Woodfarm School Handbook 2015-16 - Glow Blogs

Transcription

CONTENTS
Section 1
Section 2
INTRODUCTION
A Welcome from the Head Teacher
4
Woodfarm High School
5
Our Visions, Values and Aims
6
TRANSITION TO WOODFARM HIGH
Primary to Secondary Transition
Section 3
Section 4
9
SUPPORT FOR PUPILS
Meet our Senior Management Team
10
Meet our Pupil Support Team
12
Joint Support Team (JST)
13
Extended Support Team
15
Careers Entitlement
17
Opportunities for All
18
Additional Support for Learning
20
Child Protection
21
POLICIES AND PROCEDURES
The School Day / The School Year
22
Attendance & Timekeeping
23
Positive Behaviour & Religious Observance
25
Dressing for Excellence
26
Health and Medical Care
28
Equal Opportunities & Social Justice
29
Payments4Schools
30
2
CONTENTS
Section 4
Section 5
Section 6
Section 7
Section 8
POLICIES AND PROCEDURES CONT.
School Travel Information
31
Adverse Weather
32
Feedback and Complaints
33
CURRICULUM AND ASSESSMENT
Curriculum for Excellence
34
Glossary of Terms
37
Vocational Information
38
Arrangements for Reporting on pupil progress
39
S3 Profile
42
SCHOOL IMPROVEMENT
School Improvement Plan
43
Woodfarm High School Performance
44
School Leavers Destination Report Data
48
PUPIL AND PARENTAL INVOLVEMENT
House System
49
Extra-Curricular Activities
50
Parental Involvement
52
Supporting Your Child’s Learning
53
FURTHER INFORMATION
Useful Contact Numbers
Useful Websites
56
57
3
Section 1 - Introduction
A WELCOME FROM THE HEAD TEACHER
Welcome to our school
Woodfarm High School is a high performing school
with excellent resources and committed staff. We are
all proud to be part of the Woodfarm community.
High expectations and the welcome support of our
parents, ensures that our school builds on our
achievements and continues to improve.
Whether you read this handbook as a prospective
parent or pupil, I am sure you will be impressed by
the range and variety of experiences we offer at
Woodfarm High School.
We strive to provide an inclusive education which will:
 provide opportunities to support and challenge all children and young people in their
learning in order to fulfil their potential
 encourage wider achievement
 enable young people to belong to and contribute to communities
 promote equal opportunities by being responsive to the needs of individual pupils, including their language, cultural and social backgrounds and previous educational experiences and achievements.
As young people progress through our
school, existing skills will be further developed which will enable them to become

successful learners

confident individuals

responsible citizens

effective contributors.
4
WOODFARM HIGH SCHOOL
Woodfarm High School is a co-educational,
non-denominational Integrated Community
School, catering for pupils of all ability ranges
from First Year through to Sixth Year. Our aim
is to provide a challenging and stimulating educational experience matched to the needs of all
our young people, in line with Curriculum for Excellence.
Over 120 teaching and non-teaching staff are committed to making Woodfarm High
School a safe and welcoming environment for our pupils. The Senior Management Team
consists of the Head Teacher and four Depute Heads. Leadership is promoted at all levels and this is very successful in engendering a teamwork approach. This, in turn, has
created a hard-working, happy and caring environment.
The capacity of the school is 933 pupils, and the roll at present is 874 pupils. With a
high stay-on rate, we maintain a successful
senior school.
The school is situated in the Thornliebank area
of East Renfrewshire, to the South-West of
Glasgow.
The school is housed in a single, modern building on a spacious site. New accommodation
and remodelling of an existing main building was completed in Spring 2006. We have the
benefit of a newly refurbished PE department in October 2012 and an excellent sports facility on the opposite side of Robslee Road.
The school serves the Giffnock and Thornliebank areas of
East Renfrewshire.
5
OUR VISIONS, VALUES AND AIMS
We strive for the pursuit of excellence in everything we do, through hard work, self belief, determination and passion. We endeavour to deliver an inspiring and challenging educational experience
to meet the needs of all our young people within an inclusive, supportive environment. We provide
opportunities for all individuals to achieve success, develop skills and contribute in an everchanging society.
An HMI Inspection Report published in December 2011 evaluated our school as follows:
Improvements in performance:
Excellent
Learners’ experiences:
Very Good
Meeting learning needs:
Excellent
The curriculum:
Very Good
Self-evaluation:
Excellent
The full report can be accessed at:
http://www.educationscotland.gov.uk/
inspectionandreview/reports/school/primsec/WoodfarmHighSchoolEastRenfrewshire.asp
6
Rights Respecting School
What is UNICEF’s Rights Respecting School?
UNICEF is a global charity which protects and supports children.
The Rights Respecting Schools
Award (RRSA) recognises achievement in putting the United Nations
Convention on the Rights of the Child
(CRC) at the heart of a school’s planning, policies, practice and ethos.
A rights-respecting school not only teaches about children’s rights but also models rights
and respect in all its relationships: between pupils and adults, between adults and between pupils.
A convention is an agreement between countries to obey the same law. The United Kingdom agreed to obey the Convention on the Rights of the Child on 16 December 1991.
We aim to educate our children within a Rights Respecting School
We will do this by:
Providing a coherent values framework which enhances school leadership and ethos.
 Developing our staff and pupils’ knowledge of the Rights of a Child, based on the Articles of the UNCRC, and how this can affect their own and others’ lives.
 Unifying a range of educational initiatives such as Sustainable Development, International Education and Citizenship.

Helping pupils to develop a stronger sense of the need to act for global justice.
Woodfarm High is a Rights Respecting School. The level 2 award
recognises achievement in putting the United Nations Convention on
the Rights of the Child at the heart of a school’s planning, policies,
practice and ethos. The aims of our school charter is to ensure the
whole community learns about the Convention on the Rights of the
Child and that our young people, staff and parents use this shared
understanding to work for global justice and sustainable living.
7
SAFE SCHOOL ENVIRONMENT
ENJOYMENT
Article 19 (protection from all forms of violence)
Article 15 (freedom of association)
Every child has the right to meet with other
children and young people and to join groups
and organisations, as long as this does not
stop other people from enjoying their rights.
Governments must do all they can to ensure that children are protected from all
forms of violence, abuse, neglect and mistreatment by their parents or anyone else
who looks after them.
Article 31 (leisure, play and culture)
Every child has the right to relax, play and
join in a wide range of cultural and artistic activities.
Article 20 (children deprived of a family)
If a child cannot be looked after by their
family, governments must make sure that
they are looked after properly by people
who respect the child’s religion, culture and
language.
COMMUNICATION, TOLERANCE AND
RESPONSIBILITY
Article 12 (respect for the views of the
child)
COMMUNITY CITIZENSHIP
Every child has the right to say what they
think in all matters affecting them, and to
have their views taken seriously.
Article 24 (health and health services)
Every child has the right to the best possible health. Governments must provide
good quality health care, clean water, nutritious food and a clean environment so
that children can stay healthy. Richer
countries must help poorer countries
achieve this.
RESPECT, HONESTY AND TRUST
Article 2 (without discrimination)
The Convention applies to every child whatever their ethnicity, gender, religion, abilities, whatever they think or say, no matter
what type of family they come from.
AMBITION
Article 14 (freedom of thought, belief and
religion)
Article 3 (best interests of the child)
Every child has the right to think and believe what they want and also to practise
their religion, as long as they are not stopping other people from enjoying their rights.
Governments must respect the rights of
parents to give their children guidance
about this right.
The best interests of the child must be a
top priority in all actions concerning children.
8
Section 2 - Transition to Woodfarm
PRIMARY TO SECONDARY TRANSITION
In order to ensure a coherent and smooth progression from Primary to Secondary, an
extensive transition calendar is in place. Cluster working and professional dialogue with
Primary 7 teachers and secondary teachers allow classes in English and Mathematics to
be set, thereby building on prior learning. Further opportunities are built into the cluster
calendar to provide secondary faculty heads and primary colleagues time to share pupils’
learning experiences. An extended transition programme is in place to support young
people with additional support needs.
A range of cluster transition events including the Design Challenge, Multi Sports Event,
cluster ceilidh and Induction Visits provide the young people with opportunities to experience the secondary curriculum and meet future teachers. A calendar of events, including
the Primary – Secondary Transition programme is available from our cluster primaries
and via the school website.
Braidbar
Giffnock
Thornliebank
Primary
Primary
Primary
Phone:
Phone:
Phone:
0141 570 7027
0141 570 7180
0141 570 7440
Web: https://
Web: https://
Web: https://
blogs.glowscotland.org.u blogs.glowscotland.org.u blogs.glowscotland.org.u
k/er/BraidbarPrimary
k/er/Giffnock
k/er/Thornliebank
9
Section 3 - Support for Pupils
MEET OUR SENIOR MANAGEMENT TEAM
Mrs Nicola MacGlashlan Head Teacher
Mrs MacGlashlan has overall responsibility for the
school and its ethos, for initiating, monitoring and
evaluating school policies.
She has overall responsibility for staff management,
staff development and for the strategies of participation, consultation and quality assurance.
She is the school’s external representative and correspondent and is adviser to the Parent Council.
She is also responsible for health and safety and
publicity.
The Broad General Education Team: S1-S3
Mrs Rosemary Craig Depute Head Teacher
Mrs Craig has responsibility for all matters relating
to Primary/Secondary Transition and is Year Head
for S1 and S2. This includes leading the S1 and
S2 Pupil Councils and a pastoral overview for all
young people.
She manages DSM, school finance, all school support structures, integrated community school issues, cluster working, eco activities and Health and
Wellbeing.
Mrs Craig is also the Child Protection Co-ordinator.
10
MEET OUR SENIOR MANAGEMENT TEAM
Mr John Stuart Depute Head Teacher
Mr Stuart has responsibility for all matters relating to S3, including
the S3 Pupil Council. Mr Stuart has ongoing responsibility for ensuring that S3 pupils compile a Profile of their achievements using
the e-portfolio online. He oversees the curriculum for S1-S3 and
manages the transition towards the Senior Phase in S4.
Mr Stuart also manages the timetable. He is responsible for
school trips, wider achievement, the Duke of Edinburgh Award,
literacy and numeracy, social justice, equality in education and
Community Learning and Development.
The Senior Phase Team: S4-S6
Mr Ronnie Hillis Depute Head Teacher
Mr Hillis has responsibility for all matters relating to S4, including
the S4 Pupil Council and shares responsibility for S5 with Mrs
Mooney.
He oversees procedures to ensure effective post school transitions, with a particular focus on pupils who receive support through
Opportunities for All.
He is also responsible for staff development, Newly Qualified
teachers and student teachers. Mr Hillis manages reporting across
the school. The responsibility for ICT also lies with Mr Hillis.
Mrs Pauline Mooney Depute Head Teacher
Mrs Mooney has responsibility for all matters relating to S6 including the upper school Pupil Council. She shares responsibility for S5
with Mr Hillis.
Mrs Mooney is also responsible for SQA Examinations, UCAS,
EMAs and Staff Welfare. She co-ordinates school Prefects and
oversees Graduation and upper school events. She manages the
Vocational Training Programme and has responsibility for College
links and liaison with Skills Development Scotland.
Mrs Mooney manages Staffing and oversees whole school policy
on Learning and Teaching.
11
MEET OUR PUPIL SUPPORT TEAM
Woodfarm High School seeks to create an environment which maximises the
opportunities for every pupil to learn and to achieve his or her potential. All
teachers have a role to play in ensuring that pupils are cared for and supported.
The Pupil Support Team has a special part to play, providing a supportive pastoral relationship with each pupil throughout his or her time at Woodfarm. In this
way we ensure that every pupil is known to one teacher who can be turned to
for help. The Pastoral Support teacher will offer advice and support on personal, curricular and vocational issues as young people move through the stages of
secondary education.
Mr Colin Giles
Miss Liz Douch
PT Support for S & T
PT Support for U & V
Mr Stuart McCracken
PT Support for W & X
Mrs Lorraine Strain
Mrs Carol Ashworth
Mrs Joyce Chalmers
PT Support for Y & Z
Acting PT Support for Behaviour
PT Support for Learning
12
JOINT SUPPORT TEAM (JST)
The Joint Support Team meets weekly and consists of Pastoral Support, Learning
Support, Behaviour Support and Senior Management. The educational psychologist,
campus police officer, social justice manager, school nurse and the school based
social worker also attend meetings. Health professionals and parents may also be
invited.
Who is referred to the JST?
A referral to the JST is one of the strategies which can be used in school to support
your child. Referral to this group will be as a result of discussion between the support teacher and the parent. Parental permission is sought and parents may be invited to attend the JST meeting.
What does the Joint Support Team do?
The team suggests strategies which may help individual pupils who have been referred by their support teacher or by a depute head. In many cases the JST recommends some additional action to be taken by teachers and support staff.
How am I involved as a parent?
If you have a concern about your child’s learning, behaviour or wellbeing you can
speak with your child’s pastoral support teacher or depute head teacher. A referral
may then be made to the JST for advice or access to additional support.
13
JOINT SUPPORT TEAM (JST)
After the Joint Support Team
After a pupil has been discussed, the JST review the young person’s progress. You
will be contacted by letter to inform you of the outcome of the discussion and the proposed support strategies. Further information may be sought from your child’s support teacher.
What support will my child be offered after being referred to the JST?
Your child may be offered a range of supports including emotional and behavioural
support, in class learning support or a group work programme.
If additional support is needed then the educational psychologist may arrange a consultation meeting. If so, parents will be invited to a consultation meeting in the
school. During this meeting, school and parental concerns will be discussed. The
young person may also participate and contribute his/her views. Other support may
involve referral to the youth counsellor or school based social worker.
14
EXTENDED SUPPORT TEAM
Manager: Social Justice and Community
The role of the Social Justice Manager, Richard Phelan, is to support pupils whose education and academic attainment may be affected by issues such as family income, family breakdown and
health and equality issues. Individual or group work will often be
undertaken with pupils. In addition, support and recreational activities are provided during holiday periods.
Youth Counselling Service
E.R. Youth Counselling Service offers support to pupils via the JST. In many cases, encouraged by their support teacher, pupils may self refer. Following an assessment, the youth
counsellor will, if appropriate, offer individual counselling sessions.
School Social Worker
The school based social worker can offer support in a number of ways. This may be offering
advice to professionals already involved with the young person or directing young people to
other resources. Where direct work is required by the social worker this may be done in the
form of individual work with the young person within school. Group work may also be offered.
Social Workers recognise that being a parent is not an easy task and support is also available to parents. This can take the form of advice on the telephone, home visits or parenting
classes.
School Librarian
The role of the school librarian, Ali Mundie, is to
support pupils as they learn across the school.
The library is open Monday – Thursday 8.15am12.20pm, 12.45pm-4pm
and Friday 8.15am12.20pm and 12.453.45pm.
15
EXTENDED SUPPORT TEAM
Pupil Support Officer
The principal role of the pupil support officer, Frances
McGeehan is to monitor and support attendance.
This support is offered to both pupils and parents and
may involve home visits. If a pupil is to achieve his or
her full potential, attendance at school must be maximised.
Campus Police Officer
The Campus Police Officer, PC Christy-Lee McDowell, is
based in Woodfarm High School. She works closely with pupils
to promote safety in the community and to encourage pupils to
make safe choices. She also contributes to the school curriculum through PSHE, Learning for Life and Work events and a
variety of extra curricular and interdisciplinary activities. She is
also on hand to support staff in dealing with any emergency
situation.
Woodfarm Confidentiality
All children and young people have a right to be listened to and to have matters treated in confidence. Involving children and young people and upholding their rights is
good practice and builds trust with children, young people and their families. Where
there is no risk to a child’s well-being, school staff will respect their right to confidentiality.
Where possible, consent to share information will be sought from the child and his/her
parent or carer. The exception to this is where there is potential of harm to the child or
young person or where the child or young person has already been identified as being
at risk through child protection procedures. In such circumstances, the need for consent is overridden and information will be shared with appropriate agencies.
Children and young people should be advised that there are no guarantees of confidentiality where the school assesses them to be at risk.
16
CAREERS ENTITLEMENT
SKILLS DEVELOPMENT SCOTLAND
SDS Careers Advisors:
Jennifer Whelan and Gina Kelly
In School:
Every day except Wednesday mornings
Post School Support:
Drew Ross and Aileen Wilson
SDS supports individuals to develop career management skills and find and sustain
a work, training or learning opportunity. In school, all pupils are encouraged to register on www.myworldofwork.co.uk to access information on careers, college and modern apprenticeship opportunities.
SDS Advisors speak to all S2-6 classes to familiarise young people with this resource and to encourage the development of career management skills which will
help prepare young people to make confident choices about their future transition
from school. Further assistance in school will be provided to S4-S6 through group
work and one to one career coaching.
Drop in appointments are available as follows:

S4 - Monday lunchtime

S5/6 - Fridays P4
If you are in S4-S6 and wish to make a careers appointment, please see your Pastoral Support Teacher .
For further information on SDS services, please visit
www.myworldofwork.co.uk.
www.sds.co.uk or
The SDS Centre for East Renfrewshire is currently situated in:
Skills Development Scotland Centre Barrhead
160 Main Street, Barrhead, G78 1SL
Tel: 0141 881 2886 Opening hours: Monday –Friday 9am -12.30pm and 1.30pm – 5pm
17
OPPORTUNITIES FOR ALL
AIM: TO HAVE ALL YOUNG PEOPLE LEAVE WOODFARM HIGH SCHOOL
AND GO ON TO A POSITIVE DESTINATION
Tracking
Young people identified as being at risk of not progressing to a positive destination
will be reviewed regularly by the Opportunities for All Coordinator and the relevant
Pastoral Support Teacher. These discussions will focus on the progress that pupils
are making and will tailor support to suit each young person's individual needs. This
may require the involvement of external partner agencies. Eg SDS, ENABLE, etc.
All young people in Woodfarm have several pastoral interviews. There are a number
of young people who may require additional interviews for a variety of reasons. From
S4, discussions focus on post-school transitions and future aspirations, in order to
ensure a positive destination when young people leave school. The Pastoral Support Teacher conducts these interviews with the SDS Advisor. Parents are also invited to attend along with relevant partner agencies when appropriate.
Curriculum
Woodfarm provides a wide range of courses and learning opportunities to suit the
needs of all pupils. Courses like Personal Development and Scottish Studies (SQA)
are designed to offer a more flexible approach to learning and reinforce a commitment to achievement. East Renfrewshire Council’s Vocational Programme for S4-S6
pupils has a number of options which allow young people to develop employability
skills. As most of the courses are based in local FE colleges, pupils are given the
chance to experience college life which increases their confidence about making the
transition from school.
18
OPPORTUNITIES FOR ALL
Post School Transition
All pupils should benefit from well-planned transition processes. For some young
people who have additional support needs, an extended and individualised planning
process is required.
Post school transition meetings are offered to young people to support them to investigate and to apply for appropriate pathways beyond school.
These meetings are attended by the young person, parent/carer Skills Development
Scotland Advisor and the Pastoral Support Teacher. Following the meeting, a post
school support plan is drawn up by the Pastoral Support Teacher following outlining
key actions. Effective interagency intervention and planning promotes a shared understanding and close communication. It helps to ensure that any required action is
coordinated appropriately, in order to achieve the best outcomes for young people.
For some young people, a visit to college, individually or in a small group, may be
arranged.
Additional Support
There is a range of support mechanisms in Woodfarm, helping all young people to
become successful learners, confident individuals, responsible citizens and effective
contributors.
Mentoring programmes support pupils to manage workload, increase attendance
and prepare for assessments and examinations. Younger pupils are offered opportunities to participate in Settling In groups, the Fishing group, Stairway to Success and
Skills Force. A Nurture Group runs in the Learning Centre to support young people to
engage in learning experiences and achieve their potential.
19
ADDITIONAL SUPPORT FOR LEARNING ACT
The Education (Additional Support for
Learning) (Scotland) Act 2009
Enquire
Scottish advice service for additional support for learning
Enquire offers independent, confidential advice and information on additional support
for learning through:
Telephone Helpline: 0845 123 2303
Email Enquiry service: [email protected]
Advice and information is also available at www.enquire.org.uk
Enquire provides a range of clear and easy-to-read guides and factsheets including
The Parents’ Guide to Additional Support for Learning.
https://blogs.glowscotland.org.uk/er/parentalinvolvement/additional-support-for-learning-informationand-support-for-parents/asn-parents-support-groups/
provides important advice for parents as well as up-to-date information on parent forums.
20
CHILD PROTECTION
At Woodfarm High School we work hard to keep
our children safe
At Woodfarm High School we take the care, welfare and protection of our young
people very seriously. Within our school we strive to provide a safe, secure and nurturing environment for our pupils which promotes inclusion and achievement.
Our child protection policy and procedure sets out what we will do if we have reason
to believe a child is being abused or is at risk of abuse, either within the home or in
the community. These policies are designed to ensure that children get the help they
need when they need it.
All Woodfarm staff undergo annual child protection training using East Renfrewshire
Council’s Child Protection training package. Accurate recording and monitoring of
issues, taking account of Standard Circular 57, take place. This ensures that all pupils receive the most appropriate support. Many of our staff are more extensively
trained in specific areas of child protection to support and identify potential child protection concerns.
All schools in East Renfrewshire have comprehensive Pupil Support systems in
place and we work closely with our partners in Social Work, Health and the Police.
The school operates a multi agency Joint Support Team to ensure that the best possible supports are available to pupils when they need them.
The Child Protection Co-ordinator for the school is Rosemary Craig. If you wish any
further information or a copy of the school policy, please contact the school office. If
you wish to discuss this important matter further, please make an appointment to see
Rosemary Craig.
21
Section 4 - Policies & Procedures
THE SCHOOL DAY / THE SCHOOL YEAR
The School Day
Period 1 • 8.45 - 9.35
Period 2 • 9.35 - 10.25
Interval
Period 3 • 10.40 - 11.30
The School Year 2015 - 2016
Period 4 • 11.30 - 12.20
Lunch
New Session Starts:
School Opens • Thursday 13th August 2015
Period 5 • 1.05 - 1.55
September Holiday:
Period 6 • 1.55 - 2.45
Close • Thursday 24 September 2015
Period 7 • 2.45 - 3.35 (Mon, Tue and
Thur)
Open • Tuesday 29 September 2015
October Holiday:
Close • Thursday 8 October 2015
Open • Monday 19 October 2015
Christmas Holiday:
Close • Tuesday 22 December 2015
Open • Wednesday 6 January 2016
Mid Term Holiday:
Close • Thursday 11 February 2016
Open • Wednesday 17 February 2016
Easter Holiday:
Close • Thursday 24 March 2016
Open • Tuesday 29 March 2016
Spring Holiday:
Close • Friday 1 April 2016
Open • Monday 18 April 2016
May Day Holiday:
Close • Friday 29 April 2016
Open • Tuesday 3 May 2016
Local May Weekend Holiday:
Close • Thursday 26 May 2016
Open • Wednesday 1 June 2016
Summer Holidays:
School Closes • Friday 24 June 2016
22
ATTENDANCE & TIMEKEEPING
Attendance
Woodfarm High School attaches great importance to good attendance. Absence
from school, whatever the cause, disrupts learning.
East Renfrewshire’s target attendance figure is 95%.
We value the partnership and support we have with parents in meeting our attendance target.
Absence procedures
Please telephone the school office before 8.45am to inform us that your child will be
absent. Please telephone every day of your child’s absence. On your child’s return
to school, please provide a written note covering the absence, which should include
dates and reasons for absence. Your child will be recorded as Unauthorised Absence if there is no parental communication. You will receive a text message advising you of the absence.
Medical and dental appointments
Your child should put the appointment card in the post box at the main entrance and
follow signing out procedures. If there is no appointment card, a parental phone call
is required. No pupil under the age of 16 will be allowed to leave school without a
consenting adult accompanying them.
Unwell at school
If your child feels unwell during the school day, the office will contact you. At no
point should your child call you. All calls should be directed through the school office. A parent/guardian may be asked to collect the pupil. No pupil under the age of
16 will be allowed to leave school unaccompanied.
23
ATTENDANCE & TIMEKEEPING
Time Keeping
Teaching and learning begins at 8:45am.
A warning bell rings at 8:40am to direct pupils to Period 1 classes.
Year group morning assemblies take place 8:40am—8:50am on Monday, Wednesday and Friday.
Throughout the day your child should move quickly and efficiently between classes
to minimise disruption to learning.
If your child arrives late for school:

A parental note is required

Late coming is recorded

A late slip is issued by the office.
Please encourage good time keeping habits with your child.
Pastoral Support teachers monitor attendance and timekeeping and any concerns
are shared with parents. Please contact your child’s Pastoral Support teacher if you
have any concerns.
Carole Ashworth Acting Behaviour Manager
Mrs Ashworth welcomes young people at the front door and also records latecoming.
Should a pattern of latecoming develop, the Pastoral Support teacher will send a text
message to this effect. Regular latecoming without valid reason will result in time
lost being made up at interval or in part of the lunch break on Planned Reflection
Time.
24
POSITIVE BEHAVIOUR & RELIGIOUS OBSERVANCE
Promoting Positive Behaviour
Woodfarm High School aims to develop a harmonious, positive environment
where all our young people benefit fully from Curriculum for Excellence. We
want our pupils to be safe, included, responsible, respected, active, nurtured,
achieving and healthy.
Central to the ethos of our school is good relationships between staff and pupils.
It is important that staff adopt a consistent approach to learning and teaching
through effective use of formative assessment and active learning techniques,
thereby promoting positive learning experiences for all. Every pupil should know
they are valued and will be supported to become a successful learner, an effective contributor, a confident individual and a responsible citizen.
Religious Observance in Woodfarm High School
RO events, known in Woodfarm High School as “Making Sense of ….” events, are whole
school occasions which aim to promote the spiritual development of all members of the
school community and express and celebrate the shared values of the school.
These shared values are those agreed upon through the work of the Rights Respecting
School Committee. In addition, traditional festivals central to the life of the school community will be marked.
All events are inclusive and are based on current government and Education Scotland
guidelines. This ensures that pupils, staff, chaplains and visitors can participate with integrity in “Making Sense of…” events without compromise to their personal faith stances.
For the sake of coherence, each event will be planned from a specific worldview. This
will be made clear to participants. Regardless of the worldview selected, the activities
and reflections included should be appropriate for all.
Events vary in format. Formats used include half-school or year group assemblies, interactive reflective experiences designed for class group visits, preparatory discussion work or responses acted upon in a class setting. There may also be parallel
events to offer an element of personalisation and choice.
Events are planned by school staff and our chaplains, and, where appropriate, in conjunction with interested parents and representatives from community-based organisations. Plans for events are submitted to the school's Senior Management Team on the
template provided by Education Scotland, demonstrating links to the four capacities of
CfE.
Parents have the right to withdraw pupils from religious observance. This right
is communicated to parents in advance of events. Should a pupil be withdrawn, a worthwhile alternative would be offered.
25
DRESSING FOR EXCELLENCE
In East Renfrewshire we strive to achieve our vision of Inclusion, Achievement, Ambition and
Progress for All in a variety of ways and supporting schools to robustly implement school
dress codes / uniform is another way of reinforcing our drive for excellence in all that we do.
Given that there is substantial parental and public approval of uniform, schools in East Renfrewshire are encouraged and supported by the Education Committee and Education Department to actively promote the wearing of approved items of school uniform. In promoting
the wearing of uniform, account must be taken in any proposals to prevent any direct or indirect discrimination on the grounds of sex, race, age, disability, sexual orientation and religion
or belief. Any proposals should be the subject of widespread consultation with parents and
pupils.
There are forms of dress which are unacceptable in school, such as items of clothing which:

fail to identify children / young people as a pupil of their school

are not in keeping with the school ethos

Potentially encourage faction (such as football colours)

could cause offence (such as anti-religious symbolism or political slogans)

could cause health and safety difficulties, such as loose fitting clothing, dangling earrings

could cause damage to flooring

carry advertising, particularly for alcohol or tobacco

could be used to inflict damage on other pupils or be used by others to do so.
Under no circumstances will pupils be deprived of any educational benefit as a result of not
wearing uniform and, in particular, pupils will not be denied access to examinations as a result of not wearing school uniform.
Woodfarm High School actively supports the Dressing for Excellence policy and we expect
all our pupils to wear the school uniform as follows:

School blazer

White school shirt

Black V neck jumper or cardigan

Black shoes

Black tights

Black/dark coloured school bag (in keeping with
school colours)

School tie (pupils in S5/S6 may choose to wear
the senior tie)

Black trousers (not combat style, jeans, leggings
or shorts) or black school skirt, pleated or pencil in
length 18/20/22 inches. Skirts should be of a modest acceptable length suitable for a school environment.

In inclement weather a waterproof jacket can be worn over the blazer.
26
DRESSING FOR EXCELLENCE
All pupils in Woodfarm High School participate in Physical Education.
PE KIT

Woodfarm polo-shirt, shorts and trainers

No football colours

Woodfarm Hooded top—to be worn in PE only.
All articles of clothing should be clearly marked with the pupil’s name.
The main uniform stockist is:
Schoolwear Made Easy
0141 847 1444
www.schoolwearmadeeasy.com
Uniform can also be purchased from Man’s
World in Giffnock or any High Street store.
You are entitled to a Clothing/Footwear allowance if you receive Income Support,
Jobseekers Allowance (Income based), Employment Support Allowance (Income
Related), Working Tax and/or Child Tax Credit (With an income of less than
£16010).
For more information on clothing and footwear grants, contact Customer First on
0141 577 3000.
27
HEALTH AND MEDICAL CARE
We have a small number of trained first-aiders in school. We can deal with
any minor incident which occurs within the school, but for anything more serious we would normally contact the parent to take their child for medical attention. It is therefore essential that your emergency contact details are kept
up-to-date with us. Any medical information, or medication needed by your
son or daughter, should be given to us as soon as possible.
NHS Greater Glasgow and Clyde offer, with parental consent, Booster injections for Tetanus, Polio and Diphtheria and HPV injections for girls.
28
EQUAL OPPORTUNITIES /SOCIAL JUSTICE
East Renfrewshire Council Education Department is committed to ensuring equality and fairness for all.
In accordance with the requirements set out by the Equalities
and Human Rights Commission, we seek to

Eliminate unlawful discrimination, harassment and victimisation and other conduct that is prohibited by the
Equality Act 2012

Advance equality of opportunity between people
who share a relevant protected characteristic and those
who do not

Foster good relations between
people who share a protected characteristic and those who do not.
Woodfarm High School has clear guidelines and procedures for dealing with
incidents of inequality, as advised by the
Education Department.
We encourage all stakeholders to raise any concerns with us. We
have an Equality Parents Group which meets at least twice a year
to discuss all matters relating to Equality. All parents and carers are
encouraged to attend. Our Equalities Co-ordinator is John Stuart
DHT. He can be contacted by email at [email protected] or by telephoning the school.
The Education Department has a specific duty to gather information on Equality to ensure that policies and practices create a
culture of Equality. It is for this reason that pupils and their parents/carers may be asked to respond to questions which require
them to share information that may be personal and sensitive.
Richard Phelan, Social Justice and
Community Manager, will act as an
advocate should this be required.
Richard can be contacted on 0141
577 2600.
29
PAYMENTS4SCHOOLS
East Renfrewshire Council operates a service that allows parents/carers to pay for
their child's school excursions/visits and schools meals online, via the council's Payments4Schools system.
You can upload money on to a young person's account via an online payment, therefore the young person doesn't have to carry sums of money in school. Payments4Schools can be used to add money to a pupil’s account in the school canteen, to make payments for school trips and a growing number of other activities or
services.
Please use the link below to access the site. There is also a direct link on the home
page of the school website.
Payments4Schools
https://www.civicaepay.co.uk/EASTRENFREWSHIRE/WebPay_Public/Webpay/
default.aspx
You will require to enter your son/daughter’s Scottish Candidate Number as the pupil
reference when using the facility.
If your son/daughter is not aware of his/her number,
the School Office can provide Scottish Candidate
Numbers.
30
SCHOOL TRAVEL INFORMATION
TRAIN STATION
Giffnock Station
10/15 minute walk
Thornliebank Station
10/15 minute walk
FIRST BUS
38A to Robslee Road
stops at school
(travelling from Shawlands)
FIRST BUS
45A to Thornliebank Road
10/15 minute walk
(travelling from Darnley)
(15 + 35 minutes past the hour)
HENDERSON TRAVEL
395 to Rouken Glen Road
5/10 minute walk
Parents/Carers/Visitors should refer to SPT for exact times/timetables:
http://www.spt.co.uk/
31
ADVERSE WEATHER
Information relating to adverse weather and information for sending your child to
school during adverse weather conditions can be found on our website. Up to date
information is also available on:

ERC Twitter site

Local radio and press announcements.
In the event of a severe weather warning which may lead to a school closure, information will be posted on the school website.
In the case of an emergency closure i.e. pupils sent home prematurely before the
end of the school day:
 A text message will be sent to all parents/carers informing them of the proposed
closure. Parents /Carers will be informed of the reason for closure and when pupils
should return to school by text message and / or email
 Parents/Carers should have advised their children of where they should go, preferably within walking distance of the school, in the event of an emergency closure.
A map outlining safe routes to school during adverse weather conditions can be accessed through the link below. There is also a direct link on the home page of the
school website.
https://blogs.glowscotland.org.uk/er/Woodfarm/files/2012/12/snow-path.jpg
32
FEEDBACK AND COMPLAINTS
Woodfarm High School works in partnership with all stakeholders: pupils, parents,
staff and the community. We strive at all times to improve the service we offer and
value feedback, positive and negative, as a key support to improvement.
Pupils are regularly consulted in school through whole school and departmental evaluations and also through the Pupil Council. Parents and carers are consulted at parents’ meetings and through focus groups held throughout the session.
Any specific concerns or issues should be raised with us in the normal way by contacting the school office directly on 0141 577 2600. You will then be directed to the
most appropriate person to deal with your enquiry.
Complaints are responded to in line with East Renfrewshire Council’s Complaints
procedure.
Complaints can be made by contacting the school office directly by telephone, email
or in writing. Your complaint will then be passed to the most appropriate person to
deal with the complaint. Alternatively, you may wish to use East Renfrewshire Council’s online system for recording complaints.
Woodfarm High School aims to resolve complaints as quickly as possible. All complaints will be investigated within the agreed timescale as outlined in the Council policy.
ERC Complaints and Feedback
http://www.eastrenfrewshire.gov.uk/index.aspx?articleid=1573
Photographs and Video Footage
If you have any personal concerns about digital images being displayed on our
screens, on our website, or indeed, in materials such as this, you should contact
the Head Teacher in writing requesting that your child should not be involved.
33
Section 5 — Curriculum & Assessment
CURRICULUM FOR EXCELLENCE
Curriculum for Excellence (CfE) aims to raise standards of learning and teaching for all 3 to
18 year olds by providing a coherent, more flexible and enriched curriculum. It aims to help
prepare children and young people with the knowledge and skills they need in a fast changing world. Curriculum for Excellence is all about bringing real life into the classroom and taking lessons beyond it.
The curriculum now reflects much more than the subjects taught in classrooms. It now includes everything we plan in school and outside school that allows young people to learn
and develop.
One of the key entitlements of CfE is that all children should receive a rounded education,
known as a Broad General Education, from early years through to the end of S3. Pupils then
move on to the Senior Phase in S4 to S6 which includes studying for National Qualifications.
The approach offered in Woodfarm High School ensures a broad experience across the curriculum areas up to the end of S4, providing pupils with a wide range of knowledge, skills
and exciting experiences that they can draw on as their lives, careers and job opportunities
continue to change.
The table below is a general guide to the five CfE curricular levels with progression to qualifications. The framework is designed to be flexible to permit careful planning for those with
additional support needs and those who are particularly able or talented.
Level
Stage
Early
The pre-school years and P1, or later for some.
First
To the end of P4, but earlier or later for some.
Second
To the end of P7, but earlier or later for some.
Third and Fourth
S1 to S3, but earlier for some. The fourth level broadly equates to Scottish
Credit and Qualifications Framework level 4.
The fourth level experiences and outcomes are intended to provide possibilities for choice and young people's programmes will not include all of the
fourth level outcomes.
Senior Phase
S4 to S6 and college or other means of study. Woodfarm pupils are able to
access vocational college activities as part of this broad curriculum in the
senior phase. Some pupils also benefit from extended opportunities such
as work experience.
34
Courses in S3 and S4
S3 is a period of transition. Pupils move on from the Experiences and Outcomes
which make up the broad general curriculum across 8 curricular areas and into fourth
level Experiences and Outcomes which form the basis of study in the Senior Phase.
By reducing the number of subjects taken in S3, pupils will be able build the depth of
knowledge, understanding and application of skills necessary to lay the foundations
for more specialised learning in the senior phase. During S4, pupils will be fully engaged in studying for the new SQA qualifications known as ‘Nationals’. Pupils will sit
their first ‘Nationals’ at the end of S4.
The Scottish Qualifications Authority has developed these new qualifications to build
on the new approaches to learning and teaching embedded in Curriculum for Excellence. Pupils will work towards National Qualifications at one of three levels: National
3, National 4 or National 5. Pupils will study subjects at a level appropriate to their
abilities.
Courses in S5 and S6
In S5 and S6 pupils move on from the subjects studied in S3 and S4 to further specialisation. Pupils usually study 5 subjects in S5 and 4 subjects in S6. A full range of
course levels is available in S5 and S6. In S6 pupils also have the opportunity to sit
Advanced Highers if they have been successful at Higher level and the number of
pupils interested allows the course to run.
Below you will see the usual progression pattern for a pupil achieving a certain
award in S4 and then continuing that subject into S5. The progression from S5 to S6
follows the same pattern with the addition of Higher progression to Advanced Higher.
S4 Award
Level of Study in S5
National 3
National 4
National 4
National 5
National 5
Higher
Further progression options available in the Senior Phase include study of the Scottish Baccalaureate (further details via the school website) and various vocational options available through the East Renfrewshire Vocational Programme.
35
What will my child learn during their broad general education?
A key part of the Broad General Education is the development of the knowledge,
skills, attributes and capabilities set out in the Experiences and Outcomes (Es&Os).
Learning may span a number of curricular areas. For example, Social Studies and
Modern Languages when studying child soldiers.
There will be more themed and project learning, as well as wider opportunities to
show how skills and knowledge can be used in challenging, different and interesting
ways such as our Rapid Response Engineering Challenge where learners have the
opportunity to demonstrate knowledge and skills in an unfamiliar context.
How will my child be assessed during The
Broad General Education Phase?
Teachers will continue to use a range of ways
of assessing young people; this may include
observation, coursework and tests to see
how a child is progressing and what their next
steps in learning should be. We will share this
with parents in reports, at parents’ evenings
and other meetings and events.
What will young people learn from S1-S3?
All young people experience a wide range of subjects across eight curricular areas –
expressive arts, languages and literacy, health and wellbeing, mathematics and numeracy, religious and moral education, sciences, social studies and technologies. At
the end of S2, young people will begin to specialise in subjects with most learners
studying nine subjects across the curricular areas. This will continue to offer breadth
across the curriculum up to fourth year, providing a good foundation for qualifications
in the later stages of secondary.
Where can I get information or ask a
question?
Speak to us or visit useful websites listed
on the last page of this Handbook.
36
GLOSSARY OF TERMS
Curriculum for Excellence
Often shortened to CfE, Curriculum for Excellence is the curriculum in Scotland
which applies to all children and young people age 3-18. It aims to raise achievement for all, enabling young people to develop the skills, knowledge and understanding they need to succeed in learning, life and work.
Experiences and Outcomes
Each area of the curriculum in the Broad General Education is broken down into
Experiences and Outcomes often called Es&Os. The curriculum areas are:
expressive arts, health and wellbeing, languages, mathematics, religious and moral
education, sciences, social studies and technologies. The Es&Os describe the expectations for learning and progression within each curriculum area.
37
VOCATIONAL INFORMATION
To broaden current option choices for our S5/6 students, there is an opportunity to
apply for vocational courses which are delivered by our partner colleges. Some pupils in S3 and S4 may also be able to access vocational opportunities, depending on
their curricular pathway.
Some courses are 2.5 day options which means a student will attend college/training
provider all day Monday and a Tuesday, Wednesday and Thursday afternoons. The
rest of the week he/she will attend school, taking 3 school subjects.
Other courses will run for 2 afternoons, (Tuesday and Wednesday) allowing students
to study 4 subjects in school.
All transport costs are met by East Renfrewshire Council. Taxis/buses collect students from the front of the school and return them at the end of the day.
Full details of the programme for this session are available by clicking on East Renfrewshire’s Vocational Programme prospectus or, alternatively, you can pick one up
from the school office. They are also available to students in the school library.
If a student wishes to apply for a course, he/she will find an enrolment form (in the
middle of the vocational prospectus) which must be completed by a parent/carer and
returned to a senior school Depute Head Teacher.
The Vocational Programme Prospectus can be accessed via the following link:
38
ARRANGEMENTS FOR REPORTING ON PUPIL PROGRESS
Information on pupil progress - Full pupil reports
National Qualifications Key Code
Year
Month
What will parents/carers receive - what will it look like?
S1
May
The S1 Broad General Education report will include Curriculum for Excellence levels
indicating progress from Primary School assessments and progress in class during the
session. Teachers will include a comment on Behaviour, Effort and Homework as well
as a detailed report indicating strengths, progress, next steps and details of how parents/carers can help their child succeed in S2.
S2
February The S2 Broad General Education report will include Curriculum for Excellence levels
indicating progress from S1 assessments and progress in class during the session.
Standardised assessment scores will also be provided for English and Mathematics.
Teachers will include a comment on Behaviour, Effort and Homework as well as a detailed report indicating strengths, progress, next steps and details of how parents/carers
can help their child Succeed in S3.
S3
June
The S3 report will include a working grade to indicate how pupils are progressing with
the Curriculum for Excellence pathway leading to National Qualification courses and a
further target grade for ongoing progress. Teachers will include a comment on Behaviour, Effort and Homework as well as a detailed report indicating strengths, progress,
next steps and details of how parents/carers can help their child succeed in S4.
S4
January
The S4 report will include the prelim percentage, a working grade to indicate how pupils
are progressing with National Qualification courses and a further target for the month of
March, when a further pupil report is produced with an anticipated SQA grade that pupils
should attain in their final exam. The key to the target grades is provided at the foot of
this page. Teachers will include a comment on Behaviour, Effort and Homework as well
as a detailed report indicating strengths, progress, next steps and details of how parents/carers can help their child succeed in the forth coming SQA examinations.
The S5&6 report will include the prelim percentage, a working grade to indicate how pupils are progressing with NQ courses and an anticipated SQA grade that pupils should
attain in their final exam. The key to the these grades is provided at the foot of this page.
Teachers will include a comment on Behaviour, Effort and Homework as well as a detailed report indicating strengths, progress, next steps and details of how parents/carers
can help their child succeed in the forthcoming SQA examinations.
Key to Codes (‘working at’ and ‘next target grades’)
S5&6 March
1 - Secure A
2 - Possible A
3 - Secure B
7 - Grade D
8 - No Award
9 - No Award
4 - Possible B
5 - Secure C
6 - Possible C
All tracking and full pupil reports will include information about timekeeping and general attendance. There is also an
opportunity for you and your child to comment on the report using the pro forma provided. This should be completed and returned to the school office.
39
Tracking Reports: Settling-in and review reporting
Year
Month
What will you receive?
S1
September
A brief report indicating how your son/daughter has settled into S1 and will include a comment on Behaviour, Effort and Homework. Teachers will indicate if
your son/daughter is on-track and, where appropriate, a detailed comment on
next steps for pupils who are off-track. A detailed report will be issued in May.
S2
October
An update report indicating how your son/daughter has settled into S2 and will
include a comment on Behaviour, Effort and Homework. Teachers will indicate
if your son/daughter is on-track and, where appropriate, a detailed comment on
next steps for pupils who are off-track. A detailed report will be issued in February.
S3
November
An update report indicating how your son/daughter has settled into S3 and will
include a comment on Behaviour, Effort and Homework. Teachers will indicate
if your son/daughter is on-track and, where appropriate, a detailed comment on
next steps for pupils who are off-track. Curricular pathway for S4 will be indicated in this report. A detailed report will be issued in June.
S4
March
A tracking report, which follows a much fuller report, indicating how your son/
daughter is progressing in S4 in preparation for SQA Examinations. Teachers
will include a comment on Behaviour, Effort and Homework. Teachers will also
indicate if your son/daughter is on-track and, where appropriate, will provide a
detailed comment on next steps for pupils who are off-track.
S5/6
November
A tracking report indicating how your son/daughter is progressing in S5 in preparation for SQA Examinations. Teachers will include a comment on Behaviour,
Effort and Homework. Teachers will also indicate if your son/daughter is ontrack and, where appropriate, will provide a detailed comment on next steps for
pupils who are off-track. A detailed report will be issued in March.
Explanation of terms/grades for Tracking Monitoring and Reporting system:
Homework: The extent to which homework is completed on a regular basis and to an acceptable level.
Effort: The extent to which the pupil works hard, is motivated, participates in the lessons
and comes fully prepared.
Behaviour: The extent to which the pupil behaves in class, is focused and on task.
Teacher action plan comments: A forward looking teacher comment designed to maximise pupil progress by addressing areas for development and highlighting strengths.
40
S1&2 Broad General Education Report
A Achieved - has achieved a breadth of learning across almost all of the experiences and outcomes for this level
W Progressing well - has achieved a breadth of learning across a significant number of the experiences and outcomes for the level
M Making progress - is beginning to make progress in an increasing number of outcomes across the breadth of
learning
41
S3 PROFILE
What is a profile?





a positive statement of a learner’s latest and best achievements
an electronic record created by learners to share with their parents and others
a range of information about a child or young person’s learning
one of the ways in which a learner’s achievements can be recognised
a reliable and full account of a learner’s cumulative progress and achievements.
Why have a Profile?
The purpose of the profile is to:






provide learners with a reflective summary statement of achievement as they move from primary school into secondary school, or from S3 into the senior phase
provide learners with a summary of achievements to help them plan for future learning and development
publicly recognise progress in learning
challenge, motivate and support all children and young people to achieve their best
Build learner’s skills and capabilities to reflect on their learning
support and inform transition.
Profiling is a process





to support on-going dialogue and reflection on learning
to give a broader representation of achievements both within and out-with school
to develop learners’ skills and capabilities
to self-evaluate and evidence their learning
to challenge, motivate and support learners to achieve their best.
How you can help your child update their e-portfolio.



pupils in S3 will complete an e-portfolio notebook. Sections can be completed at home to record achievements out-with school
details are available on the school website on how to access the e-portfolio at home to allow on
-going up-dating
the school diary/planner can be used to constantly update achievements which can be discussed at home and then comments transferred to the e-portfolio.
42
Section 6 — School Improvement
SCHOOL IMPROVEMENT PLAN
Key Elements of School Improvement Plan
Targets for 2014—2017
1
Implement Curriculum for Excellence to ensure excellent experiences for all
2
Extend Tapestry Project through Teacher Learning Communities to ensure a highly
skilled workforce and consistent, high quality learning experiences for all
3
Develop vocational learning, including employability skills and recognise and accredit young people’s achievements
4
Further embed sustainable development, active and global citizenship
5
Embed principles of GIRFEC, implement strategy for promoting positive relationships
through nurturing and restorative practices.
Improvement Planning Summary 2014 - 2015
Targets for 2014-2015
Quality Indicators
To implement Curriculum for Excellence ensuring progression
for all.
1.1, 2.1, 2.2, 5.1, 5.2,
To embed the principles of GIRFEC (Getting It Right for Every
Child) through provision of appropriate learning experiences,
partnership with parents and through nurturing approaches.
Recognise and celebrate achievement. Apply Council Policies
and legislation appropriately.
1.2, 2.1, 2.2, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7,
5.8, 7.2, 8.1, 9.1
To promote active participation in global citizenship programmes e.g. citizenship and sustainable development education. Develop knowledge and understanding of Scotland’s role
in a global multicultural society.
2.1, 3.1, 4.1, 4.2, 5.1,5.3, 5.5, 5.6,
To develop further a culture of leadership, self-evaluation and
continuous improvement .
5.7, 5.9, 7.3, 9.3, 9.4
43
5.3, 5.4, 5.5, 5.7
5.7, 5.8, 8.1, 9.1
WOODFARM HIGH SCHOOL PERFORMANCE
S4 and S5 Performance in Secondary Schools: SQA 2014
Attainment in National Qualifications
Data provided for performance at SCQF level 3, 4 and 5 are reported for 4th year
candidates and include awards achieved in previous years.
Data provided for performance at SCQF level 6 (Higher), are reported for 5th year
candidates and include awards achieved in previous years.
Results Analysis S4:
2009
2010
2011
2012
2013
2014
87.5
31.0
83.1
90.4
87.5
92.9
94.4
93.6
93.8
98.7
97.5
95.5
90.0
85.3
83.8
94.3
91.9
89.0
59.4
60.3
53.8
59.2
64.4
68.8
SCQF Level 3
Maths/Eng
SCQF Level 3
5 or more
SCQF Level 4
5 or more
SCQF Level 5
5 or more
44
Results Analysis S5 (Higher)
2009
2010
2011
2012
2013
2014
61.0
65.0
69.2
62.4
71.3
65
38.2
46.3
48.7
40.0
48.4
48.8
21.3
25.6
30.1
23.1
32.5
26.9
SCQF Level 6
1 or more
SCQF Level 6
3 or more
SCQF Level 6
5 or more
45
S6 Performance in Secondary Schools: SQA 2014
Attainment in National Qualifications
Data provided for performance at SCQF level 3, 4, 5, 6 and 7 are reported by end of
S6 and include awards achieved in previous years.
Results Analysis S6:
2009
2010
2011
2012
2013
2014
51.9
53.7
55.0
59.6
50.6
63.7
39.3
39.7
44.4
50.6
33.8
49.7
31.9
27.9
27.5
32.7
20.6
30.6
SCQF Level 6
3 or more
SCQF Level 6
5 or more
SCQF Level 7
1 or more
46
ERC Targets
2012
2013
2014
3 year
average
(2012-14)
Agreed
Target
(2012-14)
SCQF Level 5
5 or more (S4)
59.2
64.4
68.8
64.1
58
40.0
48.4
48.8
45.7
41
23.1
32.5
26.9
27.5
24
32.7
20.6
30.6
27.9
26
SCQF Level 6
3 or more (S5)
SCQF Level 6
5 or more (S5)
SCQF Level 7
1 or more (S6)
47
SCHOOL LEAVERS DESTINATION REPORT DATA
Activity Null status
Agreement
NTP
OTHER
Training
Employed
FE
HE
NTP
Emloyed
1
0
3
11
29
68
5
Moved
Outwith
Scotland
Personal
Skills Development
Other
Training
Unemployed Not
Seeking
Unemployed
Seeking
Voluntary
Work
Total
2
1
2
0
11
1
161
48
Section 7 — Pupil & Parental Involvement
HOUSE SYSTEM
Recognising and celebrating achievement is a high priority in Woodfarm. Pupils are
encouraged to share their achievements through the House system:
Arran: House Heads are C. Giles and J. Stuart
Bute: House Heads are L. Douch and P. Mooney
Cumbrae: House Heads are S. McCracken and R. Craig
Tiree: House Heads are L. Strain and R. Hillis.
Each House has two senior and two junior captains voted in by the pupils. Points
are allocated in a variety of ways:

Self referral achievement forms

Whole school events (e.g. S1 Enterprise, Rapid Response, I Can Do Anything
Day)

Department/Faculty competitions

School/Regional/National/International representation

Excellent timekeeping
Junior House Captains:
Senior House Captains:
49
EXTRA-CURRICULAR ACTIVITIES
It is an important part of any
school community that opportunities exist for pupils to participate in a wide variety of extra
curricular activities. These promote healthy lifestyles, relaxation and the development of new
skills. Extra-curricular opportunities allow pupils to interact with
staff and their peers in a different setting. The school offers a
range of clubs including debating, chess, book club, creative
arts and science clubs. In addition we also provide many sporting opportunities. There are opportunities for pupils to represent Woodfarm High in inter-school matches and to
demonstrate their talent through competitive and challenging contexts. Everyday after school there is an activity offered within the PE Department. Other departments
offer a variety of activities throughout the week and at certain times in the session.
By participating in these extra curricular activities we feel every pupil contributes to
the positive, inclusive ethos of the school. Therefore we encourage every pupil to
take part in at least one extra curricular session each week.
Pupil Councils
There is a pupil council for each year group. Councils meet at least once a term with
their year group Depute Head. This
provides an opportunity for pupils to
play a significant role in shaping our
school improvement.
50
EXTRA-CURRICULAR ACTIVITIES
51
PARENTAL INVOLVEMENT
Parents and carers are by far the most important influence on
their children’s lives. Being fully involved in your child’s education has many positive outcomes. Most importantly, it communicates to them the value of learning and provides that extra bit of support they all need at times. Moreover, interested
parents willing to participate in activities and events provide
the school with a wider range of skills and experience to draw
upon.
Woodfarm High School is fully committed to involving parents in their child’s education. We do this in
many ways: parent nights, focus groups, participation on school committees, homework tasks which
involve parents, encouraging parents to be actively
involved in school events and the provision of advice and information on how to directly support
learning at home.
If you wish to become further involved in the life of
the school, please contact Richard Phelan, Social
Justice and Community Manager via the school office.
The Parent Council
The Parent Council is the formal body which represents all parents and carers of pupils at
Woodfarm High School. The Scottish Schools (Parental Involvement) Act 2006 makes
provision for all parents to be members of the Parent Forum at a school, and to have their
views represented to the school, education authority and others, through a representative
Parent Council for the school.
It aims to help all parents to be:

Involved in their child’s education and learning

Welcomed as active participants in the life of the
school

Encouraged to express their views on school education
generally and work in partnership with the school.
In addition, Parent Councils play an active part in the selection of senior staff, have an important role in local educational consultation and organise
fundraising events which support the work of the school.
The Parent Council has an independent section on the school website:
https://blogs.glowscotland.org.uk/er/Woodfarm/parents/
Alternatively you can e-mail the Parent Council at:
[email protected]
52
SUPPORTING YOUR CHILD’S LEARNING
A supported homework club is available for pupils in years S1-S3. Mrs Chalmers and
Mrs Benyaghla are responsible for the Tuesday after school club which is held in the
Learning Centre.
In addition, senior pupils support younger pupils through paired reading and in-class
support. Pupils in the Broad General Education (BGE) experience “Conferences”
where there is a focus on supporting learning through the first year skills conference
and second year world of work conference. All conferences are followed by a session dedicated to updating e-portfolios.
Supported study classes are available in a range of subject areas for years S4-S6
and many departments offer lunchtime “drop in” sessions.
Easter school is available (at a small cost) along with targeted study weekends for
pupils in the Senior School Phase.
Pupils are tracked and monitored throughout their time with us and this information is
shared with parents and pupils and used to target support appropriately.
53
Helping your child prepare for exams (An extract from Parentzone)
Regular attendance throughout the year will help to ensure that your child keeps up
with course work and homework. If they do fall behind, through illness perhaps, do
speak to the school about any support which can help them catch up.
Talking to your child to reassure and encourage them and taking an interest in what
they are doing will help them get through what can be a stressful time and will help
them to do their best. Refer to your child’s school diary/planner for more information.
Managing their time


Encourage your child to start revision in good time to avoid cramming and panic.
Help your child to plan a realistic timetable of study for each subject. The
school will have given them a revision planner which can be used to plan their
own time. A weekly revision planner is available on the Student Life BBC website.
Getting organised






Talk to your child and help them decide on a fixed area at home where they
can study with the least distractions. Make sure that the materials and equipment they need e.g. pens, pencils, paper, notebooks and past papers are at
hand in this study area. (Past papers are available from the SQA website).
Ensure that snacks and water are close by to prevent any unnecessary distractions and make sure the study area is warm and well lit.
Speak to the rest of the family, particularly younger members, about respecting
this study area and as far as possible trying to avoid interrupting.
If it is difficult to study at home perhaps your child could make use of the local
library or ask your school if they can help.
Encourage your child to get their notes in order for each subject before starting.
Having notes organised into topic areas for each subject may be helpful.
Check the dates of each exam and keep a record of them somewhere you can
see them. We will give your child an exam timetable with the subjects being
presented at school. You can access the full exam timetable on the SQA website. Your child can also use the SQA Personal Timetable Builder facility to create their own timetable. The mobile timetable builder is now available for most
Java-based mobile phones along with those using Google Android and IOS
(iPhone). Remember: sometimes an exam is on a public holiday. The exam will
definitely take place on that day and there will be no opportunity to sit it on another day.
54
Tips to encourage studying




Exam times can be stressful so encourage your child to take breaks. Hour long
revision sessions with short regular breaks of 10 minutes are effective.
They may prefer to complete each task and then build in a break rather than
sticking to definite time slots. It’s the quality of work that is important.
Young people often focus best earlier in the day or early evening so encouraging them to study at these times may be beneficial.
Your child might find it useful for you to read through revision notes with them.
Asking them about what they have learned in their revision may be useful.
Keeping well




Encourage your child to get plenty of sleep. This is particularly important the
night before an exam as it will help them perform better.
Encourage your child to eat well. On the morning of an exam encourage them
to have a breakfast, or lunch if the exam is in the afternoon.
Help your child to avoid any unnecessary anxiety or panic by making sure they
are in plenty of time for each exam and have everything they need for it e.g.
pens, pencils.
Encourage regular exercise.
Remember you can contact the school at any time for support and advice. The first
point of contact is your child’s Pastoral Support Teacher.
55
Section 8 — Further Information
USEFUL CONTACT NUMBERS
Woodfarm High School
0141 577 2600
East Renfrewshire Council
0141 577 3000
East Renfrewshire Community
0141 577 4000
Health and Care Partnership
Social Work Standby
0800 811505
Giffnock Police Station
0141 532 5700
Young Carers Project
0141 882 4712
Women’s Aid
0845 1801323
Childline
0800 1111
East Renfrewshire Voluntary
0141 876 9555
Action
Community Wing
0141 638 4734
56
Section 8 — Further Information
USEFUL WEBSITES
Woodfarm High School: https://blogs.glowscotland.org.uk/er/Woodfarm/
East Renfrewshire Council websites
Complaints: http://www.eastrenfrewshire.gov.uk/index.aspx?articleid=1573
Child Protection: http://www.eastrenfrewshire.gov.uk/index.aspx?articleid=1923
Dressing for Excellence: http://www.ea.e-renfrew.sch.uk/curriculinks/Links/Parents/Parental%
20Leaflets/DressingForExcellence.pdf
ERC Website: http://www.eastrenfrewshire.gov.uk/index.aspx?articleid=1489
Homework: http://www.ea.e-renfrew.sch.uk/curriculinks/Links/Parents/Parental%20Leaflets/
homeworking%20leaflet.pdf
Inclusion: http://www.ea.e-renfrew.sch.uk/curriculinks/Links/Teachers/inclusion.htm
Internet Safety: http://www.ea.e-renfrew.sch.uk/curriculinks/Links/Parents/Parental%20Leaflets/
Internet%20leaflet.pdf
Mediation: http://www.ea.e-renfrew.sch.uk/parents/asn/mediation.htm
School Holidays: http://www.eastrenfrewshire.gov.uk/index.aspx?articleid=3797
School Meals payment: http://www.eastrenfrewshire.gov.uk/pay4schools
Twitter – East Renfrewshire: http://www.twitter.com/EastRenCouncil
Other useful websites (ERC not responsible for the content of external sites)
www.youngscot.org (learners)
www.parentzonescotland.gov.uk (parents and carers)
www.employersandyoungpeople.co.uk (employers)
www.sqa.org.uk (information on qualifications)
www.educationscotland.gov.uk (standards, inspections)
www.ltsscotland.org.uk (teaching practice and support)
www.engageforeducation.org (share ideas and questions about education issues)
www.scotland.gov.uk/cfeinaction (examples of CfE in action and signposts to further information)
www.parentingacrossscotland.org/ (Offers support to children and families in Scotland)
www. sqa.org.uk (Scottish Qualifications Authority provides information for parents on qualifications)
57
WOODFARM HIGH SCHOOL
Robslee Road
Thornliebank
East Renfrewshire
G46 7HG
0141-577-2600
[email protected]
https://blogs.glowscotland.org.uk/er/Woodfarm/
58

Woodfarm School Handbook 2015-16 - Glow Blogs

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