Providing a programme of religious education in which consideration will be given to responses to

basic questions relating to the meaning, value and purpose of human life.

Providing a programme of moral education.

Taking every appropriate opportunity to acknowledge, value and appreciate the various cultures and

heritage of all of the pupils and to encourage them to appreciate all of them. Value the cultures and heritage of others.


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Positive Behaviour and School Rules

Our school is a small community. Certain qualities are essential if the school is to function safely,smoothly, efficiently and happily. These qualities are politeness, tolerance, good manners and respectfor others and they are positively encouraged at all times.Class teachers deal with any minor discipline problems. More serious problems and persistent offendersare referred to the Headteacher. At this stage the parents may be called in. It may also be necessary in

certain cases to refer a child to other agencies.

All staff follow the schools Positive Behaviour Policy.

We ask for you co-operation and support in continuing to maintain a caring atmosphere in the school andalso your continuing help in sustaining our code of discipline and behaviour.

Children are expected to conform to the school rules both for their full enjoyment of the learning processand for the health, safety and care of all.

Breaches of discipline will be dealt with depending on the age of the child, the frequency of theindiscipline and the nature of the deed and wherever possible restorative approaches will used.

Any sanctions used will be the minimum necessary to ensure that the work of the class and its individualmembers is able to proceed without disruption.

Measures which could be taken could consist of one or more of the following:

Verbal reprimand

Detention

Removal from classroom to a place where work will be supervised by senior staff.

Parents will be contacted to discuss matters causing concern in order that a resolution may be attained.

It is parents' responsibility to ensure their child's good behaviour in school.

This policy incorporates the schools approach to bullying and the school complies with Falkirk Councilanti-bullying policies. This entails forwarding records of bullying incidents to Falkirk Council formonitoring purposes.

The school operates Restorative Practices which is used in varying degrees dependant upon the natureof the behaviour. It incorporates strategies such as investigation, recognition of the impact of behaviouron self and others, taking responsibility, understanding others viewpoints and restoring damagedrelationships making amends.


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Equality

The Council is required to undertake to tackle discrimination and harassment, prevent harassment andensure our work promotes equality. The Council is committed to eliminating discrimination on thegrounds of race, sex, disability, sexual orientation, religion/belief, age, marriage or civil partnership,transgender status or pregnancy/maternity.

As a public body we have a duty to advance equality of opportunity and encourage members ofprotected groups to participate fully in the life of the school and the community.

Education Services has a range of policies and procedures to address equalities issues specific toeducation to enable us to fufil these duties. All schools have copies of these policies. The Service alsosupports the MAHRS Strategy and all education establishments have a responsibility to report incidentsof identity-based bullying

School Health ServiceNHS Forth Valley has a statutory obligation to provide a health service for all school age children inFalkirk District. The aim of the service is to make sure that all children, throughout their school years, are

in the best possible health to benefit from their education

The Public Health Nursing Team for Schools offer health assessments and reviews, health screeningand deliver school based immunisation programmes. The team comprises of Public Health Nurses(Specialist Practitioner), Registered Nurses and Healthcare Assistants who are based in a local HealthCentre and work over a number of schools in the area.

Pupils, parents/carers can request a health appointment at any time. Other health professionals andteaching staff can also request a health appointment for the child or young person with parental and oryoung persons consent.

Health reviews will take place as necessary involving a parent questionnaire, a check of health recordsand if required screening of growth and vision.

Health screening All children in primary one and at other selected stages will be seen to havetheir growth and vision checked

Immunisations Secondary school pupils are offered immunisations. At the appropriate timeinformation booklets and consent forms will be issued.

Health Education The Public Health Nursing Team has an important role in encouraging healthlifestyles, working closely with teaching staff, pupils, parents/carers and the community.

The School Doctor (Community Paediatrician) may also offer appointments to children who have asignificant ongoing medical or developmental condition affecting their education. School staff andparents can request a consultation with the School Doctor at any time.

The School Health Service can be contacted on 01786 434059

The Public Dental Service carries out dental inspections in Primary 1 and Primary 7 and can help accessdental services for those children who are not registered with a Dentist.


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Infectious DiseasesColds, flu and gastroenteritis are the most common infections affecting children of school age. It isimportant that you keep your child off school in the early stages of flu and while they still have diarrhoea.

It is also important that your child understands how to prevent picking up and spreading such infections.You will be able to get further advice about good health from staff in your Health Centre or GP Practice.

For advice about early detection and treatment for other infectious diseases eg chickenpox and mumps,please consult your GP or Nurse.

Head LiceHead lice are spread through head to head contact at home, while playing or in school.

Regular wet combing of your childs hair using a head lice detection comb is the best way to catch thispossible problem at an early stage.

The only way to be sure that your child has head lice is to find a live louse. If you find live lice, get thecorrect lotion from your doctor, health visitor or pharmacist. Shampoos and other treatments are noteffective.

One treatment is two applications of the treatment lotion, seven days apart. If this is not followed then re-infection is likely.

Advise family members and close friends that your child has head lice and that they should check theirown hair. Only treat if live lice are found. Dont be shy about advising others of this possible problembecause you would likely tell family and friends about other infections which might affect them.

Regular wet combing of your childs hair with the head lice detector comb is the best protection as itallows you to detect the condition and treat it speedily.

Further advice can be obtained from the Health Board head lice leaflet which is available in all schoolsand health centres. Education Services leaflet Frequently Asked Questions, which is also available inschools.

If you would like to discuss your particular concerns, you could speak to:

Infection Control ServiceForth Valley Royal HospitalStirling RoadLarbertFK5 4WR01324 567490 / 01324 567679

ClinicsFrom time to time some children are asked to attend clinics (eye clinics, dentist, doctor, etc). Pleaseinform the school of these visits and arrange for your child to be collected if he/she must leave school toattend the clinic.No child will be allowed away from school during school hours unless accompanied by a responsibleadult or unless written permission to do so has been given by the parent.


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Protecting Children and Young People

All children have a right to be protected from harm, abuse and neglect. The vision of the Forth ValleyChild Protection Committee is that Its everyone's job to make sure that children in the Forth Valley aresafe."

Education Services have an important role in identifying children who have been abused or are at risk ofbeing abused.

Falkirk Council has clear procedures for all staff to follow. Headteachers or designated member of staffare instructed to notify Falkirk Council and Social Work Services when a member of staff has a suspicionthat a child might have been abused or be at risk of abuse.

Social Work Services will make a decision on whether or not an investigation is necessary and willadvise accordingly. In every situation, the welfare of the child overrides other considerations.

Medicine Administration

The administration of medicines prescribed by a family doctor is undertaken at the discretion of the HeadTeacher. In order to safeguard the health and safety of children, procedures are drawn up by FalkirkCouncil Education Services.

1. The administration of medicines prescribed by your family doctor is undertaken at the discretion ofthe Headteacher. We are generally happy to co-operate with you in doing so. When we do, in orderto safeguard the health and s

School Handbook 13-14 in PDF

Documents

Transcript of School Handbook 13-14 in PDF