CONTENTS - Glasgow City Council

Transcription

Rosshall Academy
CONTENTS
Accommodation
Assessment
Associated Primary Schools
Child Safety/Child Protection Policy
Course Choice Forms
Comments and Complaints
Community Service
Curriculum for Excellence
Data Protection Act 1998
Enrolment
Equal Opportunities Provision
Equality Act 2010
Every Child is Included
Extra Curricular Activities
Freedom Of Information Act
Glossary of Terms
Health and Medical Care
Homework
Important Addresses
Information in Emergencies
Introduction
Joint Support Team Meetings
Latecoming
Learning Centre
Lunch Arrangements
Mission Statement
Parents’ Meetings & Information Evenings
Parent Forum and Parent Council
Privacy Statement
Promoting Positive Behaviour
Religious Observance and Religious Education
Rosshall Academy
School Attendance
School Cottage
School Day
School Holidays
School Uniform
Senior Leadership Team
Social Inclusion
Support Staff - November 2015
Supported Study
Teaching Staff - November 2015
Transferring Educational Data About Pupils
Transport
Useful Websites
Visual Impairment
© copyright. The Homework Diary Company Ltd. Registered in Scotland No 177762
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60
School Handbook 2016/2017
Rosshall Head [email protected]
Rosshall Academy
131 Crookston Road
Glasgow G52 3PD
Phone: 0141 582 0200
Fax: 0141 582 0201
www.rosshallacademy.glasgow.sch.uk
@RosshallAcademy
www.glasgow.gov.uk/en/residents/goingtoschool
OUR VISION STATEMENT
‘At Rosshall Academy, we strive to ensure that
all learners maximise their potential, aspiring to
excellence, in an atmosphere of equality, integrity
and respect.’
OUR AIMS
We will seek to:
s Enable all pupils and students to achieve their
potential as successful learners, confident
individuals, effective contributors and
responsible citizens;
s Provide a full range of appropriate courses,
services and resources;
s Foster genuine partnerships within our
community;
s Promote equality of opportunity and social
justice;
s Encourage education throughout life.
2
Rosshall Academy
Rosshall Academy Motto: ‘Our School, Our Future’
As the Head Teacher of Rosshall Academy, I’m delighted to introduce you to our school
community. Rosshall Academy is an exciting, welcoming school: a growing positive
influence in the community with a commitment to delivering the highest standards
in every aspect of all we offer. We welcomed our first students in August 2002 and
are proud of the academic, social and personal achievements of over 2500 young
people since. Our vision is that ‘all learners will maximise their potential, aspiring
to excellence, in an atmosphere of equality, integrity and respect.’
Our Curriculum for Excellence provides pupils with the skills
for learning, life and work, not only delivered in the classroom,
but enhanced by many high quality extra-curricular and
community opportunities and events. The success of this is
due to:
s /URTALENTEDCOMMITTEDANDCREATIVESTAFF
s /URETHOSOFACHIEVEMENTANDHIGHASPIRATIONS
s /UR COMMITMENT TO PROMOTING THE HIGHEST STANDARDS OF
behaviour in class, in school and in the community.
s 4HEACTIVEINVOLVEMENTOFPARENTSCARERSANDPARTNERSIN
supporting every stage of your child’s education.
OUR VALUES
Aspiration
Compassion
Creativity
Integrity
Perseverance
Respect
We also involve pupils in the running of the school, encouraging respect, responsibility,
self-discipline and genuine compassion for others. I am ambitious for our school and
truly believe that with an effective, positive, three way partnership, we can ensure
the successful achievement of all of our aims and the highest outcomes for all of
our learners. We will work with you to strengthen this partnership throughout your
child’s education at Rosshall Academy and look forward to your ideas as to how we
can improve this.
The aim of this handbook is to give you as much information about the school as
possible. If you need more information or if you have any questions or concerns as a
result of reading it, please feel free to contact me and I shall be happy to discuss any
area with you. You can also visit us online at: www.rosshallacademy.glasgow.sch.uk
and keep up to date with school events and activities via
our Twitter feed @RosshallAcademy. In the meantime, I look
forward to meeting both you and your child throughout the
coming months as we prepare for their transition to secondary
education.
Head Teacher
3
ROSSHALL ACADEMY
Rosshall Academy opened its doors in June 2002 as a purpose built non- denominational
new school suitable for education in the 21st century.
The current roll as of November 2015 is, with year figures as follows:
S1 - 208; S2 - 191; S3 - 226; S4 - 207; S5 - 195; S6 – 137.
The projected intakes for 2016, 2017, 2018 are 240, 240, 240 respectively.
ACCOMMODATION
Rosshall Academy is a state of the art building fully networked for information
technology and well resourced in terms of computers. There is a large Dining/Social
Area, Drama Studio, Learning Centre, a Games Hall and 3 Gymnasia. There are 31
classrooms, 10 Science labs, 5 Technical rooms, 4 Art rooms, 4 Home Economics
rooms and 8 Information Technology rooms. The school also has a unit for pupils
who are visually impaired.
Within the grounds are 3 playing fields which are accessed across a bridge, all of which
are used during and outwith school hours. Organisations wishing to enquire about the
use of these facilities in the evenings should contact the Community Letting, Glasgow
Life, 343 St. George’s Road, Glasgow G3 6TQ, Telephone: 0141 302 2814/2815.
Rosshall Academy is fortunate in retaining ownership of a cottage in the Borders.
Anyone wishing for further information should contact Mr O’Donnell at the school
for details.
4
Rosshall Academy
PAISLEY ROAD WEST
CROOKSTON ROAD
Rosshall Academy
Main Entrance and
administration block
Sto
Roo re
m
Hea
EXIT
d Te
ache
r
Sch
ool
Jani
tor
Drama
Drama
Changing
SFL
Staff
work
area
Work
Space
M
Entr ain
ance
Rec
Offi
ce
epti
Store
on
Rep
rogr
Quiet
Space
Braille
Unit
V.I.
Office
V.I Office
Rosshall Academy
CROOKSTON ROAD
Ground floor plan
5
Stairs
aphi
cs
ASSOCIATED PRIMARY SCHOOLS
CARDONALD PRIMARY SCHOOL
1 Angus Oval
G52 3HD
883 9668
CRAIGTON PRIMARY SCHOOL
9 Morven Street
G52 1AL
882 2856
CROOKSTON CASTLE PRIMARY SCHOOL
Glenside Avenue
G53 5SD
892 0593
HILLINGTON PRIMARY SCHOOL
227 Hartlaw Crescent
G52 2JL
882 2144
MOSSPARK PRIMARY SCHOOL
(PART)
20 Mosspark Square
G52 1LZ
882 3602
SANDWOOD PRIMARY SCHOOL
120 Sandwood Road
G52 2QY
883 8367
6
Rosshall Academy
TEACHING STAFF NOVEMBER 2015
Senior Leadership Team
HEAD TEACHER
SENIOR DEPUTE HEAD TEACHER
DEPUTE HEAD TEACHER
DEPUTE HEAD TEACHER
DEPUTE HEAD TEACHER
DEPUTE HEAD TEACHER
MS
MR
MRS
MS
MS
MR
A
G
W
T
M
S
MITCHELL
KEITH
STILLIE
LOUDON
MOY
MURPHY
Barra House
Harris House
Iona House
Lewis House
Skye House
ENGLISH DEPARTMENT
Ms S
Loder
Faculty Head
Mr P
Brady
Mr P
Carroll
Mr R
Johnston
Ms A
MacDonald
Mr O
Marletta
Mr S
McMurray
Mr K
Mitchell
Mrs M
Moy
DHT
Ms C
Thornton
Ms C
Wilson
MATHEMATICS DEPARTMENT
Mr S
McGarvie Faculty Head
Mr M
Barrett
Ms K
Cosgrove
Mr P
Fischer
Ms J
Fraser
Mrs G
Fyfe
Ms D
Gormal
Ms F
Harty
Mr K
Stark
Mr B
O’Hare
Mr S
Murphy DHT
SOCIAL STUDIES
Mrs O
Drennan
MODERN LANGUAGES DEPARTMENT
Mrs J
Thallon
Faculty Head
Mrs S
Jarvie
Ms H
Murtagh
Ms C
Smith
Mr A
Ward
Faculty Head
HISTORY DEPARTMENT
Mr D
Boyce
Mr R
Barrett
Mrs J
Dougall PT Inclusion
DESIGN AND TECHNOLOGY
O’Donnell Faculty Head
Mr M
MODERN STUDIES DEPARTMENT
Mr R
Clelland PT Pastoral Care
Mrs O
Drennan Faculty Head
Mr A
Kelly
Mrs I
Sweeney
ART & DESIGN DEPARTMENT
Ms R
Cherubini
Ms F
Hanley
Mr R
Leven
Ms L
Motion
GEOGRAPHY DEPARTMENT
Mr G
Keith
Senior DHT
Ms K
Matheson
Mr A
McFadden
TECHNICAL DEPARTMENT
Mr M
O’Donnell Faculty Head
Mr J
Clements PT
Ms D
Edgar
Mr B
Leslie
Mrs A
Moultrie
7
SCIENCE
Mrs M
McAdam
HEALTH
Mrs V
Faculty Head
CHEMISTRY DEPARTMENT
Ms L
Leitch
Ms T
Loudon
DHT
Faculty Head
Mrs M
McAdam
Ms
N
McSkimming
Mrs J
McQueen
Miss L
Stephen
PHYSICS DEPARTMENT
Mr R D Gavin
Mr J
McGuigan
Mr K
Milmore
BIOLOGY DEPARTMENT
Mr A
Kelly
Mrs K
King
Mr J
McAvoy
Ms I
Milns
Mrs E
Rae
Smedley
Faculty Head
HOME ECONOMICS DEPARTMENT
Ms A
Bruce
Ms P
Gallbraith
Mr S
McKenzie
Mr C
Thomson
PT
PHYSICAL EDUCATION DEPARTMENT
Mrs V
Smedley
Faculty Head
Mr I
Brown
Mrs N
Hood
PT Pastoral Care
Miss S
Maclean
Ms C
Paterson
Miss B
Sharp
PT Pastoral Care
Mr Z
Zakaria
PT Pastoral Care
PERFORMING ARTS DEPARTMENT
Ms K
Murphy
Faculty Head
DRAMA
Ms K
Murphy
Faculty Head
Ms C
Hamilton
RELIGIOUS & MORAL EDUCATION DEPARTMENT Mrs K
McConnell
Ms L
Collins
Faculty Head
Ms L
Rankin
MUSIC
Ms J
Stevenson
Mrs E
Monachan
Ms C
Philip
BUSINESS EDUCATION & COMPUTING
Mr C
Reilly
Mr J
Stables
DEPARTMENT
Mrs W
Stillie
DHT
Mr D
Welsh
Faculty Head
Mrs E
Brogan
PT Pastoral Care
ADDITIONAL SUPPORT FOR LEARNING
Mr R
Ireland
Mrs F
Carey
Faculty Head
Ms M
Kyle
Ms V
Muir
Mrs A
Ritchie
Mr K
Stark
Ms G
Stewart
DEPARTMENT FOR VISUALLY IMPAIRED
Mrs J
Dougall
PT Inclusion
Ms A
Ellahi
Ms B
Leray
Mrs J
McCrorie
Miss K
Southall
Total Number of Staff (Full-time Equivalent) = 82.5
8
Rosshall Academy
SENIOR LEADERSHIP TEAM
Main Areas of Responsibility
HEAD TEACHER - MS MITCHELL
Responsible for the overall management of the school.
Child Protection Officer
LINK DEPARTMENTS:
Health (Physical Education & Home
Economics); Performing Arts (Dance,
Drama and Music
SENIOR DEPUTE HEAD TEACHER - MR KEITH
Responsible for S3; Student Regent; SQA Co-ordinator; Absence
Management; Community Links and School Fund
Head of Barra House
LINK DEPARTMENTS:
Business Education & Computing; School
Office
DEPUTE HEAD TEACHER - MISS LOUDON
Responsible for S5/6; Raising Attainment; Quality Assurance and
Child Protection Co-ordinator
Head of Iona House
LINK DEPARTMENTS:
Modern Languages and Sciences
DEPUTE HEAD TEACHER - MS MOY
Responsible for S2; Pupil Support; Inclusion; Attendance/Punctuality;
Health and Well Being and Literacy
Head of Lewis House
LINK DEPARTMENTS:
English, Pastoral Care, ASL & Visual
Impairment Unit (Pupil Support Department)
DEPUTE HEAD TEACHER - MR MURPHY
Responsible for S4; Curriculum; Senior Transitions; Timetable,
Absence Cover and Numeracy
Head of Skye House
LINK DEPARTMENTS:
Mathematics and Design
DEPUTE HEAD TEACHER - MRS STILLIE
Responsible for S1; Learning & Teaching, CPD, Wider Achievement
Head of Harris House.
LINK DEPARTMENTS:
Global Studies and Citizenship
9
SUPPORT STAFF AS AT NOVEMBER 2015
OFFICE STAFF
Ms
Mrs
Mrs
Mrs
Mrs
J
K
I
K
E
Croft
Grant
Livingstone
Logan
Peters
JANITORS
Mr
Mr
G Gallagher
A Mulrine
(Senior Janitor)
TECHNICIANS
Miss
Mr
Mr
Mr
V
M
S
W
Ranson
McLean
Taylor
Kerr
(Senior Technician)
(AV/ICT)
(Technical)
Modern Apprentice
PUPIL SUPPORT
Ms
Mr
Mrs
Ms
Mrs
Mrs
Mrs
Miss
J
G
R
M
L
C
M
S
Campbell
Cowan
Goodman
Isbister
Johnson
Mackinnon
Tierney
Young
KITCHEN SUPERVISOR
Mrs G MacLellan
EDUC. LIAISON OFFICER Mrs K Hamilton
LIBRARIAN
Mr
D Hogg
10
(SNR Clerical Assistant)
Rosshall Academy
THE SCHOOL DAY
Monday/Tuesday
Registration
Period 1
Period 2
Period 3
08.50 - 09.00
09.00 - 09.50
09.50 - 10.40
Interval
10.40 - 10.55
Period 4
Period 5
10.55 - 11.45
11.45 - 12.35
Lunch
12.35 - 1.20
Period 6
Period 7
Period 8
1.20 - 2.10
2.10 - 3.00
3.00 - 3.50
Wednesday/Thursday/Friday
Registration
Period 1
Period 2
Period 3
08.50 - 09.00
09.00 - 09.50
09.50 - 10.40
Interval
10.40 - 10.55
Period 4
Period 5
10.55 - 11.45
11.45 - 12.35
Lunch
12.35 - 1.20
Period 6
Period 7
1.20 - 2.10
2.10 - 3.00
The School Office is normally operational between 8.30am and 4.30pm, excluding
public holidays.
INFORMATION IN EMERGENCIES
We make every effort to maintain a full educational service, but on some occasions
circumstances arise which lead to disruption. Schools may be affected by, for example,
severe weather, temporary interruption of transport, power failures or difficulties of
fuel supply. In such cases we shall do all we can to let you know about the details of
closure or re-opening. We shall keep you informed by using letters and text messages;
notices in local shops and community centres, announcements in local places of
worship and announcements in the press and on local radio.
11
SCHOOL HOLIDAYS
The main proposed holidays for session 2016-2017 are as follows:
Teachers return
Thursday
11
August
2016
Pupils return
Monday
15
August
2016
2016 to
2016
Mid-Term:
both dates inclusive
Monday
Friday
17
21
October
October
Christmas:
both dates inclusive
Wednesday
Wednesday
21
4
December 2016 to
January
2017
Mid-Term:
Friday
Monday
Tuesday
10
13
14
February
February
February
2017
2017 and
2017
Spring Holiday:
Monday
Good Friday
Easter Monday
3
14
17
April
April
April
2017 to
2017
2017
May Day Holiday:
Monday
1
May
2017
Summer Holiday:
Tuesday
27
June
2017
Local holidays have been proposed for the following dates:
Friday 23
Monday 26
September
September
2016 and
2016
Friday
26
Monday 29
May
May
2017 and
2017
Proposed In-service Days for 2016-2017
Day 1
Day 2
Day 3
Day 4
Day 5
Thursday 11 August 2016
Friday 12 August 2016
Friday 14 October 2016
Wednesday 15 February 2017
Monday 2 May 2017
Details of holiday dates are available on the Glasgow City Council website.
www.glasgow.gov.uk /index.aspx?articleid=9418
12
Rosshall Academy
Glasgow City Council
Education Services
Privacy Statement
As the local authority our schools and early years establishments process
information about children and young people in order to help administer
education and care. In doing so we must comply with the Data Protection Act
(1998).
This means (amongst other things) that the data held about children and young
people must only be used for specific purposes allowed by law. The following
information explains the types of data held, why that data is held, and to whom it
may be passed on.
Types and use of data
Data held by schools and educational establishments includes contact details,
curriculum assessment results, attendance information, characteristics such as
ethnic group, additional support needs and any relevant medical information.
Our data includes information about individuals for whom it provides services, and
the details of services provided. This data helps us:
s
s
s
s
s
s
s
SUPPORTLEARNINGANDTEACHING
MONITORANDREPORTONPROGRESS
PROVIDEAPPROPRIATEPASTORALCARE
ASSESSHOWWELLTHESCHOOLESTABLISHMENTAND#OUNCILAREDOINGASAWHOLE
MONITORPROGRESSANDDEVELOPGOODPRACTICEINTHESERVICESRECEIVED
CARRYOUTSPECIlCFUNCTIONSSUCHASSOCIALCARE
TOEVALUATEANDDEVELOPEDUCATIONPOLICYANDSTRATEGIES
In addition, we may use this information for other legitimate purposes and
may share this information where necessary with other bodies responsible for
administering services to children and young people or where otherwise required
by law.
We also hold information about parents/carers, emergency contacts etc. that
is provided in the annual data check. This allows us to carry out the Council’s
functions as the education authority and may sometimes involve releasing personal
information to other agencies and other parts of the Council, particularly in
relation to child protection issues or criminal investigations, and it may also be
used for research purposes (see the link below for more details regarding this).
13
Information held by the school is, in legal terms, processed by Glasgow City
Council. The Council is registered as a data controller under the Data Protection
Act 1998 (number Z4871657) and all personal data is treated as confidential and
used only in accordance with the Data Protection Act and the Information Use and
Privacy Policy approved by the City Council. For more information on how we use
personal information, or to see a copy of the Information Use and Privacy Policy,
see www.glasgow.gov.uk/privacy.
Data rights and access
As a data subject (or the parent of a data subject), you have certain rights under the
Data Protection Act, including a general right to be given access to personal data
held by any data controller.
The presumption is that by the age of 12 a child has sufficient maturity to
understand their rights and to make an access request themselves if they wish. If
you are a parent of a child younger than 12, you would normally be expected to
make a request on their behalf.
The Council may use this information for other legitimate purposes and may share
this information where necessary with other bodies responsible for administering
services to children and young people or where otherwise required by law. The
Council also has a duty to protect the public funds it administers, and to this end
it may use the information you have provided for the prevention and detection of
fraud.
14
Rosshall Academy
ENROLMENT
Parents offered or seeking a place in the school for their child are invited to visit us.
The Head Teacher and senior members of staff will be pleased to answer any questions
or discuss any points. Please telephone the School Office to arrange such a visit.
Pupils to be enrolled should report, with parent(s), to the School Office. When the
necessary clerical work has been completed, a Depute Head Teacher will interview
the new pupil and parent, place the pupil in a class, and arrange a timetable.
Before pupils transfer from Primary 7 to Rosshall Academy, various procedures
are followed. The Head Teacher and Depute Head Teacher with responsibility for
Transitions attends a parents meeting at each of the feeder primaries in May. A
Primary 7 Open Evening is also held in Rosshall Academy in October for the parents
of any P7 pupil enrolling at the school. Pastoral Care staff and Learning Support staff
visit the associated Primaries, and the Primary 7 pupils spend two days at Rosshall
Academy in June.
All this is in addition to ongoing Primary-Secondary Liaison organised by the Depute
Head, S1.
EQUAL OPPORTUNITIES PROVISION
Dealing with Racial Harassment
The Race Relations Act of 1976 makes it unlawful to discriminate against someone
because of her/his colour, race, nationality, ethnic or national background.
The Act makes it the duty of Glasgow City Council to eliminate unlawful racial
discrimination.
In 1999 the guidelines, ‘Dealing with Racial Harassment’ were issued to assist all
teaching staff in dealing with such incidents.
The adoption of an anti-racist approach should be seen as one part of the
continuing attempt to improve the quality of education.
Glasgow City Council recognises that support from the home is essential if these
aims are to be achieved. Every child or young person in Glasgow has the right to
be happy and secure at school.
15
THE EQUALITY ACT 2010
We comply with Glasgow City Council’s policy and guidelines as detailed in the
Equality Act 2010 inclusive of race, gender and sexual orientation.
SOCIAL INCLUSION
At Rosshall we recognise that it is our duty to enable all pupils to develop
their capacities as successful, lifelong learners, confident individuals, effective
contributors and responsible citizens.
To this end we commit to providing as wide a range of opportunities as possible to
all our students regardless of race, creed, gender, disability or social background.
We aim to achieve this by ensuring that:
s .OCHILDWILLBEDENIEDENROLMENTIN2OSSHALLONANYDISCRIMINATORYBASIS
s !LLSTUDENTSIN2OSSHALLWILLHAVEEQUALACCESSTOTHECURRICULUM
s %VERYEFFORTWILLBEMADETOENSURETHATALLSTUDENTSCANSTUDYTHESUBJECTSTHEY
wish at National Levels appropriate to their ability.
s 4HETHEMEOFEQUALOPPORTUNITIESWILLPERMEATETHECURRICULUM
s 2ACISMSEXISMSECTARIANISMANDALLOTHERFORMSOFPREJUDICEWILLBEACTIVELY
discouraged. All students will be made aware of these issues and taught to
combat them through PSE and assemblies in addition to other subjects formally
and informally.
s !LLSTUDENTSWILLHAVEACCESSTOARANGEOFCURRICULARACTIVITIES
s !LLSTUDENTSHAVETHERIGHTTOSTANDFORELECTIONTOTHE3TUDENT#OUNCILAND
house councils.
16
Rosshall Academy
TRANSPORT
Public Transport
Rosshall Academy is served by First Glasgow Bus No. 3 on Crookston Road and by
Crookston railway station a few minutes walking distance from the school. It is also
near Paisley Road West, which is serviced by a number of buses.
General
The education authority has a policy of providing free transport to all secondary
young people who live outwith a certain radius from their local school by the
recognised shortest walking route. This policy is more generous than the law
requires. This means that the provision of transport could be reviewed at any time.
Parents/Carers who consider they are eligible should obtain an application form
from the school or at www.glasgow.gov.uk/index/aspx?articleid=8629. These forms
should be completed and returned before the end of February for those pupils
beginning school in August to enable the appropriate arrangements to be made.
Applications may be submitted at any time throughout the year but may be subject
to delay whilst arrangements are made. The appropriate officer has discretion in
special circumstances to grant permission for young people to travel in transport
provided by the authority, where spare places are available and no additional costs
are incurred.
The authority has an Exceptional Circumstances policy relating to e.g.
homelessness, parental/carer disability, etc. Details are available from the school.
There is also a procedure to request transport on medical grounds. The school can
advise on procedures.
Placing Requests
The education authority does not provide transport for those pupils in receipt of
a placing request other than in exceptional circumstances and where appropriate
legislation applies.
17
SCHOOL ATTENDANCE
Section 30 of the 1980 Education Act lays a duty on every parent/carer of a child
or young person of ‘school age’ to ensure that their child attends school regularly.
Attendance must be recorded twice a day, morning and afternoon.
Regulation 7, of the Education (School and Placing Information) (Scotland) Amendment
Regulations 1993 requires each young person’s absence from school to be recorded
in the school register as authorised: e.g. approved by the authority, or unauthorised:
e.g. unexplained by the parent/carer (truancy) - or excluded from school.
When an unexplained absence occurs, the Education Liaison Officer will be informed,
and may call, or make a postal enquiry. In cases where there is a history of irregular
attendance, the Officer will call more frequently. Should your child be unable to
attend school, a telephone call to the school early in the morning may give the ELO
the information needed and they may decide not to call. The child must be given a
note on his/her return to school with a reason for absence.
Requests to leave the school premises during school hours - dental appointments,
interviews, etc. - must be referred to the Pastoral Care Staff, if possible on the preceding
Monday morning. The tutor teacher must also be informed. Except in cases of illness
or emergency, no pupil should be absent from school without permission.
SMS Texting
Good attendance is one of our highest priorities at Rosshall and we continually
strive to improve. To assist with this drive for improvement we will text parents to
inform them that their child is not at school. Pupils however must still bring a note
to explain their absence to their tutor/registrar on return to school.
Education Maintenance Allowance (EMA)
An EMA is a weekly payment worth up to £30 for young people who are
planning to stay on at school in post-compulsory education and who are willing
to participate in an approved learning agreement at school for a minimum of 21
guided learning hours per week. Further information on full eligibility criteria and
application forms can be obtained from the school.
Senior pupils with Educational Maintenance Allowance should provide Medical
Certificates due to illness. Failure to do so may result in payments being withheld.
18
Rosshall Academy
Family Holidays during term-time
Parents/Carers do not have an automatic right to take their child out of school
without permission during term-time. The Head of Establishment can only
authorise time off during term-time in exceptional circumstances.
Exceptional circumstances include:
s
s
s
s
s
SHORTTERMPARENTALCARERPLACEMENTABROAD
FAMILYRETURNINGTOITSCOUNTRYOFORIGINFORFAMILYREASONS
THEPERIODIMMEDIATELYAFTERANILLNESSORACCIDENT
APERIODOFSERIOUSORCRITICALILLNESSOFACLOSERELATIVE
ADOMESTICCRISISWHICHCAUSESSERIOUSDISRUPTIONTOTHEFAMILYHOME
causing temporary relocation.
Time off during term-time for the following reasons is not acceptable and will be
recorded as unauthorised absence:
s !VAILABILITYOFCHEAPHOLIDAYSORDESIREDACCOMMODATION
s (OLIDAYSWHICHOVERLAPTHEBEGINNINGORENDOFTERM
Clearly with no explanation from the parent or carer, the absence is unauthorised.
It should be pointed out that the Education Liaison Officer investigates unexplained
absence, and that the authority has the power to write to, interview or prosecute
parents/carers, or to refer young people to the reporter of the children’s hearings, if
necessary.
Parents are asked to co-operate in this matter of attendance. Attendance and the
prevention of truancy or, failing that, its detection at the earliest possible moment
has absolute priority as far as the school is concerned.
19
LATECOMING
Parents are asked to assist the Head Teacher and Staff by ensuring that latecoming,
morning and afternoon, is avoided at all times. It is appreciated that the location of
the school and the dependence on public transport can cause problems, but only
too often pupils have no valid reason for arriving at school late. It can be extremely
disruptive to lessons when pupils arrive late. Where there is a genuine case of lateness,
parents should provide a note of explanation which will be accepted by the school.
Pupils coming to school late will be identified by the Managers who are at the front
door to record the names of those pupils who have not arrived on time in the morning
and after lunch. For any pupil who has been late we have introduced daily interval
detention. We also alert parents to consistent late coming via texts and letters sent
home and request parental interviews to that we can make positive steps in partnership
to ensure that all our pupils are punctual - a skill necessary for life.
20
Rosshall Academy
SCHOOL UNIFORM
Glasgow City Council’s position on school uniform is as follows:
Given that there is substantial parent / carer and public approval of a dress code, schools
in this authority are encouraged to develop a school dress code. In encouraging a dress
code policy account must be taken in any proposals to prevent any direct or indirect
discrimination on the grounds of race or gender. Any proposals will be the subject of
widespread consultation with parents / carers and young people. Against this background
it should be noted that it is the policy of the Education Children and Families Policy
Development Committee to encourage schools to develop an appropriate dress code
policy.
There are forms of dress which are unacceptable in school, such as items of clothing which:
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others to do so.
Under no circumstances will pupils be deprived of any educational benefit as a result of
not wearing clothing conforming to the school’s dress code policy.
Parents / Carers receiving Income Support, Job Seekers Allowance (Income Based), Working
Tax Credit (with a total annual income of less than £15050*), Housing Benefit or Council
Tax Benefit will normally be entitled to monetary grants for footwear and clothing for their
children. Approval of any requests for such grants made by parents / carers in different
circumstances is at the discretion of the Executive Director of Education. Information and
application forms may be obtained from schools and at www.glasgow.gov.uk/index/
aspx?articleid=8629.
*Income amount effective from 1 April 2014 and may be changed by the Department
for Work and Pensions.
Glasgow City Council is concerned at the level of claims being received regarding the
loss of young peoples’ clothing and/or personal belongings. Parents / Carers are asked to
assist in this area by ensuring that valuable items and unnecessarily expensive items of
clothing are not brought to school. Parents / Carers should note that the authority does
not carry insurance to cover the loss of such items and any claims submitted are likely
to be met only where the authority can be shown to be negligent.
continued....
21
Rosshall Academy is very proud of our school uniform. As ambassadors of Rosshall
we know that the appearance of our young people makes both an initial and lasting
impression within the community; an impression which is very important to us.
We also believe that smart school uniform contributes to the positive ethos in the
school; pupils look smart, feel smart and arrive in school ready to learn.
Wearing school uniform also means that young people and their parents / carers are
not put under pressure to have the latest in designer fashion. We also know from our
parents themselves that school uniform prevents arguments in the morning regarding
clothing which may or may not be suitable for a young person to be wearing to school.
Rosshall Academy uniform is:
Boys
Girls
White school shirt and school tie.
Black trousers
Black V-neck sweatshirt (optional),
cardigan or jumper
Black Blazer
White school shirt and school tie.
Black skirt or black trousers
Black V-neck sweatshirt (optional)
cardigan or jumper
Black Blazer
The following items are NOT permitted at Rosshall Academy and should not be worn.
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Finally, school uniform enables members of staff to identify intruders on the campus
immediately and greatly increases the security within the school. Pupils wearing
outdoor jackets hats and scarves to school must remove these on entering the building.
22
Rosshall Academy
LUNCH ARRANGEMENTS
Children and young people of parents/carers receiving Income Support, income-based
Job Seekers Allowance, Working Tax Credit (where income is less than £6,420), Child
Tax Credit only (where income is less than £16,105*) and income-related Employment
and Support Allowance are entitled to a free midday meal. Information and application
forms for free school meals may be obtained from schools and at
www.glasgow.gov.uk/index.aspx?articleid=8629.
It is in the interest of schools and parents/carers to maximise the numbers of young
people entitled to free school meals as those schools with a high level of young people
registered for free school meals attract additional funding benefits for the school
overall. All parents/carers eligible for free school meals for their child are therefore
encouraged to register their entitlement thus assisting the school in gaining additional
support. Application forms can be obtained from schools and at
www.glasgow.gov.uk/index.aspx?articleid=8629.
N.B. Parents/Carers who are in receipt of Child Tax Credit and Working Tax Credit
are not entitled to a free midday meal.
*
Income amount effective from 1 April 2014 and may be changed by the
Department for Work and Pensions.
CAFETERIA
There is a cafeteria, supervised by staff, in which payment is made using swipe cards
or cash. The cafeteria provides a wide range of healthy meals and snacks.
Pupils entitled to free dinners are given an automatic top up on their swipe card
entitling them to select from the items on offer each day. The present value of this top
up is £1.70. Those who prefer to bring a packed lunch are welcome in the Dining Hall.
Children who require special
diets should know that these
are available upon request.
All first year pupils’ should
remain in school for lunch.
23
HEALTH AND MEDICAL CARE
The health of all pupils in state schools is the responsibility of the School Health
Service, which is obliged to organise regular medical inspections within the schools,
carried out by its own doctors.
A nurse from the School Health Service organises these routine medicals, which
parents may attend, by prior arrangement.
When a pupil becomes unwell in school, or has an accident, the school will take
whatever action is deemed necessary. If need be, the parent will be asked to call at
the school to take the child home.
Where a hospital visit is considered necessary and the parent cannot arrange this,
the pupil will be taken there and a member of staff, teaching or non-teaching, will
remain until the arrival of the parent.
To enable the school to carry out its responsibilities adequately, parents should inform
the Pastoral Care Staff of any particular medical requirements, and of the arrangements
to be made if a child has to be taken to an address other than his/her own.
Please note that it is the responsibility of parents to inform the school in writing of any
medicines being taken by their child, or any medical condition they have developed.
Oral information on the taking of medicines is not acceptable.
We hope that there will be no need to contact you about an emergency situation, but
should the necessity arise, it is vital that we have accurate records available in the
school, giving appropriate details of contact phone numbers at home and work and
of those nominated by you as emergency contacts in your absence. Please ensure
that your child is in possession of all necessary details and that the school is kept fully
informed of any changes, no matter how short-term they may be.
24
Rosshall Academy
CHILD SAFETY/CHILD PROTECTION POLICY
s
2OSSHALL TAKES POSITIVE STEPS TO HELP CHILDREN PROTECT THEMSELVES BY ENSURING
that programmes of health and personal safety are central to the curriculum and
should have in place a curriculum that ensures that children have a clear
understanding of the difference between appropriate and inappropriate
behaviour on the part of another person, no matter whom.
As with other areas of the curriculum, you will be kept informed of the health
and personal safety programme for your child’s establishment.
s
2OSSHALL SEEKS TO CREATE AND MAINTAIN A POSITIVE ETHOS AND CLIMATE WHICH
actively promote child welfare and a safe environment by:
)
ensuring that children are respected and listened to
)
ensuring that programmes of health and personal safety are central to the
curriculum
)
ensuring that staff are aware of child protection issues and procedures
)
establishing and maintaining close working relationships and arrangements
with all other agencies to make sure that professionals collaborate effectively
in protecting children.
Should any member of staff have concerns regarding the welfare or safety of any
child they must report these concerns to the head of School. The head, or the person
deputising for the head, after judging that there may be grounds for concern regarding
the welfare or safety of any pupil must then immediately advise the duty senior social
worker at the local social work services area office of the circumstances.
The Child Welfare & Protection Officer for Rosshall Academy is:
Head Teacher – Ms A Mitchell
The Child Welfare Co-ordinator is:
Depute Headteacher – Ms T Loudon
Rosshall Academy
131 Crookston Road
Glasgow G52 3PD
Telephone: 0141 582 0200
25
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26
Rosshall Academy
RELIGIOUS OBSERVANCE AND RELIGIOUS
EDUCATION
Within all schools there exists a broad spectrum of religious and non-religious
belief and Rosshall aims to reflect the different beliefs of pupils, teachers
and parents.
Each year Christmas and Easter Services are usually conducted by the Chaplains. Parents
are cordially invited to attend. In addition, the facility exists for Year Group Assemblies
throughout the session.
Parents and carers from religions other than Christianity may request that their child or young
person be permitted to be absent from school in order to celebrate recognised religious
events. Only written requests detailing the proposed arrangements will be considered.
Appropriate requests will be granted on not more than three occasions (days) in any one
school session and the young person noted in the register using code REL on these days.
Religious Education will be timetabled for all pupils in S1 - S4, with extension sought to the
Senior School. The subject makes a significant contribution to the development of enquiry
skills, positive attitudes towards others, compassion and an appreciation of the distinctive
interpretation of life offered by religious beliefs.
Parents who do not wish their children to participate in these arrangements are asked to
make early contact with the Head Teacher.
USEFUL WEBSITES
www.curriculumforexcellencescotland.gov.uk
www.educationscotland.gov.uk/parentzone/index.asp
DATA PROTECTION ACT 1998
Information on young people, parents and carers is stored on a computer system and may be
used for teaching, registration, assessment and other administrative duties. The information is
protected by the Data Protection Act 1998 and may only be disclosed in accordance with the
Codes of Practice. For further information please contact the school.
TRANSFERRING EDUCATIONAL DATA ABOUT
PUPILS
The Scottish Government and its partners collect and use information about pupils to help to
improve education across Scotland. This note explains why we need this information, how
we use it and what we do to protect the information supplied to us.
Why do we need your data?
In order to make the best decisions about how to improve our education service, Scottish
Government, education authorities and other partners such as the SQA and Careers Scotland
need accurate, up-to-date data about our pupils. We are keen to help all our pupils do
well in all aspects of school life and achieve better examination results. Accurate and upto-date data allows us to:
27
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achievement,
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Data policy
Information about pupils’ education is collected in partnership between the Scottish
Government and Local Authorities through the ScotXed programme which aims to
help schools and Local Authorities by supporting efficient collection, processing
and dissemination of statistical information. The Scottish Government then provides
analysis of the data to support research, planning, management and monitoring of
education services as well as to produce National Statistics publications.
Education data within Scottish Government is managed effectively by secure systems
and is exploited as a valuable corporate resource, subject to confidentiality restraints.
As part of its data policy, Scottish Government will not publish or make publicly
available any information that allows individual pupils to be identified, nor will data
be used by Scottish Government to take any actions in respect of individuals. Data is
held securely and no information on individual pupils can or would be made publicly
available by Scottish Government.
The individual data collected by Scottish Government is used for statistical and
research purposes only.
Your data protection rights
The collection, transfer, processing and sharing of ScotXed data is done in accordance
with the Data Protection Act (1998). We also comply with the National Statistics Code
of Practice requirements and other legislation related to safeguarding the confidentiality
of data. The Data Protection Act gives you the right to know how we will use your
data. This note can give only a brief description of how we use data. Fuller details
of each individual ScotXed survey, including the purpose of each and the published
data, can be found on the ScotXed website (www.scotxed.net).
Scottish Government works with a range of partners including HM Inspectorate of
Education, Careers Scotland and the SQA. On occasion, we will make individual
data available to partners and also academic institutions and organisations to carry
out research and statistical analysis. In addition, we will provide our partners with
information they need in order to fulfil their official responsibilities. Any sharing of data
will be done under the strict control of Scottish Government, which will ensure that
no individual level data will be made public as a result of the data sharing and that
these data will not be used to take any actions in respect of an individual. Decisions
on the sharing of data will be taken in consultation with relevant colleagues and
individuals within and outwith Scottish Government.
Concerns
If you have any concerns about the ScotXed data collections you can email the Senior
Statistician, Peter Whitehouse, at [email protected] or write to
The ScotXed Support Office, Area 1B, Victoria Quay, Leith, EH6 6QQ. Alternative
versions of this page are available, on request from the ScotXed Support Office, in
other languages, audio tape, Braille and large print.
28
Rosshall Academy
THE FREEDOM OF INFORMATION
(SCOTLAND) ACT 2002
The Freedom of Information (Scotland) Act 2002 enables any person to obtain
information from Scottish public authorities. The Act applies to all Scottish public
authorities including: Scottish Government and its agencies; Scottish Parliament;
Local Authorities; NHS Scotland; Universities and further education colleges; and
the police.
Public authorities have to allow access to the following information:
s 4HEPROVISIONCOSTANDSTANDARDOFITSSERVICE
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The legal right of access includes all types of ‘recorded’ information of any data
held by the Scottish public authorities. From 1 January 2005, any person who
makes a request for information must be provided with it, subject to certain
conditions.
Further information is provided on the Glasgow City Council website:
www.glasgow.gov.uk/en/yourcouncil/freedomofinformation
Internet facilities are provided at all Glasgow City Council Public Libraries and
Real Learning Centres.
COMMUNITY SERVICE
The School is committed to the local Community. Many opportunities are given for
our pupils to become involved in some form of Community Service e.g Volunteering
skills, Duke of Edinburgh Award and local projects in the community. Many charity
events take place throughout the session e.g. Children in Need, The Scottish Poppy
Appeal, MacMillan Coffee Mornings.
It is one of our main objectives
to increase our involvement with
parents and the community.
29
PARENTS’ MEETINGS AND INFORMATION
EVENINGS
Parents’ Meetings are held from 4.30 – 6.30pm, on a year group basis, throughout
the session. Parents have the opportunity to discuss their child’s progress with each
of their teachers. All meetings are well attended and all are important.
As well as an S2 Parents’ Evening there is also an S2 Information Evening. The purpose
of the evening is to explain the Preference Process and the development of the Senior
Phase.
During the first three years in secondary school young people embark on a Broad
General Education as part of Curriculum for Excellence. From August of S1 until
December of S2 pupils study 17 subjects. From January of S2 until the end of S3
pupils will continue to study some compulsory subjects however, they will be given
the opportunity to study preferred subjects in more depth. This will involve narrowing
down their subjects from 17 to 15.
The Preference Process takes place in November of S2. Every S2 pupil will be issued
with a Preference Form and will be individually assisted by their Pastoral Care Teacher
in making their preferences. At the Parents Information Evening the process will be
explained to parents and you will be given the opportunity to ask any questions you
may have regarding the process.
As pupils move from the Broad General Education at the end of S3 into the Senior
Phase in S4 they will embark on an option choice process in which they will choose
subjects they will study to certification level. Pupils will be fully assisted by their
Pastoral Care Teacher in making these choices. There will be a Parents Information
Evening in January of S3 as the Option Choice Process begins for our S3 pupils. Again,
you will be given the opportunity to ask any questions you may have regarding the
process. An information evening for S4 parents will also take place on the same day
as they start the process of choosing subjects for S5.
GREEN POLICY
The Council have requested that all users of the school premises reduce the number
of vehicles required and for parents’ evenings arrangements such as car sharing might
be recommended. Please note that there is very limited parking space at Rosshall
Academy and for parents’ meetings you are advised not to bring your car or park in
surrounding streets.
30
Rosshall Academy
COMMENTS AND COMPLAINTS
In Glasgow Secondary School we aim to have positive relationships across our
school community. However, if you have a comment or complaint about any
aspect of school life, please contact the Headteacher in the first instance.
Glasgow City Council complaints procedures are available:
www.glasgow.gov.uk/educationcomplaints
Customer Liaison Unit
Education Services
Glasgow City Council
City Chambers East
40 John Street
Glasgow G1 1JL
Tel: 0141 287 5384
e-mail: [email protected]
The above website also includes information on data protection and freedom of
information.
31
THE PARENT FORUM AND THE PARENT
COUNCIL
The Scottish Schools (Parental Involvement) Act 2006 has changed the arrangements
for parental representation in all schools. Since August 2007, all parents/carers are
automatically members of the Parent Forum for their school and they have a right to
establish a Parent Council to represent them.
Parent Forum
The membership of the Parent Forum is made up of all parents/carers who have a
child or young person at an education authority school. Membership of the Parent
Forum allows parents/carers to have a say in the local arrangements to enable their
collective view to be represented on matters such as the quality and standards of
education at the school and other matters of interest to parents/carers. One of the
ways parents/carers in the Parent Forum will be able to express their views will be
through the Parent Council
Parent Council
The Parent Council is a group of parents/carers selected by members of the Parent
Forum to represent all the parents/carers of young people at the school. Parent
Councils are very flexible groups and the Parent Forum can decide on the type of
group it wants to represent their views. The type of things a Parent Council could get
involved in include:
s
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3UPPORTINGTHEWORKOFTHESCHOOL
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local community;
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Parent Councils are recognised in law from August 2007. As a statutory body, the
Parent Council has the right to information and advice on matters which affect young
people’s education. So, the school and the local authority must listen to what the
Parent Council says and give it a proper response. Every school’s Parent Council
will be different because it will be parents/carers in each school who make the key
decisions. The Parent Council is also entitled to support from the education authority
in fulfilling its role.
Parent Council aims to;
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32
Rosshall Academy
The objectives of the Parent Council are:
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TOWORKINPARTNERSHIPWITHTHESCHOOLTOCREATEAWELCOMINGSCHOOLWHICHIS
inclusive for all parents
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of the pupils
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school and other matters affecting the education and welfare of the pupils
Membership of the Parent Council
Generally, members of the Parent Council must be parents/carers of children and
young people who attend the school and the chairperson must have a child or young
person in the school. However, the Parent Council can decide to co-opt members
from teachers and the community who will have knowledge and skills to help them.
Membership of the Parent Council will compromise:
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s
AMINIMUMOFANDAMAXIMUMOFPARENTMEMBERSAND
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be less that the number of parent members.
The Parent Council shall determine where the co-opted members may be drawn from
but typically may include Rosshall Academy staff, Rosshall Academy Pupil Council
members and appropriate members of the local community.
At the time of writing, there are 11 parent members on the Council, as follows:
Parent/Carer Members
Staff Members
Chair/Clerk Mrs Nancy Loftus
Treasurer Mrs Linda Lockhart
Mr Gary Ballantyne
Ms Dianne Blair
Mr David Coia
Mr Billy Green
Mrs Pamela McVeigh
Ms Lisa Murray
Mr Edi Reavey
Ms Paula Wright
Ms Alison Mitchell - Head Teacher
Mr Graham Keith - Senior DHT
Mrs Kathryn King - Teaching Staff
Ms Sacha MacLean - Teaching Staff
Mr David Welsh - Teaching Staff
33
EXTRA-CURRICULAR ACTIVITIES
A range of extra-curricular activities are available at lunch-times, after school or at
weekends.
All extra-curricular activities require parental consent. Consent forms will be issued
by the school.
The school also has at least one overseas trip each year.
SPORTING
A wide range of sporting activities are available for pupils including:
Girls Football
Boys Football
Rugby
Basketball
Badminton
Netball
Rowing
Athletics
Fitness
Cross-Country
Trampolining
Many of our extra - curricular clubs have teams which represent Rosshall Academy
in Glasgow Leagues and Tournaments as well as Scottish Cups.
Individual pupils also compete in Glasgow and Scottish Schools Championships
and Rosshall Academy has achieved great success in recent years in a range of
competitions.
PERFORMING ARTS
The Performing Arts department offers a wide range of extra-curricular activities to
our pupils at lunchtimes, after school and in the evenings.
A range of other clubs take place during the year including:
Chess, Eco-Group, Debating, Science, French.
34
Rosshall Academy
FACULTY OF PERFORMING ARTS
Dance
Pupils can opt into Dance from Christmas of S2 and study the subject all the way
through to Higher. There is also a dance club for S1/2 pupils to join, and as well as
opportunities to take part in showcase evenings and the school show.
Drama
Pupils are able to study Drama from S1 and all the way through to Advanced
Higher or National Progression Award level in S6. Drama offers opportunities for
pupils to join both lunchtime and after school clubs, from S1 to S6. Advanced
lunchtime workshops are also available to senior pupils who wish to develop their
performance skills further. Theatre visits are offered to pupils throughout the year,
and take into account iconic Glasgow theatres such as the Kings Theatre, Citizens
Theatre and Tron Theatre. Trips planned for the coming session include “The
Curious Incident of the Dog in the Night-time”, “Ghosts” and “Sleeping Betty”
MUSIC
Pupils are able to study Music from S1 all the way through to Advanced Higher in
S6. There are a large variety of music extracurricular opportunities available, which
are listed below. Pupils also have the opportunity to attend orchestra performances
and participate in specialist workshops, delivered by visiting musicians.
This session is also the first year of Music Technology for S4 pupils. The aims of the
course are to enable learners to:
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capture and manipulate audio
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century musical styles and genres
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awareness of implications of intellectual property rights
INSTRUMENTAL LESSONS
Instrumental lessons are available in brass, woodwind, violin, guitar, bass guitar,
percussion, Indian tabla, piano and voice. Our team of 10 instrumental instructors
deliver these lessons throughout the week. Every year, opportunity is given for
pupils to begin lessons if there are vacancies available. Pupils receive half a
period’s tuition per week in a small group, and are expected to practise regularly at
home and participate in ensemble work where possible.
35
GUITAR GROUPS
This year we are running two guitar groups. Monday lunchtimes is available to
experienced guitar players in S5/6 who wish to develop their skills further, and on
Wednesday lunchtime there is an S1-3 beginners guitar group.
WIND BAND
Pupils receiving instrumental lessons in brass and woodwind attend a lunchtime
wind band rehearsal every week. There is also a rehearsal after school once a
month. The band regularly performs at school events and sometimes competes in
Glasgow Music Festival.
FIDDLE GROUP
Pupils receiving violin lessons attend weekly lunchtime rehearsals. The fiddle
group regularly performs at school events.
JAZZ GROUP
The jazz group rehearses weekly and performs at school events as well as
participating in competitions and performances outside school. In November
2009 the Jazz Group was very successful in Glasgow Jazz Festival’s Schools Jazz
Competition which took place at The Old Fruitmarket, winning 3 awards.
ROSSHALL JUNIOR CHOIR AND SENIOR VOCAL GROUP
Junior Choir is open to S1 and 2 pupils, and Senior Group open to S3 – 6 pupils.
Each group meets weekly and performs at a variety of events throughout the year.
Pupils interested in taking part in the annual school show are highly encouraged to
attend the appropriate group to develop their skills and confidence.
BEHIND THE NOISE
Every year a group of S4-S6 pupils participates in this project which introduces
them to all aspects of the music industry and related careers, and culminates in a
gig being staged in a Glasgow city centre venue.
ENTRY TO THE CREATIVE INDUSTRIES
The Faculty has a unique partnership with the Royal Conservatoire of Scotland,
which enables us to offer free and specialised support to pupils wishing to study
performance or production upon leaving school. Crucially, this support is not just
aimed at those wishing to study at the Conservatoire, but any college or university
course that meets the needs of pupils. This includes those interested in
36
Rosshall Academy
s -USICnPERFORMANCECOMPOSITIONARRANGINGSOUNDPRODUCTIONANDMUSIC
business
s!CTINGnSTAGEANDSCREEN
s$ANCEnCONTEMPORARYSTREETBALLETJAZZHIPHOP
s4ECHNICALTHEATREnLIGHTINGSOUNDPROPSSETDESIGNANDCONSTRUCTION
costume, make-up
s&ILMANDTELEVISIONnWRITINGEDITINGPRODUCINGDIRECTINGCAMERAANDSOUND
operation
Although the majority of support is offered to S5/6 pupils, there are opportunities
for other age groups as well. For example, Transitions 20/40 offers tuition fee and
travel support to take part in Royal Conservatoire workshops, classes and short
courses in preparation for audition or interview for training at a higher education
level. This also includes support for applications to the Junior Conservatoire. The JC
offers specialist and advanced training for committed and talented young people in
dance, drama, music, production and screen.
SCHOOL SHOW
Every year the Performing Arts
Faculty, with the help of several
other departments, produces a
summer performance which takes
the form of either a concert or a
musical. There are many ways in
which pupils can get involved –
performing on the stage, assisting
with ticket sales and advertising,
helping front of house and helping
out behind-the-scenes with lighting, sound, staging etc. Previous musicals include
Dracula Spectacula, Little Shop of Horrors, Sugar and Boogie Nights, Return to the
Forbidden Planet and Grease again in June 2013.
Our production of “Hairspray” in June 2015 was a great success, having one sold
out night and a queue for each other night! This year’s show will be announced
in November, with auditions taking place in December and rehearsals starting
in January. The school show is open to all S1 – 6
pupils, regardless of whether they study within the
faculty. We will also be recruiting for new members
in our Pupil Production Team, which gives pupils
interested in “behind the scenes” tasks a chance
to take part in the amazing energy that goes into a
school show. This opportunity is open to pupils in S3
and above.
37
LEARNING CENTRE
Rosshall Academy has a well stocked Learning Centre managed by an experienced
and qualified librarian. There is a large variety of fiction books, as well as audio books.
The Learning Centre has 28 networked computers with internet access for research
purposes and a large stock of reference and information books to complement this.
Classes are frequently timetabled to use the Learning Centre from most subjects and
it is also available for use by pupils at lunchtimes and after school.
SUPPORTED STUDY
The Authority provides funds for a programme of Supported Study. Classes are
organised after school, or at lunchtime and a particular-focus is given to S4-S6 pupils
in preparing for prelim and final exams. Supported study classes will be available in
most subject areas. A programme of S3 supported study also runs in advance of S3
exams.
38
Rosshall Academy
CURRICULUM FOR EXCELLENCE
BRINGING LEARNING TO LIFE AND LIFE TO LEARNING
Curriculum for Excellence is now being implemented across Scotland for all 3-18
year olds – wherever they learn. It aims to raise standards, prepare our children
for a future they do not yet know and equip them for jobs of tomorrow in a fast
changing world. Curriculum for Excellence enables professionals to teach subjects
creatively, to work together across the school and with other schools, to share best
practice and explore learning together.
Teachers and practitioners will share information to plan a child’s “learning
journey” from 3-18, helping their progression from nursery to primary, primary
to secondary and beyond, ensuring the change is smooth. They’ll ensure children
continue to work at a pace they can cope with and with challenge they can thrive
on.
Curriculum for Excellence balances the importance of knowledge and skills.
Every child is entitled to a broad and deep general education, whatever their level
of ability. Every teacher and practitioner will have some responsibility for literacy
and numeracy – the language and numbers skills that unlock other subjects and
are vital to everyday life.
It develops skills for learning, life and work to help young people go on to further
study, secure work and navigate life. It brings real life into the classroom, making
learning relevant and helps young people apply lessons to their life beyond the
classroom. It links knowledge in one subject area to another helping children
understand the world and make connections. It develops skills so that children
can think for themselves, make sound judgements, challenge, enquire and find
solutions.
There will be new ways of assessing progress and ensuring children achieve their
potential. This year, National 4 and 5 qualifications will run for the third year while
our well regarded Highers and Advanced Highers will be updated to take account
of and support the new approaches to learning and teaching.
There is personal support to help young people fulfil their potential and make the
most of their opportunities with additional support wherever that’s needed. There
is an enhanced emphasis on looking after our children’s health and wellbeing – to
ensure that the school is a place where children feel safe and secure and are able
to thrive and flourish.
Ultimately, Curriculum for Excellence aims is to improve our children’s
life chances, to nurture successful learners, confident individuals, effective
contributors, and responsible citizens, building on Scotland’s reputation for great
education.
39
SCHOOL ORGANISATION
The School curriculum is divided into two distinct stages
1. S1-S3: Broad General Education (BGE)
BGE Phase 1
From August of S1 until December of S2, pupils have a common range of subjects
including English, Mathematics, History, Geography, Modern Studies, French,
Science, Home Economics, Technical Education, Drama, Art, Music, Physical
Education, Learning to Learn and Religious Education. History, Geography and
Modern Studies rotate so pupils spend a third of the year in these subjects.
Pupils are taught in a variety of set and in mixed-ability classes and we try to
ensure that the same teacher takes pupils for the whole of their time in each
subject. Pupils are allocated a Pastoral Care teacher who is ready to give them any
necessary advice or assistance.
BGE Phase 2
From January of S2 until June of S3, pupils have a slight reduction in the number
of subjects studied by way of a ‘preference process’ which will take place in
November of S2. This allows our pupils an element of choice and flexibility while
maintaining a broad general curriculum to prepare them for the senior phase.
Teaching will take place in a variety of set and mixed-ability classes.
Towards the middle of the third year information will be provided for pupils and
parents about the choice of courses that will be available in the senior phase and
detailed guidance is given about the decisions to be made by each individual pupil
on the basis of his or her interests, achievements and career aspirations.
A sample pupil timetable is shown on page 43. During the second half of S3
our pupils will make option choices for the Senior Phase. They will study seven
subjects to qualification level in S4.
2. Senior Phase
From the fourth to the sixth year, courses are mainly directed toward National
4 and National 5 qualifications and the updated Higher and Advanced Higher
Awards of the Scottish Qualifications authority. S4 – S6 should be considered as a
three-year stage in education, although there exists an exit point at the end of S4 or
S5. We now have a curriculum structure for the senior phase in place however it is
reviewed regularly.
40
Rosshall Academy
Our aim is to provide the opportunity for all students to continue their studies
after the broad general education at a level appropriate to them. Arrangements
are possible with Employers, Colleges and with other local secondaries to help
offer a wider choice of courses than any school alone is able to provide. Students
can choose courses for S4, S5 and S6 at five levels though not every level will be
available in every department (see sample Option Forms).
The five levels are:
s.ATIONAL
s.ATIONAL
s.ATIONAL
s(IGHER
s!DVANCED(IGHER
A sample breakdown of BGE subjects S1 – S3 and draft Option Form showing
current choices available to pupils in S4, S5 and S6 are included in the Handbook.
Please note, however, that these reflect the position at the moment of printing
and are constantly changing as we continue to develop our Curriculum for
Excellence courses and options.
41
Pupil 1: Broad General Education
CfE Broad General Education Sample Pupil Timetable
Sample Pupil Timetable S1 - S3
PE
PE
PE
PE
PE
32
RE
PE
PE
31
RE
RE
PE
PE
30
L2L
RE
RE
PE
29
PSE
L2L
L2L
RE
28
IT
PSE
PSE
Act
27
H Ec
ICT /
Com
ICT /
Com
PSE
26
H Ec
ICT /
Com
ICT /
Com
ICT /
Com
25
Tech
H Ec
Tech
ICT /
Com
24
Tech
Tech
Tech
Tech
23
Dra
Dra
Mus
Tech
22
Mus
Mus
Mus
Mus
21
Art
Art
Art
Mus
20
SS
Rot
SS Rot
Art
Art
19
SS
Rot
SS
Rot
Geo
Art
18
Fre SS Rot
SS
Rot
Geo
Geo
17
Spa
Mod
Stud
Geo
16
Fre
Fre
Mod
Stud
Mod
Stud
15
Fre
Fre
Spa
Mod
Stud
14
Sci
Sci
Fre
Spa
13
Sci
Sci
Fre
Fre
12
Sci
Sci
Bio
Fre
11
Ma
Sci
Bio
Bio
10
Ma
Ma
Che Che
Bio
9
Ma
Ma
Ma
Che Che
8
Ma
Ma
Ma
Ma
7
En
Ma
Ma
Ma
6
En
En
Ma
Ma
5
En
En
En
Ma
4
En
En
En
En
3
S1
En
En
En
2
August S2
En
En
1
January S2
En
BGE Year
S3
42
Rosshall Academy
43
44
Rosshall Academy
45
ASSESSMENT
During S1 – S3 pupils
complete the first phase
of their secondary
education, which is known
as the “Broad General
Education”. The majority
of pupils in S1 will be
working on the third level,
although it is important to
note that it is possible for
a child to be working at
different levels across the
curricular areas.
Early Level
First Level
Second Level
Third and Fourth Level
Preschool – P1
P2 – P4
P5 – P7
S1 – S3
With assessments there is now more emphasis on gathering evidence from a
wide and varied range of assessments such as group work, presentations, written
work, peer / self assessment as well as summative assessment. Once a pupil has
demonstrated sufficient knowledge & understanding of a subject at a particular
level they will move on to study at the next level.
Reporting to parents
As your child progresses through the broad general education their reports will
include information about:
s THEbreadth of learning your child has experienced within each curricular
area
s THElevel of challenge planned for your child to ensure he/she is achieving
his/her full potential and being supported appropriately
s HOWWELLYOURCHILDcan apply learning in new and unfamiliar contexts
46
Rosshall Academy
At the beginning of S4 pupils will begin the second phase of their secondary
education which is known as the Senior Phase. The level at which your child will
study their chosen subjects during the senior phase will be dependent on their
academic ability. The level of qualification now available are as shown:
New Qualifications
Advanced Higher
Higher
National 5
National 4
National 3
47
Rosshall Pupil
S1 Reg. 6
Rosshall Academy
Rosshall Academy
131 Crookston Road
Crookston
Glasgow
G52 3PD
Pupil Report - May
48
Rosshall Academy
Curriculum Area
Languages
Teacher
Homework
Effort
Behaviour
Mr O. Marletta (English)
Excellent
Excellent
Excellent
Excellent
Excellent
Mrs I. Copeland, Mr J. Del Pino Cara
(French)
English Comment
Your child has successfully completed a study of ‘Macbeth’ which required her to submit
DFULWLFDOHVVD\VKHZLOOEHJLYHQWKHRSSRUWXQLW\WRLPSURYHZLWKD¿QDOGUDIW+HU
understanding of the task was good; however, she must work on expressing some of her
opinions with more detail. Her basic English skills (spelling, punctuation and handwriting) are
good. Next we will be moving on to different types of writing in particular extended creative
stories.
In class Your child is attentive and well behaved: a model student.
French Comment
Your child prepares well for speaking tests and assessments. She has a sound grasp of
grammar and a sound knowledge of vocabulary.
<RXUFKLOGVKRZVDQDSWLWXGHIRUWKHODQJXDJHDQGVKHLVZLOOLQJWRSDUWLFLSDWHFRQ¿GHQWO\LQ
class activities and produces a good standard of work. Your child always gives of her best,
both in classroom activities and homework tasks. She demonstrates self¬reliance in doing
her tasks
Your child can take part effectively in prepared conversations by sharing information about
her daily routine. She is able to use a variety of language structures to share information and
experiences in these conversations. She should continue to make progress by extending
her range of vocabulary and structures which will enable her to take part in more detailed
conversations.
In writing Your child can effectively create, amend and present more extended information
about herself and her experiences on the topic of her daily routine. She should continue to
progress to write more extensively over a widening range of formats, using some variety of
structures, tenses and link words
49
Pupil Progress Report
Parent/Guardian
Response Sheet
Name of School: Rosshall Academy
Name of Pupil: Your Child
Class: Reg. 1
Registration Teacher: Mrs A. Chambers, Mrs S. Jarvie
Date: 22 November 2015
Please return this form to the school indicating below that you have received your
child’s progress report.
We also invite you to complete the other sections. You may wish to return your
UHVSRQVHLQDVHDOHGHQYHORSHWRHQVXUHFRQ¿GHQWLDOLW\
Is there anything about your child’s progress which pleases you?
Is there anything about your child’s report which concerns you?
3OHDVHQRWHDQ\DWWHQGDQFHUHDVRQVIRUDEVHQFHVPDUNHG77REH&RQ¿UPHGEHORZ
I acknowledge receipt of my child’s progress report.
Signature of parent/guardian
50
Rosshall Academy
HOMEWORK
Home learning activities are designed as an integral part of a pupil’s learning
experiences and should be viewed by parents / carers and learners as an essential
part of everyday learning. A variety of activities will be set for home learning and
may include any of the following: written tasks, research tasks, reading, practical
activities, discussion with parent / carer, project work, studying for assessments and
more.
Aims of Homework
s 4OREINFORCEANDCONSOLIDATEWHATHASBEENLEARNEDINCLASS
s4OENABLELEARNERSTOPREPAREFORFUTURELEARNING
s4OPROVIDESTAFFWITHFEEDBACKONTHEPROGRESSABILITYANDLEVELOF
understanding of individual pupils;
s4OINVOLVEPARENTSCARERS
s4OESTABLISHGOODSTUDYHABITS
s4ODEVELOPORGANISATIONALSKILLS
s4ODEVELOPINDEPENDENTLEARNINGSKILLS
The level of homework issued will vary depending on the subject and also on the
stage in the school at which pupils are. The frequency and amount of homework
will increase as learners progress through the school from the Broad General
Education into the Senior Phase.
Use of the Pupil Planner
All pupils are issued with a planner to help them to organise their homework
effectively. The planner should be used as follows:
s 4HEPLANNERSHOULDBEBROUGHTTOSCHOOLEVERYDAY
s7HENHOMEWORKISISSUEDTHECLASSTEACHERWILL
ask pupils to note the homework to be completed,
together with the completion date, into their
planners;
s!THOMEEACHEVENINGEACHPUPILSHOULDCHECKHIS
/ her planner to find out what homework is due to
be completed;
s4HEPARENTCARERSHOULDCHECKTHEPLANNERAND
should discuss the homework to be completed with
their child;
s4HEPUPILSHOULDCOMPLETETHEHOMEWORKAND
ensure that it is brought to school when due;
s4HEHOMEWORKSHOULDBETICKEDOFFINTHEPLANNER
once completed.
51
DIAR
Y PL
AN
NER
2014
-201
5
How Can Parents / Carers Help?
s0ROVIDEAQUIETPLACEANDASETTIMEEACHEVENINGFORYOURCHILDTODO
homework;
s#HECKTHEPLANNEREVERYDAYDISCUSSTHEHOMEWORKTOBECOMPLETEDWITHYOUR
child and check that he / she has completed it prior to the due date;
s!LWAYSENCOURAGEYOURCHILDTOCOMPLETEALLHOMEWORKACTIVITIESTOTHEBESTOF
his / her ability;
s%NCOURAGEYOURCHILDTODOHOMEWORKWELLINADVANCEOFTHEDEADLINEWHEREVER
possible – this will enable him / her to ask teachers for help with any difficulties
in order to complete it in time;
s7HENTHEREISNOFORMALHOMEWORKONAPARTICULAREVENINGPLEASEENCOURAGE
your child to look over / revise the learning that has taken place on that day.
EVERY CHILD IS INCLUDED
The Rosshall Context
Rosshall Academy is a GCC school which reflects GCC’s approach to Inclusion,
Promoting Positive Behaviour, Early and Staged Intervention and combating
disadvantage. This policy therefore is driven by the overarching principles within:
s 4HE!DDITIONAL3UPPORTFOR,EARNING!CTOFREVISEDANDTHERELATED
Code of Practice
s %VERY#HILD)S)NCLUDED
s #URRICULUMFOR%XCELLENCE
s ')2&%#
GIRFEC stands for ‘Getting lt Right For Every Child’. Part of The Children and Young
People Act (Scotland) 2014, it is the Scottish Government-led approach to making
sure that our children and young people- and their parents or carers- can get all the
help and support they need from birth right through to age 18 (or beyond if still in
school).
The vast majority of Scotland’s children and young people get the love and support
they need from within their families and their wider, local communities. But even
the most loving and caring families can sometimes need extra support. The GIRFEC
approach aims to make it as easy as possible for any child or young person (and
their parents) to get that help or support if they need it.
To provide that support when needed, every child in Scotland has a named
individual, the Named Person, as a single point of contact. This Named Person has
a responsibility to provide help and support when asked and can draw together
other services if needed, co-ordinating help for the child or parents. Please do not
hesitate to contact your child’s Named Person at any time.
The Named Person in Rosshall Academy is the Principal Teacher (Pupil Support).
Your child will be informed of the name of their individual Named Person.
52
Rosshall Academy
Through this approach we strive to achieve the best outcomes for all of the young
people in Rosshall.
Our aim then, is to ensure that all Rosshall pupils are provided with the support
they need to help them work towards their full potential by
s 0ROMOTING0ARTNERSHIP7ORKINGAMONGALLTHOSESUPPORTING2OSSHALLPUPILSAND
s 2EmECTINGANDPROMOTINGPARENTALCARERRIGHTSINOURPOLICIESANDPRACTISES
The values that Rosshall Academy has adopted - Aspiration, Compassion,
Creativity, Integrity, Perseverance and Respect, together and individually
demonstrate that this is a school which is working towards achieving a nurturing
environment. This means everyone; young people, parents and teachers all feel
included and valued. This approach is underpinned by the SHANARRI indicators
outlined in GIRFEC which promote wellbeing but which are also fundamental to
the effective delivery of Curriculum for Excellence.
Teachers in Rosshall are informed regularly of pupil need and will alert the
appropriate staff in the Pupil Support Team at the earliest sign that a young person
requires additional support. In line with the SIIM and JST procedure Pupil Support
will carry out appropriate and proportionate assessment which will inform pupil
planning and support.
Also teachers in Rosshall Academy are committed to supplying a proportionate
response to the recognised and emerging barriers to learning in any pupil. This is
achieved through
¾ working collaboratively with professionals from other services and partner
agencies,
¾ working collaboratively with colleagues from other establishments and
¾ informing and involving parents / carers whose rights are given appropriate
recognition.
Further, this inclusive approach to providing additional support to promote
learning and all round development for the young people in Rosshall Academy
is explicitly recognised in all revised school and departmental policy documents
(located in the Dropbox).
Aims, Principles and Staff duties
This policy applies to all young people in Rosshall Academy who might experience
an additional support need which consequently creates a barrier to their learning
and development.
The Pupil Support Team in Rosshall Academy is committed to
s 7ORKINGINCLOSECONSULTATIONWITHPARENTSCARERSANDINVOLVINGTHEMFULLYIN
making decisions about their child.
s 3EEKINGTHEVIEWSOFALLYOUNGPEOPLEINVOLVEDINTHEPLANNINGPROCESSANDOR
decision making which affects their learning.
53
s 0ROVIDINGSUPPORTWHICHENABLESANYYOUNGPERSONWITHIDENTIlEDADDITIONAL
support needs to access education with their peers.
s 3UPPORTINGALLSTAFFINPROMOTINGTHEFULLINCLUSIONOFYOUNGPEOPLEWITH
additional support needs in the life and work of Rosshall Academy.
s %NSURINGTHATYOUNGPEOPLEWITHADDITIONALSUPPORTNEEDSARENOTATRISKOF
exclusion.
s /RGANISINGTRANSITIONSATALLSTAGESINORDERTOENSURETHATTHEPROGRESSOFYOUNG
people with additional support needs is jointly planned.
s 7ORKINGCOLLABORATIVELYWITHPARTNERAGENCIESENSURINGTHATINFORMATIONRELATING
to young people is gathered, shared as appropriate and used to inform joint
planning.
s %NSURINGTHATINFORMATIONRELATINGTOADDITIONALSUPPORTNEEDSANDSTAGED
intervention is regularly and accurately entered into SEEMIS.
s 2EVIEWINGTHEQUALITYANDAPPROPRIATENESSOFPLANNING
Annually
s 7EWILLQUALITYASSURETHISPOLICY
s )NFORMNEWANDREMINDEXISTINGTEACHERSOFITSCONTENTS
s 7ILLMAKEPOLICYKNOWNTOPARENTSCARERSASSOCIATEPRIMARYSCHOOLSAND
partner agencies.
The progress of all Looked After young people and VI Learners will be overseen by
the PT Inclusion who will monitor attainment and wellbeing.
The exemplar though not exhaustive list of what constitutes an additional support
need can be found in GCC ECII Policy (section 5 Page 11)
The Staged Intervention and Inclusion Framework in Rosshall Academy
Rosshall Academy promotes a structured, inclusive, staged intervention approach
to meeting the additional support needs of young people.
The Additional Support Needs for those young people at Stage 1 and 2 of the
process is always met within the classroom. Consideration will only be given to
proceeding to Stage 3 or 4 of the SI process where the strategies employed from
school resources do not assist as intended. The alternative supports used here will
usually be sought from agencies out with Rosshall Academy.
If however, these strategies are not adequate and the needs of the young person(s)
are demonstrated to be
s #OMPLEX
s ,ONG4ERMAND
s 2EQUIRING3IGNIlCANT!DDITIONAL3UPPORT
then consideration will be given to requesting a Coordinated Support Plan
(NB. Consideration to request a CSP for a young person will be given at the annual
review stage of every plan at Stage 4. This also applies to all young people who are
described as LAC.)
54
Rosshall Academy
Identifying and Meeting Needs.
All teachers in Rosshall Academy are aware of their contractual and statutory duty
to address the learning needs of the young people in their class. This is led by good
learning and teaching and curriculum planning following the guidelines included
in their specific department policy, and echoed in all school policies and furthered
by promoting staff development.
Informal Planning.
The classroom teacher is the first person to address the additional support needs of
the young person through normal strategies and will differentiate the curriculum
and teaching approaches accordingly. This can be informed and supported by the
teacher using the information supplied in the Pupil Information Page. Support
remains informal at this level but in line with all Department Policy Additional
Support statements, this information will be discussed with the department
manager and recorded in departmental minutes.
Strategies and Target Setting within the PIP
The PIP is the format used in Rosshall Academy by the Pupil Support Team to
share with teachers the relevant information relating to a young person’s additional
support needs, as well as strategies and appropriate resources which might be
used in meeting these needs. This is the information gained from associated
primaries for pupils new to S1 and built up on pupils through the remainder of
S1 to S6. Teachers can access further information and advice through the SIIM
referral process and are also able to seek advice in addressing pupil needs from,
for example, any visiting specialist teacher e.g. GDSS or EAL etc. this additional
advice will be recorded in the PIP.
For the majority or young people the assessing and recording of their educational
needs is undertaken by subject teachers. Arrangements for assessing learning and
monitoring progress are many and varied.
If, however, the assessed additional support need of any young person requires
prioritised input from school managed resources - for example learning or
behaviour support -the teacher will inform the departmental manager with a view
to requesting support from the ASL department. For example
s 0RIORKNOWLEDGEOFSTRATEGIESUSEDWITHTHEYOUNGPERSONFROMOTHERSUBJECTS
can be shared (PIP)
s &URTHERSCREENINGTOESTABLISHTHETYPEANDCOMPLEXITYOFTHEADDITIONALSUPPORT
need or
s !COLLABORATIVEMEETINGARRANGEDWITHTHE!3,TEACHEROCCASIONALLY0#
teacher) to agree how to progress.
Any targets and strategies agreed should be influenced by the Es & Os for Literacy,
Numeracy and H&WB and should be reviewed within the SIIM process
55
Strategies and Target Setting within the WAP
This means that additional local authority intervention out with the direct
management of the school e.g. Sensory Support Service or GDSS (stage 3) or Social
Work (stage4) will be sought at SIIM and / or JST which will require a Wellbeing
Assessment Plan (WAP)for the pupil which will be reviewed at the SIIM.P:\
Pastoral Care\JST - SIIM\Pupil Support Calendar 2015-16 overview.doc . and P:\
Dropbox\ASN INFO\ASN How To Help\GIRFEC interactive wheel january final
version 2.ppt
Teacher
Ms Brogan
BARRA
S1
1B1
1B2
S2
2B1
2B2
Mrs King
IONA
1I1
1I2
Ms Sharp
HARRIS
Mr Clelland
LEWIS
1H1
1H2
1H3
1L1
1L2
2I1
2I2
2I3
2H1
2H2
2L1
2L2
Mrs Hood
SKYE
1S1
1S2
2S1
2S2
S3
3B1
3B2
3B3
3I1
3I2
3H1
3H2
3L1
3L2
3L3
3S1
3S2
56
S4
4B1
4B2
4I1
4I2
4H1
4H2
4H3
4L1
4L2
4S1
4S2
4S3
S5
5B1
5B2
5B3
5I1
5I2
5I3
5H1
5H2
S6
6B
6I
6H
5L1
5L2
6L
521
5S2
6S
Rosshall Academy
The Delivery
The Pastoral Care Team considers the best means of ensuring maximum care for all
pupils is to work in close partnership with the following groups of people:
• Pupils;
• Parents;
• Pupil Support Team;
• Senior Leadership Team;
• Joint Support Team
• Integrated Support Group
• All teaching and non-teaching staff in Rosshall;
• All relevant outside agencies.
Support Strategies
We will provide the best possible support for our pupils by adopting the following
strategies:
• interviewing, advising and supporting pupils, particularly at
important educational transition stages; P7-S1, S1-3, S4- 6.
• monitoring both positive and negative aspects of pupil
progress and attainment;
• monitoring behaviour, attendance and late-coming;
• communicating information and concerns to parents;
• communicating relevant information to staff;
• acting upon information received from staff, parents and others;
• accessing, where deemed necessary, specialist support for pupils
from e.g. Educational Psychologist, Social Work Department,
Careers Service, School Health Service;
• communicating information to external agencies e.g. Reporter,
Careers Service, Employers, Attendance Council, Social Work
Department;
• keeping up-to-date records on progress of all pupils;
• providing all pupils with a Personal and Social Education
Programme which meets their needs from S1-6 and helps
develop their skills for life;
• encouraging pupils to participate fully in every aspect of the life
of the school.
Additional Support Needs Department
The ASN Department in Rosshall Academy helps to advance the school’s educational
aim of ensuring that all pupils can achieve their maximum potential both educationally
and socially.
Our policy statement “ Every Child Is Included “ reflects this aim and the background
leading to its implementation with the following documentation : “Every Child is
Special” adopted in 1992 by the Regional Council, a Manual of Good Practice for
Special Educational Needs; the Disability Discrimination Act 1995, Part 4; the Special
Educational Needs and Disability Act 2001; Better Behaviour Better Learning (2002);
57
Education Scotland Act 2002; the Education (Additional Support for Learning) Bill
(2004), and Every Child Is Included, GCC (2009), MC 8 (Revised) GCC (2009)
Our “ Every Child Is Included “ policy is subject to continual review and development
within the school.
Philosophy
In harmony with the aforementioned policies the underpinning philosophy behind
this school’s policy is that every child, regardless of ability, should be treated as an
individual with particular aspirations and capabilities and that pupil needs to achieve
these aspirations and fulfil these capabilities should be identified and resources put
in place to support these needs.
Aims
The aims of the ASN Department are:
•
•
•
•
•
•
•
•
•
•
to develop and implement practices on a whole school basis which improve
learning;
to develop and implement an appropriate curriculum for individual pupils;
to identify the support required for individuals to access this curriculum and
to provide this support;
to encourage independent learning;
to offer a more proactive and coordinated provision of support to pupils
with emotional and behavioural difficulties ;
to prevent early school based difficulties becoming entrenched by
providing behaviour change intervention;
to operate in tandem with the school’s positive behaviour policy.
to provide support with behaviour management and social skills through
various programmes of work;
to attempt to reduce instances of truancy and indiscipline;
to encourage a positive attitude to learning.
Support Strategies
In order to achieve the above aims, ASN Department staff will:
•
implement whole school policies as appropriate;
•
liaise with Primary colleagues, Secondary colleagues, SLT, External Agencies
as appropriate and Parents;
assist departments with the preparation of differentiated material;
•
•
develop appropriate strategies across the whole ability spectrum to assist
individual pupils who experience barriers to learning and display Additional
Support Needs;
58
Rosshall Academy
•
operate a flexible and appropriate working approach to support with pupils
and staff – this to include extraction and classroom work and counselling
with both individuals and groups, co-operative teaching and contract work;
•
manage the Staged Intervention Process as outlined in the ASL Policy Update
(GCC)
•
maintain pupil records;
•
communicate pupil progress to pupils, parents and staff and external agencies
as appropriate
•
organise INSET and Staff Development as appropriate;
•
develop a consultancy role for the benefit of staff.
•
maintain staff resource base accessible to all.
•
maintain ‘dropbox’ information source
•
offer time to promote positive relationships to pupils with behavioural
problems;
•
assess and support any young person in learning social skills and strategies
to enhance his /her capabilities to access the curriculum and develop
behaviour appropriate to the wider school system;
•
involve pupils in a programme of anger management sessions and
friendship groups in cooperation with the school’s Educational Psychologist
(if possible);
•
communicate pupil progress to pupils, parents, staff and external agencies
as appropriate;
•
involve disengaged pupils in extra curricular activities to help promote selfesteem, social skills and encourage a more positive attitude to school;
•
develop and monitor a range of flexible and appropriate support and
motivational strategies for individuals and groups;
•
coordinate the provision of an alternative curriculum more appropriate to
the needs of our seriously disaffected pupils;
•
tailor the level of support and strategies employed to the changing
needs of the individual;
•
facilitate external groups who can give additional support to our young
people.
59
VISUAL IMPAIRMENT
The term ‘visual impairment’ refers to a visual limitation or loss which cannot be
corrected or compensated for by using spectacles. It is a blanket term which refers
to the whole spectrum of loss of vision, from total blindness to useful remaining
vision.
The Aims of the VI Specialist Service are to
• provide essential educational support for visually impaired pupils, their
teachers and families;
• to prepare visually impaired pupils for independent living and learning;
• to ensure that pupils with a visual impairment have equality of educational
opportunity with their sighted peers.
Support Stategies
The VI Specialist Service is led by our Principal Teacher of Inclusion.
These listed strategies are in place to allow VI Staff to provide essential educational
support to pupils :
• Visual Assessment - details of a pupil’s functional vision and an analysis
indicating implications for particular areas of the curriculum are given to
PTs and staff with VI pupils. Individual continuous visual monitoring will be
carried out for those pupils whose vision is not static.
• Teaching - the amount of teaching, either support teaching in class, or
direct teaching in the VI Base, which each pupil receives, is determined by
individual need.
• Mobility - a Mobility Officer assesses the need for training with pupils in
the school buildings prior to moving. Thereafter, pupils will be referred for
life skills/ mobility training on a needs basis. Periods within the school day
have to be found to accommodate this essential training.
• Technology - this has revolutionised the education of VI pupils and has
allowed communication and access to the curriculum. The Specialist
Service has a range of specialist equipment. Use of this technology has to
be taught to pupils by VI Staff.
• Wellbeing Plans - are prepared for pupils and, where appropriate, long term
and short term targets set.
• Differentiation/Adaptation of materials - to meet the needs of each pupil,
curricular material usually has to be differentiated depending on content of
the curriculum/ the learning environment/individual learning and teaching
styles.
• Personal Organisation - VI pupils are taught how to organise their
materials/ working practices for optimum use of time and space.
• Personal and Social Development - VI pupils are free to use the VI Base
for social contact with each other but are encouraged to share in, and to
contribute to, the full life of the school.
60
Rosshall Academy
•
•
•
•
External Assessment (SQA) - When sitting external examinations, VI pupils may
require special arrangements e.g. adapted papers /allocation of extra time. PT
Inclusion negotiates with SQA about individual pupil requirements for each
examination/assessment based on evidence gained in regular class work and
assessments.
Peer Group Support - the VI pupils meet informally throughout the school day
in the VI Base, as well as formally. The opportunity to have the support of each
other is one of the positive advantages of this model of provision.
Monitoring and Evaluation- since not all pupils are supported by a VI teacher
in class, regular monitoring is carried out.
Transport- VI pupils often travel to and from school by taxi arranged by their
local authority. The referral for transport is made by the case educational
psychologist.
Criteria for Referral
•
Nature of the Visual Impairment - young people who have a severe visual
impairment are assessed by the ophthalmologist/ medical officer.
•
Educational Attainment - the pupil’s attainments would be such that a
mainstream secondary school is an appropriate placement.
•
Social and Emotional - the pupil would be able to settle in/cope with a
large mainstream secondary, attending classes of up to 30/ in practical
sections of 20.
Funding
The VI Specialist Service has its own cost centre, and is also responsible for its own
administration. Money for the unit is provided from the ASN budget.
JOINT SUPPORT TEAM MEETINGS
Young people who are considered to be ‘at risk’ require additional care and
attention.
Glasgow’s Psychological Service works closely with schools to support pupils
and families and to support teachers in identifying and implementing strategies
appropriate to the needs of the individual young person.
Schools work closely with the Social Work Services, Health, the Police, the Reporter
to the Children’s Panel and with a range of other agencies in coordinating the most
effective response for each child. Rosshall Academy convenes twice monthly Joint
Support Team meetings. This is a multi-agency forum at which the professionals
involved review the needs of particular young people and strategies and approaches
are considered.
Parents and carers are important partners in this process.
61
PROMOTING POSITIVE BEHAVIOUR
To enable Rosshall Academy to operate smoothly and safely, certain standards of
behaviour are expected and everyone is required to observe the classroom and whole
school expectations, details of which are given to each new pupil, in their pupil planners.
The great majority of pupils wish to learn and do behave in school.
A minority may set out to be disruptive and prevent others learning. They may not
respond to admonition or reflection tasks, or may require too frequent repetition
of these measures. Such pupils will find their misconduct carefully recorded and
referred to senior staff - a Depute Head Teacher in the first instance and the Head
Teacher thereafter.
Once the misbehaviour reaches a senior member of staff, certain events become
automatic.
) The
)
offending pupil will be sent for and, if deemed necessary, parents will be
informed or called in.
A conduct card may be issued to be carried from class to class and signed by
teachers.
Once all support strategies are exhausted should these fail to produce an improvement
in behaviour, then exclusion may follow until parents give a guarantee of future good
conduct. At Rosshall we do everything we can to promote positive behaviour and
choices.
BULLYING
Bullying behaviour will not be tolerated within Glasgow City Council’s educational
establishments. All children/young people in Glasgow’s educational establishments have
an entitlement “to work (and play) in a learning environment in which they feel valued,
respected and safe and are free from all forms of abuse, bullying or discrimination”. (A
Standard for Pastoral Care in Glasgow Schools).
Bullying can affect anyone and Rosshall Academy takes this issue very seriously and as such
has had an effective policy for some years, developed in consultation with pupils, parents and
staff. Our intention is that our policy will be used to express our belief that all pupils should
be included fully in the life of the school. It will enable us to ensure we provide a learning
environment that is free from any threat or fear and allow pupils to develop into confident
and responsible individuals whilst successfully achieving everything they are capable of.
62
Rosshall Academy
Why is it important to create an anti Bullying climate in Rosshall Academy?
We do not believe anyone deserves to be on the receiving end of bullying behaviour.
We recognise that bullying hurts and that each member of our community deserves
to be treated with respect.
We also believe that pupils who display bullying behaviour need to learn different
ways of behaving and we as a school have a responsibility to respond promptly to
bullying and to effectively resolve issues of bullying for both the pupil experiencing
bullying behaviour and the person displaying bully behaviour.
Each member of the Rosshall Community has a role to play in contributing to the
anti-bullying climate. All pupils benefit from having a named pastoral care teacher
who is committed solely to their pastoral care. The pastoral care team work tirelessly
to build strong relationships with their pupils. Pupils are aware of the open door
policy they operate. When an incident is reported it will be fully investigated and
dealt with and the situation between the pupils will continue to be monitored closely
to ensure repeated bullying does not take place. In order to successfully deal with
accusations or incidents of bullying the school would appreciate both parents and
pupils’ cooperation by allowing staff to deal with any accusations and give them time
to do so. It is also important that pupils continue to attend school allowing pastoral
care staff the opportunity to put any measures in place and to ensure their success
and effectiveness.
63
SCHOOL COTTAGE
SHIELDGREEN CENTRE
Shieldgreen is situated on the southern edge of the Moorfoot Hill, in Tweeddale, some 3
miles north of the town of Peebles. Glasgow to Shieldgreen is approximately 70 miles.
HISTORY The steading of Shieldgreen has a long history, originally as an isolated
sheep farm in open hill country. Around 1918, the steading came into the possession
of the Forestry Commission and was encircled by the planting of the Glentress Forest.
Energetic fund raising by pupils, parents and staff and generous financial assistance
from the former Corporation of Glasgow enabled Crookston Castle Secondary to
make an offer for the steading, together with 7 acres of ground, when it came up for
sale in 1973.
ADMINISTRATION The general policy and administration of the Centre, is directed
by a management committee of the staff. The day-to-day management is in the
hands of Mr O’Donnell, Faculty Head of Design. Bookings may be made through
Mr O’Donnell.
AIMS Our aim in using Shieldgreen is the conviction that the pupils will benefit
enormously in their overall development. Apart from any educational advantage, the
experience of social contacts and communal life in a different environment is of the
greatest value to young people.
The centre has several roles. It gives practical purpose to the work of the school in
providing curriculum opportunities through fieldwork and expeditions. It has a useful
function in training pupils in the social skills. It creates new opportunities for sports,
hobbies and leisure pursuits.
64
Rosshall Academy
IMPORTANT ADDRESSES 1
Department of Education
Maureen McKenna
Executive Director: Education
City Chambers East Building
40 John Street
Glasgow
G1 1JL
Telephone: 0141 287 4551
Skills Development Scotland
John Feechan - Team Leader
Rosanne Ellison - Team Leader
9 Renfield Street
Glasgow
G2 5EZ
Telephone: 0141 226 2050
Pollok Health Clinic
21 Cowglen Road
Pollok
Glasgow
G53 6EQ
Telephone: 0141 531 6800
AREA 4 Househill Community
Education Centre
80 Househillwood Crescent
Pollok
Glasgow G53 6BG
0141 881 8083
Community Education Service
AREA 3 Govan Area
Office
Cartvale
80 Vicarfield Street,
Glasgow G51 2DF
Phone: 0141 445 1581
Community Letting
Glasgow Life
343 St. George’s Road
Glasgow G3 6TQ
Telephone: 0141 302 2814/2815
Glasgow Clyde College
Cardonald Campus
690 Mosspark Drive
Glasgow G52 3AY
Telephone: 0141 272 3333
Social Work Department (Pollok)
130 Langton Road
Pollok, Glasgow, G53 5DP
0141 276 2900
Langside Campus
50 Prospecthill Road
Glasgow
G42 9LB
Anniesland Campus
19 Hatfield Drive
Glasgow
G12 0YE
Social Work Department (Govan)
Rowan Business Park
5 Ardlaw Street
Glasgow G1 3RR
Telephone: 0141 276 8700
65
CITY OF GLASGOW COUNCILLORS and MSP’s
Councillor Bill Butler (Greater Pollok)
City Chambers
George Square
Glasgow G2 1DU
Telephone: 0141 287 5735
Bailie Alastair Watson (Craigton)
City Chambers
George Square
Glasgow G2 1DU
Telephone: 0141 287 7047
Councillor David McDonald (Greater Pollok)
City Chambers
George Square
Glasgow G2 1DU
Telephone: 0141 287 5803
Councillor Shabbar Jaffri (Greater Pollok)
City Chambers
George Square
Glasgow G2 1DU
Telephone: 0141 287 3934
Councillor Rashid Hussain (Greater Pollok)
City Chambers
George Square
Glasgow G2 1DU
Scottish Parliament
Parliament HQ
Edinburgh EH99 1SP
Telephone: 0141 621 1213
Councillor James Adams (Govan)
City Chambers
George Square
Glasgow G2 1DU
Telephone: 0141 287 7046
Mr I Davidson (MP)
House of Commons
London
SW1 0AA
Telephone: 020 7219 3000
Councillor Alex Wilson
City Chambers
George Square
Glasgow G2 1DU
Telephone: 0141 287 5633
66
Rosshall Academy
CHAPLAINCY TEAM
Rev. Lynn Peden
CHURCH: Penilee, St. Andrew’s
MANSE ADDRESS:
80 Tweedsmuir Road, Glasgow, G52 2RX
TEL NO: 0141 883 9873
Rev. John Mann
CHURCH: St. James’s Church, Pollok
MANSE ADDRESS:
30 Ralston Avenue, Glasgow, G52 3NA
TEL NO: 0141 882 7405
Rev. Christian OKeke
CHURCH: Church of the Good Shepherd
RECTORY ADDRESS:
The Rectory
31 Westfield Drive, Glasgow, G52 2SG
TEL NO: 0141 882 4996
Rev Calum MacLeod
CHURCH: Cardonald Parish Church
MANSE ADDRESS:
133 Newtyle Road, Paisley, PA1 3LB
TEL NO: 0141 882 6264
Eleanor McMahon
CHURCH: St. Nicholas Parish Church
MANSE ADDRESS:
104 Lamington Road, Glasgow, G52 2SE
TEL NO: 0141 882 2065
Rev. John MacGregor
CHURCH: Hillington Park Church
MANSE ADDRESS:
61 Ralston Avenue, Glasgow, G52 3NB
TEL NO: 0141 882 7000
Pastor Darnell Starks
CHURCH: Crookston Baptist Church
ADDRESS: Rosshall Academy
131 Crookston Road
Glasgow
TEL NO: 0141 582 0200
Jay Thomas (Youth Worker)
CHURCH: St. James’ Church
ADDRESS:
183 Meiklerig Crescent, G53 5NA
TEL NO: 0141 882 4984
67
Although the information in this Handbook is
correct at the time of printing, there could be
changes affecting any of the matters dealt with
in this document;
(a) before commencement or during the
course of the school year in question
(b) in relation to subsequent school years.
68
Rosshall Academy
GLOSSARY OF TERMS
Assessment:
The evaluation of a pupil’s progress, using a wide variety of methods, eg, essays, homework
and examinations.
Behaviour Support:
Help offered where a pupil has difficulty in behaving in class and settling to his/her work.
Common Course:
Course followed by all pupils in first/second years.
Continuous Assessment:
Based on regular evaluation of assessment coursework, supplemented by class tests.
Core Skills:
These are included in the new SQA Certificate and include Communication, Numeracy,
Problem Solving and Information Technology.
Criterion Reference Test:
An attainment test to assess mastery of a specific skill - to ensure absolute standards of
performance.
Integrated Science:
Common course for all S1/S2 pupils. Devised to include Biology, Chemistry and Physics.
Learning Difficulty
Where a pupil has not mastered a specific skill appropriate to his/her stage of learning.
Mixed Ability:
Pupils of a wide range of ability, taught together in a class; the work of the class is largely
based on individual and group assignments.
Option Choice:
Point in a pupil’s career when he/she chooses subjects to be studied.
Pastoral Care System:
System of personal/individual help available to all pupils/parents from their individual
‘Pastoral Care’ teacher.
Setting:
The formation of classes according to pupils’ attainment levels in a particular
curriculum area or subject.
SQA :Scottish Qualification Authority.
69
70

CONTENTS - Glasgow City Council

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