Glencoe Primary, PDF 1.13 MB now

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“Together we are an inclusive, enthusiastic school with fun
and effective learning.”
BROCHURE
2016
Head Teacher: Mrs Marylin MacDonald
Telephone & Fax: 01855 811 359
Email: [email protected]
Glencoe Primary School
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Dear Parents,
I hope that the items in the enclosed brochure answer any questions you may have
about this school and give you an idea as to how our school is run.
If you have any unanswered questions or would like more information about any
item, please do not hesitate in contacting me.
I mention in various places in the brochure that you should contact me if you have
any worries about your child, educational or emotional problems, and this is
sincerely meant. We are as concerned about the happiness and welfare of your
child as you are.
Yours sincerely,
Marylin J Macdonald
Associate Head Teacher
Glencoe and Duror Primary Schools
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Contents
School Address, Staffing and Organisation ......................................................................................................... 4
School Aims ........................................................................................................................................................ 5
School Improvement Plan .....................................................................................................................................
Standards and Quality Report ........................................................................................................................... 10
Parent Council .................................................................................................................................................. 17
Background Information - Glencoe Primary School ........................................................................................... 18
School Grounds & Buildings .............................................................................................................................. 18
School Meals .................................................................................................................................................... 18
School Uniforms................................................................................................................................................ 19
School Plan & Fire Exits.................................................................................................................................... 20
Enrolling and Transferring ................................................................................................................................. 21
Secondary School ............................................................................................................................................. 21
Transport .......................................................................................................................................................... 21
Adverse Weather .............................................................................................................................................. 21
The Curriculum ................................................................................................................................................. 22
Language Arts ................................................................................................................................................... 23
Mathematics ..................................................................................................................................................... 24
Environmental Studies ...................................................................................................................................... 24
Expressive Arts ................................................................................................................................................. 25
Health Education ............................................................................................................................................... 26
Religious and Moral Education .......................................................................................................................... 26
Personal and Social Development..................................................................................................................... 26
After School Clubs ............................................................................................................................................ 27
Computer .......................................................................................................................................................... 27
Homework ......................................................................................................................................................... 27
Assessment and Reporting ................................................................................................................................ 27
Learning Support ............................................................................................................................................... 28
Health Care / Illness at School/Headlice ............................................................................................................ 29
Drugs Misuse Incidents Policy into Practice....................................................................................................... 30
Links with Secondary School ............................................................................................................................. 31
Pupil Absences ................................................................................................................................................. 32
Child Protection................................................................................................................................................. 35
Equal Opportunities........................................................................................................................................... 36
Discipline .......................................................................................................................................................... 36
Anti Bullying Policy ........................................................................................................................................... 37
School Rules ..................................................................................................................................................... 39
Parental Consent Safety /Data Protection ......................................................................................................... 40
Mobile Phones .................................................................................................................................................. 41
Physical Intervention ......................................................................................................................................... 42
Emergency Planning – Major Incident Plan ....................................................................................................... 43
School Calendar................................................................................................................................................ 44
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GLENCOE PRIMARY SCHOOL
School Address, Staffing and Organisation
Address:
Glencoe
Ballachulish
Argyll
PH49 4HP
Local Education Office
Area Education, Culture and Sports Office
Camaghael Hostel
Fort William, PH33 7ND
Area Education Officer – Mrs Norma Young
Telephone: 01855 811 359
Telephone: 01397 707350
School Website
Staff:
Associate Head Teacher
with Duror Primary
Class Teacher P4-7
Class Teacher P1-3
CCR Teacher (Art/French)
Music Teacher
CCR/P.E. Teacher (P1-7)
PE Teacher P1-3
Learning Support-consultationClerical Assistant/CA
Strings Tutor
Lunch cover
PSA -Pupil Support Assist.
Present Roll Dec ‘15:
School Day:
Mrs Marylin MacDonald
Miss Mary Evans
Mrs Caroline Brennan 0.5
Mrs Marion Holden – Thursday afternoon
Mr Peter Duggan – Every Mon (2nd term)11.30.12.30pm
Mrs Gail Wilson
– Every Fri 1.30-2.30pm
Mrs Grant – every Tuesday 11.30-12.30p.m.
Mrs Sutherland
Mrs Susan Morrison
Miss Sandra Hollingdale – Fri morn
Mrs Susan Morrison (3 covers each week)
23 hours covered by supply staff
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Class
Morning
Afternoon
P1- P3
9am - 12.30pm
1.15pm - 2.30pm
P4-P7
9am - 12.30pm
1.15pm - 3.00pm
Morning Interval - 10.30 - 10.45am (P4-7 runs a Healthy Snack Bar)
Please note: Highland Council is regarding the change to a 4½ day week. Depending on local
consultation, further discussion about timetabling collaboration across schools, consideration of
the impact on Primary School and transport arrangements this may happen in August 2016 or
be deferred until 2017.
Ongoing Extra School Activities
P4-7 attends 8 swimming lessons in Fort William and Primary 4-7 have 4 ski-ing lessons in
Term 3 at Nevis Range. P4-7 attends 3 days of outdoor activities every two years at Glencoe
Outdoor Centre while P1-3 participates in Stramash/Glencoe National Trust Outdoor Activities
and/or Messy Science Activities. Room 13 Art Club with Mrs Cockerill when available.
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School Aims
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Vision & Values
At Glencoe Primary School we work together as a community to provide a happy,
secure and stimulating environment where children are motivated to learn, are
valued as individuals and encouraged to reach their full potential through our
curriculum for excellence. We are at the heart of our Community and with our
Parents’ support we will build on the very good strengths we already have
Our Aims are:
Our aims have been updated to reflect the aims and principles of the Curriculum for Excellence.
Successful Learners
We will:
 Provide a broad and balanced
curriculum with significant
opportunities for depth, which
challenges and motivates all
pupils.
 Provide a range of teaching and
learning experiences in a fun
and innovative environment
Effective Contributors
We will:
 Encourage our pupils to
communicate effectively in
many different situations.
 Help them to think critically
and develop skills in many
contexts
Glencoe Primary
SCHOOL
AIMS
Responsible Citizens
We will:
develop respect, knowledge and
understanding of their world.
 Help our pupils to make
informed choices and
decisions.
 Help our pupils to understand
the wider world and their place
in it.
Confident Individuals
We will:
 Help our pupils to grow and
develop respect, knowledge
and understanding of their
world.
 Encourage independence,
success and the development
of life skills for all our
pupils.
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Rationale
A Shared Vision:
In Glencoe Primary School we ensure that all children develop the attributes,
knowledge and skills they need to flourish in life, learning and work. They will be
able to demonstrate the four capacities (successful learners, confident individuals,
effective contributors and responsible citizens) through the four contexts for
learning (curriculum areas and subjects, interdisciplinary learning, ethos and life of
the school and opportunities for personal achievement) and in a curriculum which
reflects the seven principles of design (breadth, progression, depth, personalisation
and choice, challenge and enjoyment, coherence and relevance).
This curriculum will:
 Allow pupils to contribute to the ethos and life of the school community
 Provide opportunities for personal achievement and supports all learners in
developing skills for learning, life and work.
 Have a continuous focus on literacy, numeracy and health well-being with all
staff having a responsibility to develop, reinforce and extend learning in these
areas.
 Provide opportunities for mixed-stage learning which is interest-based
coherent and relevant.
 Place the emphasis of our curriculum on breadth, challenge and depth and
on the entitlements of learners rather than subject based content.
 Provide a broad general education including all the experiences and
outcomes.
 Provide progression through the experiences and outcomes that is consistent
with their learning needs and prior achievement.
 Allow learning to be organized more flexibly to take into account
personalization and choice.
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Rationale cont’d
 We provide a curriculum that will raise standards by developing an interest
and enthusiasm for learning, taking into account personalisation and choice
and the most recent research.
 We provide a progressive curriculum that is consistent with learner’s needs
and prior achievement.
 We provide a primary curriculum which develops an interdisciplinary
approach to learning through topic and thematic work.
 We provide a curriculum which motivates pupil’s creativity to learning whilst
raising standards.
 We provide multiple experiences through a range of learning opportunities,
out of doors, through play, in small groups, through art music and sport, by
listening, watching and doing.
 We provide a curriculum that recognises both local and global dimensions
of citizenship. We make links with local and global communities to facilitate
and develop the four capacities of a Curriculum for Excellence, ensuring the
children are given opportunities to develop informed and diverse attitudes.
 We provide opportunities for personal achievement and support all learners
in developing skills for learning, life and work.
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Curriculum Framework
Curricular Areas and subjects
Whole school overview for:
Numeracy Coverage (Highland Numeracy)
Literacy Coverage (Big Writing + HLP)
Health and Wellbeing
RME: World Religions
Resilient Kids package
Mlps P4-7
Gaelic P1-3
Expressive Arts
Diversity and Equality Partners
 School Nurse
 Girfec Partners
 Marie Curie
 Mary’s Meals
 Children in Need
 Red Nose Day
 Eco Partners
 Rights Respecting School
 Give Racism the Red Card
 Rota of Clergy -Assemblies
 Glencoe NTS
 Lochaber Ranger
 Forestry Ranger
 Active Schools
 Local employers
 Feis
 Kodaly
Ethos &Life of the school as a
community
Behaviour Policy
Anti-Racism/Bullying Policy
Global/Sustainable Education
Celebration Assemblies
Religious Observance Assemblies
IDL topics 2013/14
Curricular subject links made where
appropriate
Weather P4-7
Victorians P4-7
Fairy tales P1-3
Pirates P1-3
Commonwealth Games P1-7
Wider Achievement
Awards/Rewards
Merit Stickers and Stamp, Class Points
Star Writers
Four Capacities Awards
Termly Certificates – Peer Pupil
Sports/Recreation
Cycling proficiency
Glencoe Centre
P4-7
Fun + Games Club
Stramash P1-3
P4 -7 8 weeks swimming lessons
P4-7 skiing 4 days
School clubs/activities/ Topic Trips
Rm 13
Science club
Dance/Performance
Strings
Glencoe & District Flower Show
Clubs/activities
Local activities
Extra
curricular clubs
Outdoor learning
Musical Nativity
Glencoe National Trust
Feis
Use of local environment
Kodaly
Glencoe
Primary
Salmon Fisheries
School
tripsSchool
Active Schools activities
Lion
King/Cinderella
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TAKING ACCOUNT OF THE PRINCIPLES OF CURRICULUM DESIGN
CHALLENGE AND ENJOYMENT
o Taking on board children’s learning styles and feedback
o Teachers are aware of individual abilities, providing learning intentions and success
criteria which are relevant to the learner
o Teachers provide a range of motivating and creative activities
BREADTH
o Learning in a variety of environments with all areas covered
o 3 year plan ensures breadth of science, health and well-being, social studies and
technology
PROGRESSION
o Use planning to progress through experiences and outcomes – evaluating termly
o Some curriculum progression pathways are used as a reference
o 3 year plan ensures progression of science, health and well-being, social studies and
technology
DEPTH
o Pupils input on learning, e.g. what they think they know already and what they want to
find out
o Child led learning through play at early level
PERSONALISATION AND CHOICE
o Individual and class targets set and reviewed regularly
o Opportunities for individual improvement time given
o All lessons include learning intentions and success criteria and plenary time to reflect
and evaluate
o Committee groups allow children to participate in decision making
COHERENCE
o Where appropriate links are made and learning is contextualised, e.g. using rhythm in
P.E with links made to numeracy.
RELEVANCE
o Look for relevant links with real life, e.g. commonwealth games, locally, nationally and
globally
o Some children require individualised programmes which are made relevant to their
interests and needs
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Standards and Quality Report
The Highland Council
Education, Culture and Sport Service
2014/15
Our school vision, values and aims
Our Vision Statement:
“Together we are an inclusive, enthusiastic school with fun and effective learning.”
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Vision & Values
At Glencoe Primary School we work together as a community to provide a happy,
secure and stimulating environment where children are motivated to learn, are
valued as individuals and encouraged to reach their full potential through our
curriculum for excellence. We are at the heart of our Community and with our
Parents’ support we will build on the very good strengths we already have
Our Aims are:
Our aims have been updated to reflect the aims and principles of the Curriculum for Excellence.
Successful Learners
We will:
 Provide a broad and balanced
curriculum with significant
opportunities for depth, which
challenges and motivates all
pupils.
 Provide a range of teaching and
learning experiences in a fun
and innovative environment
Effective Contributors
We will:
communicate effectively in
many different situations.
 Help them to think critically
and develop skills in many
contexts
Glencoe Primary
SCHOOL
AIMS
Responsible Citizens
We will:
develop respect, knowledge and
understanding of their world.
 Help our pupils to make
informed choices and
decisions.
 Help our pupils to understand
the wider world and their place
in it.
Confident Individuals
We will:
 Help our pupils to grow and
develop respect, knowledge
and understanding of their
world.
 Encourage independence,
success and the development
of life skills for all our
pupils.
The Core Areas of our Practice
This report summarises the strengths of our school, our recent improvements and what needs to
improve further. We gather this information throughout the year in a variety of ways so we can make
sure our report is as accurate as possible. We take time to compare what we do with national
examples of best practice. We visit each others’ classes to share standards in learning and teaching.
We look at children and young people’s work to see how they are progressing. We cross mark work.
We make use of factual data and information including attainment results responding and adapting
our teaching in line with children’s needs. We assess using our own expertise, standardised testing,
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cross marking and results tracking. Children peer assess and self assess. We gather the views of
children, parents, staff and members of the local community. We use all of this information to arrive
at our view of the quality of education we provide.
Our Key Strengths
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Staff know pupils well and learning needs well supported
Strong links with parents and the local community
Good interdisciplinary Learning
Regular Tracking of Pupils Progress (May and November) and in Learning Profiles
Co-operative Learning
Teacher Learning Community – All staff reflect and share good practice and trial new
approaches across ASG
Majority of pupils achieving above their age/stage – INCAS/Assessment of
Curriculum for Excellence
Wide variety of Learning experiences provided
Pupils and Parents views taken into account through an Active Pupil and Parent
Council and recent Questionnaires – June 2014
Effective Transition process – Nursery/P1 and P7/S1
Very effective use of ICT enhances teaching and learning
Our Improvements Last Session
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Improved Learning Dialogue between pupils, class teacher and Peers
Learning Profiles established, sharing latest and best work chosen by pupil and pupil
progress shared with parents
Hop On Reading Programme motivated and improved reading for some pupils.
Writing improving through Big Writing promoting the use of WOW
words/connectives/sentence openers and punctuation and pupils aware of VCOP
(Wall display in classroom)
Curriculum Rationale and Design agreed and shared with staff, pupils and parents.
Targets set by pupils termly
Resilient Kids Programme useful resource during transition week
Golden Rules reviewed by pupils and staff
Oxford Reading Tree Programme introduced at Early Years and Impacting on
Reading for Enjoyment and progress in Literacy skills
Children more confident in using Ipads – Scotland Lights Up Malawi Challenge
Our Priorities For Improvement for Next Session
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 Continue to find ways of effectively assess, monitor and track pupils progress and targeted support through
standardised testing etc.
 Continue to develop and review the curriculum across all curricular areas
 Further develop Big Writing
 Emerging Literacy – Primary One Literacy Assessment Action Resource Action Resource (POLAAR)
supporting Literacy
 Staff aware of and using Development Continuum for Literacy
 Staff accessing training in H2 languages
 Promoting the use of Highland Numeracy Training and Resources
 Training in Better Movers, Better Thinkers to develop needs in PE across the curriculum
 Seemis Training for all staff
 Incorporate new Ipads, digital technologies and Glow to enhance teaching and learning
 Continue to monitor CfE Experiences and Outcomes (E’s and O’s) and Significant Aspects of Learning
(SAL’s) across all curricular areas – trialling new formats.
 To continue to develop strategies to support ASN pupils
 Self-Evaluation – continue to develop and ensure consistency to ensure impact
1. How well do young people learn and achieve?
1.1.Improvements in performance
 Standards of attainment over time
 Overall quality of learners’ achievement
 Impact of the school improvement plan
2.1 Learners’ experiences
 The extent to which learners are motivated
and actively involved in their own learning
and development
What we do well:
 Learners make very good progress from their prior levels of attainment.
 Attainment in Language and Mathematics is strong for the majority of Learners (INCAS CfE
Assessment for P3/5/7.
 We have improved learners’ experiences by providing increased opportunities for active learning
and personal choice through enterprising topics.
 We provide a wealth of additional learning experiences.
 Almost all pupils are motivated, keen to learn and work well without close supervision.
 Most pupils are confident using ICT.
 Pupils’ views are taken into account through an active Pupil Council, SNAG, Eco Group, JRSO’s and
Youth Leaders and a Pupil Questionnaire – June 2014 -The majority of responses were very positive
about the teaching and learning responses in the school
 Opportunities to learn through play across all stages have been developed.
 Almost all pupils feel they are able to discuss issues with class teachers and feel the school is a safe
and secure environment.
 The majority of our learners are successful, confident, motivated and demonstrate responsibility
through their various roles as JRSO’s/Pupil Council/SNAG/Playground Patrol/Eco Activities and Team
Leaders
 All children have participated and achieved in a range of activities in and out of school and their
success celebrated with awards stored in each child’s Achievement Folder.
 The majority of pupils and parents responded very positively to the Questionnaire in June ’14 about
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teaching and learning in Glencoe Primary School.
 Learning Profiles promote dialogue between pupil, teacher and parent. They encourage selfevaluation through pupil choice of “latest and best” and inform pupils and parent of progress made.
What we need to work on:
 Continue to assess, monitor and track progress and performance across all curricular areas using a
range of evidence including standardised data.
 To cross reference Continuums with Significant Aspects of Learning – Language, Maths, Health and
Wellbeing, Science and ICT to track attainment and highlight areas in need of support.
 Ensuring that pupils take increasing responsibility for their own learning.
 To continue to track wider achievement and encourage children to take responsibility of recording
achievements in their Achievement Folders.
 Review the most effective way to use Assessment of Curriculum for Excellence.
 Increased responsibilities for learners, including consistent opportunities for self / peer assessment
and target setting.
 Continue to provide high quality feedback about learning and use questioning effectively to support
learning.
 Introduce Glow network to further extend children’s experiences of ICT.
2. How well does the school support young people to develop and learn?
5.1 The Curriculum
 The rationale and design of the curriculum
 The development of the curriculum
 Programmes and courses
 Transitions
5.3 Meeting learning needs
 Tasks, activities and resources
 Identification of learning needs
 The roles of teachers and specialist staff
 Meeting and implementing the
requirements of legislation
What we do well:
 The school has produced a clear Curriculum Rationale and Design and shared this with pupils and
the Parent Council. Both documents are discussed along with the School Improvement Plan at the
Parent Council in September.
 Staff reflect on the impact of experiences on the learners and consult with others to help meet the
needs of each child.
 Staff encourage Pupil choice and provide stimulating, challenging, fun courses.
 Staff have engaged with the outcomes and produced programmes of work for all curricular areas,
and decided upon a range of assessment tools to be trialled.
 Comprehensive programmes in the curriculum promote continuity and progression as well as some
flexibility.
 There is a well-established and effective transition process – The various joint P7 activities and
Nursery visits promote peer familiarity and increase staff awareness.
 Good Interdisciplinary Homework – Learning Logs motivate the children to share their classwork
with their parents & provide choice in learning.
 Children experience a broad curriculum & staff take good account of Curriculum of Excellence Es
and O’s
 Class teachers work closely with support staff to meet the needs of all learners.
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 A range of methods are in place to assess children’s needs
 Staff employ a variety of teaching styles and resources to accommodate the needs and learning
styles of pupils.
 Continue to evaluate curriculum change as new initiatives become embedded across all curricular
areas using SAL’s and Highland Progression Frameworks.
 Continuing to develop Profiling and developing skills for learning, life and employability.
 Beginning to implement 2 + 1 languages in the infant stages, in line with Highland Council and
Scottish Government guidelines
 To implement and review new Resilient Kids programmes of work for PSE /Circle Time.
 Develop teacher confidence in using success criteria for assessment through working with partners
in the ASG (Maths-Highland Numeracy and Maths Recovery Teacher/Language – Big Writing and
Highland Literacy Toolkit/Health and Well Being – Resilient Kids and Cyber Coach.)
 Continue to extend and develop opportunities for inter disciplinary learning building on prior
learning.
 Continue to ensure consistency of Planning-Learning Curve online planning tool renewed.
 Further develop differentiation within the composite classes in order to more fully meet learners
needs (especially ASN).
 Provide more opportunities for pupils to review their progress and set targets.
3. How well does the school improve the quality of its work?
5.9 Improvements through self-evaluation
 Commitment to self-evaluation
 Management of self-evaluation
 School improvement
What we do well:
 Children and staff play a central role in improving their school community – everyone is involved
and feels part of the process.
 Parents and pupils completed questionnaires in June 2014 and results will be shared and discussed
at the Parent Council in September 14 – The majority of the responses were very positive about
Teaching and Learning in the School.
 Staff reflect on responses from the Pupil and parent Questionnaire June 2014, comments in termly
learning profiles, Pupil and Parent Council feedback and Home/School Diaries. Many strengths were
identified and areas for improvement – More extra-curricular activities P1-3, to monitor amount of
outdoor activities in Term 4, transport issues with rural school, variety of teachers covering 0.5 teacher
situation and challenging behaviour management.
 Children take responsibility for school improvements through their involvement in committees –
ECO, Pupil Council & SNAG – The school applied for 4th Green Flag status with a focus on Energy and
Playground (May 15).
 Through Sharing Good Practice at CAT meetings, Staff ASG, In-service days and Teacher Learning
Communities (TLC), teachers have become a more reflective group of practitioners, identifying
strengths and areas for improvement.
 Visits within school and across the ASG have increased staff confidence and promoted dialogue and
the sharing of good practice
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 On-going dialogue between staff
 Continue to review and develop the use of peer visits and monitoring visits through TLC
 Continue working with partners in the ASG to share standards
 More systematic auditing of gathering children’s and parents views – Teaching and Learning
included on Pupil Council Agenda.
The Highland Council
Education, Culture and Sport Service
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Parent Council
There is a supportive Parent Council which was formed in August ’07 and replaced the School
Board. A Social fundraising Committee was formed to organise the fundraising events. Some
of their annual fundraising events are a Beetle Drive, a Christmas Market, a Sponsored Walk,
the Summer Barbecue and a Bingo night. Their fundraising goes towards the school’s transport
costs for swimming, ski-ing, school trips and resources for the school.
Parent Council
We really value and welcome parents’ involvement in our school and are keen to work with you
to help us give your child the best education we can provide. The Scottish Schools (Parental
Involvement) Act 2006 is seen as a key step in improving parents’ involvement in their own
child’s education and in the wider work of the school. All evidence shows that when parents,
carers and other family members are actively involved in supporting their child’s education,
children’s achievement and general experience of school are better.
As a parent of a child in attendance at school, you will be automatically a member of what is
called the Parent Forum for the school.
As a member of the Parent Forum:
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You can ask the school for advice and information on your child’s education and how
you can support this.
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You will have the opportunity to come along to meetings and to feed in your ideas in
other ways.
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You can also help choose the Parent Council for your child’s school – this is a group of
parents who represent the views of all parents in the school.
The type of things a parent Council could get involved in includes:
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Supporting the work of the school
Gathering and representing parents’ views to the Headteacher, education authority and
HMIE
Promoting contact between the school, parents, pupils, providers of nursery education
and the local community
Fundraising
Organising events
Being involved in the appointment of senior staff
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Background Information - Glencoe Primary School
Glencoe Primary is a non-denominational school. The School is situated at the foot of the Pap
of Glencoe in unique surroundings. Nestling under the backdrop of the high mountains of
Glencoe, it sits at sea level, looking westwards towards Loch Leven and the Ardgour hills. The
area served by Glencoe School stretches from Tighphurist and the village of Glencoe eastward
through the glen to the Highland Region boundary with Strathclyde beyond Kingshouse. With
the closure of Glen Etive Primary School, this glen also now forms part of the delineated area.
Children living within this area and more than three miles from the school are provided with free
transport.
The Head teacher of Glencoe became the Associate Head of both Glencoe and Duror Primary
in August ’05. The authority has been conscious for some time of the fact that many Head
Teachers of small schools have found the combination of teaching and managing very difficult
as the demands placed on class committed primary teachers have increased greatly over the
last 10 years. The Associated School Headteacher is one model of how the management
function and teaching can be separated.
HMIe Inspection – Glencoe Primary School was inspected by HMIe in May ’11 and the report
stated:
Improvements in performance
Learner’s experiences
Meeting Learner’s needs
very good
very good
good
School Grounds & Buildings
The school grounds of approximately two acres of mainly playing fields are spacious and
pleasant and provide the children with ample scope for outdoor activities. The School
Enterprise “Pathways 3” successfully fundraised to develop an all-weather tarred area for play
behind the school building. The Pathways 4 Project involved contact with local businesses and
the community and Eco Committee to help Fundraise for a new Balance trail at the school. The
balance trail was installed and opened in June ’09. The Pathways account funds resources for
Glencoe Room 13.
The school received its first Eco Schools Green Flag Award in June ’09 and has continued to
maintain its Green Flag Status. It was awarded a third Green Flag in May 2013. Ramps have
been built outside each fire door and at the main entrance. A disabled toilet has been built in
the Girls' Toilet and interior doors widened to allow wheelchair access.
School Meals
School lunches are cooked on the premises and served from a well-appointed kitchen. A termly
menu is distributed to parents and displayed in school. If a child has special dietary needs,
please inform the school. These lunches provide excellent value and if parents have financial
difficulty they may find their children are eligible to receive free meals. They should not
hesitate to ask the Head Teacher. From January 2015 all P1-3 will receive a free school meal.
Current lunch price is £2.10. Pupils are encouraged to pay lunch money for the week on
Mondays. Children with packed lunches are supervised while eating. Please ensure that your
child does not have a breakable thermos flask, glass bottle/jars, and hot liquids. All these are
hazardous. Packed lunches and drinks can be stored in a larder refrigerator situated in the
dining area.
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Health Promoting School
As a health promoting school we also encourage pupils, staff and parents to think about
healthier lifestyles. Healthy living is a regular topic in classes. We have a School Travel Plan
which promotes safe and healthy routes to school. Staff take part in health promotion activities.
We value all the activities that make up a healthy and happy community. Children are
encouraged to drink water – water bottles are allowed in class. Pupils have access to a water
fountain in the foyer. The school has an active SNAG team (School Nutrition Action Group).
The GPS SNAG established a Healthy/Snack Bar in Jan’05 which operates during morning
break times. This also forms the P4-7 school’s enterprise and is part of the Schools Health
Promotion activities. Glencoe Primary achieved Health Promoting Status in January 2005 and
continues to maintain Health Promoting Status.
School Uniforms
School Uniform consists of a navy sweatshirt with smart navy/black trousers or navy/black
skirts. Hats, sweatshirts, fleeces and T-shirts, bearing the school logo, are available from the
school. Recycled sweatshirts are available from the school at a cost of £2 each and recycled
fleeces cost £5. Pupils are encouraged to wear their reflective waistcoats at all times. Children
are expected to wear suitable clothing for Physical Education, i.e. T-shirts, shorts, gym shoes.
A coverall apron is useful for art and craftwork. It is advisable to have your child’s name on
his/her belongings.
20
School Plan & Fire Exits
Within the building are two large, bright classrooms. The larger room doubles with the Dining Room by
means of a sliding partition to form an extensive General Purposes area for drama, concerts, etc.
The spacious foyer area has a comfortable library area and also an area for small group work. P.E. is
held in the Glencoe Village School. Pupils walk to the Hall for lessons.
Fire Exits
Escape Route – Early Stages
Escape Route – Upper Stages
Early Stages
Fire Exit
G.P. Room
Office
Staff Toilet
Boy’s
Toilet
Other areas
Entrance
Hall
Girls’ Toilet &
Disabled Toilet
Cleaner's
Cupboard
Upper
Stages
Fire Exit
~~~~~~~~~~~
~~
Fire
Exit
Dining
Room
Main Entrance
Staff
Kitchen
Assembly Point
21
Enrolling and Transferring
Each year in June, children who will be enrolling into Primary 1 the following August, are
invited to spend three afternoons and two mornings a week in school. This gives them the
opportunity to meet the other children and to get to know the school, the teachers and the
routine. Information from the local Ballachulish Nursery helps aid continuity and progression in
the early years. The Early Stages teacher visits the Ballachulish Nursery and joint Nursery/P1
activities are arranged during the session. Primary 1 children attend school in the mornings
only for their first two weeks and then remain for a full day after this. Early in each session we
invite parents of new P1 pupils to a meeting to familiarise them with infant classroom resources
and activities.
At the beginning of each term a newsletter is sent to parents outlining the proposed topics to be
studied by each class, and giving details of any activities planned for the forthcoming term.
Secondary School
Pupils from this school transfer to Kinlochleven Secondary School at the end of Primary 7. In
the February of their last year in Glencoe Primary, transfer forms are sent for parents to sign
and also a prospectus for Kinlochleven Secondary School. Regular ASG meetings are held
during each session to ensure a smooth P7/S1 transition. Several P7 transition activities are
planned prior to the High School transfer week in June.
The Head Teacher at Kinlochleven can be contacted on the School Telephone Number is
01855 832 042.
Transport
If your child is aged 5-7 years and lives two miles or more from school, he / she is entitled to
transport to school. At 8 years, three miles is the distance to qualify for transport.
Adverse Weather
It is the responsibility of parents or carers to decide if a pupil should attempt to travel to school,
by transport or on foot, in adverse weather conditions. The Education Authority encourages full
attendance at school but in severe weather
conditions the safety of pupils is much more important.
The school updates its procedures for adverse weather closure annually, therefore:
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Parents should advise schools of an alternative address, as close as possible to the school,
which may be used by their children in emergencies.
The school will advise parents of normal local arrangements for school transport and any
special arrangements in the event of adverse weather.
The school will establish a system of communication with parents and transport operators
and ensure that parents are fully informed of the arrangements. This includes the new
telephone information service number which is 0870 054 6999, and when prompted enter
Glencoe Primary Schools pin number which is 04 2110. Dialling this number will allow you
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Adverse Weather (contd.)
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to hear a message from the school confirming whether it is closed or open and noting any
transport changes.
The Councils website www.highland.gov.uk will also be updated with information.
Local radio stations also issue news and weather bulletins on traffic conditions and school
closures. It is advised that parents do not telephone local Radio stations for advice but
listen to appropriate broadcasts as detailed on the adverse weather hand-out issued each
November.
Alternatively Parents can contact the Head Teacher on the following numbers.
School – 01855 811 359
Home - 01855 821 217
Mobile - 07765143740
Curriculum for Excellence
The new Curriculum for Excellence consists of the following levels:
 Early Level – Nursery – P1
 First Level – P2-P4
 Second Level P5-P7

Glencoe Primary School endeavours to establish the key principles of ‘A Curriculum for
Excellence’. The four capacities for a Curriculum for Excellence are:
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successful learners
confident individuals
responsible citizens
effective contributions
The aims are to:
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Focus classroom practice upon the child and around the purposes of education.
simplify and prioritise the current curriculum
encourage more learning through experiences
create a single framework for the curriculum and assessment 3 - 18
The comprehensive curriculum which covers Language Arts i.e. reading, writing, talking and
listening (All staff have been trained in the Highland Literacy Project and big writing),
Mathematics i.e. problem solving, practical activities, and computation; ICT, Environmental
Studies, Technology, Expressive Arts and Religious Education. The curriculum is delivered by
two class teachers, supported by visiting teachers in P.E. for P4-7, Music P1-7 and, if allocated,
Learning Support. French is introduced in P1-3 and continues in P4-7. All the Primary 7
children in the cluster meet in Kinlochleven secondary once a year for a Secondary Taster
session and a Maths Jamboree. Staff encourage pupils to use the school library and the
visiting library van.
Resources, which are centrally held and freely accessible, are adequate but are constantly
being renewed, replaced and improved as funds allow.
23
Language Arts
“Language is at the heart of pupils’ learning. It is through language that they acquire much of
their knowledge, build an understanding of themselves and their world and develop many of
their skills.”
Language Arts covers four main areas – Reading, Writing, Talking and Listening. Learning
experiences across the whole curriculum build on the knowledge and skills the child brings to
school.
In Primary 1 reading is introduced through the ‘Look Say’ method (whole words and phrases
from the core reading book. Pupils are given a wide range of opportunities to experience
language in spoken and written form ~ nursery rhymes, story books, captions, posters, wall
displays, labels, speech bubbles and displays of children’s own work. Children are introduced
to Phonics as early as possible i.e. recognising the sound made by each letter and progressing
to vowel blends ca, ba … and so on. Infants follow Jolly Phonic work. Phonic Code Cracker is
another school resource which offers a wide variety of vocabulary. Phonics and Reading will
be the main regular homework in the early years and eventually spelling. Primary 1 parents will
be given an opportunity to visit the school and discuss the teaching programme.
In P4-7 children focus on a core reading book. Pupils can select their own home reader to
promote reading for enjoyment. Both classrooms timetable alternately, a Writers Craft/reading
for Information lesson each week
Book study reports and Reading Trios/Pairs help the
children think about the writers craft and Reading for information and to express their views on
the text. Topic work involves a display of Reference books and helps develop research skills.
Through ‘Current Affairs’ in the Upper School, children are encouraged to read newspapers
and be aware of ongoing situations. We subscribe to the Scholastic Book Club. The Mobile
Library van calls at the school every three weeks.
Reading is closely linked to Writing. From the Early Years pupils are taught the shape of
letters and the correct formation. Letters are taught according to Jolly Phonics. The school
uses the Nelson Handwriting Programme and the most common spelling word list. This forms
the spelling homework at the Early Stages, along with spelling needs identified in their own
pieces of writing. The Prim Ed spelling resource widens the children’s vocabulary through
varied language activities. Various activities from the Highland Literacy Project are used in the
learning and teaching of spelling. The Early Intervention Word List is also used to reinforce
accuracy of common words.
The school has adopted the Big Writing Programme which involves direct teaching and high
expectations of knowledge about language spelling and punctuation. All classes participate in
a Writing morning every week.
Pupils are involved in –
 Thinking and planning
 Using and adapting their plan in redrafting
 Evaluating and conferencing to make effective changes
24
Language Arts (cont’d)

Preparing to publish, by ensuring technical accuracy and effective presentation
through peer and self-assessment
Good writers are rewarded with a Star Writer Award and this is noted on the star writer chart at
the weekly Assembly. Peer and Self-Assessment using 2 Stars and a Wish is used across the
curriculum.
Children are encouraged to read and note sentence openers, wow vocabulary, good
descriptions of characters, scenes, feelings and endings.
Reading for enjoyment is further encouraged through the school’s Reading Tree incentive.
The “conferencing” which is important in the writing activities encourages the children to listen
carefully and critically and to be able to speak out confidently and express their thoughts
clearly. Talking and Listening is a key feature of the Highland Literacy, Big Writing Project and
is evident across the curriculum. At present French and Gaelic is introduced at P1-3. French
continues into P4-7.
Mathematics
We aim to ensure that the children acquire a sound working knowledge of number and
procedures for working with patterns and relationships in number and shape and be confident
in handling information and communicating evidence gathered through the provision of wide
ranging practical experiences.
At all stages, the children, follow a Daily Mental Workout, which helps develop mental agility.
Tee Jay Maths and new Scottish Heinemann Maths help deliver the Highland Numeracy
Programme along with various computer maths programmes.
A morning each week is given to Problem Solving. During problem solving the children are
taught to read and follow instructions carefully, work systematically, check out situations and
look for all possibilities. Strategies are taught and displayed.
Maths homework is given weekly based on Heinemann Home Link, Tee-jay material or
reinforcement of on-going work in class. Maths websites are encouraged for home/school use.
Environmental Studies
Environmental Studies encompasses Geography, History, Science and Technology.
No child is complete without an awareness of his or her immediate surroundings, his or her
place within these surroundings, and of the history that has moulded them. Environmental
Studies aims to give the child first-hand experience in these familiar situations and from this
starting point reach out, leading the child to an understanding of others in other environments
and situations and how they relate to us. Use is made of local expertise when this is relevant
to a topic being studied.
Staff and pupils welcome the new CfE topics from Learning Unlimited, Learning Curve and the
GLOW user group. The Eco schools Scotland and Health Promotion activities provide a wide
range of learning activities and promote community involvement.
25
Expressive Arts
The Expressive Arts encompass the following four subject areas:
 Art and Design
 Drama
 Music
 Physical Education.
Art and Design
The School develops Art through topics and seasonal activities. The majority of pupils attend
an after school Room13 Art Club led by a local artist.
Drama
Pupils from P1 onwards use imaginative play to explore, order and make sense of the world
around them. Drama extends and builds on this natural process. At Glencoe, drama work
usually forms part of the classroom topic work, and at the Christmas concert pupils have an
opportunity to perform before a wider audience. Pupils are taken to live theatre, The Lion King
in Glasgow, Private Peaceful in Edinburgh and to the local Showstoppers Pantomime and to
smaller local productions. Workshops on presentation skills are held in school by an Eden
Court Drama Specialist. The school purchased a new stage in October ’10 through the local
Councillors’ Discretionary Budget.
Music
There is a visiting music specialist teacher who visits the school weekly in Term 2. Pupils
have the opportunity to take part in music making and to listen and respond to music. There is
a visiting strings tutor although, in line with current Highland Council policy, parents have to
pay for strings tuition. The Feisan Youth Music provide 4 hour sessions each term of Music
Making, Voice or Chanter/Tin Whistles for P4-7. Rhythm, song and Body percussion is further
developed through termly 4 hour sessions from the Kodaly tutor.
PE
Physical activity is essential to the growth and development of children. We seek to ensure
that pupils have opportunities to engage in purposeful and enjoyable physical activities. The
PE specialist teacher visits weekly providing 1 hour of CCR time for P1-3 and P4-7. P.E
lessons are held in the Village Hall for P4-7. As already mentioned, pupils are asked to wear
appropriate clothing and footwear for PE. Swimming lessons in Fort William are available for
pupils from p4 onwards. For the older pupils there is an annual Day of Dance at Kinlochleven
Primary School. Primary 4-7 are offered four Ski-ing lessons at Nevis Range in Term 3. Sports
Day is an enjoyable part of the summer term’s activities. Rugby skills are taught at school by
local SRU Coaches and a Rugby Tournament organised at Lochaber Rugby Club. The Active
Sports Co-ordinator further develop Physical Activities in the Cluster. Class teachers timetable
other physical activities to increase PE time e.g. Class Moves, Drama and Cyber Coach.
26
Health Education
Glencoe Primary is a Health Promoting School. The school received accreditation in January
’05 and continues to maintain Health Promotion status. In line with Highland Council
guidelines, Health Education is provided throughout the school. Personal hygiene and
strategies for healthy living are emphasised and in P6 and P7 sex education and education
regarding the misuse of drugs and alcohol form part of the class work. Parents of P4-7 are
invited to view materials used for Sex and (P6/7) Drug Education. Parents are notified of the
starting dates for the programme. The local Police visit the school and give lessons on Road
Safety, Stranger/Danger, Internet Safety, Dialling 999 and drugs and alcohol awareness. All
incidents of Drug/Alcohol Misuse or of suspected Drugs/Alcohol Misuse will be reported and
dealt with in line with Highland Council Policy. The school uses the Risk Watch Programme.
The school initiated the High 5 Health and Wellbeing Programme in Jan ’14 for P1-7 along with
a 6 week combined shinty and Health programme (HEAPS) for P4-7.
Religious and Moral Education
At Glencoe Primary School, we seek to provide a Christian Education. Religious education
forms part of school routine. An Assembly is held every Wednesday afternoon. A rota
including the local Episcopal Priest Church of Scotland Minister and the local Roman Catholic
Priest, is organised to take the school Assemblies. Parents may withdraw their children from
religious education if they so wish. We seek to provide a caring atmosphere where honesty,
fairness and respect for others are seen as very important aspects of pupils’ development. We
try to make pupils aware of and be tolerant towards those of different faiths by examining and
comparing aspects of other World Religions.
Personal and Social Development
Glencoe Primary School works hard to develop a positive ethos, both as an end in itself for the
school community of pupils, staff, parents and school community neighbours and as a major
contribution to improved performance across the curriculum. We aim to ensure that all our
pupils feel valued by sharing our high expectations of them and by encouraging our pupils’
involvement in the running of their own school through the Schools Enterprise, the Pupil
Council, SNAG, JRSO, P6/7 Youth Leaders and Playground Patrol which takes real
responsibilities and decisions, and through active participation in other parts of the schools
systems.
The Pupil Council members are elected members from P1-P7 and the Playground Patrol,
SNAG, JRSO, consists of Primary 4-7. Their aims, rules and rota list are displayed. They are
encouraged to listen, be aware of other people, show respect for them and be sensitive and
supportive of their needs, be problem solvers and active thinkers. The children on Playground
Patrol wear a sash to help identify who is on duty. They are identified on the rota and
announced at Assembly prior to their duty week.
Developing a positive ethos and pupil participation are inextricably intertwined.
Circle Time, Social stories and the Resilient Kids programme develops social skills and
promotes self-esteem.
27
Personal and Social Development cont’d
If we are to achieve our aims, the most important foundations are:




Being responsible for self
Being aware of other people, respectful of them and sensitive and supportive of their
needs.
Carrying out duties and making choices
Being competent and confident communicators
Everything is geared towards the pupils being helped towards understanding what is right.
Positive behaviour and achievement in areas across the curriculum and outwith school is
praised and rewarded through Star Awards. A Star Pupil in each classroom is also nominated
by the pupils at the end of each term. Golden time is timetabled every Friday afternoon and is
used as a reward for good behaviour. Pupils can lose time off Golden Time for poor behaviour
and time can be won back for sharing positive behaviour.
After School Clubs
Blocks of Rm 13 Art Clubs for P1-3 P4/7 are timetabled throughout the year when the art
teacher is available. The Active Schools Co-ordinators organise various activities throughout
the year.
Computer
All children from Primary 1 upwards are encouraged to make use of ICT. ICT permeates the
curriculum. Interactive Smartboard lessons and use of Ipads further enhance active learning.
The school’s website informs parents.
Homework
In order to encourage children to work out with the school environment, a flexible homework
programme is set, covering a range of topics. P4-7 are given homework tasks in their Learning
Logs and are encouraged to show their learning in a way that suits their learning style. (The
class teacher lists a variety of ways to support the learning). Staff make written comments on
each child's homework and this is shared with parents. Parents are asked to sign after reading
the teacher's comment. Home/School diaries are a very useful method of communication and
encourage pupils to take responsibility for their own learning.
Assessment and Reporting
Assessment of work is continuous, which helps to identify immediately any weaknesses in the
grasping of a concept, and allows for the weakness to be dealt with straight away. Parents
have an opportunity to see and discuss their child’s work at the Parents’ Evenings, which are
held twice a session. All pupils are encouraged to set their own targets in Maths, Language,
Health and Wellbeing. Regular dialogue about learning and target setting between pupil and
class teacher or between Peers is timetabled. Pupils are encouraged during the session to
28
Assessment and Reporting cont’d
select their latest and best pieces of work in Maths, Language and Health and Wellbeing. This
LATEST and BEST folder is
shared with parents along with a pupil and teacher progress report. A written annual report is
issued to parents towards the end of each session. In line with Government requirements
pupils are tested using the appropriate level of test when the class teacher considers them
ready to do so. If parents are concerned about any aspect of their child’s progress, during the
session, they are welcome to make arrangements to consult the class teacher at any time, by
appointment. Staff recognise the benefits of both formative and summative assessment.
Formative assessment (listening to pupils responses during group discussions) which is used
to adapt teaching to meeting the learning needs of pupils – effective formative assessment
raises levels of attainment. Summative assessment (tests) i.e. valuable for monitoring, ensuring
accountability. Pupils are encouraged to self and peer assess using “Two stars and a wish” –
another form of formative assessment. This encourages the pupils to be aware and take
responsibility of their school targets and is shared with parents.
Learning Support
Additional Support Needs
All children need support to help them learn. Some children require more help than others. We
follow The Highland Practice Model staged approach to assessing, identifying and supporting
additional support needs. In this model every child has a ‘named person’ who is responsible
for making sure that the child or young person has the right help to support his/her
development and well-being.
If you have a concern about your child in primary school please contact your child’s class
teacher in the first instance or the ‘named person’, who will usually be the head teacher. In a
secondary school, the named person will usually be the Principal Teacher Guidance/Pupil
Support.
Sometimes a Child’s Plan may be put in place to help organise, monitor and regularly review
your child’s progress.
If you wish to find out more about The Highland Practice Model or the Child’s Plan you can
access more information at:
http://www.highland.gov.uk/learninghere/supportforlearners/generalguidance/planning/
There are also Information sheets available at: www.chipplus.org.uk click on Education.
Organisations specified by Scottish Ministers which provide advice, further information and
support to parents of children and young people with ASN are identified under The Additional
Support for Learning (Sources of Information) (Scotland) Amendment Order 2011 as:
(a) Children in Scotland: Working for Children and Their Families, trading as “Enquire – the Scottish advice and
information service for additional support for learning”, a charitable body registered in Scotland under registration
number SC003527;
29
Learning Support (cont’d)
(b) Scottish Independent Advocacy Alliance, a charitable body registered in Scotland under registration number
SC033576; and
(c) Scottish Child Law Centre, a charitable body registered in Scotland under registration number SCO12741.”
Children have special educational needs when they face difficulties in learning. When we
identify a child whom we think is having extreme difficulties, the parents are approached for
their permission to have the child assessed by the Educational Psychologist. His/her report
specifies what he sees as the problem and suggests ways in which the child can be helped.
The Educational Psychologist also discusses the report with the parents.
A Learning Support teacher may be allocated to the school. (During 2015/16 Glencoe Primary
was allocated one consultation visit each term.) Her routine varies depending on the needs of
certain children. Sometimes she works with individual children who may be needing short term
help in a specific area or she advises teachers on suitable programmes of work for some
children or works with the teacher in class. The Learning Support teacher has access to
Learning Support Resource base. The children with whom the Learning Support teacher works
do not necessarily have problems that require assessment by the Psychologist. Some pupils
may require an Individual Education Programme (IEP) which details small steps to be
achieved. The IEP is discussed with Parents at regular meetings. Our aim is that all children
progress in all areas at a speed with which they can cope and be successful.
The Education (Additional Support for Learning) (Scotland) Act 2004 commenced on November
14th 2005.
Health Care / Illness at School
During their First year in school, pupils are given a medical examination by the school nurse,
usually in June. Parents are encouraged to be present at this examination.
At intervals during their Primary school years, all pupils have their eyes and ears tested. There
is a final medical examination during P7, again usually in June and parents can be present at
this if they wish.
Normally, inoculations are not given during school medicals unless parents indicate on the
forms they fill out prior to medicals that inoculations have been missed, and they want them to
be given in school and not by their own doctor. The Flu nasal immunisation was offered to all
pupils in Term 2, 2014.
There is an annual visit by the school dentist who examines P1 and P7 pupils. Parents are
advised by the Dentist if their child requires treatment. It is then the parent’s decision as to
whether the treatment will be carried out by the school dentist or if the child will visit his / her
own dentist.
If a child becomes ill while at school, the parent will be contacted in the first instance. If the
parent cannot be contacted, then the person given as your emergency contact, will be
contacted.
If your child suffers from any illness, I must be informed. I will ensure that any such information
will remain confidential.
30
Health Care / Illness at School/Headlice
It is expected that parents or carers will inform the head teacher of any relevant information
relating to the need to administer medication to their child(ren). The head teacher will need to
agree with parents or carers exactly what support the school can provide for a child with health
care needs. Where there is concern about whether the school can meet a pupil’s health care
needs, or where it may not be possible to meet parents or carers expectations, the head
teacher will seek advice from NHS staff and, if appropriate, from the education authority. Some
support staff may have meeting the health care needs of pupils as part of their duties. For the
majority of staff however there is no legal duty that requires them to administer medication; this
is a voluntary role. If a child requires medication administered at school a medical protocol
must be drawn up by a doctor and agreed at school.
Head Lice
Head lice are a common problem, which can affect the whole community, adults and
children alike. It is most common amongst children, and it is important to detect and treat
as promptly as possible.
The only effective way to detect head lice is to carry out wet combing, and ideally this
should be done weekly. You will have received a leaflet and detection comb when your
child started nursery – if you need another comb, please ask your local pharmacist for
advice on purchasing a suitable one.
How to wet comb:
1. Wash the hair and apply conditioner
2. Comb through with a wide toothed comb to remove tangles
3. Taking a section at a time, pull the detection comb through the hair. Make sure the teeth
of the comb slot into the hair at the roots and draw down to the ends of the hair with
every stroke
4. Check the comb for lice after each section. Do not confuse lice or their eggs with
dandruff
5. Check all family members at the same time
6. Treat all infected family members (those in whom live lice are found)
7. Repeat the process after completion of treatment to ensure that it has been effective
Remember that to be effective wet combing should be done weekly!
Useful information is available at:
http://www.nits.net/bugbusting
A leaflet published by Health Scotland is available at:
http://www.healthscotland.com/uploads/documents/19855-HeadLiceEnglish.pdf
Drugs Misuse Incidents Policy into Practice
In line with Highland Council's recommendation, the school endorses the Scottish Executive
Guidelines for the Management of Incidents of Drugs and Misuse in Schools.
This National document is further enhanced by the Highland Council Health Education Policy
and Drugs Education Guidelines, which are also endorsed by the school.
31
Drugs Misuse Incidents Policy into Practice
All staff have a responsibility to ensure that they are familiar with these documents and that
these guidelines are fully implemented. The following points ensure that the guidance
contained in these documents is translated into practice in School.

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











Staff should immediately report all incidents of Drug Misuse or of suspected Drugs Misuse
to the Head Teacher. Such incidents include:
drug related litter on or near school premises;
suspicion and allegations about in-school and out of school activities;
pupils displaying symptoms of drug misuse;
pupils/adults with drugs on school premises/trip/transport;
pupils/adults taking drugs on school premises/trip/transport;
pupils/adults, selling drugs on school premises/trip/transport.
On receiving a report from a member of staff the Head Teacher will log this in the Drugs
Incident File which is kept in the Head Teacher's office.
The Head Teacher will ensure that appropriate action is taken in accordance with the above
guidelines and that staff concerned are kept informed as necessary of all actions taken.
The Head Teacher will ensure that all necessary returns are completed and forwarded to
the Area Education Manager as required.
The Head Teacher will ensure that newly appointed staff are made aware of the
arrangements for handling incidents of Drugs Misuse and that all staff are regularly updated
on any changes to policy and guidelines.
The Head Teacher will ensure that parents are made aware of the school's policy on
handling incidents of Drugs Misuse.
The Head Teacher will make arrangements for the policy and guidelines to be monitored
and reviewed on a regular basis and ideally annually in time with review
of the Staff Development Handbook or when there are changes to either the National or
Local Guidelines.
The School Prospectus informs parents that all incidents of Drugs Misuse will be reported
and dealt with in line with Highland Council Policy.
Links with Secondary School
We have regular contact with Kinlochleven High School. An Area Cluster meeting is held three
times a session. Members of staff from the secondary school visit Glencoe School and discuss
the curriculum with P7 pupils. An annual dance event for P7 is held in Kinlochleven High
School. Other events involving Secondary Staff meeting P7 pupils are a Maths Jamboree, a
Fun Reading Day, a meeting with a Guidance teacher, Science teacher and the English
teacher. Parents of P7 pupils are invited to attend a Parents' Evening organised by
Kinlochleven High School, and in the summer term P7 pupils spend a week at Kinlochleven
following an S1 timetable. Secondary and Primary staff have formed a TLC (Teacher Learning
Community) and cross sector CfE working groups.
32
Pupil Absences
Good attendance is vital if pupils are to achieve their full potential. But if a pupil is absent from
school, a parent or guardian should contact the school on the first day of absence by 9.30am
on the school number 01855 811 359.
Permission to leave during the school day: If a pupil needs to leave during the school day for
an appointment etc., pupils need to bring with them a note from parent or guardian or contact
the school to explain. Where at all possible, medical and dental appointments should be made
out with school hours.
If pupils fall ill during the day, parents are contacted for them to collect their child. It is essential
that we have up to date day time contact numbers and emergency contact numbers for all
pupils.
Schools are required to keep an attendance register by law. We have a responsibility for the
care and welfare of all pupils during the school day therefore need to know the whereabouts of
absent pupils.
33
Please ask for:
Jim Steven
Direct Dial:
01463 702804
E-mail:
[email protected]
Your Ref:
Our Ref:
Date:
th
28 October 2014
Dear Parent
HOLIDAYS TAKEN OUTWITH THE NORMAL SCHOOL HOLIDAY PERIOD
I am writing to you to seek your support in what is an important matter for your school. We continue to work hard
on raising standards of achievement in our schools. A key part of our strategy is to minimise absence levels.
Parents play a vital role in ensuring their son or daughter attends school as much as possible.
While the vast majority of parents plan family holidays within the allocated 12 weeks during the year, there has
been an increasing trend for some parents to remove pupils from schools for holidays.
My reason for writing to you is to ask you to very carefully consider the implications on your son or daughter’s
education if you decide to remove him or her from school for a family holiday. I do so in the full knowledge that,
for some parents, it is not always possible to plan a holiday in the designated school holiday periods. For some
parents, summer is a very busy time and a holiday cannot be taken then but I would encourage the use of our twoweek October holiday period if you are in this category.
When considering whether or not to exercise your right to remove your children from school for a family holiday,
please be aware that such a decision:






will result in a significant loss in classroom experience;
will result in a pressure to ‘catch up’ on missed work by pupils;
could result in pupils missing assessments with consequential impact on pupils and teachers;
could result in the loss of curricular activities;
will affect school attendance records and efforts to raise standards of attendance;
under the guidance issued at a national level, most family holidays will be coded as unauthorised absence,
only
in
exceptional
cases
will
the
absence
be
recorded
as
authorised.
In conclusion, I would ask you to be aware of these considerations when making decisions on planning holidays
during term time. I have enclosed a link to the holiday dates for session 15/16 to aid you in your planning of any
holidays you may be considering. If you do decide to make holiday arrangements during term, you should confirm
this in writing to your Headteacher.
Finally, you can check on the school holiday calendar and many other Council details on the Highland Council
website. It can be accessed at www.highland.gov.uk.
Yours sincerely
Jim Steven, Head of Education
Care & Learning
34
Pupil Absences (contd.)
Recording Attendance and Absence
Circular 10/93 Information to Parents remains in place. Circular 10/93 gave some guidance on Authorised and Unauthorised
Absence which were expanded in the circulars 1/95 and 10/95. This circular 05/03 now replaces those circulars.
Changes to Definition of Attendance:
 Study Leave: (during the period from the official start date of the national exam timetable until the restart of timetabled
lessons for affected pupils in the school) is to be re-categorised as attendance
 Hospital tuition attendance has been expanded to: Receiving tuition via hospital or outreach teaching services.
 Sickness where an appropriate level of educational provision is being provided should be re-categorised as attendance. (It
is up to the Authority to decide how “reasonable provision” is defined.
Changes to Authorised Absence:
 Short-term exceptional domestic circumstances can be classified as both authorised and unauthorised absences.
Authorised absences covers situations such as:
o The period immediately after an accident or illness.
o A period of serious critical illness of a close relative.
o A domestic crisis which causes serious disruption to the family home, causing temporary relocation.
Family holidays can only be categorised as authorised absence under exceptional circumstances – such as:
o A family holiday judged to be important to the wellbeing and cohesion of the family, following serious or
terminal illness, bereavement or other traumatic events.
 Extended leave with parental consent should be recorded separately outside the figures for attendance and absence, and
includes circumstances such as:
o Extended overseas educational trips not organised by the school.
o Short-term parental placement abroad.
o Family returning to its country of origin (to care for a relative, or for cultural reasons)
o Leave in relation to the children of travelling families.
Changes to unauthorised absences:
 Most family holidays will be recorded as unauthorised absences. Other family holidays which would fall into the
unauthorised category are reasons such as:
o The availability of cheap holidays.
o The availability of desired accommodation
o Poor weather experienced during school holidays.
o Holidays which overlap the beginning or end of term.
o Parental difficulty obtaining leave (with local judgement applied in cases where evidence is provided by the
employer that it cannot accommodate leave during school holidays without serious consequences).
Where a school’s prior agreement to a family holiday has not been sought, the absence should automatically be classed as
unauthorised.
Exclusions:
Exclusions should be recorded and reported separately from other types of absence. Exclusion will no longer be part of the
unauthorised statistics. Where a pupil is undertaking off-site education as a part measure to address indiscipline, this should
be categorised as authorised absence.
Exceptional Domestic Circumstances - Carers
Education authorities under section 40 of the SSSA 2000 Act, must ensure young people within their catchment areas do not
miss out on their entitlement to an education, a solution must be found for the long-term educational needs of pupils with
care responsibilities. If a pupil is unable to attend school due to such responsibilities, there is an expectation that additional
support services will be assessed to support the pupil, and their absence from education will not be long-term and therefore
categorised as authorised absence. However, where additional services have not been accessed and care responsibilities
become long-term, the absence should be categorised as unauthorised absence.
35
Child Protection
Fax:
Bruce Robertson
(01463) 702802
(01463) 711177
E-mail:
[email protected]
Please Ask for:
Direct Dial:
To all Parents/Carers
Your Ref:
Our Ref:
BR/AC
Date:
Dear Parent/Carer
CHILD PROTECTION – ATTENDANCE AT SCHOOL
Children in Highland, within school and on the way to school, are well looked after by school staff, transport contractors and
parents. However, we cannot be complacent regarding pupil safety. The tragic case of Rory Blackhall where the parent
thought the child was at school and safe, and the school thought the child was safely at home, shows us the need to review
our practice to ensure, as far as is possible, the safety of our children.
To this end we have looked closely at our practices regarding pupil absence to see how, in partnership with you, we can
improve protection for children. From this review we have developed the following three day rule for schools:
THREE DAY RULE FOR UNEXPLAINED ABSENCE OF PUPILS
DAY 1: First day of unexplained absence of pupil
The school will endeavour to make contact by telephone or e-mail to parents, carers or emergency contacts informing them
that the child is absent and requesting a reason for the absence. If no contact can be made with the parent/carers or
emergency contacts on the first day of absence, this will be noted by the school. If the family is known to other agencies,
because of possible concerns about his/her wellbeing, then contact will be made with these agencies.
DAY 2: Second day of unexplained absence of pupil
The school will make vigorous attempts to contact a carer or family member by telephone, text or e-mail. If no contact can be
made on the second day of absence, this will be noted by the school.
DAY 3: Third day of unexplained absence of pupil
If no contact is established, secondary schools and schools with support staff, will arrange a home visit to check the situation.
If the child is not found and no satisfactory explanation is given for absence, the police will be notified of the child’s nonattendance. The police will treat this as a missing persons alert. For small schools, the police may be involved to conduct
visits where it is not possible for the school to do so.
For these arrangements to work effectively it is essential for us to have your help with the following:
Steps for Parents
Keep the school up to date with your telephone number, including mobile phone if you have one, and other details for
emergency contacts.
Be responsible for the safety and well-being of your child/children whilst they are not in school.
Inform the school or pre-school of any prearranged absence, e.g. attendance at an hospital appointment or other
unavoidable event, prior to the absence taking place.
Inform the school or pre-school of your child’s absence by 9.15am on the morning of the first day of absence. For
afternoon sessions, inform the school no later than half an hour into the afternoon session.
Respond promptly to contacts from the school.
Provide written confirmation of absence as soon as possible.
You will note that where contact cannot be established in relation to an unexplained
absence, schools may inform other relevant services, e.g. social work and/or police.
Whilst cases of children going missing on the way to school are very infrequent, it is essential that we take all necessary
precautions to ensure the safety of pupils.
Thanks for your assistance in helping ensure the protection of Highland’s children.
36
Child Protection (cont’d)
In terms of its child protection guidelines the document detailed in Getting It Right for Every
Child (GIRFEC) for Highlands Children, the Authority imposes a duty on schools and all staff to
report, by way of laid down referral procedures, any incidents which may give rise to a
suspicion that a pupil has been subjected to abuse in any of its forms. This might involve
information being passed to other agencies without immediate reference to a pupil’s parents or
guardians.
From time to time incidents can occur within the school setting which cause concern and could
indicate that a pupil is suffering some form of abuse.
In terms of Highland Child Protection Committee Inter-agency Protection Guidelines, Education
Service staff must report such incidents to Social Work Services, which can lead to a joint
Social Work/Police investigation.
All agencies involved in Child Protection are obliged to make the welfare of children their
paramount consideration and this will be the priority for Education Service staff.
Equal Opportunities
Glencoe is an equal opportunities school. We are opposed to all forms of prejudice and
discrimination and attempt to provide equality and opportunity through our ethos and working
practices. Access to all subjects will, therefore, be provided to all pupils without reference to the
sex or disability of the pupil. The school believes that each pupil, regardless of his/her sex, or
disability should have an equal opportunity to pursue his/her subject choices and subsequent
career free from discrimination. The school has a Race Equality Policy which was shared with
pupils, staff and parents.
Discipline
Most misdemeanours can be dealt with by giving a verbal reprimand or by discussion with the
child to discover why he / she is behaving in an unacceptable manner. Unacceptable behaviour
that continues after two warnings results in the child losing time off their Golden Time or break
time.
If there is continued bad behaviour e.g. bullying, then the child is punished by missing part of
playtime. Children are supervised by staff during the time they remain indoors and are given
work to do.
Parents will be informed if their child regularly behaves in an unacceptable manner and their
support sought in trying to make the child see why his / her behaviour is not acceptable.
Staff are made aware of the disabilities of pupils with Special Educational Needs and act in a
manner that is appropriate for the needs of the child.
37
Anti Bullying Policy
At Glencoe we regard bullying as an unacceptable activity which demeans both the victim and
the perpetrator.
Bullying
Bullying is the oppression of one person by another, or a group of others. It is an unacceptable
activity, which demeans both the victim and the perpetrator. Teachers, pupils and ancillary
staff should be united in the effort to prevent bullying at Glencoe Primary School.
Children should feel comfortable and accepted here and secure in the knowledge of their own
self-worth. We aim to reinforce this through:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Whole school assemblies
Direct discussion
Establishing class rules, in consultation with pupils
Reinforcing school rules
Role playing and drama activities
Discussion of issues raised in broadcasts, newspapers etc.
a ‘buddy’ system for older pupils to care for younger ones
a Pupil Council where the children are encouraged to be active thinkers, good
listeners and take responsibility
a Playground Patrol which encourages pupil participation and problem solving
Developing Circle-Time methods as a means of promoting self-esteem, selfdiscipline and responsibility towards others.
Visits from Safe, Strong & Free Team (P1-3)
This self-confidence should enable them to welcome newcomers, perhaps with different
backgrounds, skin colours, or accents from their own. The value of the rich variety of humanity
should be impressed upon pupils from the earliest stages and they should be made aware that
there is a world outside Glencoe which has ideas, languages and beliefs which are every bit as
valid as their own.
Pupils should be aware that bullying can take many forms e.g:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Saying hurtful things about someone else’s parents
Name calling
Swearing, bearing malice
Rubbishing some else’s work
Destroying or damaging someone else’s property or work
Stealing valued possessions
Threatening someone, intimidation, extortion
Physical violence
Excluding people
Should any cases of bullying occur the procedure followed should be as follows:
1.
2.
3.
Everyone working at this school, adults or children should know
that “it’s OK to talk about bullying”.
Pupils, either the victim, or any pupil witnessing the bullying
should tell an adult.
The whole school should be aware that bullies will be reported.
38
Anti Bullying Policy cont’d
4.
5.
6.
7.
8.
9.
This is not to be considered to be “telling tales”.
Pupils should be sure that they will be listened to and something
will be done if they report the matter to an adult.
Teachers should listen to the report of the bullying.
They should talk to the victim about what has happened and give
appropriate advice in order to minimise or discourage the
possibility of future bullying.
Teachers should listen to the bully’s version of events, an
appropriate punishment should be given to the bully and an
apology sought for the victim. It should be made clear to the
bully that his/her behaviour is unacceptable.
If the bullying persists the discussion of the matter should be
widened to include the peer group of those involved and peer
pressure should be brought to bear on the bully.
In the event of bullying continuing the parents of the bully
should be informed of what is going on and be invited to the
school to discuss the matter.
We will monitor the implementation of the Anti-Bullying Policy
39
School Rules
We all must practise
The Moral Values / Golden Rules
We are POLITE – We don’t use bad language or say rude words
We are GENTLE – We don’t hurt others
We are HELPFUL and KIND – We don’t hurt anybody’s feelings
We WORK HARD – We don’t waste time
We are HONEST – We don’t cover up the truth
We LOOK AFTER PROPERTY – We don’t waste or damage things
We LISTEN – We don’t interrupt. We don’t take sides
We RESPECT OTHERS – We do not invade other people’s property and don’t enter
their personal space
40
Parental Consent Safety /Data Protection
Data Protection Act 1998
Information on pupils, parent 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 1998 and may only be disclosed with the codes of
practice.
Information about pupils’ education is collected through our statistical surveys in partnership
between the Scottish Government and Local Authorities thought the ScotXed Programme which
aims to help schools and Local Authorities by supporting efficient collection, processing and
dissemination of statistical information. The Scottish Government then provides analysis of the
date to support research, planning, management and monitoring of education services as well
as to produce National Statistics Publications.
Data is held securely and no information on individual pupils can or would be made publically
available by Scottish Government.
The individual data collected by Scottish Government through the Pupil Census is used for
statistical and research purposes only
41
Parental Consent Safety /Data Protection cont’d
All parents must complete a Press Publication and Pupil Photographs and consent slip to local
trips.
Press Publication of Pupil Photographs/Consent slips local trips
Consent Under Data Protection Act 1998 (pupils under 16)
I give my consent to my son/daughter’s class work being published on the school Yes
website.
I give my consent to my son/daughter being photographed/videoed while involved Yes
in school activities provided that they will not be identified by name. Where it is
proposed to publish names the school will seek my consent.
Local Trips/Visits Consent (pupils under 16)
I give my consent during his/her time at the School for my son/daughter to take Yes
part in any trips or visits organised by the school teaching staff within the
immediate area close to the school within the normal school day.
No
No
No
Internet and Email Access Consent (pupils under 16)
I give my consent for my child to use the Internet and email at school. I understand Yes
that the school will take all reasonable precautions to ensure that pupils cannot
access inappropriate materials. I accept that breach of the acceptable use policy
by my child may result in access to computers being restricted or withdrawn.
No
Declaration
I declare the information on this form to be correct to the best of my knowledge and confirm consent in
accordance with the terms indicated above. I have ticked all relevant items with which I agree.
Signed (Parent/Guardian)
Date
Mobile Phones
Mobile phones will be switched off and handed to class teachers on arrival at school. The
‘phones will be returned at the end of the school day. All pupils are permitted to contact
parents on the school phone and vice versa.
Hand held computer games, I pods and MP3 players are banned from the school.
The above decisions have been made as a duty of care to staff and other pupils.
42
Physical Intervention
The Highland Council has adopted the C.A.L.M (Crisis and Aggression Limitation and
Management) principles of behaviour management. Two of our staff members have been
trained in C.A.L.M.
C.A.L.M. practitioners should use physical intervention only under specific circumstances i.e.



when a pupils is a danger to himself
when a pupils is a danger to others
when the pupil is causing/about to cause significant damage to equipment
This system ensures that all physical management of children is in line with Child Protection
and Health & Safety guidelines. Most physical management of pupils involves guiding them, or
offering the reassurance of holding a pupil’s hand as s/he moves to another part of the school.
Although it is very rare, a pupil may have a major outburst and when there is the risk of injury to
him/her or others, trained staff members have a duty to intervene. They are aware that the
intervention should be at the lowest level possible and that an important factor in supporting
the pupils throughout such a situation is a calm and reassuring attitude.
When such an incident occurs, the parents of the child involved will be informed by letter. A
description of the intervention will be included. A member of the senior management team will
be available if parents wish to discuss the incident further.
Parents are also encouraged to contact the school if they think that it is likely that an incident
requiring significant intervention may arise in school in the future.
Should you wish any further information on the use of C.A.L.M techniques or if you wish to
discuss their use, please contact the Head Teacher.
43
Emergency Planning – Major Incident Plan
This plan is based on the fact that ALL pupils and ALL staff are familiar with and practised in
the Fire Drill procedure, which will be our main method of evacuation.
Fire Drill
Once the alarm sounds children will evacuate the building following the instructions, which are
located next to each class door - hall included. All staff will be aware of persons with a disability
or restricted movement and will ensure they exit the building via a clear route. (All interior doors
and exit doors are suitable for wheelchair use and there are ramps with level pathways leading
form the exits to the Assembly point). The occupants will assemble in the field by the school
gate where a head count will take place and checked against the class register.
The Head Teacher will contact the Emergency Services first and then the Emergency Planning
Officer in Inverness. Relevant contact numbers are displayed next to the telephone.
If the Head Teacher is absent on the day in question, phoning will be carried out by Miss
Evans, class teacher.
Once the emergency services arrive, we will be under their direct control and will await their
instructions before we vacate the playground. On NO account will the children be dismissed
from the Playground. The access road to the school is not suitable for a convoy of parental
vehicles so parents should NOT attempt to visit school.
The Emergency Planning Officer will arrange for all parents to be contacted if necessary.
GLENCOE VILLAGE HALL has been identified as our dispersal point. The children will be
taken there and handed over to parents or emergency contacts if parents are unavailable.
Staff will remain with pupils until they are collected.
Parental co-operation is needed for this plan to be a success.
Parents are asked NOT to visit the school but to head for the Glencoe Village Hall, where the
school will gather before home dispersal.
Parents can contact the Education Office for information about the incident on 01397 707350
44
School Calendar
 Autumn

Autumn term starts - 18 August 2015

Autumn term ends - 9 October 2015
 Winter

Winter term starts - 26 October 2015

Winter term ends – 22 December 2015
 Spring

Spring term starts - 7 January 2016

Mid term break – 15 and 16 February 2016

Spring term ends - 24 March 2016
 Summer

Summer term begins – 11 April 2016

Summer term ends – 1 July 2016
 Public holidays

Good Friday - 25 March 2016

Easter Monday - 28 March 2016

May Day – 2 May 2016
 In-service days

The first day back after summer - Monday 17 August 2015

Thursday 24 September and Friday 25 September 2015

One day following the February mid-term break - Wednesday 17 February 2016

Monday 6 June 2016
45

Glencoe Primary, PDF 1.13 MB now

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