Saint Leonard`s Primary School East Kilbride School Handbook

Transcription

Saint Leonard’s Primary School East Kilbride
School Handbook 2016/17
Contents
The Charter for Catholic Schools In Scotland
Our School Badge / HMIe Report February 2012
1.
Introduction By the Head Teacher
2.
About our School
House System
School Staff
Have A Concern?
Child Unwell?
Complaints Procedure
3.
Parental Involvement
Parent Partners
Parent Council
PTA
4.
School Ethos
We
Saint Leonard‟s
5.
The Curriculum
Curriculum for Excellence
Literacy and English
Numeracy and Mathematics
Health Education
Social Studies
Science
Technologies
Expressive Arts
Religious and Moral Education
6.
Assessment
7.
Reporting
8.
Transitions
9.
Support for Pupils (Additional Support Needs)
Getting It Right For Every Child (GIRFEC)
Additional Support Needs
Enquire
10.
School Improvement
11.
School Policies and Practical Information
Free School Meals
Healthy Eating
School Uniform
School Hours
School Holiday Dates
Enrolment – How To Register Your Child For School
School Transport
Insurance for Schools
Family Holidays During Term Time
Promoting Positive Behaviour
Towards A Safer School
Attendance At School
Child Protection Procedures
Information On Emergencies
Safe School Parking / Bringing Children To and from School
Your Commitments
Data Protection Act 1998
Appendix A
Scottish Catholic Education Service
A Charter for Catholic Schools in Scotland
The mission of the Catholic school is to develop as a community of faith and learning, providing
the highest quality of education, and offering formation through the promotion of Gospel
values, through celebration and worship, and through service to the common good.
All Catholic schools in Scotland, in honouring Jesus Christ as the Way, the Truth and the
Life, will feature the following characteristics:
✴
a commitment to the integrated education and formation of the whole person, in close
partnership with parents as the first educators of their children;
✴
an inclusive ethos which aims to honour the life, dignity and voice of each person, made
in the image of God;
✴
a commitment to the search for wisdom in life and to the pursuit of excellence, through
the development of each person‟s unique God-given talents;
✴
a commitment to the spiritual formation of the school community, through the shared
experience of prayer and liturgy, and in partnership with local parishes;
✴
the provision of religious education programmes which will enable young people to
develop their understanding of Gospel values and of how to apply them to life;
✴
a commitment to uphold the moral teaching, faith tradition and sacramental life of the
Catholic Church;
✴
a commitment to communicate Catholic social teaching and thereby to promote social
justice and opportunity for all;
✴
a commitment to ecumenical action and the unity of Christians;
✴
the promotion of respect for different beliefs and cultures and for inter-faith dialogue;
✴
a commitment to support the continuing professional and spiritual development of staff.
All staff appointed to a Catholic school are expected to support and promote the aims,
mission, values and ethos of the school, as illustrated in this Charter.
published by the Scottish Catholic Education Service on behalf of the Bishops‟ Conference of
Scotland
Saint Leonard’s Primary School,
Brancumhall Road,
East Kilbride
Phone: 01355 224800
Our School Badge
We are often asked about the symbolism of our School Badge.
The background is green representing the setting of our school, surrounded as it is with grassy
banks and trees.
The red cross represents the hospice set up by the followers of Saint Leonard in this area, and
the fleur de lis in the centre reminds us that Saint Leonard came from France.
The golden cross keys represent the Papal Keys, signifying that Saint Leonard‟s Primary is a
Catholic School.
Education Scotland:
HMIe Report February 2012
During our last HMIe Inspection, Saint Leonard’s Primary School was highlighted as having
the following particular strengths: Well-behaved, confident and motivated children.
 The inclusive, nurturing ethos built on gospel values.
 Children‟s continuous progress in learning and achievements.
 Strong teamwork of all staff and their successful partnerships with parents, agencies,
the parish and local community.
 The impact of the head teacher‟s leadership on developing high-quality learning
experiences.
Quality indicators help schools, education authorities and inspectors to judge what is good
and what needs to be improved in the work of the school. You can find these quality indicators
in the publication How good is our school?. Following the inspection of each school, the
Scottish Government gathers evaluations of three important quality indicators to keep track of
how well all Scottish schools are doing.
Here are the evaluations for St Leonard‟s Primary School:
School
Learners’ experiences
Improvements in performance
Meeting learning needs
Very Good
Very Good
Very Good
Nursery class
Children’s experiences
Improvements in performance
Meeting learning needs
Very Good
Very Good
Very Good
HMIe also evaluated the following aspects of the work of the school and nursery class:
The curriculum
Improvement through self-evaluation
Very Good
Very Good
1)
Introduction by the Head Teacher
South Lanarkshire Council is the fifth largest authority in Scotland. It
covers the following main areas; Clydesdale in the south which features
extensive rural areas, Cambuslang, Rutherglen, Blantyre and Uddingston
to the north as well as the towns of East Kilbride and Hamilton.
The Council‟s Plan Connect sets out the Council‟s vision which is, “to improve the quality of life
for all within South Lanarkshire”.
For Education Resources this means delivering services of the highest quality as well as
striving to narrow the gap. It is about continually improving the services for everyone at the
same time as giving priority to children, young people, families and communities in most need.
The priorities for schools and services are set out in the Education Resources Plan which
confirms the commitment to provide better learning opportunities and outcomes for children
and young people.
In St. Leonard’s Primary School, we are engaged in the pursuit of excellence. We strive to
provide our pupils with a high quality Catholic education and we aim to give each pupil ample
opportunity to develop to his/her full capacity, intellectually, physically, spiritually, aesthetically
and emotionally according to his/her age, ability and aptitude.
We work hard to provide a welcoming atmosphere where all our children are educated in a
safe, secure and happy environment.
As a Catholic school we strive to ensure that we have an inclusive and welcoming ethos built
on Gospel values. We promote and encourage tolerance, care, concern and respect for
ourselves and others. We have high aspirations for all our children, striving to enable each
one of them to become a successful learner, confident individual, effective contributor and
responsible citizen.
A strong parental partnership has been established over the years and parents are kept fully
informed and are encouraged to be active participants in their children‟s progress. All staff
members are committed to pupil welfare and welcome the co-operation of parents, so that
teachers, parents and pupils can work together to achieve our aims. We recognise how much
more can be achieved when close partnerships exist between the school and home.
2)
About our school
Saint Leonard‟s Primary School and Nursery Class
Brancumhall Road
East Kilbride
G74 3YA
Phone:
01355 224800
eMail:
[email protected]
Website:
www.st-leonards-pri.s-lanark.sch.uk
Fax: 01355 579930
Saint Leonard’s is a Roman Catholic co-educational primary school covering the seven years
of primary education, after which the children are transferred to Saint Andrew‟s and Saint
Bride‟s High School in East Kilbride. The school roll is currently 250 with an additional 100
pupils attending our Nursery Class: 50 Morning and 50 Afternoon placements. Parents should
note that the working capacity of the school may vary dependent upon the number of pupils at
each stage and the way in which classes are organised.
Saint
Margaret’s
House System
Saint
Andrew’s
Our school community is made up of four houses:
Saint
Aiden’s
Saint Margaret, Saint Andrew Saint Aidan and Saint Ninian.
Saint
Ninian’s
Pupils can win House Points through good behaviour, classwork, out of
school achievements and team work. Every Friday we gather in our houses
and then we are divided into different circles (“Friday Circles”)
The oldest member of each circle is the leader and there are children of different ages in each circle.
Friday Circles are enjoyable, active and educational. In their circles the children are given different
topics to discuss. They write down their responses and pass them to the Pupil Council who meet with
the Head Teacher and Depute Head to see what improvements can be made to our school.
The Friday assemblies are an ideal way of getting children of all ages to work together. They are fun,
enjoyable, exciting and give all pupils an opportunity to have their voice heard in the school.
School Staff
Head Teacher:
Mr Des Timmons
Depute Head Teacher: Miss Louise Bradley
Principal Teachers:
Mrs Victoria Tyler
Miss Rachel Friel (Acting)
Mrs Maureen Hazard (Acting)
Teaching Staff:
Mrs Carolyn Reilly
Mr John Scanlon
Mrs Irene Melrose
Mrs Kareen Lennon
Mrs Angela Higgins
Mrs Claire Ballentine
Mrs Leeanne Masson
Mrs Edel Scott
Mrs Claire Toner
Nursery Teacher:
Early Years Staff:
Miss Kay Doonin
Mrs Stephanie McGuigan
Mrs Elaine Wilson
Miss Gemma Linn
School Support Staff:
Mrs Annette Wallace (Team Leader)
Mrs Gay Kirkpatrick
Ms Nicola MacEwan
Mrs Carey Frood
Mrs Louisa Smith
Mrs Lynn Jones
Ms Sarah Davies
Music Tutors:
Mr Stuart Pollock
Janitor:
Cleaning Supervisor:
Mr Joe Quinn
Mrs Elaine Kerr
Catering Supervisor:
Mrs Claire Harris
Mrs Alison Blake
Mrs Angeline McCafferty
Mrs Frances Steven
Mr Paul Hendry
Have a Concern ?
If you have a concern regarding your child‟s progress, behaviour or
another school matter you should initially speak to their class teacher.
This can usually be done by speaking to the teacher at the end of the
day or by making an appointment through the School Office.
For matters of a more urgent, confidential or
sensitive nature, you should arrange to speak to
the Head Teacher, through the School Office.
Formal parent/teacher evenings are arranged twice a year, normally in November and March.
Throughout the session parents are most welcome to arrange an appointment to have their
child's programme of work explained to them or have informal discussions regarding their
progress. This can be organised by contacting the School Office.
Parental workshops on the curriculum and other matters take place throughout the year.
Regular Newsletters and Memos provide information for parents on a wide range of school
matters.
Child Unwell ? Please Let Us Know
Every day we carry out an Absence Check at 9.30 am. Please notify the School
Office between 8.30 am and 9.30 am if your child is going to be absent from
school and give a reason so that the Class Teacher can be informed. When a
child has been identified as Absent by the Class Teacher and no notification has
been received from home the Office Staff will telephone parents or the
Emergency Contact to find out where the child is.
Please Phone Before 9.30am
Complaints Procedure
The quickest, easiest and often the most effective way to complain is to contact the School
Office directly and speak to the Head Teacher or Depute Head Teacher, let them know what
the problem is and what would put things right.
You can make a formal complaint:
In person:
By phone:
In writing:
By making an appointment and calling into the school
Call and speak to a member of the management team detailing what you are
unhappy about.
Write to the head teacher detailing the nature of you dissatisfaction
When making a complaint you should let us know:

Your name.

Your address.

Your phone number.

What you are complaining about.

What we can do to put things right.
Our Response:
A member of the Senior Management Team will investigate your complaint and usually
respond within a few days but certainly within 5 working days. Sometimes, if an issue is
complicated we may take longer than this to respond and if this is the case we will call you and
let you know.
If you are unsatisfied with the response we have made to your complaint you can ask the Head
Teacher, in writing, to review the issue. Requests for reviews will be acknowledged within two
working days and a response will be sent to you usually within 10 working days. In our
experience, most complaints can be resolved quickly and amicably with an informal chat
between a member of the management team and the parents.
Enrolment Procedure
Parents who wish to enrol their child at a stage other than Primary 1 should contact the School
Office to arrange a visit and a meeting with the Head Teacher
3)
South Lanarkshire Council recognises the importance of parents as partners in the
education of their child and has published a strategy entitled, „Making a difference – working
together to support children‟s learning‟. This is available from the Council‟s website:
www.southlanarkshire.gov.uk
Parents, carers and family members are by far the most important influences on children‟s
lives. Children between the ages of 5 and 16 spend only 15% of their time in school!
Research shows that when parents are involved in their child‟s learning, children do better at
school and throughout life. Parental involvement can take different forms but we hope you
share the same aims and agree that by working together we can be partners in supporting
children‟s learning.
As parents/carers we want you to be:
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Welcomed and given an opportunity to be involved in the life of the school;
Fully informed about your child‟s learning;
Encouraged to make an active contribution to your child‟s learning;
Able to support learning at home;
Encouraged to express your views and involved in forums and discussions on education
related issues.
To find out more on how to be a parent helper, or a member of the Parent Council and/or the
Parent Teacher Association just contact the school. Some useful information contacts for
parents to find out more on education are as follows:

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Parentzone – www.parentzonescotland.gov.uk
Engage Parent Forum – www.engageforeducation.org
National Parent Forum for Scotland – www.educationscotland.gov.uk/parentzone
South Lanarkshire Council – www.southlanarkshire.gov.uk
Parent Partners
It is in the best interests of all our pupils that there are close links between the home and
school. In addition to Parent Evenings and Social Events, we encourage and welcome parents
who wish to become more involved in the everyday life of the school. Parent Helpers work
alongside staff, using their talents to enrich the education of our children, e.g. School Library,
Sport and Recreational Activities, School Outings, Art and Craft, Drama, etc.
A particular strength of Saint Leonard‟s Primary School is the high level of parental
involvement in the life of the school, with an active, enthusiastic Parent Council and PTA. Both
bodies provide invaluable support and service to the school and are prominent features in our
general ethos.
Saint Leonard’s Primary Parent Council
was established in October 2007.
The following parents are currently serving on our Parent Council:
Mhairi Lloyd, Anne Marie Hull, Jack Perrett, Christine Williamson, James Hughes,
Karen Burns, Mark Cluney, Ian McNeill and Philip Henderson.
Mr James McVittie has been appointed as the Church Representative and Mrs Mary Dickson is
Parent Council Clerk.
The Head Teacher acts as Professional Adviser to the Parent Council but has no voting rights.
Local Councillors may also attend Parent Council Meetings but have no voting rights.
The school and the local authority are obliged to listen to what the Parent Council says and to
respond to the issues raised. Parent Councils decide such things as :

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how their Parent Council will be set up
what it should be called (Parent Council or other name)
what size it should be – e.g. in a very small primary school, all parents could be
involved
who should be a member of the Parent Council
how they should be appointed
when the most convenient time is to hold meetings
what will be discussed at meetings – these might be topics such as school
uniform, parking near the school, the school‟s anti-bullying policy, etc.
Parent Teacher Association / Parental Involvement
Saint Leonard’s PTA
Parents & Teachers Working Together
Saint Leonard‟s Primary School has a very active PTA whose members
play a key role in promoting the Social Life of the school, while at the
same time playing a supportive role in raising funds to help enhance the
education of all our pupils. For further information on how you can
support the PTA or become a member please contact any member of
the PTA or come along to a meeting on the first Wednesday of each
month.
4)
School Ethos
What the inspectors said about our school
“ The inclusive, nurturing ethos built on gospel values, is a Key Strength of Saint
Leonard’s Primary School.
HMIe Report (February 2012
Our whole school vision and ethos is underpinned by gospel values and is focused on
developing the whole child, and as such fully encompasses the GIRFEC agenda. The school
and nursery has a strong ethos of inclusion and there is very good partnership working
between teaching and specialist staff in planning for and meeting the individual needs of pupils
eg specialist support, behaviour support, educational psychologist, clinical psychologist from
CAHMS, speech and language team, Integrated Children‟s Services, social work services, and
health professionals.
The strong Christian ethos encourages staff, parents and pupils
to work in a collegiate way to ensure improved learning and
outcomes for our pupils. Links between the home, school and
parish are a major strength. A strong Christian ethos
emphasises the value of each person in our school community.
The staff of Saint Leonard‟s Primary School are highly motivated and play a full part in the
continuous improvement of the school. They work very well as a team to achieve the best
possible outcomes for all our pupils. We have worked hard to establish our positive ethos at
Saint Leonard‟s Primary, providing a broad, balanced and relevant curriculum which is active
and child centred to ensure we meet the needs of all our pupils. Our families, external partner
agencies and wider community share our school aims and values and have an important role
to play in helping us to shape our policies and plan for continuous improvement.
Pupils respond to the high expectations of teachers and in all classes pupils are treated with
equality, fairness and respect and encouraged to contribute actively to the life of the school
and the wider community.
The wider achievements of the children are celebrated through Friday Assemblies. Children
are encouraged to share their achievements with the whole school and these are displayed on
the House Wall, encouraging high expectations in sport, music, and dance both in and out of
school. This in turn has encouraged a high uptake in the attendance of „After School Clubs‟ for
sport and musical pursuits.
The school shows are a platform for performers from all stages in the school through nursery,
infant and upper school annual productions. The outstanding performances of the children are
recognised as being one of the school‟s major contributions to the wider community and within
South Lanarkshire they are extremely well thought of and admired for their high level of
presentation.
Our pupils are encouraged to live healthy and active lives and therefore benefit from many and
varied after school clubs e.g. athletics, football, netball and badminton.
We asked some parents, pupils and staff to say what
they love about Saint Leonard’s Primary School.
Saint Leonard’s
“I love Saint Leonard‟s because of
its commitment to high quality
education, moral and religious
beliefs and because my children are
excelling in their performance and
perhaps more importantly because
they are very happy. Parents are
welcome and there are real
opportunities to get involved in
supporting our children‟s
education.”
Mhairi Lloyd
Chair of The Parent Council
Luke Keaveny
Head Boy
Louise Bradley Depute Head Teacher
everything we do.
School Support Staff
Amy Ferguson
Head Girl
Teaching Staff
Jacqueline Nelson (Parent)
5)
The Curriculum
“Across the school, staff have used Curriculum for Excellence very effectively to
improve many programmes and learning approaches. As a result, children receive a
broad and balanced curriculum which increases their knowledge and understanding
and develops their skills.”
HMIe Report (February 2012)
Curriculum for Excellence is the curriculum followed in all Scottish schools by all children and
young people aged 3-18. It is a forward looking, coherent, more flexible and enriched
curriculum that provides young people with the knowledge, skills and attributes they will need if
they are to flourish in life, learning and work, now and in the future.
The curriculum includes all of the experiences that are planned for children and young people
to support the development of their skills, wherever they are being educated, for example in the
family and community, pre-school centre, nursery and school. This broad, general education
will allow them to become successful learners, confident individuals, responsible citizens and
effective contributors to life in the 21st century.
In taking this forward our school will work closely with South Lanarkshire Education Resources
and other services to enable Curriculum for Excellence to be fully embedded, ensuring the best
possible education for all children and young people. We wish you to feel confident that your
child is encouraged and supported to develop their literacy, numeracy and other skills whilst
they attend our school. The curriculum areas are as follows:
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Expressive arts
Languages and literacy
Health and wellbeing
Mathematics and numeracy
Religious and moral education
Science
Social studies
Technologies
If you want to know more about Curriculum for Excellence, please visit website
http://www.educationscotland.gov.uk/thecurriculum/ or www.parentzonescotland.gov.uk.
Our learning and teaching activities are based on the outcomes and experiences in the
guidelines that all schools have for Curriculum for Excellence. The Curriculum for Excellence
Levels are:
EARLY
FIRST
SECOND
The pre-school years and Primary 1 or later for some.
To the end of Primary 4, but earlier or later for some.
To the end of Primary 7, but earlier or later for some.
In developing our curriculum we have taken account of the
design principles of Curriculum for Excellence (CfE) and we
understand and use the four contexts for learning: curricular
areas, interdisciplinary learning (IDL), school ethos and personal
achievement.
Throughout the school, teachers plan themed, inter disciplinary learning which responds to
pupil interest and takes account of prior learning. Staff differentiate activities and in some
areas arrange pupils in ability groupings to meet the needs of individual learners and groups
with differing abilities and aptitudes, with appropriate support and challenge. Additional
Support Plans (ASPs) are in place for a number of children and these are shared and agreed
with the parents with progress discussed and monitored regularly by the Senior Management
Team and the specialist support teacher from the Additional Support for Learning Base who
attends the school twice a week to help and advise teachers in their work with children who are
experiencing Learning Difficulties. The Educational Psychologist visits regularly and, with
parental approval, will assess children experiencing difficulties so that appropriate resources
and methods can be put into place to help class teachers meet the needs of the children.
Parents are involved in discussions about the curriculum and are kept well informed about their
children‟s learning through curriculum workshops, curriculum open evenings, parents‟ nights
and the termly learning logs which help parents to support their child‟s learning.
Interdisciplinary topics in all classes are made all
the more relevant and real for our pupils through a
wide range of planned educational outings to
support the curriculum e.g. Stirling Castle,
Edinburgh Zoo, and the Science Centre. Our
programmes for social studies, science and
expressive arts are also enhanced with visits from
theatre groups and science roadshows arranged
throughout the school year e.g. Hopscotch
Theatre, Generation Science Theatre.
Enjoying a Science Lesson in one of
our outdoor classrooms
Reading for pleasure is promoted and encouraged at all levels e.g. school library, book fair,
World Book Day, Summer Reading Programme. Children throughout the school are given
opportunities and encouragement to use all the skills they are developing within numeracy to
solve everyday problems with confidence and increasing independence. Active and healthy
lifestyles are promoted through a variety of additional health initiatives, the highlight being our
annual Health Week.
DESIGN PRINCIPLES
Challenge & Enjoyment
Breadth
Progression
Depth
Personalisation & Choice
Coherence
Relevance
The Programmes of Work in Saint Leonard‟s are planned to
make each child literate and numerate according to his/her age,
aptitude and ability recognising that this goal may be achieved by
various means. Our broad based curriculum embraces the
principles of Curriculum for Excellence and includes aesthetic
and recreational subjects and aims to help our pupils become
Successful Learners, Confident Individuals, Responsible Citizens
and Effective Contributors as outlined in the Curriculum for
Excellence guidelines.
An Interactive and Active Learning Approach is used throughout the school. This facilitates
each child working at his/her own pace and level giving ample time for one process to be
explored, investigated and learned before progressing to the next. This method of teaching
makes it possible to cater for the child with learning difficulties within the classroom while the
more able pupil has the opportunity to progress with work suited to his/her capabilities.
Literacy and English
“At the primary stages, children are making very good progress in English language. In
listening and talking, almost all children are confident in their ability to interact with
others. Younger children are reading with appropriate fluency and understanding. At the
upper stages, children talk with enthusiasm about their favourite authors and provide
reasons to support their choices. Across the school, children read a wide variety of
genre. At all stages, children write successfully and very well for a variety of purposes.”
In Saint Leonard‟s Primary School progressive Language skills are taught through Core
Programmes of Study, based around motivating and meaningful resources. In addition to
Language Programmes of Study, teachers plan pupil experiences for Listening, Talking,
Reading and Writing through a cross curricular approach, where possible, linking lessons to
the pupils‟ real-life experiences. In doing so we are embracing the principles of Curriculum for
Excellence. We aim to foster a love of language as a means of engaging with society and
developing an appreciation of culture. We provide our pupils with the skills required to become
successful readers, thus enabling them to become confident individuals and effective
contributors to our society. The schemes of work used in Saint Leonard‟s have been carefully
chosen to help pupils make very good progress. The Key Resources used in Saint Leonard‟s
include:
Oxford Reading Tree, Literacy World, Jolly Phonics, Jolly Grammar, Nelson Spelling and Big
Writing (VCOP) - an approach which helps to scaffold children‟s writing development.
Literacy and English crosses all areas of the curriculum and our children are encouraged to
develop their skills and knowledge of communication and language in a variety of ways.
What does progress within literacy look like ?
Talking and Listening
In Talking and Listening our pupils demonstrate their progress through their
interactions in social and learning contexts and through using individual talks,
presentations and group discussions. This range of sources provides evidence
about their confidence, their increasing awareness of others in sustaining
interaction, the clarity of their ideas and expressions and their skills in listening
to others and taking turns.
Reading
In Reading, our pupils demonstrate their progress through their growing fluency
and understanding, and their increasing confidence in reading to learn as well as
learning to read. Progress in critical literacy is demonstrated as they move from
dealing with straightforward information towards analyzing, evaluating and being
aware of the trust that they should place on evidence.
Writing
In writing, our pupils demonstrate their progress through the degree of
independence they show, the organisation and quality of their ideas,
their skills in spelling, punctuation and grammar, the match of their
writing to audience and the effectiveness of their use of language.
Numeracy and Mathematics
“At the primary stages, children are making very good progress in mathematics. In
mathematics, activities linked to real-life contexts, including financial aspects, give
children an understanding of its application in everyday life. Active learning
approaches linked to topic work reinforce and consolidate children’s mathematics work
well. Across all stages, children’s problem solving skills are developing successfully.
Children are making very good progress in a number of other areas of their learning.”..
Mathematics is the study of the properties, relationships and patterns in number and shape,
and the application of this knowledge to analyse, interpret, simplify and solve problems.
Numeracy promotes the development of the number-based skills that are needed regularly by
everyone in their lives and is a part of Mathematics.
In Saint Leonard‟s Primary School, Numeracy and Maths are currently planned for using the
Curriculum for Excellence experiences and outcomes and Active Learning techniques are
being developed in line with these. Active involvement in mathematical experiences, set in real
and relevant contexts, is vital to the development of knowledge, understanding, skills and a
positive attitude towards numeracy and mathematics.
From the early stages onwards, we aim for all our
pupils to experience success in mathematics and
develop the confidence to take risks, ask
questions and explore alternative solutions without
fear of being wrong. We aim for all pupils to enjoy
exploring and applying mathematical concepts to
understand and solve problems, explaining their
thinking and presenting their solutions to others in
a variety of ways.
All pupils love borrowing books from
our School Library
In Saint Leonard‟s Primary School, the Maths and Numeracy curriculum is delivered principally
through the CfE outcomes. Scottish Heinemann Maths and Tee Jay Maths are used
throughout the school to support the learning and help all pupils to make progress.
What does progress in numeracy look like?
As our pupils gradually progress and build up the concepts and skills contained in the
experiences and outcomes for numeracy across learning, they are given opportunities to
demonstrate their competence and confidence in applying them in a number of ways. Across
all curriculum areas we aim to help pupils know, understand and use aspects of:
Number and number processes to:
 Calculate accurately, where appropriate, using efficient mental strategies
 Estimate and check answers before and after completing a calculation
 Estimate and round appropriately
 Use calculators and other ICT resources appropriately and efficiently
We aim to help pupils apply numeracy to:
Identify and use an efficient strategy for the calculations they need to do
 Confidently measure and estimate measurements
 Work confidently with money and time
 Choose suitable units
 Find, select, sort, collate and link information from a variety of sources.
Through Information handling we enable pupils to:
 Organise information appropriately
 Present graphs, charts and diagrams to suit purpose and audience
 Read numbers accurately from a range of diagrams, tables, graphs and real life
objects
 Make inferences, predictions, informed decisions and draw valid conclusions
 Use information for different purposes
As pupils develop their ability to understand, analyse and evaluate, they are increasingly
able to:
 Work in groups or individually to solve problems
 confidently judge the reasonableness of solutions, checking them out when necessary
 explain their thinking and share their approaches and solutions
 form and respond to questions
 interpret and use information effectively
 present information/data clearly and effectively
Health Education
Saint Leonard‟s Primary School has achieved the Bronze, Silver and Gold Accreditation in the
Health Promoting Schools Programme as defined by the World Health Organisation. St Leonard‟s
Primary continues to promote health in a variety of ways. Health promotion is not just about
encouraging children and young people to eat well and to exercise; it encompasses a much broader
holistic approach. This approach is called the 'whole school approach', which includes promoting
the physical, social, spiritual, mental and emotional wellbeing of all pupils and staff.
In Saint Leonard‟s Primary School we aim to ensure that all our pupils experience
learning in Health and Wellbeing that ensures they develop the knowledge and
understanding, skills, capabilities and attributes which they need for mental,
emotional, social and physical wellbeing now and in the future. Through our Health
and Wellbeing Curriculum we aim to promote confidence, independent thinking and
positive attitudes and dispositions. It is the responsibility of every teacher to
contribute to learning and development in this area.
Working with partners, we take a holistic approach to promoting health and wellbeing, one that
takes account of the stage of growth, development and maturity of each individual, and the social
and community context.
We recognise and address the interrelated areas of health promotion with regard to:
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Health and Wellbeing as an integral part of the School Curriculum
School Ethos, Policies and Extra Curricular Activities
Relationships with the community: involving parents as partners, involving partner agencies,
eg, School Nurse, Community Police, Dental Health Practitioners, GPs, Home School Partnership
and Integrated Children‟s Services.
Underpinning the Health and Wellbeing Programme in Saint Leonard‟s are the beliefs and practices
that support all learning:
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Respect and caring for self
Respect and caring for others
A Sense of Social Responsibility
A commitment to learning
A Sense of belonging
Our staff plan the Health Curriculum encompassing the Experiences and Outcomes of Curriculum
for Excellence, taking account of the strands for Health and Wellbeing:1.
2.
3.
4.
5.
6.
Mental, Emotional, Social and Physical Wellbeing
Planning for choices and changes
Physical Education
Food and health
Substance misuse
Relationships, sexual health and parenthood
The Relationships, sexual health and parenthood strand of Health Education is taught through
the Education for Love Programme in which we help our pupils to develop an understanding of
how to maintain positive relationships with a variety of people and be aware of how thoughts,
feelings, attitudes, values and beliefs can influence decisions about relationships, and sexual health.
They develop their understanding of the complex roles and responsibilities of being a parent or
carer.
Physical Education provides learners with a platform from which they
can build physical competences, improve aspects of fitness, and develop
personal and interpersonal skills and attributes.
In Saint Leonard‟s Primary our aim is to enable the children to develop
the concepts and skills necessary for participation in a wide range of
physical activity, sport, dance and outdoor learning, and enhance their
physical wellbeing in preparation for leading a fulfilling, active and
healthy lifestyle.
The children‟s learning in, through and about physical education is
enhanced by taking part on a regular basis in a wide range of
purposeful, challenging, progressive and enjoyable physical activities
with choice built in for all learners.
We aim to cater for varied talents and allow every child to be confident in these areas of the
curriculum, giving them an opportunity to develop their skills further and an insight into what the
local community offers in recreational activities. Swimming Lessons are given weekly over a
12 week period in the Dollan Aqua Centre to the children of Primary 7. Skating Lessons are
provided over a five week period to the children of Primary 5, while in Primary 6 the children
are introduced to Curling at the local Ice Rink.
Social Studies
In the Social Studies Curriculum our staff teach the children through a variety of
interdisciplinary topics to enable them to:
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develop their understanding of the history, heritage and culture of
Scotland, and an appreciation of their local and national heritage within
the world
broaden their understanding of the world by learning about human
activities and achievements in the past and present
develop their understanding of their own values, beliefs and cultures and
those of others
develop their understanding of the principles of democracy and
citizenship through experiences of critical and independent thinking
explore and evaluate different types of sources and evidence
learn how to locate, explore and link periods, people and events in time
and place
learn how to locate, explore and link features and places locally and
further afield
engage in activities which encourage enterprising attitudes
develop an understanding of concepts that stimulate enterprise and
influence business
establish firm foundations for lifelong learning and for further specialised
study and careers.
“Teachers have developed topics that make strong links across curricular areas very
successfully. These topics and other learning activities contribute effectively to the
school’s stimulating ethos.”
These topics are made all the more relevant and
real for our pupils through a wide range of planned
educational outings to support the Social Studies
curriculum. eg Stirling Castle, Edinburgh Zoo,
Science Centre.
All pupils are exposed to a range of Enterprise
activities to enhance their understanding of the
world of work, business and financial education.
In 2015 we opened a branch of the Credit Union
and our Primary 6 pupils were trained to work in
and run their own bank.
Science
Our staff plan Science activities encompassing the
Experiences and Outcomes of Curriculum for
Excellence, taking account of the strands for Sciences:
1.
2.
3.
4.
5.
Biological systems
Forces, electricity and waves
Materials
Planet Earth
Topical Science
Enjoying a nature walk in Autumn
We aim to ensure that our pupils benefit from stimulating, enjoyable and challenging science
experiences which are further enhanced for all pupils by visits to the Science Centre and visits
from Generation Science.
In a wide variety of science experiences we present our pupils with opportunities to:
 develop curiosity and understanding of the environment and their place in the living,
material and physical world
 demonstrate a secure knowledge and understanding of the big ideas and concepts of
the sciences
 develop skills for learning, life and work
 develop the skills of scientific inquiry and investigation using practical techniques
 develop skills in the accurate use of scientific language, formulae and equations
 apply safety measures and take necessary action to control risk and hazards
 recognise the impact the sciences make on their life, the lives of others, the
environment and on society
 recognise the role of creativity and inventiveness in the development of the sciences
 develop an understanding of the Earth‟s resources and the need for responsible use of
them
 express opinions and make decisions on social, moral, ethical, economic and
environmental issues based upon sound understanding
 develop as a scientifically-literate citizen with a lifelong interest in the sciences
 establish the foundation for more advanced learning and future careers in the sciences
and the technologies.
Using Big Screen Technology to support learning
Technologies
Our staff plan activities in the following contexts for developing technological skills and
knowledge:
1.
2.
3.
4.
5.
6.
Business
Computing science
Craft, design, engineering and graphics
Food and textiles
ICT to enhance learning
Technological developments in society
Saint Leonard‟s Primary has a fully equipped Computer Suite with interactive Touch Screen
technology in every classroom enabling our pupils to develop their skills using technology.
Technology such as digital cameras are used across the curriculum to enhance learners‟
experiences. Pupils are encouraged to use their ICT skills in all areas of learning.
Expressive Arts
Our staff plan activities in Expressive Arts encompassing the Experiences and Outcomes of
Curriculum for Excellence, covering:
1.
2.
3.
4.
5.
Art and Design
Dance
Drama
Music
Participation in performances and presentations
In Saint Leonard‟s Primary School Expressive Arts plays an important role in the education of
all pupils. Through the Expressive Arts programmes we hope to foster imagination and
creativity, develop practical and perceptual skills and promote intellectual and aesthetic
development. Expressive Arts promote distinctive ways of understanding self, developing
individual abilities and finding personal satisfaction and enjoyment.
All aspects of learning in Expressive Arts include opportunities to present and perform, for
example through preparation of artwork for display, presentation of a short improvised drama
to members of the class or performance of dance or music to parents or in the community.
Our pupils experience a wide variety of activities:
In Music our pupils will be prepared for a life time of musical experience and enjoyment by
actively taking part in musical experiences which will give them musical knowledge,
understanding and skill. Our pupils are free to take control as performers, inventors and
listeners. Musical tuition is offered in Guitar, Tin Whistle and Brass.
In Drama pupils experience enjoyable activities and through the development of Language,
Movement and Theatre Skills are helped to foster their personal and social development.
In the Art and Design curriculum, we aim to give our pupils enjoyable experiences through
which they will learn to communicate ideas, feelings and memories in a visual way. Their
imagination is stimulated, their creative expression encouraged and their confidence in using
and responding to the visual language of art developed. Children are encouraged to make
their work as attractive as possible and care is taken by the staff to display it attractively.
Through Participation in Performances and Presentations the children of Saint Leonard‟s
Primary are given opportunities to perform in six musical shows during their seven years of
primary education. They experience the energy and excitement of presenting and performing
for different audiences and learn about the technical challenges of a stage production.
Religious and Moral Education
As a Roman Catholic school, Religious and Moral Education and
Religious Observance play an essential part in the education of
our children. O ur work in this area is carried out in close
partnership with Saint Leonard‟s Parish Priest, father Gerard
Chromy, who visits the school regularly and provides a monthly
school mass in which the children are totally involved. They
participate in Readings, Prayers, Offertory Procession and
Singing.
The staff also work closely with the Parish Priest in the preparation of our children for the
Sacraments and other religious events. The school is very involved in the life of Saint
Leonard‟s Parish.
This Is Our Faith, the new syllabus for Catholic religious education in Scotland, now governs
the teaching of religious education in Scotland's Catholic schools. This is the first religious
education syllabus to be originated wholly in Scotland and designed to meet the needs of
young people in Scotland.
We use This Is Our Faith as the main resource for our teaching
of RE, although staff are encouraged to use a variety of different
resources to enhance the RME Curriculum. Through this work
we seek to develop an understanding and love of our own faith,
knowledge of Christianity and other World Faiths and a better
understanding and tolerance of ourselves and others. The
curriculum in Roman Catholic schools builds on the openness of
Catholic schools to other young people regardless of
denominations and faiths.
This Is Our Faith will help parents, teachers, catechists and clergy to ensure that young
people can:
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develop their knowledge and understanding of Catholic faith
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nurture respect for other Christian traditions and world faiths
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experience opportunities for spiritual growth
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acquire the skills of reflection, discernment and moral decision-making
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commit to beliefs, values and actions in a positive response to God‟s invitation
to faith.
Parents wishing to withdraw their child from any religious activities should speak in the first
instance to the Head Teacher.
Saint Leonard‟s Primary uses the God’s Loving Plan resource in response to the Scottish
Government‟s Guidelines for Sex Education in Scottish Primary Schools. The programme is
structured to work alongside This Is Our Faith.
Parents may request that their children be permitted to be absent in order to celebrate
recognised religious events. Advance notice should be provided to the school when children
will be absent. Appropriate requests will be granted and the pupil noted as an authorised
absentee in the register.
In a letter of guidance issued by the Scottish Government in February 2011, it is acknowledged
that Catholic schools take a distinctive approach to the provision of Religious Observance:
Scottish Government Ministers welcome the tradition that, in Roman Catholic denominational
schools, Catholic Liturgy will largely shape the nature and frequency of religious observance
activities in the classroom and in the wider school community. So, at times, children and
young people will be invited to participate in, and sometimes to lead, prayer and reflection in
classrooms and at assemblies. At other times, to honour particular occasions or feast,
chaplains will lead school communities in the celebration of Mass and other forms of liturgical
celebration.
6)
Assessment
Gathering and Tracking Information About Children’s Achievements (including
attainment)
In Saint Leonard‟s Primary, teachers use a range of approaches to assess pupil progress on an
ongoing basis and through end of unit assessments. Progress is recorded and discussed on a
termly basis with the Head Teacher. Early concerns about slow progress are raised very
promptly with the Head Teacher or DHT and where necessary referred to the Specialist Support
Teacher for intervention and support. Similarly, staff would highlight pupils who are performing
very highly for specific intervention. eg, Scottish Network for Able Pupils.
The Head Teacher holds regular tracking meetings with staff to ensure that pupils are
progressing at appropriate levels. Evidence of children‟s achievement in and out of school is
regularly gathered and celebrated, eg, Star Pupil Assembly, HT Awards, Pr. 7 Awards
Ceremony.
In infant classes teachers discuss pupil progress with the children on a daily basis, helping
them to recognise what they are doing well and how they can improve their work. In the middle
and upper primary children select work that they are proud of for inclusion in their records of
achievement.
In line with our assessment policy, staff approach assessment both formatively (eg, Reading
Records, Dialogue/Learning Conversations, Two Stars and A Wish in Writing etc) and
summatively (eg Progress Assessments, VCOP Assessment, Spelling and Dictation Check
Ups, End of Unit Maths Assessments)
Our methods of assessment . .
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are informed by current teaching approaches
are an on-going continuous process by the classroom teacher,
providing the pupil oral and written feedback on their progress
are linked to forward planning
include Standardised Tests in Reading and Spelling in Term 4
are used to provide guidance for the next steps in the learning
process.
7)
Reporting
In Saint Leonard‟s primary we recognise that good teamwork among parents, children and
schools is the key to a successful education for your child.
Reporting is ongoing and comprises of a range of activities which can include children
presenting their learning, newsletters, and ongoing oral discussions. Parents have
opportunities to take part in discussions about the curriculum and are kept well informed about
their children‟s learning through curriculum workshops, curriculum open evenings, parents‟
nights and the termly Snapshot Jotters which help parents to support their child‟s learning.
Children have opportunities to present on new school initiatives at Parent Council meetings.
Twice a year children bring home a Snapshot Jotter which aims to provide a sample of the
learning and teaching your child experiences within one week at Saint Leonard‟s Primary.
During Snapshot Week the children do their maths, language, science and all other class work
in one jotter, where appropriate to show the wide range of activities that your child participates
in during a whole week at Saint Leonard‟s Primary.
In addition to formal Parent Evenings in November and March, we provide parents with a
written End of Year Report so that they can see what their child is doing and how they are
progressing. Our style of „pupil reports‟ will help you to get to know more about the curriculum
which each child follows and will describe strengths, achievements and areas for development
and how you can help.
Our Open Door Policy encourages parents to contact the school at anytime with any matter
that they wish to raise. We welcome any comments or additional information from parents to
help us provide the best possible education for your child.
8)
Transition from Primary to Secondary School
Pupils normally transfer from primary to secondary school between the ages of 11½ and 12½,
so that they will have the opportunity to complete at least 4 years of secondary education.
Arrangements are made by the school to transfer children to the associated secondary school
as determined by their home address. Parents of P7 children will be informed of the transfer
arrangements made for their child to attend secondary school.
We will also provide you with information at this time and on events designed to let P7 children
visit the secondary school, meet up with other P7 children from other schools so that the
transition period is as smooth as possible.
Normally children attend the school in their catchment area. However, there are times when
parents may wish their children to go to other schools. If you wish your child to go to another
school then you may make what is known as a „placing request‟. If you live in South
Lanarkshire and decide to submit a „placing request‟, we are unable to reserve a place in your
local school until the Council have made a decision on the „placing request‟.
Please note if your „placing request‟ application is unsuccessful and all places at your
catchment school are filled you will be offered a place at the next nearest appropriate South
Lanarkshire School. Please note that if an application for a „placing request‟ is successful then
school transport is not provided.
If you move out with your catchment primary school a „request to
remain form‟ must be completed. If you move outwith your
catchment primary, this may affect your right to transfer to the
associated Secondary School. Please note the secondary school
is determined by the pupil‟s permanent home address and chosen
denomination. Pupils from Saint Leonard’s Primary School
usually transfer to Saint Andrew’s and Saint Bride’s High
School.
If you require further information, please contact Education Support Services on 01698
454102.
9)
Support for Pupils
Getting it right for every child, (GIRFEC)
Getting it Right for Every Child (GIRFEC) is a commitment
to ensure that your child has the best possible start in life
and to improve outcomes for children and families based
on a shared understanding of their wellbeing. Most
children make their journey from birth to the world of work
supported by family and the universal services of Health
and Education. The Named Person in education helps to
make sure that the child‟s wellbeing is developing. The
school will let you know the named person for your child.
This is likely to be the Head Teacher in a primary school
and the pupil support teacher in a secondary.
If you have any concerns you should speak to the Named Person who will work with you to
address any issues and to ensure that your child gets any help needed at the right time.
More information can be found on: www.girfecinlanarkshire.co.uk and
www.scotland.gov.uk/gettingitright
In Saint Leonard‟s Primary our whole school vision and ethos is underpinned by gospel values
and is focused on developing the whole child, and as such fully encompasses the GIRFEC
agenda.
Pastoral Care in the school is very good. We take positive and proactive steps to ensure that
learning needs, family circumstances, health needs/disability, social/emotional factors are
promptly identified and addressed effectively through regular communication with parents and
a welcoming, open door policy.
Our school and nursery has a strong ethos of inclusion and there is very good partnership
working between teaching and specialist staff in planning for and meeting the individual needs
of pupils eg specialist support, behaviour support, educational psychologist, clinical
psychologist from CAHMS, speech and language team, Integrated Children‟s Services, social
work services, and health professionals.
All staff fully support the principles of GIRFEC and work well with partners to support
vulnerable families and pupils with challenging behaviour. Our work with families and our
interagency working to support them is a key strength of the school.
“The school has established very good partnership working with parents, support
teachers, agencies and organisations to ensure the right types of support for children
and families. Children who require additional support with their learning are very well
supported and are progressing well.”
Support for All (Additional Support Needs)
In Saint Leonard‟s Primary, high standards are consistently demanded of all pupils and the
curriculum is differentiated to ensure that all pupils achieve their full potential. Staff are well
aware of and very responsive to the requirements of ASL Legislation. Group teaching methods
are used in all classes and each child is taught at his/her age, aptitude and ability. Support for
pupils with Additional Learning Needs is co-ordinated by the Head Teacher in consultation with
the class teacher.
An Area Specialist Support Teacher visits the school twice a week providing advice for teachers
and extra help and resources for children with particular learning problems. Parents are
advised on how they can support their child at home. Additional support from the Educational
Psychologist, when considered appropriate, is provided in consultation with parents. Additional
Support Plans (ASPs) are put in place for some children to help ensure that they reach their full
potential.
South Lanarkshire Education Resources have published a series of leaflets which cover
information for parents and carers about the Additional Support for Learning Acts. These are
available through the school or on the South Lanarkshire Council website
www.southlanarkshire.gov.uk The leaflets available are;
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The Additional Support for Learning Act
Requesting an Assessment
Planning for Learning – ASP
Planning for Learning – CSP
Transitions
Future Planning
Information for Parents and Carers about moving on from school.
Inclusive Education
ICT Assessment
Visual Impairment Support
Early Years Specialist Support
Independent Adjudication
Enquire is funded by the Scottish Government to provide
information on the framework for supporting children who require
additional support for learning and to encourage positive
partnerships between families, schools and local authorities to
ensure children get the right support.
Enquire offers independent, confidential advice and information on additional support for
learning through:
Phone 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 fact sheets including The
parents‟ guide to additional support for learning.
If you would like to order our leaflets, postcards or guides to share with parents and carers of
pupils in your school, please contact us on [email protected]
10) School Improvement
“All staff are improving continually the quality of their work and children’s learning
experiences in a consistent way. The head teacher has a very clear vision for improving
the school and has shared it very well with parents, staff, children and the community.
Through his high quality leadership, he has developed an ethos which has enabled the
quality of learning experiences and teaching approaches to be improved consistently.”
In Saint Leonard‟s Primary we promote positive relationships within the
school and foster an ethos which encourages all pupils to respect
themselves and others. It is our aim to give each pupil ample
opportunity to develop to his/her full capacity, intellectually, physically,
spiritually, aesthetically and emotionally according to his/her age, ability
and aptitude. To ensure that we continue to achieve this aim year on
year we have well-developed approaches to ongoing improvement.
The management team regularly involve staff, parents and pupils in reviewing the work of the
school and identifying priorities for development and the school Improvement Plan priorities
take full account of our self evaluation.
We aim to ensure continuous improvement to learning and teaching by ongoing reflection on
our practice, keeping up-to-date with educational publications and websites and through
focused visits to other establishments. Our School Improvement programme is supported
through:
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Our staff being involved in working collaboratively with other schools within the Learning
Community to take forward CfE.
All staff taking on a leadership role in key aspects of school improvement and
curriculum development. They lead working parties and coordinate developments for
an area of responsibility e.g. Health and wellbeing, science, enterprise. They provide
advice and guidance to other members of staff.
Our strong relationships with parents whose views are regularly sought using
questionnaires, through the PTA and Parent Council and short life focus groups.
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Staff taking part in moderation activities with stage partners and across the learning
community to help develop a shared understanding of standards in assessing children‟s
learning and progress.
The SMT carrying out focussed class visits as part of quality assurance approaches as
well as focusing on aspects of effective teaching and learning to identify best practice
and the impact of new developments.
The Head Teacher‟s daily discussion and class visits, to ensure these aspects are
being addressed.
Classroom teachers‟ and Early Years workers‟ involvement in peer/mentoring visits to
share good practice and help develop and improve classroom practice.
The school‟s progress and improvements in recent years are to be found in the EDUCATION
SCOTLAND: HMIe Report February 2012. This is available on request from the School
Office or on the Education Scotland Website. (School Reports)
Improvement Priorities for the current school session include:
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Continue to develop robust and rigorous approaches to self-valuation, taking account of
the new HGIOS 4 documentation, and involving all stakeholders in the process
Review and evaluate the school‟s aims, vision and values against the Charter for
Catholic Schools in Scotland.
Continue to develop our curriculum, taking account of the significant aspects of
learning, ensuring that the broad general entitlements are covered fully.
Revise and update our Additional Support Needs Policy, taking account of the SLC
approaches to staged intervention.
11) School policies and practical information
Free School Meals
Children of parents who receive the following benefits are entitled to a free lunchtime meal for
their child
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Income Support, Universal Credit, Job Seeker‟s Allowance (income based), Employment
and Support Allowance (income related), Working Tax Credit and Child Tax Credit (where
your gross annual income does not exceed £6,420 as assessed by the HM Revenues and
Customs), Child Tax Credit Only (where your gross annual income does not exceed
£16,105 as assessed by the HM Revenues and Customs) or receive support under Part VI
of the Immigration and Asylum Act 1999.
We would encourage parents of children who are in receipt of any of the above benefits to take
up this opportunity of having a meal provided for their child when they are at school.
Arrangements are in place so that children who receive free meals are not singled out and we
encourage all children to remain in school at lunch time.
Healthy eating is something that the school supports and a range of
meals are available at lunchtime that meet the Schools (Health
Promotion and Nutrition) (Scotland) Act 2007 and the Nutrient
Requirements for Food and Drink in Schools (Scotland) Regulations
2008.
All meals include fresh chilled drinking water and milk will be available for those pupils entitled
to free school meals through the free school meal eligibility scheme at morning break or
lunchtime.
Milk is also available for purchase to those pupils wishing to buy at breakfast service, where
applicable, morning break and lunchtime.
Pupils in:
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Primary 1 - 3 receive a free school lunch.
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Primary 4 - 7 meal cost is £1.50
Milk is available free of charge to all nursery age children and is provided by the establishment.
We would wish to draw to your attention to the fact that milk is available for purchase as part of
the meal provision. Children who wish to have milk with their lunch can do so.
A Cash Cafeteria operates within Saint Leonard‟s Primary and
meals are prepared on the premises each day. Children are
expected to stay in the playground during the remainder of their
lunch hour if they have lunch in school.
Provision is also made for those children who bring a Packed Lunch to school to have it on the
premises and these children are expected to remain in the playground during Lunch Hour.
Parents are asked to put Packed Lunches in separate containers and AVOID USING GLASS
BOTTLES.
We have children within Saint Leonard‟s Primary School who suffer from nut allergies, which
can prove fatal in severe cases. With this in mind, Saint Leonard‟s has been declared a “Nut
Free Zone”. Parents are asked to avoid the use of foods/sweets containing nuts when
preparing Packed Lunches or providing snacks. The smell of nuts on another person‟s breath
has been known to bring on a bad reaction in nut allergy sufferers.
School Uniform
We ask all parents/carers to support the school by encouraging your child(ren) to adhere to the
agreed dress code and the wearing of our school uniform. The wearing of a school uniform
helps promote the identity of the school in the local community and helps create an ethos of
sharing and pride in the school.
In addition, the wearing of a uniform helps towards increasing the protection of all pupils. The
wearing of a uniform helps staff and the pupils to distinguish between who belongs to the
school and those who may be visitors. This enables staff to approach and identify visitors
more readily and helps in trying to offer a safer environment for pupils and teachers alike.
Equality of opportunity is an important aspect of the life of the school. Any proposals on the
dress code and on what constitutes the school uniform will be the subject of discussion with the
Parent Council and where appropriate consultation with parents, pupils and staff.
There are forms of dress which are unacceptable in all schools such as:
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the wearing of football colours
clothing with slogans that may cause offence (anti-religious, symbolism or political
slogans)
clothing which advertises alcohol, tobacco or drugs
clothing which can be deemed unsuitable in terms of health and safety grounds such as
shell suits, combat style clothing, dangling earrings, loose fitting clothes particularly in
practical classes
articles of clothing that could be deemed to inflict damage on other pupils or be used by
others to do so
footwear that may damage flooring.
Support for parent/carers
Clothing Grant
In certain circumstances the Council provides support to parents/carers for the purchase of
school wear.
Applications can be made online at www.southlanarkshire.gov.uk. If you are required to submit
evidence of your Tax Credit income it is important that a copy of this evidence is attached to
your online application. Should you require further information or you are unable to submit an
application online then please contact the helpline number 0303 123 1011 (option 5).
Saint Leonard’s Primary School Uniform
Blazer:
Bottle Green
Trousers:
Grey
Skirt/Pinafore:
Grey or Bottle Green
Shirt/Blouse:
White
Pullover/Cardigan/Sweatshirt: Bottle Green
Ties/Badges are available from the School Office.
P.E. Kit:
Bottle Green Shorts, Gold Polo Shirt, White Socks, Black Plimsoles
(Optional V-Neck Sweatshirt, Fleeces and Gold Polo Shirts with School Logo can be ordered
prior to the summer break each year (Woollen Hats, Scrunchies and Headbands are also
available).
Our pupils are encouraged to be neat, clean and suitably dressed for school. Parents are
asked to put their child‟s name on all footwear and items of clothing.
Morning Session:
9.00 am - 12.30 pm
Morning Interval:
10.45 am - 11.00 am
Lunch Break:
12.30 pm - 1.15 pm
Afternoon Session: 1.15 pm - 3.00 pm
Parents are encouraged to ensure that their children are punctual for school. Pupils who are
late occasionally may give verbal reason to the class teacher but if late coming is persistent,
investigation would be necessary and remedy sought. Parents are reminded that no patrol
wardens are on duty after the start of morning and afternoon sessions. Parents are responsible
under these circumstances for the safety of their children.
Before and After
Care
School Holiday Dates
The school has endeavoured to respond to the needs of
working parents by the creation of an “Before and After
School Care” service. This provision, which was established
in 1996, works independently of the school and has proved
to be very successful and well attended. Children concerned
are supervised daily by three adults from 8.00 am-9.00 am
and from 3.00 pm - 6.00 p.m.
Session 2016/2017
Teachers Return
Thursday 11th August 2016
Pupils Return
Monday 15th August 2016
September Weekend
Friday 23rd and Monday 26th September 2016
October Holiday
Close:
Reopen:
st
Staff Inservice Day
Christmas Holiday
Monday 21 November 2016
Close:
Reopen:
nd
Thursday 22 December 2016
th
Monday 9 January 2017
Monday 13th and Tuesday 14th February 2017
Wednesday 15th February 2017
February Weekend
Staff Inservice Day
Easter Holiday:
th
Friday 14 October 2016
th
Monday 24 October 2016
Close:
Reopen:
Friday 31st March 2017
Tuesday 18th April 2017
May Day Holiday
Staff Inservice Day
Monday 1st May 2017
Thursday 4th May 2017
May Weekend
Friday 26th and Monday 29th May 2017
Summer Holiday
Close:
Friday 23rd June 2017
Notes
Schools will close at 2.30pm on the last day of terms 1 and 2 for the Christmas and Spring
Holidays and at 1pm on the last day of term 3 for the Summer Holiday
Children in Primary 1 will attend for the full day from Monday 22nd August 2016 onwards.
Enrolment – how to register your child for school
The Enrolment Arrangements for new entrants are published in the local press and advertised
throughout South Lanarkshire during the months of December and January. If your child is
starting school for the first time you must enrol your child at their catchment school in January.
If parents want their child to go to another school, they must enrol in the first instance with their
catchment school and ask for an information leaflet that provides details on how to make a
placing request. Forms are available from the SLC website – www.southlanarkshire.gov.uk
schools, Q and A offices or by contacting Education Resources, Almada Street, Hamilton,
phone 01698 454102. Completed forms should be returned as soon as possible to Education
Resources, Almada Street, Hamilton ML3 0AE.
Parents may also, if they wish, make arrangements for the enrolment of their child by
telephoning the Head Teacher.
Registration of Infant Beginners
Registration of Infant Beginners usually takes place in the second week of
January each year. Children who attain the age of 5 years between the 1st
March and 28th February the following year should be registered at the school
during the Enrolment Week. Parents are required to bring a copy of the child‟s
Birth Certificate, Baptismal Certificate (if applicable) and two documents giving
Proof of Address. Only the parents or guardians may enrol a child for school.
Shortly after Easter each year a Parents‟ Meeting is organised to discuss ways in which
parents can help prepare their child for school in August. There is a presentation on the
curriculum that the children will follow and an opportunity for parents to raise any questions that
they have about their child‟s future in Saint Leonard‟s Primary School. Following the Parents‟
Meeting the children will be invited to spend two afternoons in the school in May or June to
experience working in the classroom situation with their new teacher. We hope it will be an
enjoyable experience which will leave all of the children looking forward to their “First Day At
School ” in August.
School Transport
South Lanarkshire Council has a policy of providing school transport to
primary pupils who live more than one mile by the recognised shortest
walking route from their catchment school. This policy is more generous
than the law requires. This means that the provision of transport could be
reviewed at any time. Parents who consider they are eligible should obtain
an application form from the school or Education Resources, Hamilton,
phone 01698 454102 or web www.southlanarkshire.gov.uk. These forms
should be completed and returned before the end of March for those pupils
starting the school in August to enable the appropriate arrangements to be made. Applications
may be submitted at any time throughout the year and will be considered by Education
Resources.
A paid privilege transport scheme is operated for mainstream school contracts where a pupil is
not entitled to free school transport. Privilege transport will only be granted providing there is
spare capacity on an existing school contract and will be from and to designated pick up and
drop off points. Privilege transport will not be provided where a service bus is used on the
school run. Any spare capacity will be allocated using agreed priorities. For more information
on school transport contact Education Resources phone 01698 454102.
Pick-up points
Where school transport is provided it may be necessary for pupils to walk a certain distance to
the vehicle pick-up point. Walking distance in total, including the distance from home to the
pick-up point and from the drop-off point to the school in any one direction, will not exceed the
authority‟s distance limit for school transport.
It should be noted that it is the parent‟s responsibility to ensure their child behaves in a safe
and acceptable manner while travelling in and alighting from the vehicle. Misbehaviour can
result in your child losing the right to school transport.
Parents are asked to note that South Lanarkshire Council does not provide transport for those
pupils who attend school via a placing request.
Insurance for schools – pupils’ personal effects
South Lanarkshire Council is concerned at the level of claims being received for loss or
damage to pupils‟ clothing or personal effects. Parents are asked to note the Council‟s
position in terms of insurance for pupils‟ personal effects:
Theft/loss of personal effects
1. The Council is not liable for the loss or theft of pupils‟ clothing or personal effects and
any items are therefore brought into the school at the pupil/parents‟ own risk.
2. Parents can assist by ensuring that valuable items and unnecessarily expensive items
of clothing are not brought to school.
3. Teachers and other staff have been advised not to accept custody of any such items.
4. The same principle applies to musical instruments and other equipment used for
activities within the school, which belong to the pupil, but are brought into the school.
Parents should be aware that if such equipment is left in school, it is done at the
pupil/parents‟ own risk.
5. In the case of valuable items such as musical instruments, parents should ensure that
these items are covered by their own household insurance.
Damage to clothing
The Council is only liable for damage caused to pupils‟ clothing where the damage has
resulted from the negligence of the Council or one of its employees. Claims arising otherwise
will not be accepted by the Council‟s insurers.
Family holidays during term time
Every effort should be made to ensure that your child attends school
during term time. Please contact the school as soon as possible if your
child is unable to attend school.
Family holidays should be avoided during term time as this both disrupts
the child‟s education and reduces learning time. If holidays are taken
during times when the school is open parents should inform the school in
advance by letter.
If your child is taken on a family holiday during term time then in line with Scottish Government
advice this will be classified as an unauthorised absence.
However, in exceptional circumstances schools may register a family holiday during term time
as an authorised absence when for example, parents are unable to obtain leave during the
school holiday period.
Clearly, absence with no explanation from parents will mean that the absence will be recorded
as unauthorised.
In our approach to raising attainment and achievement it is recognised that attendance at
school is something that should be continuously encouraged. Parents/carers, children and the
school all have a part to play in encouraging and stressing the importance of attendance at
school.
The school holiday dates and in-service dates are available from the website:
www.southlanarkshire.gov.uk
Promoting positive behaviour
It is the responsibility of staff within the school to ensure that parent council members, parents
and pupils are involved in the creation of a positive school ethos that encourages good
behaviour. Equally, the school whilst trying to promote positive behaviour must support young
people should incidents or bullying occur. Parents have a significant role to play in working
with the school so that teachers, parents and pupils know what is expected of them in trying to
change the behaviour and attitudes that contribute to bullying behaviour.
Our approach is to create an environment where better behaviour will encourage better
learning. The school, along with the support of parents, can work together to create a learning
environment which young people can enjoy and feel safe.
Incidents of bullying should be reported to the school immediately so that each alleged incident
can be looked at. Together we can work towards creating a safer school for children and staff.
In addition, a guideline (Management of Challenging Behaviour) has been produced to support
all teaching and support staff and inform them of their roles and responsibilities in respect of
dealing with the small number of children and young people who display challenging behaviour.
Early identification is crucial so that intervention can be provided to support children and young
people to help them address their issues and concerns. Staff training is provided to help
develop the skills needed to respond to and manage challenging behaviour. A wide range of
appropriate staff development opportunities has been developed for this purpose.
The relationship between pupil and teacher is similar to that between a child and his/her parent
requiring mutual respect on both sides. Working together, parents and teachers can ensure
that indiscipline is kept to a minimum.
Acts of indiscipline seldom occur in Saint Leonard‟s and involve only a minority of pupils. A talk
or warning is usually sufficient for an offending child but if not a Punishment Exercise may be
issued. When a serious breach of discipline occurs the child may be deprived of a coveted
activity, function or outing. If disruptive or bad behaviour is persistent, the parents are asked to
call at the school so that they may co-operate with the teachers in persuading the child to adopt
an acceptable mode of behaviour. It is necessary for the wellbeing of all children that they
should know that the school and the home are working together for their good. The children in
Saint Leonard‟s work in a happy, relaxed atmosphere and the classes are organised by
experienced staff accustomed to working with children.
We like to focus on the positive achievements of our pupils and at a Weekly
Assembly, Star Pupils are rewarded with a certificate and badge in
recognition of their effort and good behaviour. Each month a piece of
“Super Work” is chosen from each stage and displayed prominently in the
school corridor. This acts as a reward for the pupils concerned and as a
stimulus to others.
High moral values are emphasised through the use of Circle Time, a system that aims to raise
self-esteem and promote positive behaviour. Children are encouraged to accept responsibility
for their behaviour and to show respect for themselves, for others and for property.
Through the use of a number of Promoting Positive Behaviour Strategies we recognise the
importance of using praise and rewarding good behaviour, good effort and good manners to
encourage pupils and let them know their efforts are recognised and appreciated. It is
important, however, that we differentiate so that all children experience praise for their efforts,
and that we consider underlying reasons for misbehaviour.
In Saint Leonard‟s Primary School we recognise that teachers are most effective when:






They respond properly to children‟s misbehaviour and recognise and praise children‟s
appropriate behaviour.
They have high and positive expectations.
They receive support from Senior Management Team and Parents
They are consistent - handling situations calmly and fairly.
They have a positive classroom where children are taught and understand the
boundaries of acceptable and unacceptable behavior
They have made pupils and parents aware of our CODE OF CONDUCT which sets out
the behaviour standards expected of everyone
Towards A Safer School
Saint Leonard‟s Primary School places a strong emphasis on pupil safety and parents may
wish to know that an adult presence is provided in playgrounds at break times in terms of the
Schools (Safety and Supervision of Pupils) (Scotland) Regulations 1990. The Head Teacher
and/or a Depute Head Teacher, along with the janitor and another member of Support Staff
are in the playground throughout break times ensuring that children are safe.
Attendance at school
It is important for the school to work with parents in encouraging all children
to attend school. All absences from school are required by law to be
recorded. Absences will normally fall under two categories authorised or
unauthorised absence. In cases where your child is unable to attend
school parents are asked to:
if you know in advance of any reason why your child is likely to be absent from school,
please tell someone at the school, telephone us or let us know in writing. Please also give
your child a note on his/her return to school, telling of the reason for absence;

notify the school first thing in the morning when your child is going to be absent. Let the
school know the likely date of return and keep them informed if the date changes;

inform the school of any change to your home telephone number, your mobile number and
/ or your emergency contact details
Requests for your child to be absent from school to make an extended visit to relatives must be
made in writing to the head teacher, detailing the reason, destination and duration of absence
and arrangements for their continuing education. On these occasions the pupil will be marked
as an authorised absentee in the register.
Child Protection Procedures
All staff in educational establishments in South Lanarkshire Council are required to follow the
advice and guidance contained in “South Lanarkshire Child Protection Interagency Guidance
and Education Procedures”.
Child Protection - our shared vision for Lanarkshire‟s children - is: all
children and young people in Lanarkshire have the right to be cared for
and protected from abuse and harm in a safe environment in which their
rights are respected. All agencies will work together in a collaborative
way to promote the safety and wellbeing of children and young people in
Lanarkshire.
The Chief Officers and Child Protection Committees of North and South Lanarkshire are the
driving force for ensuring that agencies individually and collectively work to protect children and
young people as effectively as possible.
The Council has a duty in law to report suspicions that a child has been abused or is at risk of
harm, in terms of the Children (Scotland) Act 1995. Therefore, Council staff have a
professional and contractual obligation to report such suspicions of harm to the Head of
Establishment or the Child Protection Coordinator immediately.
Education Resources staff and visitors from other agencies and services are required to follow
these Child Protection Procedures to protect and support children and to fulfil their professional
obligations to report all allegations or suspicions of child abuse.
Where procedures as detailed in the guidance are followed, staff will be fully supported by
Education Resources.
For more information, or if you have a concern of a child protection nature, please contact the
Head Teacher Mr Des Timmons.
Information on emergencies
We make every effort to ensure the school remains open during termtime for pupils. However, on occasions circumstances may arise which
can affect the school. Schools may be affected by, for example, severe
weather, power failures or through any other circumstances that may
impact on the school day. In such cases we shall do all we can to let you
know if this happens.
It is important for parents/carers to let the school know of any change to your mobile/home
telephone number and change of address.
We shall keep you in touch by telephone, text, where appropriate, letters, web news and
through local radio stations particularly if there are prolonged periods of severe weather. The
Council‟s website www.southlanarkshire.gov.uk will be used to let you know if the school is
closed and when it will re-open.
If for any reason, you are unsure if the school is open, please contact the school or Education
Resources, Operations Service, Almada Street, Hamilton. (Phone 01698 454545) or email us
at: [email protected] or visit the website www.southlanarkshire.gov.uk
Safe School Parking / Bring Children To and From School
1. Parents should use the Parent Parking Area, where there is ample parking and space
for dropping children off and collecting them from school. Children enter from the gate
at the rear of the Parent Parking Area.
2. Pedestrian Access is available from St. Leonards Road. Pupils come down the stairs
and enter the playground via the gates to the side of the nursery.
3. Parents bringing children to the Nursery should park in the Parent Parking Area and
enter via the Top Gate walking along the front of the school to the Nursery Entrance
4. To makes it easier to identify and challenge adult strangers within the playground we
ask that parents do not enter the playground area at the start of the school day.
Understandably, Primary 1 parents might be a little bit anxious about this and so for the
first few weeks we make an exception to the rule for Primary 1 until the children are
settled and parents more confident and relaxed about procedures. Parents enter the
playground at the end of the school day to collect their children.
Please advise relatives and friends bringing your child to school of these Safe Parking
Arrangements
Your commitments
We ask that you:





support and encourage your child‟s learning
respect and adhere to the schools policies and guidance
let the school know if you change your mobile/telephone number and/or address
enjoy and take part in school activities
accept your responsibility to respect staff who work in the school and for the school to be
proactive in taking forward its commitment to care for and educate your child.
Data Protection Act 1998
Information on pupils, parents and guardians is held by the school to enable the teaching,
registration and assessment of pupils as well as associated administrative duties. The
information is stored and used as per the requirements of the Data Protection Act 1998 with
South Lanarkshire Council defined as the data controller. The Council have established a data
protection policy that applies to all of its schools. For more information please contact the
school.
Appendix A
This annex provides links that schools and local authorities may find helpful when developing a
School Handbook. The list is not intended to be exhaustive and authors may wish to consider
additional sources of school, local and national information, material and resources.
Contact Details
Education Scotland‟s Communication Toolkit for engaging with parents
The Scottish Government guide Principles of Inclusive Communications provides information
on communications and a self-assessment tool for public authorities
Choosing a School: A Guide for Parents - information on choosing a school and the placing
request system
A guide for parents about school attendance explains parental responsibilities with regard to
children‟s attendance at school
Guidance on the Scottish Schools (Parental Involvement) Act 2006 provides guidance on the
act for education authorities, Parent Councils and others
Parentzone provide information and resource for parents and Parent Councils
School Ethos
Supporting Learners - guidance on the identification, planning and provision of support
Journey to Excellence - provides guidance and advice about culture and ethos
Health and wellbeing guidance on healthy living for local authorities and schools
Building Curriculum for Excellence Through Positive Behaviour and Relationships outlines the
Scottish Government‟s priority actions around positive behaviour in schools and is also a
source of support
Scottish Catholic Education Service‟s resource „This is Our Faith‟ which supports the teaching
and learning of Catholic religious education
Curriculum
Information about how the curriculum is structured and curriculum planning
Information about the outcomes a learner can expect to experience and achieve across
literacy, numeracy and health and wellbeing, as well as the 8 curricular areas
Advice, practice and resources to support the experiences and outcomes on literary, numeracy
and health and wellbeing
Broad General Education in the Secondary School – A Guide for Parents and Carers
Information on the Senior Phase
Information on Skills for learning, life and work
Information around the Scottish Government‟s „Opportunities for All‟ programme
Information for organisations responsible for the planning, management and delivery of career
information, advice and guidance services
The Skills Development Scotland website „My World of Work‟ offers a number of tools to
support career planning
Assessment and Reporting
Building the Curriculum 5: a framework for assessment provides guidance around the
assessment framework
Information about Curriculum for Excellence levels and how progress is assessed
Curriculum for Excellence factfile - Assessment and qualifications
Information on recognising achievement, reporting and profiling
Transitions
Curriculum for Excellence factfile - 3-18 Transitions - provides information on the transitions
children and young people will face throughout their education and beyond
Career Information, Advice and Guidance in Scotland - A Framework for Service Redesign and
Improvement provides guidance on career information, advice and guidance strategy
Choices and changes provides information about choices made at various stages of learning
The Additional support for learning page provides links to relevant legislation and guidance,
including the arrangements that should be in place to support pupils with additional support
needs
Supporting Children's Learning Code of Practice includes specific requirements on education
authorities and others under the new legislation in relation to transition
Enquire is the Scottish advice service for additional support for learning
Parenting Across Scotland offers support to children and families in Scotland
Support for Pupils
The Additional support for learning page provides links to relevant legislation and guidance,
including the arrangements that should be in place to support pupils with additional support
needs
Information about the universal entitlement to support that underpins Curriculum for Excellence
Supporting Children's Learning Code of Practice (Revised edition) - provides Statutory
guidance relating to the Education (Additional Support for Learning) (Scotland) Act 2004 as
amended
Getting It Right For Every Child and Young Person, is essential reading for anyone involved or
working with children and young people, including practitioners working in adult services with
parents and carers
School Improvement
Scottish Schools Online - provides a range of school information, including contact details,
school roll, facilities, website, inspection reports
Education Scotland‟s Inspection and review page provides information on the inspection
process
The Scottish Survey of Literacy and Numeracy (SSLN) is an annual sample survey which will
monitor national performance in literacy and numeracy
Scottish Credit and Qualifications Framework (SCQF)
Scottish Qualifications Authority provides information for teachers, parents, employers and
young people on qualifications
Amazing Things - information about youth awards in Scotland
Information on how to access statistics relating to School Education
School Policies and Practical Information
National policies, information and guidance can be accessed on the following:
Education
Health
Young People
Children (Scotland) Act 1995
Standards in Scotland's Schools (Scotland) Act 2000

Saint Leonard`s Primary School East Kilbride School Handbook

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