Lainshaw Primary School and Early Childhood Centre

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1 Guidance Lainshaw Primary School and Early Childhood Centre HANDBOOK

2 Contents Director s message Head teacher s message Establishment ethos, vision and values Establishment information Establishment security Establishment calendar Staff information Establishment improvement Pre-birth to 3 (ECC only) Curriculum 3-18 Assessment and reporting Policies and procedures Additional Support for Learning Transition Parental involvement Learning community Wider community links Other information Disclaimer 2

3 Message from Executive Director of Educational and Social Services Thank you for taking the time to read this handbook. In writing the following pages, colleagues are attempting to do two things. The first is to provide you with the information you need so that your child can be given access to all of the services and facilities to which they are entitled. The second purpose is to seek and promote a genuine partnership with you as the main responsible adult in your child s life. Without that partnership it will not be possible for your daughter or son to take maximum advantage of their education and so to fulfil their potential. Quite simply, we want the best for your child in exactly the same way you do. My invitation to you is that should you have any doubts about your child s progress or their entitlement to a service, then you should not hesitate to contact the school or early childhood centre. You are entitled to an explanation of anything that is of concern to you and staff will be very pleased to assist you with an answer to any question you have. All we would ask is that you do this with the courtesy that you yourself would expect. I know your child will enjoy their time with us and they will learn and progress every day. However old your son or daughter, never be afraid to ask what they were doing today and whether they were having any difficulty or problem that we, or you, can help them with. By our working together in this way, I promise that your child will succeed and will have a great preparation for life. Kindest regards Graham Short 3

4 Headteacher s message LAINSHAW PRIMARY SCHOOL & EARLY CHILDHOOD CENTRE KILWINNING ROAD STEWARTON KILMARNOCK AYRSHIRE KA3 3DL Fax: Lainshaw Website: Dear Parents/Carers On behalf of the staff at Lainshaw Primary School and Early Childhood Centre I would like to take this opportunity of welcoming you and your child / children to our school. The staff are all highly committed, caring and well able to carry out the aims of the establishment. They will deliver a broad and balanced education using the experiences and outcomes in a Curriculum for Excellence and will provide additional opportunities for wider achievement. Your child will feel safe and nurtured and will be an active part of the wider school community. We believe in an ethos of equal respect and encourage children to be the best in all they do. The information in this handbook is intended as a guide to all parents of new children. If you have any questions or concerns regarding school or early years matters please contact me and I will be only too willing to speak with you. Yours sincerely Miss Eileen Speirs (Head Teacher) 4

5 Establishment ethos, vision and values Lainshaw Primary school and Early Childhood Centre thrives in a culture of mutual respect where everyone is valued, nurtured and encouraged to be the best they can be. The school promotes an ethos of equality in line with East Ayrshire Policy and we provide pupils with a basis of information on religion and cultures to enable them to foster their own informed opinions and understanding of the wider world they live in. The establishment has a positive behaviour policy which thrives on respect. Children are given house membership and are encouraged to meet the four capacities of Curriculum for Excellence, being confident, successful, responsible, effective learners who are prepared to be part of wider society. We aspire to provide a high quality learning environment where all our children can become confident, happy and caring individuals who achieve personal success and develop a love of learning and of life. The values within the establishment guide the way we work. We will: Respect everyone and our environment. Trust and support each other. Aim to be the best we can in all we do. Be treated and treat others fairly and equally. 5

6 Establishment information EDUCATIONAL AIMS - EARLY CHILDHOOD CENTRE: At Lainshaw Early Childhood Centre we aim to provide a quality learning experience by: Providing a safe, secure and stimulating environment which is responsive to the needs of our children and motivates them to learn through purposeful play. Promoting caring, positive attitudes and equal opportunities. Working in partnership with parents/carers and the wider community. Committing to improvement through self-evaluation and staff development. EDUCATIONAL AIMS: Every child of school age has the right to an education provided by an education authority (Standards in Scotland s Schools etc. Act 2000) In Lainshaw Primary School and Early Childhood Centre we aim to provide quality education: To provide a balanced curriculum of the highest quality that challenges every child and enables them to achieve their full potential. To promote a positive, stimulating and caring environment which provides for the emotional, physical, mental and social needs of our children and engages them in the learning process. To work towards an overall sense of health & wellbeing by Getting it Right for Every Child and committing to continuous staff development and pastoral care for all. To work in partnership with parents and the community towards enabling children to become responsible citizens and effective contributors in the society in which they live. Care Enough to Care? Foster Carers and Adoptive Parents needed for children from birth upwards. Full training, support and attractive allowances Call the family placement team on: fosteringandadoption.org.uk 6

7 Establishment information ESTABLISHMENT INFORMATION Lainshaw Primary School and Early Childhood Centre is situated on the outskirts of Stewarton, a thriving community from which people can easily commute to Glasgow, Kilmarnock and Irvine while still enjoying the benefits of the rural life of the town. This establishment enjoys a pleasant outlook being surrounded by a large grassy area. It is housed in a very spacious building which was formerly Stewarton High School and which has been adapted to suit the needs of primary children. The establishment provides extensive accommodation including fourteen classrooms, a large assembly hall and separate gym hall as well as a library and resource room. Additional accommodation comprises four offices, a staffroom, medical room and janitor s office. Lainshaw Primary School has limited access for the physically impaired though learning environments can be changed to match needs. The establishment covers stages Ante-Pre (3 years) to Primary 7 (12 years) and is non-denominational and co-educational. Lainshaw Early Childhood Centre is an integral part of the establishment with a morning and afternoon session comprising of up to 50 children per session. Lainshaw Primary School Kilwinning Road Stewarton Kilmarnock Ayrshire KA3 3DL Fax School Roll 258 Maximum Roll 382 ECC Roll 92 Maximum Roll 50 am & 50 pm Parents should note that the working capacity may vary depending upon the number of children at each stage and the way in which the classes are organised. The establishment also has a parent space. Gym and classroom facilities are available for letting. For details contact: - Community Education Service, Kilmarnock

8 Establishment information Policy on class sizes In Law, the present maximum number of children in classes in P1 is 25; P2 & P3 is 30; P4-P7 is 33. The exception to this is a composite class, which has a maximum size of 25. The Council allocates its staffing to primary establishments to ensure that the maximum class sizes outlined above can be adhered to at all times. School Hours Early Childhood Centre Hours School Opens a.m. Morning Session Interval a.m a.m a.m a.m. Lunch p.m p.m. Afternoon Session School Closes p.m p.m p.m. Primary 1 children attend mornings only for the first two weeks after which they attend for the full day. ESTABLISHMENT/COMMUNITY LINKS Lainshaw Primary School and Early Childhood Centre, has links with the broader community and people from the local community are often invited to come and speak to the children e.g. the Community Police, School Nurse, members of the Fire Brigade and Road Safety Officers. The local environment is a rich teaching resource and we try to make use of this by going for walks or visiting the shops or Post Office. We are also associated with the following local Secondary and Primary Schools: Stewarton Academy Dunlop Primary School Kilmaurs Primary Nether Robertland Cairnduff Place Main Street School Primary School Stewarton Dunlop Sunnyside Pokelly Place KILMARNOCK KILMARNOCK Kilmaurs Stewarton KA3 5PX KA3 4AN KILMARNOCK KILMARNOCK KA3 2RY KA3 5PF 8

9 Establishment information ENROLMENT A parent wishing to apply for an early years place should contact the establishment for an application form. All applications will be banded according to East Ayrshire Council Pre 5 Admissions Policy and considered by the Admissions Panel. If no place is available at that time, the child s name will be retained on the Register of Applicants. If circumstances change which affect the application, you should speak to the Head of Establishment. DEFERRED ENTRY Under current legislation in Scotland, parents/carers of children aged between four and a half and five at the start of the session (those with September to February birthdays) have a choice about enrolling their child for primary school. Children can start before they are five or can defer their start until the following August. What must parents / carers do? Register the child at the school within the catchment area, where there will be an opportunity to indicate interest in deferring entry, during the period notified in the local press. Discuss the possibility of a deferred entry with staff in an early years establishment (if attending). If the child does not attend an early years establishment, advice and an application form can be obtained from East Ayrshire Council, Early Years Service, Civic Centre South, John Dickie Street, Kilmarnock, KA1 1HW or by telephoning For children with September to December birthdays, an application form will need to be completed and returned to the address given by last day in February. PLACING REQUESTS The Education Authority does not provide transport for those children in receipt of a placing request. In the case of early entry to primary school requests, if the child is offered a place in their catchment area, transport will be provided in accordance with East Ayrshire s Policy. 9

10 Establishment information INFANT ENROLMENT All children in their local catchment area who have attained the age of 5 years before the first day of the new session, and all children in the area who will attain the age of 5 years on or before the last day of February of the succeeding year, should register on dates intimated in local newspapers. Information for parents on enrolment of children in local establishments including details of placing request procedures may be had from the school or East Ayrshire Education Office. If a parent wishes more information on the actual boundaries of the catchment area for the local school, enquiries should be made at the establishment where this information is available. Names, addresses, telephone numbers and other relevant information relating to other schools in the Authority are also available. A parent wishing to enrol a child should telephone the establishment to make an appointment with the Head Teacher to discuss policies and answer any queries. A tour of the school can be arranged. INDUCTION PROGRAMME When the child is enrolled in January the parent is informed about the Induction Programme which consists of an informal meeting with the new parents during the middle of May when they will be introduced to their child s teacher if this is known. The Head Teacher will give a brief account of the organisation of the establishment and a resume of the curriculum. At this meeting the parents will also be given dates for their diaries i.e. four mornings when the new children will come into school and get acquainted with their new teacher and their surroundings. Once the child has started the Head Teacher will organise a workshop session for the new parents for curriculum and home support. 10

11 Establishment information LOOKED AFTER AND ACCOMMODATED YOUNG PEOPLE Some children and young people are unable to live at home with their parent(s) and the local authority has a legal responsibility to care for them. This can be provided in foster families, residential houses or residential establishments depending on their individual needs. Foster carers and residential care staff act in place of the birth parents of the child or young person on everyday matters and should be provided with the support and advice of staff which would be given to birth parents. Whenever possible, children and young people are expected to attend their original pre-five resource or school to minimise disruption to their lives. Where this is not possible the next preferred option would be to attend mainstream school with support if necessary. Each establishment has a designated staff member, usually in a senior management position, who has responsibility to know of any child or young person who attends their establishment and who is looked after and accommodated away from home. This staff member should ensure that any issues or concerns around the child or young person are addressed and communicated to the social worker responsible for the child or young person. If there are any issues or concerns relating to a child or young person who is looked after and accommodated within the establishment, the child s teacher should be informed about these in the first instance and further advice can then be pursued as appropriate with management staff and social work staff. The overall aspiration for children and young people who are looked after and accommodated is that they are supported, included and treated no differently than their peers. 11

12 Establishment information CHILD PROTECTION All children and young people have the right to feel safe and be protected from harm. It is everyone s responsibility to protect children. If you are concerned about a child you should speak to someone. This may be a teacher, nursery staff, health visitor, doctor, social worker, police officer or Children s reporter. If you are concerned about a child make sure you Act without delay Give as much information as you know about the child and family If you are worried or know of a child who may be at risk you can talk to staff on the following numbers Social work Kilmarnock Or out with office hours please call Social Work Standby Service Police- any police office or the Family Protection Unit on Further information is available at East Ayrshire Child Protection Committee working together to keep our children and young people safe Should you wish to comment on or make a complaint about any aspect of provision made by the establishment, you should contact the establishment in the first instance. Our aim is to resolve as many complaints as possible at the first point of contact. You have the right to contact the Care Inspectorate with any complaint that you have about an early childhood centre. Please see part 2 of the handbook for further information. 12

13 Establishment security SCHOOL SECURITY In the interests of safety, all parents/carers and visitors are requested to enter by the Main Entrance and report to the Establishment Office where they will be asked to sign the visitors book and receive visitor s badges. These should be worn throughout the visit and then returned to the office on departure. The following signs are posted throughout the establishment to assist you with this procedure. WELCOME TO LAINSHAW PRIMARY SCHOOL & EARY CHILDHOOD CENTRE In the interest of security all parents, visitors and contractors MUST enter by the MAIN ENTRANCE and then report to SCHOOL OFFICE You will be asked to sign a visitors book and receive an identity badge Thank you, Miss Eileen Speirs (Head Teacher) 13

14 Establishment calendar EAST AYRSHIRE COUNCIL School Holiday Arrangements 2015/2016 Term Break Dates of attendance Cumulative Working Days First Teachers (In Service) Pupils return Mon Tue 17 Aug Aug 2015 Mid Term Local Holiday Local Holiday Close Teachers (In Service) Pupils return Fri Mon Fri Mon Tue 18 Sep Sep Oct Oct Oct Close 2.30pm Wed 23 Dec 2015 Second Re-open Thu 07 Jan Mid Term Close Teachers (In Service) Teachers (In Service) Pupils return Fri Thu Fri Mon 12 Feb Feb Feb Feb Local Holiday Local Holiday Fri Mon 25 Mar Mar Close 2.30 pm Fri 01 Apr 2016 Third Re-open Mon 18 Apr 2016 May Day Mon 02 May 2016 Teachers (In Service) Local Holiday Fri Mon 27 May May 2016 Close 1.30 pm Thu 30 June NB Good Friday 25 March 2016 Session 2016/17 Teachers (In Service) Pupils return* Tue Wed 16 Aug Aug 2016 *Pupils attendance will be 190 days after deducting 5 in service days 14

15 Staff Information SCHOOL STAFF Ancillary Staff Head Teacher Miss Speirs Senior Clerical Assistant Mrs Wheeler Depute Head Mrs Bennett Clerical Assistant Mrs Tait Principal Teacher Mrs Mollison Principal Teacher Miss McFarlane Classroom Assistant Mrs Dormand Classroom Assistant Mrs Williams Early Childhood Centre Staff Janitor Mr Cunningham Senior EYW Miss Struthers Kitchen Staff Mrs Finnigan & Staff EYW Mrs Taylor Cleaning Staff Mrs McGill & Staff EYW Mrs Black EYW Mrs Stevenson EYW Miss Law Early Childhood Centre Staff Session 2015/16 Specialist Staff Primary 1a Mrs Love Active Schools Co-ordinator Mr Allan Primary 1b Mrs Larman Music (in house) Mrs Mollison Primary 2 Miss McFarlane Primary 3/2 Mrs LeMasurier East Ayrshire Council Instrumental Tuition Primary 3 Miss Telford Brass Mr Friel Primary 4 Mrs Roebuck Woodwind Mr Baines Primary 4/5 Mrs McLean French Horn Miss Hopkinson Primary 5/6 Miss Scott Primary 6/7 Mrs Freel Support for Learning Mrs McGraw Primary 7 Mr McAllister 15

16 Curriculum 3-18 IMPROVEMENT PLANS The School Improvement Plan is drawn up by the Head Teacher in consultation with the staff, Parent Council and children. A summary of the Improvement Plan is included in the summer newsletter to parents. Any parent wishing to access the full improvement plan may do so at the main office. STANDARDS AND QUALITY REPORT Each year the establishment produces a Standards and Quality Report. This contains such information as progress towards achieving targets and the priorities identified in the improvement plan. In Lainshaw parents are also kept informed of these through newsletters. Should you wish to read the full report this is obtainable by contacting the office. IMPROVEMENT PRIORITIES Literacy: Numeracy: Health and Wellbeing: Science: Policy Early Childhood Centre Review spelling and writing languages implementation Implement Big Maths and review planning Implement revised programme Introduce sexual health programme Review science programme Implement EAC STEM programme Review anti-bullying new EAC guidelines Science Health and Wellbeing Homework Implement 600 hours practice Embed Early Level practice ECC and Primary 1 working across classes pupils can access teachers from Primary 1 Review policy and risk assessment paperwork and start medication policy 16

17 Curriculum 3-18 Curriculum for Excellence Curriculum for Excellence is the education system in Scotland. It includes nurseries, schools, colleges and community learning from three to 18 and beyond. The table below matches the five curriculum levels to stages of learning generally applicable, with flexibility (for example, for young people who are particularly able and/or have additional support needs). LEVEL early first second third and fourth senior phase STAGE the pre-school years and P1, or later for some to the end of P4, but earlier or later for some to the end of P7, but earlier or later for some S1 to S3, but earlier for some. The fourth level broadly equates to Scottish Credit and Qualifications Framework level 4. The fourth level experiences and outcomes are intended to provide possibilities for choice and young people's programmes will not include all of the fourth level outcomes. S4 to S6, and college or other means of study. From pre-school to the end of S3 (3-15) young people will experience a broad general education which is designed to enable each child or young person to be a successful learner, a confident individual, a responsible citizen and an effective contributor. The broad general education includes all of the Experiences and Outcomes across all curriculum areas up to and including the third level. Throughout all learning, prime importance is given to literacy, numeracy and thinking skills; skills for learning, life and work; an understanding of society, the world and Scotland's place in it, and an active and healthy lifestyle. A range of teaching methods and contexts for learning is used, including active and enterprising learning, which encourage young people to become enquiring; learning across the curriculum which helps young people make links between subjects, and learning outside classrooms in the outdoors and in the community, which gives opportunities for learners to deepen their learning in real-life contexts. Most learners will progress into the fourth level in many aspects of their learning before the end of S3, laying strong foundations for more specialised learning. Information about how the curriculum is structured and curriculum planning: 17

18 Curriculum 3-18 Curriculum for Excellence emphasizes that assessment is an integral part of day-to-day teaching and learning. Learners progress will be closely monitored by staff, who reflect with them on their strengths, learning needs and next steps, and take action based on this. Learners themselves will be increasingly involved in this process, as they develop the skills needed to be able to make effective judgments on their own learning; skills that will be important to them throughout life. Testing will continue to be part of the framework of assessment, providing additional evidence of what learners know, understand and are able to do, and helping teachers plan learning experiences which are motivating and challenging. (learners) (parents and carers) (information on qualifications) (standards, inspections) (teaching practice and support) (share ideas and questions about education) (real-life examples) The curricular areas are: Literacy & English Numeracy Health & Well Being Sciences Technologies Listening and Talking, Reading, Writing, Modern Languages Number, Money and Measure; Shape, Position and Movement Information Handling and Problem Solving Mental, Emotional, Social and Physical wellbeing, Planning for choices and changes, Relationships, Sexual Health & Parenthood, Physical Education, physical activity & sport, Food & Health and Substance Misuse Science; Planet Earth; Forces, electricity and waves; Biological Systems; Materials; Topical Science Technological Developments in Society; ICT to enhance learning; Business; Computing Science; Food and textiles; Craft, design, engineering and graphics 18

19 Curriculum 3-18 Social Studies Religious/Moral Education Expressive Arts People, past events & societies; People, place & environment; People in society, Economy and Business Christianity, World Religions, Developing Beliefs and Values Music, Art, Drama, Dance LITERACY AND ENGLISH LISTENING In the classroom children are taught to be active listeners. A variety of activities are used, such as tapes, games, stories and music. Listening skills are developed through every aspect of the curriculum. TALKING It is through discussion and talking together that children make sense of their learning; many opportunities are planned for children to talk in pairs or groups, with the teacher and other adults. Children are also encouraged to present to audiences in class and to larger groups. READING Early reading consists of looking at and talking about pictures and then moves on to matching words and phrases in books. Children are taught to read using a structured reading programme. We recognise that the development of reading skills is very important and value parental support in this. The use of Jolly Phonics materials ensures that children have a good grounding in phonics. To ensure the success of a full reading programme continuity is essential throughout the establishment. The core reading programme for P1-3 is Oxford Reading Tree and Treetops for Primary 4. To further develop skills, P5-7 use novels in literacy circles. All children are given wider opportunities to read across the curriculum and throughout their learning. The establishment has an attractive library which is well stocked with a wide range of reading material, all classes have a weekly opportunity to visit the library to select books and enjoy story times. Children are allowed to take books home to enjoy and return. Personal reading is encouraged. 19

20 Curriculum 3-18 WRITING Children need to learn how to express themselves in different written formats and for different reasons. They are given the opportunity to express their own ideas and opinions as well as to develop functional writing skills associated with letter writing and form filling. A wide variety of strategies are employed throughout the establishment to motivate and involve the children. The school has now adopted the VCOP approach from Andrell Education s Big Writing. Great importance is attached to the development of writing skills in Lainshaw and this is reflected in each staff setting aside a weekly writing time. In the Early Childhood Centre early writing skills are developed through various activities e.g. writing table, post office, etc. Children s work is displayed on writing walls and awards such as star writer badges are given in recognition of good work. MODERN LANGUAGES All children are taught basic language skills across the school and Early Childhood Centre. French is taught to children in Primary 5, 6 and 7 as part of a national development. Early years children are also given experience of French through play and songs. The school is in the process of developing a simple second language through the programme in the early stages. ASSESSMENT As part of the SOED (Scottish Office Education Department) initiative to raise standards of attainment in Reading, Writing and Mathematics, Lainshaw Primary have set attainment targets in these areas of the curriculum for the next 3 years. Children are assessed when they have completed relevant curriculum work. We use formative and summative strategies and track children s progress as well as training pupils to peer and self-assess their work. Strategies to support the attainment of these targets are in place and the management team continually monitor the progress towards achieving the targets in numeracy and literacy. 20

21 Curriculum 3-18 SPELLING Spelling is an important component of writing and as such is part of the daily language programme. In the early stages children will spell phonetically. Jolly Phonics is used to support infant spelling. From Primary 4 onwards Codecracker will form the basis of the spelling programme with regular reinforcement of basic rules. This will sometimes be supplemented using Letter Strings and children experiencing difficulties will be supported using Phonological Awareness Training. The approach to the learning of spelling will be look, cover, say, write, check. MATHS Tee Jay Maths is a well-structured Scottish programme for Primary 1-7 which links in well with the Curriculum for Excellence guidelines. Mental Maths is an integral part of our maths activities. This coming session we will also implement Big Maths for mental strategies and Heinemann Active Maths for practising skills within a game based context. As well as basic number, the children learn about shape, measurement, money, information handling, problem solving and calculator work. The emphasis is on activity and practical examples. This is then followed by consolidation practice. By learning mathematical skills in this way the subject can be seen as a meaningful and useful tool. ICT resources support the maths programme. OUTDOOR LEARNING All children and young people will have regular opportunity to learn outdoors both in the school grounds and in the local community. Parents will consent to this regular localised outdoor learning once at the beginning of session, with medical and emergency contacts being requested. Thereafter parents will be notified of the venues and dates of off site visits, in order that children come adequately prepared. However it is the parents responsibility to inform the establishment if emergency contacts or medical conditions change or they don t wish their child to participate in a visit. The establishment has developed a fantastic Outdoor Classroom which children can access. Early years children have one full outdoor session per week in the Outdoor Classroom. Children should bring warm suitable clothing on this day. 21

22 Curriculum 3-18 HEALTH AND WELL BEING Physical Education is delivered through a comprehensive P.E. Programme covering the following components: - Games, Gymnastics, Dance, Body Conditioning and Athletics. It is the Authority policy that NO jewellery should be worn during PE. There is a structured programme for Personal and Social Education in Lainshaw which includes the use of Circle Time. In primary 5 children receive swimming instruction. Resources are available to deliver a health education programme covering physical, emotional and social health. Health Education is taught within the formal curriculum through a planned programme and also permeates other areas in the curriculum. The establishment nurse supports the programme where appropriate. If the school is delivering sensitive aspects of learning, parents will be informed and given the option to participate or withdraw their child. Lainshaw has Health Promoting School Status and continues to promote healthy lifestyles. Personal and Social Education is concerned with the development of life skills. Through Personal and Social education children are encouraged to value themselves, to be aware of others and their needs and how to keep themselves safe. At Lainshaw our aim is to create a community which provides a warm, caring and supportive atmosphere by treating the children as individuals, listening to their needs offering equal opportunities to all and stressing positive achievements and encouraging strong links between parents, children and school. Weekly get-togethers provide opportunity for the celebration of achievements. SCIENCE Science is an important part of our heritage and we use its applications every day in our lives at work, at leisure and at home. Through learning in the sciences, children develop their interest in, and understanding of, the living, material and physical world. In Lainshaw Primary children are encouraged to develop investigative skills which will enable them to become creative, inventive adults. This is done using Authority developed materials and a range of topic resources. 22

23 Curriculum 3-18 TECHNOLOGIES Children have access to a range of I.C.T. opportunities in Lainshaw. Within classrooms computers are used to enhance the children s learning experiences. We also have Interactive Whiteboards (a large interactive display that connects to a computer and projector. A projector projects the computer's desktop onto the board's surface where users control the computer using a pen, finger, stylus, or other device) which can be used by teachers and children during class lessons. These are available throughout the establishment and ECC. A wide range of design strategies and materials are also taught. This area features on the STEM programme in school. EXPRESSIVE ARTS Expressive Arts promote distinctive ways of understanding self, developing individual abilities and finding personal satisfaction and enjoyment - this is engendered in the Expressive Arts programme which we follow. Whole Programmes of Study are in place for all areas of Expressive Arts i.e. Art, Music, Drama and Dance. MUSIC The Sounds of Music Programme is in use from Primary 1-7 giving the children access to a wonderful variety of music, from pop to jazz, from classical to country and western. The children are encouraged to use musical instruments to make their own music as an accompaniment, thus learning about tempo, pitch and rhythm. Mrs Mollison is our music co-ordinator and we are fortunate to have a designated music room which is very well resourced. INSTRUMENTAL TUITION Brass and Woodwind tuition is given by the East Ayrshire instructors. Primary 6 and 7 are tested for this service. The children are also encouraged to participate in the primary wind band when they are ready. DRAMA The programme for Drama takes account of national guidelines and children have opportunities to develop a range of dramatic skills and techniques. In the Early Childhood Centre this is developed through a range of role play situations. 23

24 Curriculum 3-18 ART A structured programme in Art ensures progression of skills through each stage. Children are given opportunities to express themselves through the use of a variety of media and techniques. Attractive displays of children s work can be seen throughout the establishment. DANCE Children are taught creative dance and social dancing at various times throughout the year. SOCIAL STUDIES Social Studies is taught through structured programmes of study and a range of topics. Children have to interact with the environment all of their lives and will be able to cope better if they have an understanding of it. We aim to provide some of these skills. There are many aspects to Social Studies. We aim to develop knowledge, understanding, skills and attitudes associated with the five components. ACTIVE LEARNING We feel that HOW the children learn is as important as WHAT they learn. Children are encouraged to learn by being involved and the key words are activity and enquiry. OUTINGS Educational visits to the local area and further afield, enable children to develop skills. Where appropriate, visitors are invited to come in and speak about a particular topic. ECO SCHOOLS Lainshaw is committed to Eco Schools principles and has attained the Green Flag (Level 3) and Fair Trade Status. 24

25 Curriculum 3-18 BREADTH OF THE EARLY CHILDHOOD CENTRE CURRICULUM Throughout a child s stay, staff will record their progress and interests. This is to help us provide suitable materials and activities to extend their learning. We build on the children s previous experiences and provide challenging activities. We continue to encourage social and self-help skills and liaise closely with primary staff to assist in the child s transition to primary. Each year staff identify areas of the curriculum which can be extended. Detailed plans and information is always available and displayed on the Notice Board. Children are also extensively involved in the planning process. Regular routines, activities and outings are planned using staff skills, taking account of parents wishes and children s interests. EMBEDDING EARLY LEVEL PRACTICE From January 2015 the school will work across Early Level to allow Early Childhood Centre pupils to access teachers. Primary 1 staff will plan collaboratively with Early Childhood Centre staff to enhance the transition process. The teachers will support the delivery of pre-school education by: facilitating focused learning experiences and opportunities for children extending the skills of staff e.g. planning, tracking children s progress modelling new approaches to adult: child interaction supporting heads of establishments to ensure consistency in the assessment of children s progress supporting heads of establishments to ensure the robustness and relevance of evidence used to underpin assessments supporting the transition to primary school The teachers will also support staff with the planning and delivery of the Curriculum for Excellence in line with individual establishment s improvement plans 25

26 Assessment and reporting Children s progress is tracked throughout their time in school using continuous assessment, dialogue and periodic formal assessments. This information feeds the next steps in their learning and can also inform the need for interventions such as challenge and support. Parents currently receive a detailed report in May, highlighting progress across the curriculum and in personal and social development. They also have the opportunity for two parents evenings when they can have a dialogue with the class teacher. Where a parent is concerned at any point in the year, arrangements can be made for appointments with class teachers through the school office. Children receive formal assessments throughout the course of the year as follows: ECC P2 ELLAT Literacy assessment P3 Quest Literacy/Numeracy assessment P4/P7 SSLN Scottish Survey of Literacy and Numeracy P1-P7 Reading 2 assessments using prepared assessments Writing 4 assessments using our Big Writing programme Maths 3 assessments using prepared assessments Pupils are also assessed, when they are ready, at key transition points and when they have achieved a level in Curriculum for Excellence. Early Childhood Centre children are tracked across two years and a transition profile is prepared to pass on to Primary 1 staff to inform learning. These are shared during the transition days in May, when pupils have the opportunity to meet their new teachers. School pupils will keep a portfolio of leaning which will progress East Ayrshire Assessment During the past two years, schools have been involved in moderation of children s work. This involves gathering evidence and having professional dialogue to ensure shared standards across schools. The education authority has introduced assessments to track progress. These will be piloted this year in reading, writing and maths. 26

27 Policies and procedures The establishment has a range of policies and procedures which are available for parents to read. DATA PROTECTION ACT PERSONAL INFORMATION For the purposes of the Data Protection Act 1998, the Data Controller for the personal information we process about children is East Ayrshire Council. East Ayrshire Council collects, creates and processes personal information about its school children. This information is needed for a number of reasons. We use it to: support your teaching and learning; monitor and report on your progress; provide appropriate pastoral care, and assess how well your school is doing. This information includes your contact details, assessment results, attendance information, characteristics such as ethnic group, special educational needs and any relevant medical information. We collect information from children, their parents and guardians and we may also receive information from other sources, such as previous schools. We may disclose information to other organisations, for example to other establishments if you move to another authority, to the Scottish Qualifications Authority for examination entries and to the Scottish Government and its agencies. We store your personal information securely and we do not disclose it apart from the circumstances described above or where the law requires us to disclose it. If you wish to see a copy of the personal information we hold about you then you can make a Subject Access Request for this information. To do this you should contact the Council s Freedom of Information Officer ( ) or FreedomOfInformation@east-ayrshire.gov.uk. A fee may be charged for this service. For children under the age of 12 a parent or guardian may make a request on their behalf. 27

28 Policies and procedures Education Records Children Educational Records (Scotland) Regulations 2003 In addition to the rights provided by the Data Protection Act 1998, parents also have the right to examine their child s Education Record. These records are available to inspect, free of charge, at the establishment. If you wish to view these records you should contact the school to arrange an appointment. The records must be made available to you within 15 school days. A copy of the records can also be provided for a fee. SHARING INFORMATION As noted above, in some circumstances the Council may share your data with other organisations. The Scottish Government collects information about children. We now work together to transfer data electronically through the ScotXed programme. ScotXed aims to support schools and Local Authorities by supporting the collection, processing and dissemination of statistical information required for planning, management and monitoring of Scottish education services. 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. We are keen to help all children do well in all aspects of life and achieve better examination results. A subset of this information is passed to Scottish Government for research and 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 children 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 children can or would be published by Scottish Government. The individual data collected by Scottish Government is used for statistical and research purposes only. We hope that the explanations contained on the ScotXed website will help you understand the importance of providing the information. Fuller details of the uses of data can be found on the ScotXed website 28

29 Policies and procedures ATTENDANCE AND ABSENCE Section 30 of the Education (Scotland) Act, 1980 lays a duty on every parent of a child of school age to provide efficient education for him suitable to his age, ability and aptitude, either by causing him to attend a public [that is local authority] school, or by other means. The overwhelming majority of parents choose to meet this duty by enrolling their child at a local authority establishment and therefore must ensure that their child attends regularly. Attendance must be recorded twice a day, morning and afternoon. If a parent chooses to educate their child by other means than sending that child to school, the parent is still under a duty to ensure that the child is being provided with efficient education. Under Section 37 of the Education (Scotland) Act 1980, the parent has a duty to ensure that a child educated out with school is provided with an education suited to age ability and aptitude and the parent must satisfy the Education Authority that the child is receiving efficient education. Some children and young people are absent for long periods of time, or their learning is interrupted frequently due to ill health or hospitalisation. If this is the case, arrangements can be made for home tuition, if supported by medical information. The establishment can provide information about this. Regulation 7 of The Education (School and Placing Information) (Scotland) Amendment, Etc. Regulations 1993 requires each child s absence to be recorded in the school register as authorised that is approved by the authority, or unauthorised that is unexplained by the parent (truancy) or temporarily excluded. Planned Absence If your child has an appointment and is going to arrive late please notify the school by letter the previous day. Similarly if you know your child is going to be absent for a day or more, please let us know ahead of time. 29

30 Policies and procedures UNPLANNED ABSENCE Parents must contact the school by telephone on or in person by hours on the first day of absence, explaining the reason for non-attendance. It is important that the school is notified to prevent unnecessary procedures being followed e.g. in extreme circumstances, there may be a need to involve social services or police. The parent should provide a written note on the child s return confirming the reason for absence Due to the avoidable disruption to children s education caused by family holidays in term time, the Scottish Government issued a new Circular on attendance and absence in This national circular makes it clear that without the prior agreement, family holidays will be classified as unauthorised absence. Schools will only give such agreement in exceptional circumstances related to the well-being of the family. Within the terms of the national circular reasons which are not acceptable include the availability of cheap holidays, the availability of desired accommodation, poor weather in school holidays, holidays overlapping the end of term, and parental difficulty in obtaining leave (except in specific circumstances). EQUAL OPPORTUNITIES AND SOCIAL JUSTICE No one should be denied opportunities because of their race or ethnicity, their disability, their gender or sexual orientation, their age or religion The Race Relations (Amendment) act 2000 places a duty on public bodies to promote racial equality and prevent racial discrimination. All establishments will have a racial Equality and Cultural Diversity Policy. In line with East Ayrshire Council, the establishment aims to ensure an environment which enables children of both sexes and from all backgrounds to participate fully in every aspect of the curriculum. No restrictions are placed on access to resources or activities and children are encouraged to take advantage of all opportunities to gain new experiences or skills, e.g. needlework/collage, technology, baking, sports etc. 30

31 Policies and procedures DISCIPLINE In line with report Better Behaviour Better Learning we believe that effective learning and teaching takes place in a positive and purposeful environment and to this end we seek to work in partnership with parents to establish and maintain good discipline. Our Discipline Policy sets out our aims, objectives and strategies in this area. Parents are invited to discuss any issues relating to behaviour with the Depute Head or the Head Teacher. ANTI-BULLYING POLICY There may be times when your child feels that they are being bullied. It is most important that parents/guardians who are concerned about possible bullying should contact the establishment at the earliest opportunity to discuss the problem. This discussion will include the action which will be taken and how your child can be supported. Bullying is a problem which cannot be stopped by children, parents/guardians or teachers acting alone and parents/guardians should therefore not hesitate to seek the advice and support of the establishment, if the need arises. East Ayrshire Council is committed to creating and sustaining a safe, positive and inclusive environment, where respect is shown to and is given by all of its children, young people, staff and parents/carers. A number of initiatives and policy documents are in place to support, protect and encourage children and young people to lead happy and successful lives. These policies have a direct influence on the Respect and Protect anti-bullying behaviour policy, reviewed in August 2014, which outlines guidance and procedures for schools. All establishments are expected to review and revise their anti-bullying behaviour policies by June 2015, taking account of these guidelines. Information leaflets are available for parents/carers and children and young people giving relevant information outlined in the policy. PLAYGROUND SUPERVISION An adult presence is provided in playgrounds at break times in terms of the schools (Safety and Supervision of Children) (Scotland) Regulations

32 Policies and procedures RELIGIOUS AND MORAL EDUCATION In Religious and Moral Education in Lainshaw, children learn about Christianity and a range of other world religions - through a structured programme using a variety of resources and artefacts. This allows children to form their own opinions and to understand and respect other values and cultures. Religious assemblies are held weekly and are conducted by chaplains, senior management and visiting speakers. Parents are invited to join the children for end of term assemblies. Parents have the right to withdraw their children from Religious observance and should inform the establishment if they so wish. Parents from ethnic minority religious communities may request that their children 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 3 occasions in any one session and the child noted as an authorised absentee in the register. HOMEWORK It is hoped that parents will be involved in their children s education and give them every encouragement. A minimum amount of homework is given regularly, Monday to Thursday - 10 to 30 minutes depending on the stage reached. The work given is to encourage the child to work independently and to give extra practice where required. It may involve reading, written work, revision, research and various assignments covering different aspects of the curriculum from sketching, making a musical instrument, cutting out pictures for sequencing etc. We would ask that parents take an active interest in their child s homework, thus showing that they are interested in what he/she is doing. It also allows the parent to see what kind of work is being done and the progress made. It is suggested that a good time for homework would be after play, after tea and before television viewing - never at the end of the day or at the expense of sleep, which is essential to the growing child. If your child is having problems/difficulties please do not hesitate to contact the establishment. Pupils from Primary 3 to Primary 7 should have work recorded in a diary which can also be used to communicate with the teacher. 32