Logan Primary School and Early Childhood Centre

Transcription

1 Guidance Logan Primary School and Early Childhood Centre HANDBOOK

2 Guidance 2

3 Contents Director s message Headteacher 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 3

4 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 4

5 Head Teacher s Message Dear Parent If you are reading this handbook as part of your fist contact with Logan Primary School then I would like to welcome you and hope that you will find the information useful to you and your family. The establishment handbook can be made available in other formats e.g. Braille, large print or recorded on tape or translated into another language. We are proud of our school and work very hard to maintain the fine tradition of education, which has always been part of the establishment. Every child of school age has the right to a school education provided by an education authority (Standard in Scotland s Schools etc, Act 2000). It is equally important to us that the education we offer our children is forward thinking to the world in which we live today. We want to be able to make sure that our children are given the chance to acquire and develop skills that will enable them to achieve their full potential. We also want them to develop their personality, talents and mental and physical abilities. Our establishment aims and policies have been carefully devised to make sure that each child in our care can progress fully at his/her own rate with a carefully structured work programme that is fully in line with a Curriculum for Excellence. The Early Childhood Centre is very much part of the establishment and is involved in many establishment activities. Our ECC aims and policies have been carefully devised to make sure that each child in our care can progress and develop fully. Our aims and objectives reflect the key principles of the national care standards dignity, privacy, choice, safety, realising potential and equality and diversity. We have an excellent Parent Council as well as an enthusiastic, dedicated and experienced staff. The establishment plays a strong role as a focus in the community. This handbook can only give you a small taste of life at Logan as you read of our many and varied activities. Please do not hesitate to contact me at the school if you require any further information. I look forward to meeting you at a future date and to welcome you and your children to our Establishment. Yours sincerely Annette McKinlay Head Teacher 5

6 Establishment ethos, vision and values Establishment Ethos Every child of school age has a right to a school education provided by an Education Authority. Logan Primary school Vision: - All staff, parents and children taking responsibility for high quality education, learning, teaching and behaviour. - Create an ethos where confidence is developed, success is celebrated and all contributors thrive and are nurtured. Through meaningful activities the children enjoy and contribute to the establishment and the wider community aiming to achieve their full potential at Logan Primary and beyond. Logan Early Childhood Centre Aims Provide a coherent and well-balanced curriculum by planning high quality, challenging play opportunities Encourage children to develop to their fullest potential by inspiring them to be successful learners, confident individuals, effective contributors and responsible citizens. Be committed to working in partnership with parents and the wider community. Ensure a positive, welcoming environment which is responsive to the emotional, social, physical, creative and intellectual needs of every child. Respect each child s rights to dignity, privacy, choice, safety and equality. House Systems In our establishment we have a house system. The children in classes P1 - P7 are divided into four houses and points will be awarded for good work, behaviour, diligence etc. in classroom, playground and dinner hall. The children in the house that accumulates the most points each week are rewarded by giving the opportunity to play with selected board games for one hour. At the end of the school year a shield will be inscribed with the name of the winning house. The houses are called:- Bello - Yellow Braehead - Blue Craigston - Green Dalblair - Red This is an effort to develop community spirit in the school and I hope you will support it. 6

7 Establishment ethos, vision and values Home/Establishment Community Links Logan Primary is very fortunate to enjoy close and beneficial links with Home and the Community. Regular projects such as special Assemblies, Shared Reading, Open Afternoons for parents/carers and Parent Helpers have helped to strengthen these links. A monthly newsletter goes out to parents/carers and friends and parents are always made most welcome at our establishment. The head teacher also attends the monthly Community Council meetings and is involved in the Community Action Plan steering group. An induction programme for new children in Primary 1 will start this year in January. Parent Workshops will be part of this. Willing hands are always welcome to help during structured activities and school trips. Parents Evenings are held in May and October when parents can discuss their child s progress. We also have an excellent partnership with local agencies including Police, Health Service, Church and neighbouring establishments. Spiritual, Social, Moral and cultural Values Parents/Carers 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 arrangement will be considered. Appropriate requests will be granted on not more than 3 occasions in any one establishment session and the child noted as an authorised absentee in the register. 7

8 Establishment information LOGAN PRIMARY SCHOOL LOGANGATE TERRACE, LOGAN, CUMNOCK K18 3HD AYRSHIRE TELEPHONE NUMBER: (01290) FAX No: ( ) PRESENT ROLL: 81 *CAPACITY OF ESTABLISHMENT: 231 NUMBER OF PLACES AVAILABLE: 153 STAGES COVERED: PRIMARIES 1-7 NON DENOMINATIONAL AND CO-EDUCATIONAL *Parents/Carers should note that the working capacity of the establishment may vary dependent upon the number of children at each stage and the way in which the classes are organised. Access to the establishment is via the entrance on Logangate Terrace. The establishment is a two storey building and has 8 classrooms. There is a portable ramp for disabled access. The establishment is set in large grounds and has a large grassy area available for sporting activities. 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. 8

9 Establishment information ASSOCIATED SECONDARY ESTABLISHMENT: Cumnock Academy Ayr Road Cumnock TELEPHONE: ASSOCIATED PRIMARY ESTABLISHMENTS Barshare Primary Establishment Dalgleish Avenue, Cumnock KA18 1QG Head Teacher: Lorraine Facchini Netherthird Primary Establishment Craigens Road, Cumnock KA18 3AN Head Teacher: Kath Crombie Tel: Tel: Greenmill Primary Establishment Barrhill Road, Cumnock KA18 1PG Head Teacher: Christine Wilson Tel: New Cumnock Primary Establishment Lanehead Terr, New Cumnock KA18 4LH Head Teacher: Mary Smith Tel:

10 Establishment information Enrolment Parents may enrol for the Early Childhood Centre at any time during the year and can obtain an enrolment form from the main establishment office. Notices will be displayed at the establishment, in the local paper and at the local shops before Easter to remind parents of the annual enrolment dates. Parents will be informed of successful applications in the summer term. Parents/guardians may visit the establishment with their children at any time before the children start in the early childhood centre. All we ask is that you phone beforehand to check that it is convenient. All parents will be issued with a Welcome Pack when they enrol their child. Logan Early Childhood Centre AM Class Capacity 20 PM Class Capacity 20 AM Session am PM Session pm Meals/Snacks We provide a mid-session snack and a drink on a daily basis. These are often prepared by staff with the children, as part of their activities. It focuses on hygiene, healthy eating based on National Guidance for early years in preparing food. Parents are asked to contribute 1.50 towards establishment funds each week. As you will appreciate, all of this money is used to benefit the children. As well as providing healthy snacks on a daily basis, the money is used to purchase ingredients to make play-dough, to bake, to pay for parties and occasional treats, extra resources and photography. Many photographs are taken throughout your child s time in the establishment and these are given to parents when the children graduate to Primary 1. Most children have a four hour session at an early years establishment, therefore meals are not generally provided. However some children may attend on a full day basis and in those circumstances a meal may be provided in establishments that provide places for children aged 0-3 years or wraparound care. Logan ECC does not have this facility. Information may be obtained from the establishment office, local area office or at the Department of Education and Social Services, Council Headquarters, London Road, Kilmarnock. 10

11 Establishment security Establishment and Early Childhood Centre Security In order to ensure the safety of the children, access for visitors to the establishment is restricted to the main entrance where a buzzer system is in operation. Callers will be admitted to the establishment and will be asked to sign the visitor s book in the reception area. At the beginning and end of each ECC session the door leading directly to the ECC will be opened by the ECC staff, to allow children to be delivered and collected. It is expected that a responsible adult will accompany a child to and from the ECC. In the interests of your child s safety, it is essential that you make a point of telling the head of establishment if the child is to be collected by someone not known to the head of establishment or staff members. If your child is not able to attend the early childhood centre, in the interests of safety, could you please notify the ECC as soon as possible. 11

12 Establishment Calendar EAST AYRSHIRE COUNCIL School Holiday Arrangements 2015/2016 Option 1 Term Break Dates of Attendance Cumulative Holiday Total First Teachers (In Service) Mon 17 Aug 2015 Pupils return Tue 18 Aug 2015 Cumulative Working Days Local Holiday Fri 18 Sep Local Holiday Mon 21 Sep Close Fri 9 Oct 2015 Mid Term Teachers (In Service) Pupils return Mon Tue 19 Oct Oct Close Wed 23 Dec Second Re-open Thu 7 Jan Mid Term Close Fri 12 Feb 2016 Teachers (In Service) Thu 18 Feb 2016 Teachers (In Service) Fri 19 Feb 2016 Pupils return Mon 22 Feb Local Holiday Fri 25 Mar 2016 Local Holiday Mon 28 Mar Close Fri 1 Apr 2016 Third Re open Mon 18 Apr May Day Mon 2 May Teachers (In service) Fri 27 May 2016 Local Holiday Mon 30 May Close Thu 30 Jun NB Good Friday: 25 March 2016 Session 2016/2017 Teachers (In Service) Tue 16 Aug 2016 Pupils return* Wed 17 Aug 2016 * Pupils attendance will be 190 days after deduction 5 in service days 12

13 Staff Information Establishment Improvement STAFF Teaching Staff Headteacher - Mrs Annette McKinlay Principal Teacher - Mrs Sandra McCafferty Primary 1 - Mrs Lynne Sanchez Primary 2/3 - Mrs Moira Wallace Primary 4/5/6 - Mrs Fiona McCulloch Primary 6/7 - Miss Caroline Robertson East Ayrshire Support Teacher - Mrs Francine Holloway Brass Instructor - Mr Craig Anderson Ancillllary Staff Senior Clerical/DMR Assistant - Mrs Fiona Dingwall Classroom Assistants - Miss Stephanie Lowe/Mr Mark Tennant Janitor - Mrs Marion Morrow Cook - Mrs Kate Leitch Cleaning Supervisor - Mrs Agnes Baird Early Childhood Centre Staff Early Learning and Childcare Practitioner- Early Learning and Childcare Practitioner- Mrs Margaret Torbet Mrs Mary Schendel 13

14 Establishment Improvement MAIN ACHIEVEMENTS OVER LAST 12 MONTHS Personal Learning Planning. Individual child assessment and achievement files in primary and ECC to inform children of their next steps in learning. Assessment Is for Learning is being implemented throughout the establishment and ECC to inform children of their next steps in learning. Tracking sheets are in place to monitor child progress. Well established award system which acknowledges achievement within and outwith school. P6/7 experienced a residential trip this session. Wide range of specialist visitors to the establishment music, dance, drama workshops and brass instructor. The establishment participates in a range of competitions, covering a range of interest e.g. art, rugby, poetry, k nex. P6/7 won a rugby tournament. The breakfast club was re-established in February. Improved Standards In Literacy, Numeracy and Health and Well-Being Tracking child progress in literacy and numeracy in the establishment and tracking progress in literacy, numeracy, health and well-being in the ECC. Early literacy screening in ECC and primary one and P3 screening in literacy and numeracy in order to identify children at risk of not making good progress. Personal learning planning in the establishment in literacy, numeracy and health and well-being makes children and parents aware of their next steps in learning. The introduction of the VCOP approach to the teaching of writing has improved our children s writing skills. All children receive two hours of PE per week. Moderation of literacy and numeracy within the learning community ensures shared expectations of standards. A new reading scheme has been purchased and is being implemented whole school. Plans for Improvement over the Next Three Years Both the primary establishment and ECC have shared improvement priorities over the next three years. Both establishments are embedding the STEM programme. This programme provides children with opportunities to develop their engineering skills through the teaching of science, technologies, engineering and mathematics. Both the ECC and the primary establishment will be providing children with more opportunities for learning outdoors. In addition both establishments will be working on the assessment and moderation of literacy and numeracy. Parents will be issued with questionnaires seeking their views. 14

15 Pre-birth to 3 (ECC only) Logan ECC is a member of an Early Childhood network. The ECC within this network which provides a 0-5 service is Netherthird Early Childhood Centre, Craigens Road, Cumnock. Head Teacher Mrs Kath Crombie Tel: Fax: crombie.kath@east-ayrshire.gov.uk 15

16 Curriculum 3-18 Curriculum, Assessment and Reporting Curriculum for Excellence is the education system in Scotland. It includes early childhood centres, establishments, colleges and community learning from 3 to 18 and beyond. From autumn 2010, learners from pre-school to S1 will be working to Curriculum for Excellence guidance and standards. Pupils who are in S1 in will be the first to take the new Curriculum for Excellence qualifications from Young people in S2 and above will work primarily within the existing curriculum and qualifications system, whilst benefiting from improvements in learning and teaching through Curriculum for Excellence. 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 Stage The pre-school years and P1, or later for some. First To the end of P4, but earlier or later for some. Second To the end of P7, but earlier or later for some. Third Fourth and S1 to S3, but earlier for some. The fourth level broadly equates to Scottish Credit and Qualifications Framework level 4. The fourth level experiences and outcomes are intended to provide possibilities for choice and young people s programmes will not include all of the fourth level outcomes. Senior phase S4 to S6, and college or other means of study. 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 will include 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; skill 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 enquirers; 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 Curriculum for Excellence emphasises 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. 16

17 Curriculum 3-18 The subjects covered at Logan Primary and ECC are literacy, numeracy, health and well-being, religious and moral education, science, social studies, and expressive arts. Throughout the establishments year children will be given opportunities to go on establishment trips and to participate in outdoor learning. Through the tasks and activities set by staff, children will develop skills for learning, life and work, including literacy, numeracy and health and well-being in and out of the classroom. Our courses and programmes provide children with choices in what they learn. Parents and children are involved in planning what they learn through our personal learning planning programme. Parental permission will be sought for sensitive aspects of learning e.g. sexual health and relationships. If you would like to find out more about the establishment s curriculum please contact the Head Teacher. Religious Observation Acts of worship in the form of assemblies are held regularly. Rev John Paterson, our establishment chaplain, usually conducts these. The children come together in order to share experiences such as listening to music, singing songs and hymns, reading from books including the Bible, sharing a religious festival. It is hoped that these experiences will help young people to grow up in a full and open way with an awareness of religious and moral issues. If they so desire parents/carers may exercise their right to withdraw their child by informing the head teacher of their wishes. This statement is based on regional policies on religious observation (1993). These regional policies have regard to national advice set out in circular 6/91 and the Education (Scotland) Act Spiritual, Social, Moral and cultural Values Parents/Carers from ethnic minority religious communities may request that their children be permitted to be absent from the establishment in order to celebrate recognised religious events. Only written requests detailing the proposed arrangement will be considered. Appropriate requests will be granted on not more than 3 occasions in any one school session and the child noted as an authorised absentee in the register. Homework Children are encouraged to develop reading skills in each class year group. Reading and library materials are sent home on a regular basis. Much value can be gained in the enjoyment and achievement of reading, when short nightly sessions are undertaken with parental participation, especially in the early years. Spelling and Maths homework is given regularly from P4 onwards. Research activities, especially in the upper establishment are undertaken in connection with Social Subjects themes. Parents/Carers are encouraged to take an active interest in all aspects of their child s education and are asked to initial the child s reading marker or finished work when requested by the teacher. 17

18 Assessment and reporting Assessment and Reporting to Parents Progress reports are issued twice yearly; one serving as an early interim indication of how a child settles to work and the other a full report of progress through the session. Reports will also inform parents about how children are progressing in becoming effective contributors, responsible citizens, confident individuals and successful learners. Such reports are followed by Parents Evenings. The Head Teacher may be approached at any time during the session if a parent/carer is concerned about a child s progress. Further information can be found on the following webpages: (learners) (parents and carers) (information on qualifications) (standards, inspections) (teaching practice and support) (share ideas and questions about education) (real-life examples) Transition Profile Staff in the ECC complete a transition profile for each child. This profile states the child s strengths and next steps in their development. In order to exchange information and ease the transition from the ECC to primary one this is passed on to the primary one teacher who keeps it until October when it is then returned home. Care Plan This year, all children in the ECC will have a Care Plan. This will be produced in consultation with parents/carers. 18

19 Policies and procedures The establishment has a range of policies and procedures which are available for parents to read. Logan Primary Establishment East Ayrshire Literacy Strategy Curriculum Outdoors Learning, Teaching and Assessment Anti=Bullying Behaviour Policy Numeracy and Mathematics Policy Literacy and English Policy Health and Well-Being Policy Promoting Positive Relationships Policy Logan Early Childhood Centre East Ayrshire Literacy Strategy Curriculum Outdoors Learning, Teaching and Assessment Policy on Self-Evaluation Science Policy Transition Policy Numeracy and Mathematics Policy Health and Well Being Policy Care and Welfare Policy Partnership and Working with Parents Policy Promoting Positive Behaviour (Primary) Parents/Carers will appreciate that it is necessary to create the right kind of atmosphere for teaching and learning to take place. We put a positive emphasis on living, working and playing together in a sensible cooperative manner. This is a valuable preparation for life in a wider society. The establishment has a promoting positive behaviour policy. This policy explains our system of rewards and incentives and also explains how the establishment will deal with bad behaviour. This policy is currently under review. Once this policy has been reviewed parents/carers will be issued with a copy and will be invited to comment on it. This policy explains our system of rewards and incentives and also explains how the establishment will deal with bad behaviour. Parents/Carers have been issued with a copy of this, are asked to sign it and this is kept on file. Parents/Carers will always be informed of any serious or persistent problems. We find that effective parental involvement and consultation means that we rarely have to use the ultimate sanction of exclusion of a child from the school. All staff and children are committed to promoting positive behaviour and relationships with an excellent system of Rewards and incentives linked to the Establishment House System. Our children are encouraged and well motivated by this system. 19

20 Policies and procedures Promoting Positive Behaviour (Early Childhood Centre) It is important that parent and staff work together to promote positive behaviour both at home and in the playroom Establishment staff follow agreed guidelines and if specific problems arise parents are consulted. There are various ways in which we can promote positive behaviour and if staff and parents support and cooperate with each other, then a satisfactory solution will be reached. One way staff promotes positive behaviour and prevent bullying in the establishment is the implementation of quality circle time. This involves the staff and children expressing feelings, in addition it allows the children to express opinions and involve them in decision making, helping solve problems and children can express worries or concerns. It also helps to promote positive behaviour and relationships. The staff also encourages children to follow the golden rules and this results in the children having a special golden time each day. Further information on this can be found in our promoting positive behaviour policy. Please ask staff if you would like a copy of this. Anti Bullying Behaviour Policy The Council approved is Anti-Bullying Behaviour Policy (Respect and Protect) in November New leaflets are available for parents/carers. It sets out the vision for: Every child and young person in East Ayrshire should grow up free from bullying behaviour. Across all sectors, those working with children and young people in East Ayrshire are already aiming to fulfil the Scottish Government and local government commitment to ensuring children and young people become confident individuals and responsible citizens. It is our aspiration that all those who play a role in the lives of children and young people are enabled to prevent and respond effectively to incidents of bullying behaviour. 20

21 Additional support for learning Support for Pupils The Educational (Additional Support for Learning) (Scotland) Act 2004 has replaced the law relating to special educational needs. This has now been updated by the 2009 Act which came into force on 17 November The majority of children and young people are able to access their curricular programme at the establishment without the need of additional help other than that which any teacher will provide in any classroom. However, there will be a percentage of children/young people, who may, at some point in their education, have difficulties that will act as a barrier to their effective learning. In such circumstances the child or young person may require additional support beyond the norm in order to help them overcome these barriers. Such children/young people will be considered to have additional support needs. All primary and early childhood establishments have a variety of procedures to assist in the early identification of children and young people with additional support needs. Identification and support planning will take place at the earliest possible stage. Children and young people who have been identified as having additional support needs will be supported through an individual learning plan, Individual Educational Plan (ILP) or in some cases a Co-ordinated Support Plan. In line with legislation parents/carers/children and young people will be fully consulted at all stages. The 2004 Act has been updated by the Educational (additional Support for Learning)(Scotland) Act This Act places additional responsibilities on local authorities for children who are looked after by the local authority. It will also give more rights to parents in requesting assessments in relation to their child/young person. Further information can be obtained through the council website or individual copies are available in the establishment. Mediation and advocacy services are also available and information about these can be obtained from the contact details below. The establishment works alongside various agencies e.g. psychological services, social work, visual impairment, hearing impairment, speech and language therapy. If you believe your child has additional support needs East Ayrshire Council publishes a range of informative advice. Please contact the establishment or the Administration Manager, Rennie Street Office, Rennie Street, Kilmarnock, KA1 3AR, Additional Support Needs: East Ayrshire Psychological Service Advice and support may be sought from other appropriate staff within the establishment and through consultancy with visiting professionals, including the educational psychologist. The educational psychologist visits the establishment regularly to work with children and staff, to best support children and young people who are experiencing barriers to learning. Their role is often in giving advice to the establishment and in the sharing of expertise with staff. Establishment staff may discuss the support needs of individual children with the psychologist in order to ensure that support plans are appropriate to the individual needs of the child. However, the psychologist would not observe or meet with a child without the prior consent of the parents. 21

22 Additional support for learning The establishment is responsible for ensuring that parents are aware of their procedures and the psychologist s role within them. The establishment is also responsible for seeking parental approval, when necessary, for the psychologist to be directly involved with a child or young person. Mediation Enquire the Scottish advice service for additional support for learning. Operated by Children in Scotland, Enquire offer independent, confidential advice and information on additional support for learning through: A telephone helpline An enquiry service info@enquire.org.uk An online enquiry service Two websites we.enquire.org.uk (for parents/carers and practitioners) and (for children and young people) Enquire also provide a range of clear and easy-to-read guides and factsheets explaining everything from additional support in the early years to what planning should take place for moving on from the establishment. 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 care can be provided in foster families, residential houses or residential establishments depending on their individual needs. Wherever possible, children and young people are expected to attend their original pre-five resource or establishment to minimise disruption to their lives. Where this is not possible the next preferred option would be to attend a mainstream establishment 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 is addressed and communicated to the social worker responsible for the child or young person. 22

23 Additional support for learning 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 establishment staff which would be given to birth parents. If there are any issues or concerns relating to a child or young person who is looked after and accommodated within the school, the child s teacher should be informed about these in the first instance and further advice can then be pursued as appropriate with establishment 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 in establishments than their peers. 23

24 Transition Primary A new P7/S1 transition policy has been put in place. This policy has increased the number of visits our children make to secondary establishments before they transfer. In addition the P7 profile has helped to ensure a clear focus on the individual learner and their development and progress. The early years establishment and primary 1 teacher draw up a yearly transition calendar which involves early years establishment children and P1 children participating in monthly joint activities. Transition information sheets are passed on from one class teacher to the next in order to ensure continuity and progression. Children normally transfer to Cumnock Academy, Ayr Road, Cumnock, Tel: ECC Children from the early years class normally transfer to Logan Primary Establishment this is a non-denominational establishment Logangate Terrace Logan KA18 3HD Tel: or to Saint John s Primary Establishment - this is a denominational establishment 1 Well Road Auchinleck KA18 2LA Tel: Children enrol for the primary establishment in February. Notices will be displayed before this date at the establishment, in the local paper and at the local shops to remind parents of the enrolment dates. Enrolment forms are obtained from the main office and parents should bring their child s birth certificate with them when they are enrolling their child. The establishment will arrange an induction day when both the parents and children will be invited to visit the establishment before the children start in August. A COPY OF East Ayrshire Early Intervention transition guidelines is available from the establishment office. 24

25 Transition Children with Additional Support Needs All information, action plans or individual learning plans with regards to children with additional support needs will be passed on from class teacher to the next. For children who are transferring to Cumnock Academy two meetings will be arranged one when pupil is in primary 6 and one when child is in primary 7. These meetings will be chaired by the head teacher and the child, parents, class teacher and a member of staff from Cumnock Academy will be invited to attend. The purpose of these meetings is to exchange information and to devise a support plan in order to ensure a successful transition. A similar procedure will take place when a child in the ECC is transferring into primary one. Before the child transfers to primary one a meeting will be arranged. This meeting will be chaired by the HT, the child, parents, and early childcare pracitioner and primary one teacher will be invited to attend. Once again the purpose of this meeting will be to exchange information and to devise a support plan in order to ensure a successful transition. 25

26 Parental involvement Primary As a parent of a child in attendance at the establishment, you are automatically part of the Parent Forum of the establishment. The membership of the Parent Forum is made up of all parents who have a child at the establishment. The Parent Form can decide to form a smaller body called the Parent Council. The Parent Council is a group of parents selected by members of the Parent Forum to represent them. This seeks to involve parents in promoting the education of their children. Parents are issued with reports on their child s progress in October and May. Parents Evenings are held in October and May after the reports have been issued. We also hold termly open afternoons which allow parents to view the work of the establishment. Parents are also involved in the personal learning planning process as each personal learning plan is sent home and signed. We also encourage parents to get involved in their child s learning through our enterprising homework tasks and through paired reading in the infant departments. Parents will be informed by letter about all of these events. The establishment works in partnership with parents. We also request that parents/guardians contact the establishment by 9.30am if a child is going to be absent from. If you *would like to become a member of the Parent Council then please do not hesitate to contact the establishment. The chair of the Parent Council is Mrs Leanne McPherson. ECC Early Years Childcare Practitioners are in contact with parents almost every day when children are brought and collected. This contact means that up-to-date news may be passed on and any little problems can be dealt with at once. Open afternoons and induction days are also opportunities for informal contact with staff. More formal contact, to discuss the children s progress is available at Parents Evenings. Any parent who has a concern about their child in the Early Childhood Centre can, of course, contact the head teacher at any time throughout the year. Written communication to parents is also considered extremely important. As well as keeping parents informed it also helps us establish a partnership with parents. Regular information sheets are sent home to let parents know what is being done at the early childhood centre and to enable them to offer suggestions of ways they can support children s learning at home. An establishment newsletter is published each month. Early Years Staff build up throughout the session a profile of skills for each child and this can be discussed with parents at this event. We will also welcome parent helpers in the early years establishment. In addition the early year s staff hold monthly parents meetings and this session we have to established a Parents Committee. We also request that parents/guardians contact the establishment if a child is absent. 26

27 Learning Community Early Childhood Network Logan Early Childhood Centre is a member of the New Cumnock Early Childhood Network. Learning Community Logan Primary Establishment is a member of the Cumnock Learning Community. 27

28 Wider community links Home/establishment community Links Logan Establishment and Early Childhood Centre are very fortunate to enjoy close and beneficial links with home and the community. Regular projects such as special Assemblies, Shared Reading and Parent Helpers have helped to strengthen these links. A monthly newsletter goes out to parents/carers and friends and parents are always made most welcome at the establishment. An induction programme for new children in Primary 1 starts in the springtime. Parent Workshops are part of this. Parents/Carers of children in P1 and P2 are invited to become involved in shared reading one afternoon per week. Willing hands are always welcome to help during structured activities. Parents Evenings are held in May and October when parents can discuss their child s progress. We also have a termly Open Afternoon when parents are free to visit the establishment and view children s work. We also have an excellent partnership with local agencies including Police, Health Service, Church and neighbouring establishments. 28

29 Other information Contact Details Executive Director of Educational and Social Services Graham Short, Executive Director of Educational and Social Services East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU Acting Head of Schools Alan Ward, East Ayrshire Council, Educational and Social Services Department Council Headquarters, London Road, Kilmarnock KA3 7BU Head of Community Support Kay Gilmour, East Ayrshire Council, Educational and Social Services Department Council Headquarters, London Road, Kilmarnock KA3 7BU Spokespersons for Lifelong Learning Councillor Eoghann MacColl and Councillor Stephanie Primrose East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU Local elected members for ward East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU Cllr Stephanie Primrose Cllr Jim Roberts Cllr Neil McGhee 29

30 Disclaimer Although this information is correct at time of publication, there could be changes affecting any of the matters dealt with in the document: before the commencement or during the course of the school year in question in relation to subsequent establishment years 30