School Handbook 2015 – 2016 - West Dunbartonshire Council

Welcome
to
St Michael’s Primary
School Handbook
2015 – 2016
2
CONTENTS
PAGE NUMBER
Statement of Commitment/Learning for Life
3
School Vision and Values Statement
4-6
School Information
7
Staffing
8
School Hours & The School Year
9
Enrolment & Policies for parents
10
School Improvement, Achievement and Assessment
11-14
Religious observation
15
Assessment Tracking and Reporting on Pupil Progress
16
Equal Opportunities & Social Justice
17
Additional Support Needs
18-19
Pupil Support Structure and Anti-Bully Policy/Homework
20-21
Local Learning Communities
22
Parental Involvement and Attendance
23-24
Extra Curricular Activities
25
School Discipline
26-28
Clothing and Uniform/Photography
29-30
Meals/Transport/ Placing Requests
31
Medical and Health Care and Emergencies
32
The Parent Council
33
Transfering Educational Data / Data Protection
34-35
Annual Electronic Staff Census
36
Important Addresses
37
Service Standards
38
Parental Complaints Procedure
39
Appendix 1 Free School Meals/Uniform Grant Application
40-42
Appendix 2 Translation and Interpretation Information
43-44
3
DEPARTMENT OF EDUCATION AND LEISURE SERVICES
STATEMENT OF COMMITMENT
‘OPPORTUNITY THROUGH LEARNING’
Every person has the right to be educated in a climate in which individuality is recognised and in which everyone feels valued. We are committed to working in
partnership with you to provide education of the highest quality.
LEARNING FOR LIFE
We will work together to ensure that everyone in our community is valued and
has the opportunity to learn for life and to achieve their potential.
Vision:
To enable everyone in West Dunbartonshire to become:
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Successful Learners
Confident Individuals
Responsible Citizens
Effective Contributors
To achieve our vision, we will:
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Create and deliver courses, activities and events which will motivate and
excite learners
Develop innovative ways to support learning
Value diversity, promote equal opportunities and foster inclusion
Promote partnership and community participation
Value achievement and celebrate success
Continually reflect on and aim to improve the quality of our services
4
We the staff of St Michael’s are committed to the following:
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Respect for all
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Compassion for all.
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Christ centred faith
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Sense of community and Parish
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Tolerance
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Understanding
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Entitlements for all
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Equality and fairness - new beginnings for
each child
5
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Treat others the way you want to be treated
Welcome everyone
Be fair
Be kind
Be friendly
Think of others before yourself
Make the right choices
Be confident
Help others to be confident
Co-operate
Respect other religions
Work together
Act maturely
Have a good attitude
Share
Show love
Respect yourself, each other, the school and
the community
6
Parent vision
We the parent council of St Michael’s put our trust in our school to
educate and develop our children to their full potential.
We encourage our parents to value our school and contribute to the life
of our school.
We want the school to:
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Provide inclusion for all children
Be a happy, safe and secure environment
Promote an anti-bullying message
Provide information from staff to parents
Be open and honest with parents and pupils
Ensure our children:
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Develop socially and are confident
Feel safe in their learning environment
Learn to lead by example in society
Learn how to learn
We want our parents to :
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Be honest about their child’s performance, attitude and behaviour
Encourage their child to walk to school and live a healthy lifestyle
Created August 2007. shared with parents and pupils at school prize
giving June 2008
7
School Information
St. Michael’s Primary School
St Michael’s Way
Off Castlehill Road
Dumbarton
G82 5BS
Tel : 01389 762038
Fax : 01389 733441
Email : [email protected]
Head Teacher
Acting Head Teacher
Acting Depute Headteacher
Acting Principal Teacher
Acting Principal Teacher
Miss Julie McGrogan
Mrs Jennifer Mulvenna
Mrs Anne Anderson
Mrs Nicola McCann
Miss Sinaid Burke
St Michael’s is a Roman Catholic, co-educational school and can accommodate
children from Primary 1 to Primary 7.
At present, we have 285 children on the school roll, but can cater for 396 children.
Parents should note that the working capacity of the school may vary dependent
upon the number of pupils at each stage and the way in which classes are
organised.
The facilities of St Michael’s School can be used by the community. There are ramp
accesses available via the main entrance and the infant department entrance as
well as a hall which can be used for physical education. There are also ramps at
each of the fire doors in the school. At present application for the use of the school
facilities should be made to the Letting Section of West Dunbartonshire Council, Education Department, Garshake Road, Dumbarton G82 3PU Telephone 01389
737329.
We consider ourselves to be an open school in that we aim to be available for
parents/carers and are able to meet with parents requests for appointments and
meeting times. We try hard to do so even at very short notice and when this is not
possible we make arrangements to meet with parents as soon as possible.
Teachers always make themselves available to speak to parents at the end of the
school day when all children have safely been placed in their parent or guardians
care.
Opportunities are given regularly through the termly newsletter and occasionally
with other forms of communication to comment on school routines and practices
and to offer suggestions with regard to the curriculum. Parents can find a range of
information about schools on the council website, www.west-dunbarton.gov.uk/
education-and-learning schools.
8
Staffing
At present, we have 13 teaching staff, head teacher, depute head teacher and
principal teacher.
Miss Julie McGrogan
Head teacher
Mrs Jennifer Mulvenna
Acting Head teacher
Mrs Anne Anderson
Acting Depute Headteacher
Mrs N McCann/Miss S Burke
Acting Principal Teacher
Miss S Burke
Miss J Hall
Mrs J Ruane
Mrs McElroy
Mrs Queen
Mrs M McLaughlin
Miss S McGhee
Miss H Currie
Mr McCallion
Mrs N McCann/Miss S Burke
Mr P McColgan
P1a
P1b
P2
P2/3
P3
P4a
P4b
P5
P5/6
P6/7
P7
The number of teachers on the staff of the school is determined each session by
the educational authority according to the school roll. For the session 2013-2015
the school has the equivalent of 16 full time staff.
Also
Mrs Nugent / Mrs McGroarty
Clerical Assistants
Mr K McEwan
Janitor
Mrs Scullion / Mrs Toal / Mrs McLean
Mrs Johnson / Mrs Ronald / Mrs Swan
Miss McLean/Miss Scott 0.5
Learning Assistants
Learning Assistants
Learning Assistants
Mrs M Henry
Mr B Molley / Mr C Mitchell
Network Support Teacher
Visiting / Music Teachers
Morven Taylor
Ms. C Burrows
Educational Psychologist
Speech Therapist
Father John Lyons
School Chaplain
SCHOOL HOURS & THE SCHOOL YEAR
Opening
:
9.00am
Interval
:
10.30am—10.45am
Lunch
:
12.15pm— 1.00pm
Close
:
3.00pm
Primary 1 children attend school for mornings only until Monday 31st August when they attend for the
whole day.
SCHOOL YEAR 2015—2016
AUTUMN TERM: BLOCK 1 & BLOCK 2
FIRST TERM PUPILS
Re- open
Monday 17th August 2015
September Weekend
Close
Thursday 24th September 2015
Re-Open
Monday 29th September 2015
Close
Friday 9th October 2015
Re-open
Monday 19th October 2015
Close
Friday 19th December 2015
Mid Term
SPRING TERM : BLOCK 3
SECOND TERM PUPILS
Re-open
Tuesday 5th January 2016
Mid Term
Close
Friday 5th February 2016
Re-open
Wednesday 10th February 2016
Close
Thursday 24th March 2016
Re-open
Tuesday 29th March 2016
Spring Holiday
Close
Friday 1st April 2016
THIRD TERM PUPILS
Re-open
Monday 18th April 2016
May Day
Close
Friday 29th April 2016
May Weekend
Close
Thursday 26th May 2016
Re-open
Tuesday 31st May 2016
Close
Wednesday 29th June 2016
Pupils Return
Fri 19 August 2016
Easter
Summer
Teachers In-service Days
First Term
2 days
13th and 14th August 2015
First Term
1 day
9th October 2015
Second Term
1 day
6th February 2016
Third Term
1 day
5th May 2016
9
10
ENROLMENT
During the month of JANUARY, details of registration and enrolment for children starting
school in August will appear in the local press
and church bulletins. Enrolments in St
Michael’s will be the week commencing 12th
January 2015.
You must register your child in the school
which serves your catchment area. However,
you may exercise your parental right and apply
for a placing request to another school at the
time of registration. Placing request forms will be given at the time of registration.
If you wish to enrol your child in St Michael’s, please bring with you a copy of the
child’s birth certificate and, if available appropriate baptismal certificate.
Your child may have already visited the school for a number of transition visits if
they have attended Brucehill, Garshake, Meadowview, Carousel or Cardross Nursery. These visits will continue until June. Our current P1 pupils will know who their
nursery buddies are.
In March and in May, the children will be invited to visit the school again to meet
their teacher and all other staff who will be working with them in primary one and
parents will be given the opportunity to participate in a pre-entrant meeting in
May as an introduction to sharing the experience of starting school. There will be
further curriculum meetings when your child starts school.
To enrol a child of any age during the term, please contact the head teacher.
POLICIES FOR PARENTS/CARERS
The local education authority have produced policies
for parents. These will provide information for new
parents at school. Copies are readily available from
school or accessed from the council website.
In St Michael’s we have produced policies for different aspects of school life. These are available from
school and will be made available on request.
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SCHOOL IMPOVEMENT, ACHIEVEMENT, CURRICULUM,
ASSESSMENT AND ARRANGEMENTS FOR REPORTING TO PARENTS
SCHOOL IMPROVEMENT & ACHIEVEMENT
We continually maintain a high standard of attainment and achievement for all learners. Internal moderation of
literacy and numeracy in maths identified areas for improvement in attainment . Children with additional support
needs make very good progress towards achieving their learning targets.
We have attained the highest level of award in health promotion, ECO Scotland award and achieved the
Level 1 Rights Respecting Schools Award. We have been advised by the assessors that we are ready for the Level
2 Award. A member of staff has visited Palestine. We have recently made an international link with Rawdat
School in Palestine. Funding secured from the local authority has improved facilities in the playground as an all
weather pitch and resurfaced playground area have been built. In partnership with the Parent Council we were
awarded a grant from Awards for All for nearly £10,000 to provide active play facilities in the playground. The St.
Nicholas Care fund have given us funds to build a memorial garden for our Rainbows group. We track and celebrate the wider achievements of pupils using the weekly golden book, the invited table the tree of achievement and
learner profiling. All children are confident about discussing their learning and learner statements.
Pupils provide feedback to teachers and senior management team about the quality of their experience in our school.
Information from this is used to plan our improvements. Pupils play an active role in the running and organisation
of the school. They have used their initiative to run whole school events including the summer fayre . They have
organised fundraising events and donated to Malawi Project and the Saint Vincent de Paul. Pupils are responsible
for monitoring, peer mediation, Mini-Vinnies, school newspaper and Super Savers. The Super Savers Club is a
partnership between our parents, pupils and Dumbarton Credit Union.
We have established a parent consultative group on the curriculum. Parents have been consulted on parent prompts,
the proposed school website, on the maths curriculum and proposed changes to home learning in 2014/2015
CURRICULUM
At the heart of a Curriculum for Excellence lies the aspiration that all children should develop their capacities as successful learners, confident individuals, responsible citizens and effective contributors.
West Dunbartonshire Council’s priority for Curriculum for Excellence is to ensure effective teaching and learning.
The Curriculum for Excellence challenges us to look at new, innovative and exciting ways to deliver the curriculum to
our children. While there are specific programmes for each area of the curriculum much of the curriculum can now
be delivered through cross-cutting themes and interdisciplinary studies and projects. Curriculum for Excellence enables professionals to teach in a creative way, to work together, plan together and to create shared learning experiences. It balances the importance of knowledge and skills. It ensures that pupils have opportunities for choice and
that they are active participants in their own learning. There will be new ways of assessing progress and ensuring
children achieve their potential. There are new qualifications for literacy and numeracy from 2012/2013
(www.educationscotland.gov.uk) There is personal support to help young people fulfil their potential and make the
most of their opportunities with additional support wherever that is needed.
We have established a 2 year curriculum plan which allows for interdisciplinary studies each term.
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CURRICULUM
HEALTH & WELLBEING
Health & wellbeing includes experiences and outcomes for personal, social development, health, fitness
and physical education. We are a health promoting school and encourage children to develop and apply
their knowledge to make informed decisions and choices in order to improve their physical, emotional and
social wellbeing and pursue healthy lifestyles. Each term we have a specific health focus across all stages
eg personal safety; anti-bullying; drugs awareness and physical fitness. These are often linked to any particular event or issue going on in the wider world. Opportunities are seized for pupils to develop a sense of
responsibility towards health promotion and commitment to looking after their own health. In interdisciplinary themes each term health & wellbeing is always given importance and learners experiences are
planned carefully including assessment of skills development in this area of the curriculum.
Children have two hours of PE/fitness per week with their class teacher or on a Friday when teachers with
specialist knowledge and skills deliver lessons. Where appropriate additional activities take place
matched to themes such as Commonwealth and Olympic Games etc.,
There are programmes of work covering health, personal & social development and physical education
which are used to plan health focus days and ensure a suitable breadth of study is undertaken across the
stages. Teachers also plan collaboratively with colleagues to ensure that there is a progression of skills
developed and a good variety and range of activities or learning experiences. Children at particular stages
in the school have also benefited from working with Active Schools : P2 & P3 football; P3 & P4 rugby and
dance; P5 hockey, football, multi sports and cross country; P6 Sportshall Athletics; P7 swimming, football
and netball. School staff provide after school football, netball and athletics clubs.
ENGLISH LANGUAGE & LITERACY
Literacy offers children an essential passport to learning across the curriculum and prepares children to
take a full and active role in society and work.
Learning through language develops children’s ability to communicate their thoughts and feelings. Children develop skills in listening, talking, reading & writing which are all essential for learning, work and life.
In St Michael’s we have language and reading programmes. All Aboard is our core reading scheme. We
have a writing programme and a talking and listening programme. The local authority has developed an
approach to reading, writing and talking/listening which we implemented over the last few years. Much of
the work from these programmes is experienced through the termly theme. Two years ago, 2012-2013 we
piloted our new core curricular programme for Literacy & English this has been developed in accordance
with curriculum for excellence for each level and allows for specific focus on skills development within
each aspect of literacy eg talking/listening, reading and writing. Learning experiences in reading are
planned ensuring that pupils work individually, paired; in cooperative groups and sometimes in reciprocal
reading groups. Children are encouraged to engage in functional and personal writing experiences.
Writing is usually linked to a theme and pupils are knowledgeable of their targets in writing. They engage
in self and peer assessment experiences. Teachers plan collaboratively for interdisciplinary themes where
literacy has a major focus eg unit studies
We have developed our own spelling programme which is progressive from P1—P7. This has helped ensure effective skills development and consistency of approach. Spelling homework is usually given .
Each class is given one period a week for French which encourages children to communicate and see the
value of being competent in another language.
MATHEMATICS & NUMERACY
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Through the study of mathematics children develop essential numeracy and mathematical
skills which they can apply in different contexts and in the world of work. Mathematics is a key
element in engineering, science, technology and business and a firm foundation is needed in
mathematics and numeracy to allow children to follow careers in any of the above.
We use Scottish Heinemann Maths and TeeJay as our core maths schemes for P1-7. However
other resources and approaches are used depending on the individual needs of each child. We
try to ensure that maths lessons have an appropriate balance of oral maths, practical/active
experiences; consolidation and practice. Emphasis is placed on interactive and active leaning.
Part of the mathematics curriculum is delivered through interdisciplinary learning. This sessionwe have had whole school focus projects on division, fractions, decimal fractions and percentages, data and analysis, expressions and equations, patterns and relationships, money and
time. We ensure there is progression of skills through planning learning experiences and assessments collaboratively with colleagues.
SOCIAL STUDIES
Engaging in social studies allows children to develop an understanding of their world by learning about other people, their values and cultures, in different times, places and circumstances
and how their environment has been shaped.
(People, past events and societies)
(People, place and environment)
Children learn about human achievements, conflicts and environmental issues, both in a local
and global context.
In St Michael’s we engage in social studies within our inter-disciplinary themes. Each class
studied a particular period in history and learned to compare/contrast and explore differences
and similarities, often engaging in field trip visits to places of educational interest.
EXPRESSIVE ARTS
Expressive arts include art & design, drama, dance & music. Through the expressive arts curriculum children are given a variety of opportunities to enjoy creative and imaginative activities
and to express themselves in different ways.
Expressive arts can also be a forum for children to bring enjoyment and entertainment to others through shows, concerts and assemblies.
Throughout the year children in St Michael’s are given opportunities to perform before their
peers and parents. This year we are staging an infant nativity and a carol service in St.
Michael’s Church.
In response to the learners talents in singing, we have started a choir from P4—P7.
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SCIENCES
Sciences include experiences and outcomes in biological, chemical, physical and environmental
contexts. We are developing a new core programme in science matched to curriculum for excellence. We are focussing on the development of skills and are working with cluster primaries.
Learning through science enables children to investigate their environment, develop an understanding of scientific contexts and achievements as well as recognise the impact science makes on
our lives.
TECHNOLOGIES
The use of ICT is an integral part of education. All classes have a range of software covering many
of the curricular areas and are used to enhance teaching and learning.
All classes have an interactive whiteboard fitted which can be used throughout the day and across
the curriculum. We ensure that pupils have an appropriate learning environment to develop ICT
skills. We use netbooks to give wider access to the internet.
To participate fully in modern society children need to be skilled and knowledgeable users of
technology as well as be able to assess their impact in society.
The children have access to Glow, Scotland’s unique world learning online network. This network
supports learners and teachers and plans are already in place for parents across the country to
have access to Glow.
Members of the parent council are currently working with our ICT co-ordinator to develop our
school website.
RELIGIOUS & MORAL EDUCATION
This includes learning about Christianity and our catholic faith as well as other world religions. In 2012-2013
we worked with other schools in the OLSP cluster and focused on the new
religious education curriculum, ‘This is our Faith’. We are developing our approach to teaching and learning
within the religious education curriculum.
Religious education in catholic schools is designed to nurture faith and assist children to make an informed
response to God in Faith. Children in senior classes have opportunities to learn about sex education and
family relationships. This is in accordance with guidance and programme for catholic schools.
We have very strong and positive links with St Michael’s parish and work together especially in preparing
children to receive the sacraments. Father Lyons is our school Chaplain. He helps the children prepare for
the sacraments and is a frequent visitor to the school. We visit St Michael’s church for mass on feast days
and also for class visits each term. Each class leads prayer services during the season of Advent in the
school.
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SCOTTISH CATHOLIC EDUCATION SERVICE
RELIGIOUS OBSERVANCE IN THE CATHOLIC
SCHOOL
The Education (Scotland) Act 1980 imposes a statutory duty on local authorities to provide “Religious
Observance” in Scottish schools. This is defined in a national R.O. Review Group report published in
2004 as comprising: "community acts which aim to promote the spiritual development of all members of
the school's community and express and celebrate the shared values of the school community".
In a letter of guidance issued by the Scottish Government in February 2011, it is acknowledged that
Catholic schools take a distinctive approach to the provision of Religious Observance:
Scottish Government Ministers welcome the tradition that, in Roman Catholic denominational schools, Catholic Liturgy will largely shape the nature and frequency of religious observance activities in the classroom and in the wider school community. So, at times, children and young people will be invited to participate in, and sometimes to lead, prayer and
reflection in classrooms and at assemblies. At other times, to honour particular occasions or
feasts, chaplains will lead school communities in the celebration of Mass and other forms of
liturgical celebration.
Catholic schools follow the customs and practices of the Church in order to nourish the spirituality and
faith of pupils and staff. Our Catholic tradition is enriched by ancient rites, prayers and devotions
which help young people to become aware of, and show reverence to, the sacred presence of the living
God, Father, Son and Holy Spirit. Guided by this tradition, we celebrate various seasons and special
feast days to honour God, Mary his Mother and the Saints.
Pupils are invited to pray with their teachers at times in classrooms and assemblies, as well as in liturgical services. Usually a classroom will display a Crucifix on the wall; in some classrooms and other
areas of the school, a sacred space will feature a copy of the Bible and will be decorated with signs and
symbols that reflect the changing seasons of the Church Calendar Year i.e., Advent, Christmas, Lent,
Easter and Pentecost.
This regular practice of Prayer is complemented by religious services conducted, sometimes as part of
an Assembly, to mark special occasions - e,g., the distribution of Ashes on Ash Wednesday, the seasons of Advent or Lent. To mark special Feast Days and Holy Days of Obligation, Holy Mass will be
celebrated by the school chaplain, with the school community, in school buildings or in local parishes.
Some pupils, at certain stages, may be able to participate in retreats and pilgrimages to places of special significance within the Catholic tradition.
While Religious Education is governed by separate Church guidance, it is complemented by Religious
Observance practices and, together, these experiences help pupils to develop their understanding of the
Catholic faith, to experience opportunities for spiritual growth and to commit to beliefs, values and
actions in a positive response to God’s invitation to faith.
In terms of pupil participation in R.O. Scottish Government guidance makes it clear that it makes an
important contribution to pupils' development and that it promotes the ethos of a school by bringing
pupils together and creating a sense of community. However, it also makes clear that parents have the
right to withdraw children from participation in religious observance and that this right should always
be made known to parents and their wishes respected. The Scottish Government also recognises that:
Where a parent chooses a denominational school for their child's education, they choose to
opt in to the school's ethos and practice which is imbued with religious faith and religious
observance. In denominational schools, it is therefore more difficult to extricate a pupil from
all experiences which are influenced by the school's faith character.
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ASSESSMENT,TRACKING AND REPORTING ON PUPIL
PROGRESS
ASSESSMENT
Continual assessment of the curriculum is carried out by the head teacher and staff.
Each teacher is constantly monitoring and assessing the progress of the pupils. This is done through:
a) observation
b) oral feedback
c) written feedback
d) class progress records
e) standardised and national tests
A key feature of assessment is formative assessment. Formative assessment is the teacher and child
working together to support learning. It is about teachers giving effective feedback to pupils and the active involvement of children in their learning. Oral progress reports, including test results are given to
each parent at the parent-teacher interviews.
However, parents are most welcome to call at the school or to telephone the head teacher at any time to
arrange an appointment to discuss their child’s assessment information/ progress with the head teacher
and class teacher.
Parents of children with a coordinated support plan have the option to choose whether or not a child
should be tested as outlined above.
TRACKING
Self evaluation is a key feature in teaching and learning. Both staff and children engage in self and peer
evaluations throughout the term to continually inform and improve standards across the school. Pupil
performance is tracked regularly by class teacher and head teacher. Teachers meet with head teacher to
ensure pupils are on track within and between levels. Pupils are encouraged to have a knowledge of the
level that they are working on. Class teachers and head teacher keep records of pupil competency within
levels.
Pupils talk about their learning journey. They have a knowledge of learning intentions; success
criteria; personal targets; and in p7 they produce and are conversant with their learning profile which
transfers with them to S1.
REPORTING
There are two official parent/carer evenings in St Michael’s and an annual written report and termly PSD
report. Curriculum for Excellence is organised into different levels and your child’s report will tell you
about their progress in the levels throughout the year. The written report will include information and
teacher comments about :
Level
Stage
Early
The pre-school years and P1 or later for some
First
To the end of P4, but earlier or later for some
Second
To the end of P7, but earlier for some
Third & Fourth
S1 to S3, but earlier for some. The fourth level broadly equates to
Scottish Credit and Qualifications Framework Level 4. The fourth level
experiences and outcomes are intended to provide possibilities for choice
and young people’s programmes will not include all of the fourth level
outcomes.
Senior Phase
S4—S6 and college or other means of study
Progress within a curriculum level will be described as developing, consolidating or secure.
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EQUAL OPPORTUNITIES AND SOCIAL JUSTICE
All members of the School Community are treated equally and given equal opportunity to access
teaching and learning to each person’s potential.
All staff are responsible to ensure Equal Opportunities Policy is adhered to.
Rights Respecting Schools
Rights Respecting Schools recognise achievement in putting the rights of the child at the heart of a
school’s planning, policies, practice and ethos. A rights-respecting school not only teaches about children’s rights but also models rights and respect in all its relationships: between teachers/adults and pupils, between adults and between pupils. This provides a clear link for pupils between building up their
rights-respecting school, understanding their rights and the need for the children’s rights to be realised
everywhere. Children and young people in rights-respecting schools develop a stronger sense of the need
to act for global justice.
St Michael’s Primary is a Rights Respecting School. We have gained Level 1 of this award. We
are working towards Level 2 where rights respecting language and behaviour is established
through out the whole school.
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.
ADDITIONAL SUPPORT NEEDS
The Additional Support for Learning Act (ASL) 2004 introduced a new framework for providing for
children and young people who require additional help with their learning. Under this Act the
Record of Needs procedures ceased and alternative arrangements came into play. The Additional
Support for Learning Act (ASL) 2009 requires that from 14 November 2010 schools improve on
how we communicate with parents/carers on all aspects of the ASL Act. Detailed information on
the changes resulting from the legislation is available to all parents and recent publications on
supporting learning needs are available in the school foyer.
Supporting learners requiring additional support
Staff monitor the progress of children requiring support and provide learning materials suitable
to their level of development. St Michael’s and all schools in West Dunbartonshire have a staged
intervention process for identifying pupils with support needs. Some pupils have support plans
to help them with particular aspects of their learning. Parents will always be informed about this
and will be invited to discuss support needs and plans with the head or depute head teacher at
key times during the year.
Any parent/carer concerned about their child’s learning is most welcome to visit the school and
discuss the matter with the head teacher or depute head teacher, and subsequently with class
teacher or network support teacher. Please note that there are new leaflets available about additional support on the council website. There are samples of these in the school reception area.
Further support can be obtained from the Psychological Services. The role of the educational
psychologist is to lend support by interviewing, testing and suggesting suitable work and materials for children whose learning or behaviour is causing concern. Parents will always be advised in
advance of any referral made to the psychologist.
We aim to ensure that learning experiences are appropriate and the best they can be for all
Pupils in the school. Our approach to embrace the GIRFEC national policy of Getting it right for
every child is to ensure that we work effectively , and communicate successfully with parents and
different agencies to ensure maximum benefits for pupils.
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Staged Intervention
In West Dunbartonshire a process called staged intervention is used to identify and support
children and young people (hereafter referred to as children) who have additional support
needs.
Staged Intervention is based on :




Strong partnership working within education, with partner agencies and with parents
Early identification of additional support needs by assessing needs carefully and well
Targeting of resources for maximum effectiveness through careful planning and joint
working
Regular reviews and assessments of achievements and progress
In West Dunbartonshire we have four stages of staged intervention. Children may move between the stages as appropriate. There are leaflets in the school foyer explaining the stages of
intervention and the personnel involved at each stage. Parents/Carers can ask at anytime if
their child has additional support needs and can be expected to be involved at all stages of the
staged intervention process.
To ensure all children’s needs are met there is an audit undertaken and reviewed each year and
children requiring help are identified, reviewed, graded and support planned according to level
of need. Some children receive additional help from a Network Support Teacher.
Some children require a co-ordinated support plan where other agencies are involved.
Others are given a support plan, while other children are monitored carefully following class
plans. Consultation with head teacher or depute head teacher during reviews of learning plans
often leads to support being accessed from particular groups or agencies out with the school
such as speech & language specialists; Cedar /Cara project support groups for victims of domestic abuse; social work services; community learning and development; psychological services; occupational health; pupil and family support; network support and other personnel/
resources identified to support pupils learning, social and emotional difficulties
Any child who needs support at any time in the year for any reason will have a support plan.
Regular meetings are held with staff to ensure these plans and programmes are meeting children’s needs.
Parents/Carers will be informed and will be able to contribute as to how they can support the
child’s learning out-with school. Further information can be obtained on all aspects of additional support needs from West Dunbartonshire Council website at www.west-dunbarton.gov.uk
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PUPIL SUPPORT STRUCTURE
All staff in the school are required to be aware of child protection issues and are provided with
regular information on child protection policy and procedures. The school maintains close working relationships with all other relevant agencies to ensure appropriate information is shared and
that professionals from various agencies work collaboratively for the wellbeing of the children
and young people. All staff have a responsibility to report concerns regarding the welfare or
safety of a child or young person to the head teacher. If the head teacher or the depute head is
of the view that there may be grounds for concern they will immediately contact the duty senior
social worker and advise them of the circumstances. In St Michael’s we aim to get it right for
every child (GIRFEC). Our policy is to support pupils with all aspects of their learning and to ensure that parents and pupils access support from different agencies out with education such as
health, social work and the wider community groups associated with supporting vulnerable pupils. We try to ensure that our pupils are safe, healthy, achieving, attaining, nurtured, included
and fulfilling their potential. We work in partnership with parents and carers and ensure that our
pupils have an identified person that they can speak to, relate to and be supported by. We try to
remove barriers to learning and at all times consider how we can best include and support
individual pupils so that they continue to achieve.
ANTI-BULLYING POLICY
In St Michael’s we aspire to keep pupils feeling happy and safe at school. We aim to cooperate,
help and support each other. We have an anti-bullying policy:
Aims of policy
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That all staff, pupils and parents understand what bullying is and know exactly what action
to take if an incident of bullying takes place in school.
That all staff, pupils and parents know that bullying will not be tolerated in any form in St
Michael’s school.
That pupils and parents know they are encouraged to speak up about incidents of bullying
and not allow bullying to nurture through secrecy and silence.
That all staff, pupils and parents know that any incidents of bullying will be dealt with quickly and effectively when reported.
That an anti-bullying policy is recognised as part of a wider policy on ethos which encompasses promoting positive behaviour, equal opportunities , child protection, promoting a
healthy school and anti-racism.
That an anti-bullying ethos can be highlighted in a number of curricular areas e.g. R.E., PSD,
Drama, Art, Language
That the bully him/herself knows that he/she will be accountable for his/her behaviou r.
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Forms of Bullying
Verbal
Physical
name calling, taunting, sarcasm, making nasty comments, making inappropriate personal
comments about a child or his/her family on more than a one-off basis. This is the most
common form of bullying.
punching, kicking, pushing, pinching, spitting or using any other form of violence.
A spontaneous fight over a dispute or children playing together in a rough way does not
constitute bullying.
Social
by isolating or excluding a child from games or play on a regular basis
Material
by taking possessions, dinner monies, sweets through extortion
Emotional by threatening a child to make him/her conform, buy using threatening gestures or generally
belittling a child on a regular basis
Procedures to Deal Effectively with Bullying
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Regular talks and updates on bullying and its effects at weekly school assemblies
Focus on bullying and its effects as integral part of PSD
The display of anti-bullying posters with in the school
Parent updates on school policy in newsletters
Setting up of a central bullying box where complaints can be posted
Continuation of building up promoting positive behaviour within school, including all reward systems already in place
Encouraging children to speak to an adult in school

HOMEWORK
Children will be encouraged to extend the skills taught in school through further practice and research at home. The time spent on this should vary according to the age and development of the
child.
Homework might be set as follows:
-
phonics, spelling , wordlists;
practice in mathematical processes;
reading of novels/short stories;
practice in language conventions;
home reading book;
research/information collection;
practice in skills of physical education;
practice in musical activities;
voluntary work, i.e. writing stories, poems, sketching, etc.
As homework is for the benefit of your child you are asked to cooperate by seeing that the work
is completed and the homework signed. It is not the teacher’s responsibility to insist that homework is completed. Parents/pupils have this responsibility. Concerns about homework should be
communicated to the head or depute head teacher and an appointment with the class teacher
will be organised.
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TRANSFER FROM PRIMARY TO SECONDARY SCHOOL
Local Learning Communities
All educational establishments within West Dunbartonshire Council are members of a Local Leaning Community (LLC). These LLC’s are made up of one secondary school and its associated primary schools and include a member of Early Education and Childcare Centres and Partnership
Nurseries. (Brucehill and Andrew B Cameron nurseries are members of the OLSP Local Learning
Community)
The five Learning Communities in West Dunbartonshire have been established as part of West
Dunbartonshire’s educational improvement strategy. This strategy has a clear focus to raise educational aspirations and attainment of all pupils while improving the skills and knowledge of all
staff involved in the education of children and young people.
Mrs J Mulvenna represents St. Michael’s Primary School on the OLSP LLC; however other members of staff may attend meetings in support of improvement work. The OLSP LLC is led by Andrew Brown Educational Services Manager who is assisted by the school’s Quality Improvement
Officer Denise McKinnon.
Updates on the work of the LLC’s will be made available through parent council meetings and
through Standards and Quality reporting.
Pupils are normally transferred between the ages of 11½ and 12½ so that they will have the opportunity to complete at least four years of secondary education. Parents will be informed of the
arrangements no later than December of the year preceding the date of transfer at the start of
the new session.
Children from St Michael’s normally transfer to Our Lady and St Patrick’s High School.
The High School address is as follows :
Our Lady and St Patrick’s High School
50 Hawthornhill Road
DUMBARTON
G82 4JN
Tel: 01389 762101
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PARENTAL INVOLVEMENT
We feel that co-operation between the home and the school is essential for the whole wellbeing of the
child. Parents are most welcome in school to discuss any aspect of their child’s development or progress.
It is advisable to telephone first to make an appointment to see the head teacher. There are various opportunities throughout the year when parents can discuss their child’s progress with the class teacher and
view children’s work. All information on these and other activities is conveyed to parents in newsletters
or by a note taken home by the children. Open evenings for parents tend to be in October and in May.
Alternative
arrangements can be made for parents who are not available to attend on the agreed parent information
evening.
At particular times parental opinion or comments will be sought and responses are most welcome. Please
try to respond at these times so that your requests can be part of any changes introduced to practice or
procedures. Additional curriculum meetings are held throughout the year. Parents are welcome to help in
classes with a variety of activities. Please contact the school office or head teacher if you can offer help in
this way. We welcome any help in relation to special focus days or interdisciplinary learning.
Throughout the year, parents are invited to take part in different activities or attend school functions. This
year there has been a theatre show, enterprise Christmas sale, Christmas shows and religious services.
Parents are also consulted on aspects of school life in every newsletter as well as an annual audit on service standards.
Accessible and readily available information on local clubs, events and school events, etc. is contained on
the notice boards within the school and at the school gate, outside agencies call with notices and up-todate pamphlets for display on these boards.
We have a highly successful parent council who meet every week to support the life and work of the
school. New members are very welcome to join. Parents are encouraged to become members or are
often enlisted to support specific activities during the course of the school year.
ATTENDANCE AT SCHOOL
Section 30 of the 1980 Education Act lays a duty on every parent of a child of ‘school age’ to ensure that
their child attends school regularly. Attendance must be recorded twice a day, morning and afternoon.
Regulation 7 of the Education School Placing Information (Scotland) Amendment, Etc. Regulations 1993
requires each child's absence from school to be recorded in the school register as authorised - that is,
approved by the authority, or unauthorised - that is, unexplained by the parent (truancy) or temporarily
excluded from school.
Parents are asked to inform the school by letter or telephone if their child is likely to be absent for some
time, and to give the child a note on his or her return to school confirming the reason for absence. If your
child is absent from school, a member of the clerical staff will telephone you to ask why your child is not at
school. We sometimes use pupil and family support workers to visit families at home if no contact has
been made.
The Policies for Parents document “Achievement Through Attendance”, available to all parents from their
children’s school, outlines the importance of good attendance. If your child does not arrive at school in
the morning you will receive a phone call to yourself or next point of contact. If no contact is made then a
pupil and family support worker will be sent to the family home. The reasons for this are to ensure pupil
welfare.
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The Scottish Government has now issued guidance to all local authorities indicating that family
holidays taken during term time should be categorised as unauthorised absence (curricular no.
5/03)
Clearly with no explanation from the parent the absence is unauthorised.
Only in very exceptional circumstances will it be possible for the head teacher, with the approval
of the local authority, to authorise a family holiday during term time.
No child is allowed to leave school during school hours without the permission of the head teacher. Therefore, if it is essential for a child to leave class, for example for doctor, hospital or dental
appointment, an explanatory letter or the appropriate card should be sent in and the child collected from school.
In the interests of safety no child will be allowed to leave the school unaccompanied to keep an
appointment or to meet a parent. The parent or guardian must come to the school for the child.
No child will be allowed to be sent home in a taxi within the school day for any reason.
The school will monitor children’s absences, telephone parents to ask for explanation of absence
or send pupil and family support workers if a child not at school and when necessary i.e. when
absences are below an acceptable level without reasonable explanation, will employ steps outlined in the Attendance Policy. Excess absence means that the child/family will be referred to the
local education authority Attendance Review Committee.
SCHOOL/COMMUNITY LINKS
The school is an integral part of the community and we encourage the children to realise that
they are members of that community and have a duty towards it.
We ensure that we develop our practices as a school community. We support each other in
school and encourage pupils to support each other. Pupils have opportunities to join different
groups and are encouraged to develop leadership skills and voice their opinions, leading to
change and new initiatives e.g. eco; group; pupil council; RRS group; lunch monitoring group etc
The children are encouraged to use community centres and other local facilities.
The school has frequent visits from our parish priest, a wide range of support agencies, local
businesses and other visitors to support teaching and learning. In addition children visit local
businesses and attractions to enhance the curriculum.
A number of children attend after school sessions at football, multi sports, netball, street dance,
cross country and ECO committee all held in St Michael’s School on various days.
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EXTRA CURRICULAR ACTIVITIES
Extra curricular activities are available at different times in the school year. Some children in P4-7 engage
in afterschool homework club.
Swimming, rugby, football, hockey, dance, athletics, netball and short tennis are offered to Primary 1-7 at
different times throughout the year in St Michael’s organised by school staff and also sports coaches.
Children are also taken to the local library if the opportunity arises. Often they are given the opportunity
to listen to an author on a visit to the library.
Children in p2-4 have benefited from an after school football club led by a football coach. P6-7 pupils have
engaged in after school running and athletics. P4 have had the opportunity to take part in a dance and
football club.
Some of our senior pupils have engaged in charity fundraising activities using their own initiative,
creativity and skills. They have then consulted with each other on how best to utilise funds raised. This
year the charities they would like to help are Classrooms for Malawi, and St. Vincent de Paul Society.
All of our children continue to develop our school grounds and achieved our green flag for eco schools.
This work has been greatly supported and initiated by our very active parent council.
All classes will have the opportunity to take part in a number of visits and outings related to themed
learning. Some of these visits will be within local or wider community.
Primary 7 pupils spent 3 days at Ardlui Outdoor Education Centre in October 2014.
26
SCHOOL DISCIPLINE
In our school the relationship between the pupils and the staff is similar to that between his/her
own parent/guardian. As in the home, self discipline and self control are emphasised throughout
the school. We strive to lead the children to an understanding of social interaction, co-operation
and resolution of conflict. We employ solution oriented and restorative approaches after disagreements. We try hard to be inclusive in our approach, ensuring that pupils are treated fairly.
An adult presence is provided in playgrounds at break times in terms of the Schools (Safety and
Supervision of Pupils) (Scotland) Regulations, 1990.
However, as in the home, children may need to be disciplined on occasions within the school.
The head teacher and staff have compiled the following sanctions :
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non-verbal cues, silences, disapproving gestures
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verbal reprimands to individuals, group, class
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threat of movement to another seat in class
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movement of seat
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withdrawal of privileges
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additional work at interval and lunchtime
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after repeated warnings staff will begin to record incidents.
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after three recorded incidents or sooner if the teacher is concerned,
there will be discussion of the child’s behaviour between the class teacher
and the head teacher
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intervention by head teacher and oral warning of parental involvement
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parental involvement through visit to the school to discuss the child’s
behaviour
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contract drawn up between the home, child and the school when appropriate
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if the child continues to misbehave, the head teacher may exclude the child
Our conviction is that through good home-school relationships good discipline can be established
and maintained. Pupils are encouraged to show respect for self and others. Staff model good
relationships and positive interactions with others. Pupils are treated fairly; with respect and
pupils are encouraged to treat adults and others with respect. Staff seek and utilise different
approaches to encourage pupils to behave positively, showing high levels of motivation and
positive work ethic.
27
In each classroom a warning system is used to help children manage their
behaviour in class and the playground.
The warning system is used when:
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A child does not co-operate with classroom / or school rules.
A child is unco-operative and disturbs their own learning and / or the learning of others in
the class.
When a rule is broken:
A child will be given a verbal warning. If the child continues to be unco-operative then the
following will happen.
Primary 1 - 3
3 step warning
Step 1
- First incident -
Step 2
- Second incident - Pupil / adult writes their name on card 2 and
is asked to move to work on their own in the
classroom area .
Step 3
- Third incident -
Pupil / adult writes their name on card 1.
Pupil / adult writes their name on card 3 and
is asked to move work on their own in an
area outside the classroom. The pupil will
miss a period of their playtime.
Primary 4 - 7
5 step warning system
Step 1 - First incident -
Pupil is given a reminder about their behaviour. Pupil / adult
writes their name on card 1.
Step 2 - Second incident - Pupil / adult writes their name on card 2 and is asked to move to
work on their own in the classroom area.
Step 3 - Third incidentPupil / adult writes their name on card 3 and is asked to move to
work on their own in an area outside the classroom. The pupil
will miss a period of their playtime.
Step 4 - Fourth incident Pupil / adult writes their name on card 4. Pupil is given a blue
slip to take to the school office where Miss McGrogan or
Mrs Mulvenna will discuss the consequences of their behaviour.
Step 5 - Fifth incident If there is no change then the pupil / adult puts name on a red
card
And parents will be contacted .
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There maybe incidents of indiscipline where serous immediate action is taken
by staff. Also, some children who find it difficult to co-operate with this
warning system and school / class rules will be given an individual behaviour
programme.
CONSEQUENCES
Sometimes pupils have to make up for doing wrong. Staff and pupils have agreed
that the following consequences are appropriate.
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Missing part of lunchtime or playtime.
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Helping to clear up in the dining hall or garden.
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Missing out on something that is enjoyable or an outing.
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Discussion with head teacher.
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Punishment exercise.
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Banned from the football pitch.
With your support we will strive to achieve the best possible learning environment
for all.
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CLOTHING AND UNIFORM
Pupils attending schools within West Dunbartonshire Council are strongly encouraged to wear a
school uniform. Our contact with parents in recent years has also made us aware that the vast
majority are in favour of uniform. The wearing of school uniform helps promote the identity of
the school in the local community and helps create an ethos of sharing and pride in the school.
Most people tend to form opinions about a school by the appearance and behaviour of the
pupils. West Dunbartonshire supports the wearing of the uniform in all of its schools because it:
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improves school security by making it easier to identify intruders
builds a sense of identity and belonging to the school
gives pupils an equality of appearance thereby discouraging competition
is cheaper to buy than other clothing which pupils may wish to wear
encourages school discipline and a work ethic amongst pupils
The forms of dress which are unacceptable in school are items of clothing which:
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potentially, encourage faction (such as football colours)
could cause offence (such as anti-religious or political symbolism)
could cause health and safety difficulties, such as loose fitting clothing, sportswear
made of flammable material, and body piercings/jewellery for PE and sport
could cause damage to flooring
carry advertising, particularly for alcohol or tobacco
could be used to inflict damage on other pupils or be used by others to do so
are valuable or expensive items of clothing or jewellery which present a security
issue for the school
Parents receiving income support, job seekers allowance (income based), housing benefit or
council tax rebate will normally be entitled to monetary grants to assist with clothing and
uniform. Approval of any requests for such grants made by parents in different circumstances
are at the discretion of the Councils benefits section based in the Council Offices, Garshake Road,
Dumbarton. Information may be obtained from the benefits section by telephone 01389 738282.
See Appendix 1 for free school meal and clothing grant application.
West Dunbartonshire Council is concerned at the level of claims being received regarding the loss
of pupils' clothing and/or personal belongings. Parents are asked to assist in this area by
ensuring that valuable items and unnecessarily expensive articles of clothing are not brought to
school.
Parents should note that the council does not carry insurance to cover the loss of such items and
any claims submitted are likely to be met only where the council can be shown to have been
negligent.
30
Colour scheme and certain items of dress to comprise an individual school’s uniform should be
determined through a consultation process which is appropriate to each school. This consultation process should involve pupils, parents and staff. A range of options for this uniform may be
considered including, for example, different items of clothing for summer or for different year
groups.
In implementing a dress code, schools should be mindful of the diversity of cultural and religious
customs represented in our society. It may be appropriate for items of school wear to include
alternative forms of dress corresponding to the cultural mix of the school population.
Schools must ensure that no pupil is discriminated against on the grounds of race or gender.
The agreed school uniform for St Michael’s is:
BOYS
GIRLS
Grey trousers
Blue shirt
School tie
Navy blue jersey
Navy skirt/pinafore
Blue shirt
School tie
Navy blue jersey/cardigan
Navy blue sweatshirts, pale blue polo shirts bearing the school badge can be purchased direct
with the supplier.
We ask that all items of uniform be clearly marked/labelled with your child’s name and class to
ensure that is does not get lost.
PHOTOGRAPHY/VIDEO
In line with Council Policy no photography of individuals is permitted on council premises where
there is a reasonable expectation of privacy without their consent or in the case of children under
12 years, the consent of their parents/guardians. Parents/guardians will be asked to give written
permission on an annual basis for their child to be photographed or videoed for specific purposes
related to the life and work of the school and the education service.
MEALS
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The school offers healthy choice meals as part of the Hungry for Success Initiative which focuses on
healthy school meals. Money for meals is collected by the catering staff each morning. Parents/carers are
requested to send in correct amount for daily school meal every day or weekly to the school office.
Money for school meal should be sent to school each day. It is not possible for school to fund dinner money debt. If parents/carers continue to incur dinner money debt names have to be given to the Local Education Authority to recover the debt.
All children whether paying or receiving a free meal are taken to the hall at lunchtime. There is no indication in the hall of who has paid for a meal or who has a free meal.
Menus for the 4 week cycle of meals are available on the West Dunbartonshire Council Website A four
week menu plan is available.
There is also provision made in the lunch hall for children who bring their own home prepared packed
lunch.
From January 2015 all Primary 1—3 children will be entitled to a free school lunch.
Children of parents receiving income support, employment support allowance (income based) or child tax
credit only or with an income of less than £16,190 are entitled to a free midday meal. Information on free
school meals may be obtained from the benefits section, Garshake, Dumbarton or telephone 01389
738282. See Appendix 1 for application form.
Only those children whose parents are receiving income support will be entitled to free milk.
TRANSPORT
West Dunbartonshire Council has a policy of providing free transport to all primary pupils who live more
than one mile by the recognised shortest walking route from their zoned local school. This policy is more
generous than the law requires. This means that the provision of transport could be reviewed at any time.
Parents who consider they are eligible should obtain an application form from the education department.
These forms should be completed and returned before the end of February for those pupils beginning
school in August to enable the appropriate arrangements to be made. Applications may be submitted at
any time throughout the year but may be subject to delay whilst arrangements are made. The appropriate Head of Service is authorised to grant privilege places for pupils to travel in transport provided by the
authority, where spare places are available and no additional costs are incurred.
Pick up points
Where free transport is provided it may be necessary for pupils to walk a certain distance to the vehicle
pick-up point. Walking distance in total including the distance from home to the pick-up point and from
the drop-off point to the school in any one direction will not exceed the authority’s limits (see above paragraph). It is the parent’s responsibility to ensure that their child arrives at the pick-up point on time.
It is also the parent’s responsibility to ensure the child behaves in a safe and acceptable manner while
boarding, travelling in and alighting from the vehicle. Misbehaviour could result in your child losing the
right to free transport.
Placing Requests
The Education Authority does not provide transport for those pupils in receipt of a placing request other
than in exceptional circumstances.
In the case of under-age placing requests if the child is offered a place in his catchment area school,
transport will be provided in accordance with regional council policy stated above.
32
MEDICAL AND HEALTH CARE
In St Michael’s we have a trained first aider to assist with minor injuries and accidents .
The School Nurse is involved with all aspects of health screening and health education.
Hearing, vision and dental checks are also carried out throughout the year. Primaries 1 and 2 are
taking part in a tooth-brushing project this year. Pupils in p1-4 also engage in fluoride varnish
project too.
Parents are asked to inform the school of any medical requirements of their child.
West Dunbartonshire Council has strict guidelines and policy on administration of medicines.
Consent/information must be given if medicine is to be administered in school.
The school nurse is available to help, advise, guide parents/carers with individual concerns over
pupils health and wellbeing. Please contact the head teacher if you would like to have an appointment with the school nurse.
While the school provides minor first aid treatment, parents should provide the school with an
emergency contact so that children can be taken home if illness occurs. The school should be
contacted immediately if the contact changes.
Minor accidents will be dealt with in school by staff members. In the event of a serious accident
the child will be taken directly with parent / carer permission to Vale of Leven Hospital or Royal
Alexandria Hospital, Paisley. The parents will be notified immediately. Minor injuries will be
noted in our accident log book and a note of this will be given to the child to take home. In the
event of more serious injuries and all head injuries, parents will be contacted by telephone.
INFORMATION IN EMERGENCIES
We make every effort to maintain a full educational service, but on some occasions circumstances arise which lead to disruption. Schools may be affected by, for example, severe weather, temporary interruption of transport, power failures or difficulties of fuel supply. In such cases we
shall do all we can to let you know about the details of closure or re-opening. We shall keep you
in touch by using letters, notices in local shops and community centres, announcements in local
churches and announcements in the press and on local radio. You will also be able to access up
to date information from the West Dunbartonshire Council website. This can be located at
www.west-dunbarton.gov.uk
It is normal practice within West Dunbartonshire Council to operate a helpline when emergencies
arise. Details will be made available when an occasion arises.
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THE PARENT COUNCIL
The Scottish Schools (parental involvement) Act 2006 requires that:
(a)
Every parent is automatically a member of the Parent Forum for his/her child’s school and
may be represented by a Parent Council.
(b) The members of the Parent Forum decide the structure, membership, aims, objectives and
constitution of the Parent Council they wish to form.
(c) Other members of the Parent Council may be co-opted.
(d) Parent Councils are to be involved in the appointment of a Head and Depute Head Teacher.
(e) Parent Councils, the Local Authority and Schools should play an active role in supporting
parental involvement in the school.
(f) Parent Councils have the right to represent the views of the parents.
(g) Parent Councils are accountable to the members of the Parent Forum and should establish
arrangements for reporting to the Parent Forum.
(h) The needs of and arrangements for all children and young people involving parents, carers
and those who look after children are met.
(i)
The school development plan takes account of the Local Authority’s strategy and parental
involvement as appropriate.
(j)
A complaints procedure which covers how the Local Authority carries out its functions
under the Act is in place.
(k) Local Authorities must provide reasonable funding to enable the Parent Council to
carry out its functions.
(l)
A combined Parent Council may be established to cover two or more schools.
During 2006-7 West Dunbartonshire Council established a Strategy Group for the implementation
of the Scottish Schools (parental involvement) Act 2006. The group carried out the duties and
responsibilities laid out in the Act by communicating with parents with regard to the preparation
of schemes; by seeking their responses and preferences as to Parent Councils, their constitution,
make up etc; assisting Parent Forums in the selection processes for the new Parent Councils in
August 2007; assisting in smoothing the transition from School Boards to the new Parent Councils; consulting with the new Parent Councils on strategies for parental involvement, complaints
procedures etc.
St Michael’s Primary has an active Parent Council which is committed to supporting the life and
work of the school. As a new parent you will be invited to join the Parent Council or take part in
fundraising initiatives during the school year. See contact details on page 31 for further information on parental involvement.
Our parent council members give generously of their time to discuss how they can best support
the school with different projects. They plan and organise specific fund raisers and last session
planned and organised a highly successful summer fair and secured a grant from the National
Lottery. They also conducted a survey of parents. Proceeds from the fair have been used to support outdoor learning; playground equipment and to fund a free disco for pupils at Halloween
and Christmas.
Parents on the parent council represent the wider parent group and often represent viewpoints
leading to changes in procedures and routines in the school. New members are very welcome.
34
DATA PROTECTION ACT 1984
Information on parents and guardians is stored on a computer system and may be used for
teaching, registration, assessment and other administrative duties. The information is protected
by the Data Protection Act 1984 and may only be disclosed in accordance with the Codes of Practice. For further information please contact the school.
TRANSFERRING EDUCATIONAL DATA ABOUT PUPILS
Education authorities and the Scottish Government have collected data about pupils on paper
forms for many years. We are now working together to transfer data electronically through the
ScotXed programme.
What pupil data will be collected and transferred?
Data on each pupil is collected by local authorities and the Scottish Government. The data collected and transferred covers areas such as date of birth, postcode, registration for free school
meals, whether a pupil is looked after by his/her local authority, special educational needs,
attendance, absence and exclusions from school. Pupil names and addresses are collected by
their school and education authority but they are not passed to the Scottish Government. Your
postcode is the only part of your address that is transferred. Data is held securely and no information on individual pupils can or would be published by the Scottish Government. It is used for
statistical and research purposes only.
Providing national identity and ethnic background data is entirely voluntary. You can choose the
‘not disclosed’ option if you do not want to provide this data. However we hope that the explanations contained in this message and on our website will help you understand the importance of
providing the data.
Why do we need your data?
In order to make the best decisions about how to improve our education service, the Scottish
Government and education authorities 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 exam results.
Accurate and up-to-date data allows the Scottish Government, education authorities and schools
to:
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plan and deliver better policies for the benefit of all pupils.
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plan and deliver better policies for the benefit of specific groups of pupils.
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better understand some of the factors that influence pupil attainment and achievement

target resources better.
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 message can give only a brief
description of how we use data. Fuller details of the uses of pupil data can be found on the
ScotXed website. (www.scotxed.net)
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The Scottish Government works with a range of partners including Education Scotland and the
Scottish Qualifications Authority. On occasion we will make individual data available to partners
and also to academic institutions to carry out research and statistical analysis. In addition, we
will provide our partners with information they need in order to fulfil their official responsibilities. Any sharing of data will be done under the strict control and prior agreement of the Data
Sharing Panel in the 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.
Concerns
If you have any concerns about the ScotXed data collections you can email them at
scotxed@scotland/gsi.gov.uk 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. Please allow up to 10 days for
requests to be processed.
What more information?
Further details about ScotXed data exchanges are available on the ScotXed website,
www.scotxed.net The website also contains answers to commonly asked questions about
ScotXed.
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ANNUAL ELECTRONIC STAFF CENSUS
Individual level staff data is vital for use by the Scottish Government in education workforce planning. As a consequence of receiving this staff information, the Scottish Government will be better
able to
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plan more accurately the number of new staff to be trained each year.
identify shortages in particular sectors and subjects.
monitor movements in and out of the profession at a national level.
The information yielded from the analysis of this data is also of great interest to local authorities
and teachers’ unions. They were involved in drawing up the list of data fields to be sent to the
Scottish Government. Following the recommendations of the Currie Report, date of birth and
gender data about Educational Psychologists are now collected in order to carry out workforce
planning.
Your data protections rights:
The collection, transfer, processing and sharing of ScotXed data is done in accordance with the
Data Protection Act (1998), the National Statistics Code of Practice requirements and other legislation related to safeguarding the confidentiality of data relating to individuals. The Data Protection Act gives you the right to know how we will use your data. Full details of the uses of staff
data can be found on the ScotXed website: www.scotxed.net
The Scottish Government will not publish or release any information that allows individual members of staff to be identified, nor will data be used by the Scottish Government to take any actions in respect of individuals. The information we collect will be anonymous. We will not be collecting your name or address. No information on individual members of staff can or would be
published by the Scottish Government. The individual data collected by the Scottish Government
is used for aggregate statistical and research purposes only. Providing national identity and ethnic background data is entirely voluntary; there is a ‘not disclosed’ option. However, we hope
that the explanations contained on the ScotXed website will help you understand the importance
of providing the information.
Derek McGlynn, our Data Management Systems Officer will be happy to help with any queries
you have regarding this section. Telephone 01389 737335 or email [email protected]
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IMPORTANT ADDRESSES
Mr Terry Lanagan
Executive Director of Educational Services
West Dunbartonshire Council
Garshake Road
Dumbarton
G82 3PU
Tel 01389 737000
National Parental Involvement Coordinator
Curriculum Division
Learning Directorate
Scottish Government
Tel 07825 175247
www.engageforeducation.org
Community Learning & Development
Unit 6, Leven Valley Enterprise centre,
Castlehill Road,
Dumbarton
G82 5BN
Tel 01389 608072 Fax 01389 608073
Father John Lyons
St Michael’s Church
7 Cardross Road
Dumbarton
G82 4JE
Tel 01389 762709
Local Councillor Educational Convenor:
Michelle McGinty Labour
Local Councillors:
Mr Jonathan McColl SNP
Mr Martin Rooney Labour
c/o Council Offices, Garshake Rd,
Dumbarton. G82 3PU
Tel 01389 737511 Mr McColl
Tel 01389 737579 Mr Rooney
Community Learning & Development
2nd Floor, Council Offices,
Council Offices, Roseberry Place,
Clydebank
G81 1GG
St Michael’s Primary Parent Council
Chairperson
Mr Tom Currie
Vice Chairperson
Mr Charles McVey / Mrs Rosemarie Gillespie
Secretary
Mrs. Claire McGroarty
Treasurer
Mr. Paul Lyndsay / Mr John Dempster
Fundraising
Mr Willie Crowe
ICT / Web design
Mr John Paul Lusk
Aftershool Care:
Dalreoch Primary—Michelle—07752912132
Although this information is correct at time of printing, there could be changes affecting any of
the matters dealt with in the document:
(a)
before the commencement or during the course of the school year in question;
(b)
in relation to subsequent school years.
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Service Standards
The following Standards of Service are also in place in St Michael’s:
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Monitor your child’s performance and report to you annually
Hold two parents’ meetings annually
Offer additional meetings with staff if necessary and appropriate
All primary 1 classes will have no more than 25 pupils
All primary 2 and 3 classes will have no more than 30 pupils
Composite classes will have a maximum of 25 pupils
Newsletters to be sent home every term
Parents will have the opportunity to comment on school affairs in every
newsletter
Parents will have access to the school handbook
Parents will have access to the full Standards & Quality Report
Parents will be sent home a summary account of the Standards & Quality
Report every August
Parents will be given the opportunity to take part in a school audit annually
If there is a serious problem with your child we will contact you immediately
If your child is unwell we will contact you immediately
All letters will be answered within five working days
You will be seen within ten minutes of a pre-arranged meeting
Phone calls will be answered within six rings
All school staff will be polite and courteous at all times
School staff will wear a name badge
All complaints will be dealt with in line with complaints procedure
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Parental Complaints Procedure
Complaints may be made in the following ways:
by phone at 01389 762038
by appointment at the school
by e-mail on [email protected]
If a parent turns up at the school without an appointment every effort will be made to see them
but this cannot be guaranteed.
Procedures for dealing with complaints:
The complaint will be recorded by the head teacher or the member of staff you spoke to.
If the complaint was taken by a member of staff you will be contacted within 24 hours by
the head teacher or depute head teacher.
If appropriate a meeting will be called at an agreed time to suit both school and complainant.
This should normally be within 4-5 working days.
A record of the interviews will be kept and an agreed time set to resolve the complaint. This
will normally be within 5 working days, but may take longer depending on the nature of the
complaint.
If the complaint is such that an immediate resolution is not possible the head teacher will
keep you informed on a weekly basis of the progress.
All complaints about members of staff will be dealt with by the head teacher.
All complaints about local residents will be dealt with by the head teacher.
If a complaint cannot be resolved within school the West Dunbartonshire Council complaints
leaflet can be obtained in the school or from any West Dunbartonshire Council premises and
sent to the Education and Cultural Services Department.
If you are still unhappy with the reply from the Education Department you can contact:
The Chief Executive at Council Offices, Garshake Road, Dumbarton G82 3PU
You also have the option of contacting:
Your local Councillor.
Your Member of Parliament
The Commissioner for Local Administration (The Ombudsman)
Separate leaflets identifying councillors and on the Ombudsman are available in all council
offices or will be sent to you on request.
40
Appendix 1
41
Appendix 1
Application for Free School Meals & Clothing Grant 2013/14
If your child attends a West Dunbartonshire School you may be entitled to free school meals and clothing grant If
think you will qualify, please complete this form making sure the benefit you receive is clearly identified and ensure you sign the declaration.
The Clothing Grant is £50.00 per child and payment will be made by BACS (directly into your bank account). The
first payments should be made in June and you should receive your payment within 2 weeks of your application
being processed.
Only one clothing grant will be paid for any pupil during a school year.
If you have any queries regarding a clothing grant or free school meals please telephone our contact centre on
01389 738282.
Name of parent / legal guardian
First Name
National Insurance Number
Surname
Name of partner / spouse
First Name
National Insurance Number
Surname
If you do not have a National Insurance Number and are an Asylum Seeker, please tick the box
Address
Tel No:
Mobile No:
For payment directly into your bank account, please complete the following:
Account Holders Name
Account Number
Sort Code
Name & Address of Bank
N.B. BACS payments cannot be made to post office accounts. If you do not have a bank account
please contact us and we will make payment by cheque.
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List all child (ren) for whom you wish to apply (including children 16 years or over)
Surname
First Name
Male/
Female
Date of Birth
(DD/MM/YYYY)
Name of School/Nursery
attended from August 2011
Clothing Grants will not be paid for children who will be 16 years old between 1 March and 30
September (children of school leaving age), until they return to school in the new session. However you should include these children on your application.
I am in receipt of the following benefit(s) (please tick ALL relevant):
Tick
Entitlement To
Income Support
School Meals & Clothing Grant
Jobseekers Allowance (income based)
School Meals & Clothing Grant
Pension Credit
School Meals & Clothing Grant
Employment and Support Allowance (income related)
School Meals & Clothing Grant
Housing and/or Council Tax Benefit
Clothing Grant
Maximum Working and Child Tax Credit with income less than
£6,420
Working Tax Credit with a gross annual income of £15,276
Child Tax Credit ONLY with income less than £16,190
Support under Part VI of the Immigration & Asylum Act 1999
School Meals & Clothing Grant
Clothing Grant
School Meals
School Meals & Clothing Grant
Declaration
I declare that the information provided by me is a true and accurate statement of my circumstances and that I have not withheld any facts.
I agree that the Department for Work & Pensions can give you information about my benefit entitlement so that my application can be processed.
I understand that if my application for free school meals is successful and my circumstances
change, I must report this.
Signed
Date
Completed forms can be posted or returned to:
Housing Benefit Section
Council Offices
Garshake Road
Dumbarton
G82 3PU
Opening hours:
9.00am – 4.00pm Mon – Thursday
9.00am -3.30pm Friday
Housing Benefit Section
Council Offices
Rosebery Place
Clydebank
G81 1TG
Opening hours:
9.00am – 4.30pm Mon – Thursday
9.00am – 4.00pm Friday
Housing Office
Mitchell Way
Alexandria
G83 0LW
Opening hours:
8.30am - 4.15pm Mon, Tues, Wed, Fri
9.30am - 4.15pm Thursday
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Appendix 2
44
Translation and Interpretation
The Council provides interpreters and translated materials on request. Further details on the services
provided are detailed below.
Telephone Interpreting
The Council provides a 24 hour telephone interpreting service, the current provider is Language Line. We
are currently reviewing out translation and interpretation services.
The telephone interpreting service is simple and easy to use and the supporting material makes it easy to
identify language requirements in face to face situations.
A ‘Guide to Using Services’ is available from Community Planning and Policy or can be downloaded from
here
Face to Face Interpretation
Where services need to provide information in community languages guidance is provided within
'Communicating Effectively'. This includes a list of approved contracts and is available on the Council's
website or from Community Planning and Policy.
Interpreters can be engaged to assist at meetings or in other situations as required.
Translated Text
All council publications must be offered in alternative formats or community languages. It may not be
cost effective to translate a large publication, and in these instances a summary version of the document
should be offered, or a meeting, supported by an interpreter, could be arranged to explain the key issues.
Download examples of the standard phrase in community languages.
We are currently reviewing our translated materials and the languages they are provided in and working
with relevant community groups on this.
For further information on where to access translation services or for any of the items mentioned above
please contact:
Policy Development Officer
Community Planning and Policy, 3rd Floor, Council Offices
Garshake Road, Dumbarton, G82 3PU
Tel: 01389 737269
or at: [email protected]