Guidance. Darvel Primary School HANDBOOK

Transcription

1 Guidance Darvel Primary School HANDBOOK

2 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 Otherinformation 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 Welcome to Darvel Primary School, Our aim is to provide an education within a safe caring environment that meets your children s needs and interests, and assists them in their individual growth and development. We aim to help our pupils to acquire and develop skills, understanding and knowledge, and to learn to use them independently. We would like our pupils to develop a thirst for knowledge which leads to life-long learning. We hope to foster an appreciation of art, literature and music and to guide the children in the wise use of leisure. Our concern is to develop the whole child, with an awareness of physical, social and emotional needs. We aim to encourage the development of self-respect and respect for others so that children will assume responsibility and co-operate effectively within school and within society in general. We support our pupils to be leaders of their own learning and encourage the pupil voice within our school. We aim to provide this through maintaining a high standard of teaching and learning and through the promotion of meaningful partnerships with all linked agencies, the community and the home. I hope you find this handbook to be helpful in preparing you and your child for their time at Darvel Primary. I look forward to meeting you. If you have any questions, please feel free to contact the school. Best regards, Mags Houston Head Teacher 4

5 Establishment ethos, vision and values School Ethos At Darvel Primary School we aim to instil our agreed values of Respect, Responsibility, Fairness, Honesty, Ambition and Fun. We do this through promoting Health and Well-being throughout the curriculum and through a series of planned teaching and learning experiences at each stage and as mixed groups, e.g. at assembly. We promote equality and fairness in all dealings with pupils, parents and other stakeholders. We strive to ensure that every child in the school feels special. We celebrate attainment and achievement through our Health and Well-being programme which is delivered in class and through assemblies. We aim to recognise the wider achievements of our pupils and welcome information from home about the many different things which happen out with school. We are currently working hard to promote resilience in our pupils as we believe that their life chances will be improved if they are able to cope with adversity in an ever changing world. In order to help us to achieve our aims, we engage with outside agencies such as the local church, Scottish Outdoor Education, the National Trust, Dean Park Rangers, the SSPCA. We seek opportunities for our pupils to learn in real life contexts and we continue to develop relationships with families which are supportive and productive. We feel we can improve outcomes for all of our pupils if we create true partnerships. We have achieved Eco Schools Status and are currently working towards improving our understanding of Fair Trade. In addition school staff sponsor a child from Bangladesh and the pupils sponsor a snow leopard. We work within the framework of Golden Rules and each class adopts its own strategies for rewarding positive behaviour. A number of our upper classes use the context of financial education to do this. We recognise individual behaviour as well as encouraging our pupils to take responsibility for their school community. 5

6 Establishment information Darvel Primary School is a non-denominational co-educational school. It is an imposing red sandstone building situated at the junction of Jamieson Road and Campbell Street East. In the main building downstairs classes are situated around the hall and the upstairs landing houses our computer suite. In the extended part of the building there is a large games hall/dining room, changing rooms, staff room, personal care room, medical room and three additional classrooms. There is a lift which also provides access to the nursery school. For Health & Safety reasons children are encouraged to enter & exit by the bottom playground gates, leaving the upper gate free for vehicle access only. There is a ramp at the main door entrance for easy access for any staff, pupils or visitors. Although there is a short flight of stairs at our main entrance, we can provide a ramp please request this at the main office if required. Alternatively there is an entrance off the car park which is accessible. Contact Details Darvel Primary School Address: Campbell Street East DARVEL KA17 0BP Telephone: Fax: [email protected] or [email protected] or for general enquiries [email protected] Present Roll: 326 Maximum Roll: Stages covered: Primary 1-7 N.B. Parents should note that the working capacity of the school may vary dependent upon the number of pupils at each stage and the way in which classes are organised 6

7 Establishment information Classes begin: 8.55 a.m. Interval: a.m. Lunch: 12.25pm 1.10pm (Primary 1-3) 12.35pm pm (Primary 4 7 on a rota system) School closes: 3.00 p.m. School Meals Service The management of the Catering Service in your school is provided by the Council through Onsite Services in conjunction with the Head Teacher. The school operates a cash Cafeteria service where a selection of snacks and hot meals are available. Children with special dietary problems, e.g. diabetes, should obtain a medical certificate. This should be sent to the school meals supervisor via the school. Parents of P1 pupils are invited in to try the meals and are shown how the cafeteria system operates. There are always adults on hand to assist younger children with choosing, carrying trays, etc. There are also snacks available at the cafeteria during interval. A four week rotational menu is sent out to parents at the start of each school session. Our catering staff do their very best to stick to the menus but on occasion due to delivery or service disruption there may be substitutions. In addition, we have a number of theme days where we will provide a different menu, in which case we will inform. 7

8 Establishment information Enrolment Enrolment is during the month of January and dates are generally publicised in the local press as well as being communicated through Early Years provision. Children who will be aged 5 years on or before the last day of February of the succeeding year should be enrolled at their local primary school. Parents should attend the appropriate primary school on the designated days. The child s birth certificate and proof of address should be presented please note that these documents will be photocopied for the child s file in accordance with East Ayrshire policy. Where a parent has requested early entry, information will be given about the process and procedures involved. The Head Teacher cannot assess suitability for an early place. Deferred Entry Under current legislation in Scotland, parents/carers of children aged between four and a half and five at the start of the school session (those with September to February birthdays) have a choice about enrolling their child for primary school. Children can start school before they are five or can defer their start until the following August. Please see part two of the handbook for more information. Placing Requests All parents have a right to request a place in a school outwith the delineated catchment area. An information booklet for parents will be provided and a list containing the names, addresses and telephone numbers of other local schools will be made available for reference. The Education Authority does not provide transport for those pupils in receipt of a placing request. Further information is available in part two of the handbook. 8

9 Establishment information Visiting our School Visitors are always welcome in Darvel Primary School. However we request that all visitors call initially to the main door and after entry sign the visitors book. This is situated in the office where visitors badges are also provided. In the interests of security we are much obliged to all callers for keeping to these procedures. If you are visiting to speak to a specific member of staff, we would advise you to arrange an appointment this can be done through the main office. To ensure safety of all pupils we would ask that only parents of P1 pupils should enter the top playground. For security reasons, school doors will be locked whilst the school is in session. Making a Complaint A Customer Care Procedure operates within the school to ensure that the wide range of customers who interact with the Educational and Social Services Department have opportunities to raise issues within the department with the confident expectation that their views will be considered in a positive caring context. Should you wish to comment on or make a complaint about any aspect of provision made by the school, you should write in the first instance to the Head Teacher whose address is given in this handbook. 9

10 Establishment calendar TERM 1 In-service day 1 Friday 15 th August 2014 Pupils return Monday 18 th August 2014 In-service day (additional) Thursday 18 th September 2014 Local Holiday Friday 19 th September 2014 Local Holiday Monday 22 nd September 2014 School Closes Friday 10 th October 2014 October Holiday Monday 13 th October Friday 17 th October 2014 TERM 2 In-service Day 2 Monday 20 th October 2014 Pupils Return Tuesday 21 st October 2014 School Closes Friday 19 th December 2014 at 2.30pm Christmas Holiday Monday 22 nd December Friday 2 nd January 2015 TERM 3 Teachers/pupils return Monday 5 th January 2015 Local Holiday Friday 6 th February 2015 Holiday Monday 9 th February 2015 In-Service Day 3 Tuesday 10 th February 2015 In Service-Day 4 Wednesday 11 th February 2015 Pupils Return Thursday 12 th February 2015 School Closes Thursday 2 nd April 2015 Easter Holiday Friday 3 rd April 2015 Friday 17 th April 2015 TERM 4 Pupils Return Monday 20 th April 2015 May Day Monday 4 th May 2015 In Service-Day 5 Monday 25 th May 2015 School Closes Friday 26 th June 2015 at 1pm SESSION TERM 1 In-Service day 1 Monday 17 th August 2015 Pupils return Tuesday 18 th August

11 Staff Information Current Class Structure Head Teacher Mrs M Houston Depute Head Teacher Mrs Donna Kirkwood-Emery Principal Teacher Mrs V Kane (Acting) Principal Teacher Miss Cassels P1a Mrs M McInnes P1b Mrs K Stewart P2/1 Mrs P McAllister P2a Mrs K Cassels/Mrs McFadzean P3a Miss J Lennon (temporary) P3b Mrs E Larman P4 Mrs L McGregor P5a Mrs E Murphy P5b Mrs S Strang (0.8) P6 Mrs U Barrie P6/7 Mr S Black/Mrs E Smith P7 Mrs Kane Mrs McFadzean (0.6) Mrs E Minnery (0.4 temporary) Mrs Redmayne (0.5 temporary) Ancillary Staff Senior Clerical Assistant Clerical Assistant Classroom Assistants VI Assistant Janitor Cleaning Staff Mrs R Bell (temporary) Mrs A McGee Mrs E Bryson Mrs H Cooper Mrs M Fulton Mrs N Young Miss D McAllister Mr J Leslie Mrs E Spence, Mrs M Cameron, Miss E Sayers, Mrs K Kiltie 11

12 Establishment improvement School Improvement Plan Our school improvement priorities for this session are as follows To ensure pupils engage in a progressive and relevant mathematical experience. Allowing teachers a clear vision of what has been taught, what pupils know and what are possible next steps. For staff to be familiar with GLOW2 and use this to enhance own and pupils teaching and learning. Ensure pupils engage with outdoor learning to enhance their teaching and learning. To audit and improve ASN within the school. To develop our approaches in order to become a dyslexia friendly school. To introduce STEM. 12

13 Establishment improvement Our Achievements We are continually refining our planning system to take full account of the principles of Curriculum for Excellence and developed a more streamlined tracking system for Literacy and Numeracy. We have implemented assessment processes for other curricular areas. We have implemented a moderation process in order to share understanding of the experiences and outcomes of Curriculum for Excellence. We consulted with parents, pupils and staff in relation to homework in 2013/14 and adjusted our policy and procedures accordingly. We are increasing opportunities for outdoor learning which will enhance the teaching and learning process. We have improved transition from early years and within the school and we are working on improving our transition arrangements to secondary school. We have introduced Bounce Back which will support our Health and Well-being curriculum with a focus on relationships and resilience. We have introduced East Ayrshire Council s materials to support learning and teaching in the areas of alcohol and substance misuse. A group of 6 parents and 1 staff member from the ECC participated in a weekend residential leadership academy as part of a joint project between Darvel ECC, Darvel Primary School and Loudoun Academy. This group will take on the role of Transition Champions, and will provide support to parents at key transition stages between 3-18 years, across the three establishments. We have increased opportunities for parents and pupils to be involved in school improvement. We have maintained our Eco Schools status for the third time. We continue to support local, national and international charities in a range of ways. 13

14 Curriculum 3-18 At Darvel Primary School in promoting a Curriculum for Excellence we focus on the needs and capabilities of each child and aim to develop the four capacities - Successful Learners Responsible Citizens To enable all young people to become Confident Individuals Effective Contributors Working within a Curriculum for Excellence we promote learning across a wide range of contexts and well planned experiences. Our school curriculum addresses more than areas/and subjects. It also encompasses:- The ethos and life of the school Inter-disciplinary projects and studies Opportunities for personal achievement Developing high levels of literacy and numeracy skills The main subject areas are as follows Languages (English, French, Gaelic, Scots) Mathematics and Numeracy Expressive Arts (Drama, Music, Art) Health and Wellbeing (including PE) Sciences Social Studies Technologies Religious and Moral Education 14

15 Curriculum 3-18 All subjects are taught in an enterprising way which encourages pupils to Make decisions Take responsibility for their own learning Work with others co-operatively Work in teams with defined roles Take account of each others strengths and development needs We also encourage our pupils to assess their own and their peers work and to evaluate their progress within an atmosphere of encouragement and support. (Please note that this does not interfere with the teacher s assessment of classwork) We are mindful that learning happens everywhere, not just in school. We encourage our pupils to share their experiences and out of school learning with us and encourage everyone to learn from each other. We continually strive to help our pupils to make connections in their learning and to understand the relevance of what they have learned, not only for work but for life in general. There is a strong focus on health and well-being embedded within the ethos and life of the school. We use our assemblies as a forum to discuss our values and how these impact on our physical, emotional and social health. At Darvel Primary School we aim to promote physical, emotional and social health and well-being. The ethos of our school promotes respect for self and others and it is within this atmosphere that we teach our pupils about a range of health related issues taking part in Physical Education, looking after your teeth, drugs and medicines, caring for your community and healthy eating to name a few. Pupils take part in a range of well-planned activities which explore these and other themes and encourage decision making within a framework of appropriate knowledge. Within PE our pupils develop skills in gymnastics, games, dance and athletics. Children also have the chance to use the wider facilities of the nearby Sports Centre for mini athletics and games. Primary 7 pupils experience swimming at Loudoun Academy. We have a very successful Health Week each year. 15

16 Curriculum 3-18 Health and well-being is inherent in all that we do as we want our pupils to reach their full physical, social and emotional potential. As part of our health programme, we will tackle aspects health such as sexual health, relationships, and drugs awareness. Parents will be notified in writing of our plans to introduce these sensitive topics and where appropriate, permission will be requested. Parents/Carers are reminded that we do not allow children to take part in P.E if they are wearing earrings. We would ask that if you are going to have your child s ears pierced we would prefer you to have this done at the start of the summer holiday otherwise your child will miss at least 6 weeks of P.E. Languages Language is at the core of the thinking. We reflect, communicate and develop our ideas through Language. At Darvel Primary School, Literacy helps our children to be ready for active involvement in society and work. Learning through the languages area of the curriculum enables children and young people to: Develop their ability to communicate their thoughts and feelings and respond to those of other people. Develop the high levels of skills in listening, talking, reading and writing which are essential for learning, work and life. Enhance their enjoyment and their understanding of their own and other cultures through literature and other forms of language. To question and develop their understanding using creative and critical thinking to formulate ideas and arguments. At Darvel Primary School children experience an environment which is rich in Language. From the early years, they can extend their skills in listening and talking and develop early reading and writing skills through appropriate play based contexts. Talking and Listening are essential to achieve the above and children are required to work in either pairs, trios or small groups. 16

17 Curriculum 3-18 Competence and confidence in literacy including competence in grammar, spelling and the spoken word are essential for progress in all areas of the curriculum. We encourage pupils to explain their thinking, debate their ideas and read and write at a level which will help them to develop their language skills further. Primary 6 and 7 pupils also learn French. Mathematics In mathematics children are given the opportunity for meaningful discovery. We teach the four basic rules of numeracy thoroughly (addition, subtraction, multiplication and division). The core resources being used throughout the school are Teejay Maths, Big Maths, Heinemann Active and Heinemann. Much emphasis is placed on interactive Mental Maths activities in line with Assessment is for Learning Strategies (ways in which teachers can formatively assess understanding.) We are introducing Big Maths and Heinemann Active maths this year and aim to build on our existing skills to improve attainment and achievement in numeracy and maths and to equip our pupils with skills for life and work. Social Studies, Sciences and Technologies The Guidelines in Social Studies now encompass Sciences and Technologies. This is based on the child s own environment and extended from this central core of experience. Inherent within our teaching is a consolidation and extension of communication skills, verbal and non-verbal, with the intention of developing logical and rational thought processes. We work with the children to devise our programmes of study, based on the principles of KWL this means that when we start a new piece of learning, we ask the children what they know about it, what they would like to know, how they might find out and assess the impact of what we have learned. As part of this process we aim to develop research skills and encourage pupils to make reasonable deductions based on evidence, particularly within sciences, social subjects and technologies. Computers are an important part of everyday life and our use of ICT aims to give our pupils all of the necessary skills which will enable them to use available technology to develop their understanding and to enhance the learning experience. 17

18 Curriculum 3-18 Expressive Arts Music Along with a rich and varied music curriculum provided at an appropriate stage in each class, Primary 6 and 7 children have the opportunity to take special lessons in a brass instrument. We encourage our pupils to have an appreciation and understanding of a range of music from classical to country and western. Pupils are encouraged to use their musical talents at assemblies and during school shows. Art & Design In Art and Design the class teacher is responsible for using a variety of contexts in which to teach art skills. A wide variety of materials and skills are used to help children to develop confidence and competence and to take pleasure in artistic self-expression. Pupils are encouraged to use their artistic talents at school and at home in homework tasks, competitions and personal projects. Drama Our drama programme concentrates on developing skills and confidence in the following areas - investigating and exploring character, using language, using movement and mime, investigating and designing performances, communicating and presenting through performance and responding to drama performances. Skills learned in the drama programme are used in our class led assemblies and during nativity and other plays. 18

19 Curriculum 3-18 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 pupils come adequately prepared. However it is the parents responsibility to inform the school if emergency contacts or medical conditions change or they don t wish their child to participate in a visit. Extra Curricular Activities Throughout the year we aim to offer a variety of after school clubs to various stages in the school. In session , we are offering a range of clubs including musical performance, homework, craft, Scripture Union, football and starting this year Glee club. We have extended educational visits for our P7 pupils which takes place in term 1. Spiritual, Social, Moral and Cultural Values Religious and moral education is a compulsory part of the Scottish Curriculum, but parents have the right to withdraw their child from participation by notifying the Head Teacher. Our current RME programme studies aspects of the main world religions Christianity, Judaism, Hinduism, Buddhism and Islam. Pupils have the opportunity to find out about the habits and customs of followers of these religions from P1 right through until P7. Lessons are appropriate to the ages and abilities of each class. Where possible, we like to enhance the religious aspect of our curriculum with visits from different religious leaders and trips to religious buildings. The school visits a local church for a church service at least once during the year and the local chaplain visits the school on occasions and is sometimes involved with the religious education of the children. Religious services are also held regularly within the school with a strong emphasis on pupil participation. We hope through the curriculum and school attitudes to foster a moral way of life. 19

20 Curriculum 3-18 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 school session and the pupil noted as an authorised absentee in the register. If for any reason you wish to withdraw your child from the Religious Education programme, please contact the Head Teacher. Homework Homework strengthens home/school links and keeps parents informed of their child s progress. Every effort is made to ensure that homework is relevant to school work and meaningful and purposeful to each individual pupil. It is usually given as an extension of class work or to provide further practice in some aspects of the curriculum. It is looked upon as an important self-discipline encouraging pupils to study and work independently. 20

21 Assessment and reporting Assessment and Reporting Curriculum for Excellence emphasises that assessment is an integral part of day-to-day teaching and learning. Learners progress is 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. Staff are all using Assessment is for Learning strategies such as wait time, no hands, thumbs and traffic lights. Children s work is assessed continuously by class teachers and periodically by promoted staff. There are regular tracking meetings for literacy and numeracy which focus on the needs of each learner and how we can best support him/her to make the best possible progress. Assessment is a continuous process enabling each class teacher to identify pupils strengths/developmental needs and plan appropriate programmes of work. Formal assessment in Phonics, Spelling, Writing and Mathematics form an integral part of our process. Class teachers maintain records of children s progress which are the basis of the official school reports issued to parents. Reporting to Parents Parents Evenings are spread over the year to ensure that a balance is made to provide an opportunity for parents to see the whole school and also to provide individual time for discussion of children s work. Following the McCrone negotiations we have amended our system slightly. Twice a year we allocate times on an appointment basis for parents so that they can discuss their own child s progress with the teacher Parents are also welcome to make an appointment to see a class teacher or the Head Teacher/Depute Head Teacher at anytime during the term when a concern is raised or when discussion about class work is required. If you would like to arrange this please do so through the school office. 21

22 Assessment and reporting Additional Information Sessions Parents are encouraged to come into class to see the range of materials used and to discuss wider curricular issues with teachers e.g homework, assessment is for learning, group work, etc Classes may send out a termly newsletter and parents are regularly invited into school to see children s work. There is a regular whole school newsletter and additional information is sent out to parents as appropriate. A close relationship between home and school, parent and teacher is important to us and we work hard to foster the best possible climate in which this can flourish. 22

23 Policies and procedures The establishment has a range of policies and procedures which are available for parents on request. Please contact the school office if you would like to see any of these. Listed below are some of our Establishment Policies, which are in line with East Ayrshire Council policies. These policies are reviewed by all staff in line with national, local and school priorities. Additional Support for Learning Anti-bullying Care & Welfare Child Protection Class Size Devolved Management of Resources Drama Enterprise Learning and Teaching Literacy Management of Professional Review and Development Modern Languages Music Numeracy Play Promoting Positive Behaviour Race Equality and Cultural Diversity Supporting Health and Medical Needs Transition 23

24 Policies and procedures Promoting Positive Behaviour The general aim of the school is to create an atmosphere of mutual respect and collective responsibility. Throughout the school a positive rather than a negative approach to discipline is dominant. The policy we have developed should teach the children self-discipline and that they have to be answerable to, and have responsibilities towards themselves, each other, staff and parents. Most pupils abide by our rules but on occasions it may be necessary to withdraw a privilege and/or consult with the school management team members who will, if necessary, consult with parents. We would like to encourage parental involvement in school discipline, as a mutual understanding between school and home, of acceptable standards of behaviour. Most parents prefer to know about any problems as they arise. At an informal level, parents may well be requested to help with either work or behaviour difficulties as they occur but, if, despite class discipline such as verbal reprimands or reflection time, the problems continue, your help may be requested at a more formal level. In the school we have a house system. The children in stages P1 to P7 are divided into four houses and golden tickets are awarded for good work, behaviour, diligence, caring attitude etc., in classroom, playground and dining hall. Children also receive red tickets when their behaviour/attitude does not meet our school standard. The children deposit their cards in the appropriate house box. Each red card causes a gold card point to be removed. The winning house of the week is displayed in the hall and this achievement is celebrated at assembly. The house which wins overall during the school session is rewarded in June. House colours are also used on Sports day with the winning house being awarded the Sports Shield. In addition, within the classroom teachers have individual reward systems which are devised with the children or where more appropriate, explained to and agreed with them. The captains and vice captains have regular meetings with the Depute Head Teacher. This is an effort to develop a community spirit in our school and we hope you will support it. 24

25 Policies and procedures Golden Rules, Circle Time and 1, 2, 3 Magic At Darvel Primary we have adopted a system of rewarding positive behaviour called Golden Time. The idea behind this programme is that children are given a session of fun activities, usually at the end of the week, as a reward for keeping the Golden Rules. Our general Golden Rules are: Do... Be gentle Be kind and helpful Be honest Work hard Look after property Listen Don t... Hurt anyone Hurt people s feelings Cover up the truth Waste time Waste or damage things Interrupt If a child chooses to break the rules, the consequence is that s/he loses part of his or her Golden Time. Circle Time sessions also build on the promotion of positive behaviour. Staff also use the 1, 2, 3 Magic strategy to promote positive behaviours. This helps staff to be clear, consistent and fair in managing behaviour across the establishment. 25

26 Additional support for learning Support for Pupils From time to time and for a variety of reasons, a child may experience difficulties with learning and may require additional support. This support may involve one-to-one teaching, small group teaching or the provision of a special programme within the normal classroom arrangements. It will involve the class teacher and perhaps, depending on the particular circumstances a member of the East Ayrshire Support Team - EAST (this is a group of learning support teachers who provide advice and assistance to schools in East Ayrshire). psychological services, who will provide advice to school staff, or where it is felt appropriate, will carry out further assessment other agencies e.g, speech and language therapists, occupational therapists and physiotherapists. classroom assistant timetabled for particular group/class Occasionally a combination of the above is involved. Central to all of this are, of course, the parents who will be kept fully informed and involved throughout the process. The role of parents might include attending meetings with relevant personnel assisting with the development of strategies for action assisting at home with an agreed programme being involved in review meetings to assess progress and plan next steps All staff have a responsibility to provide appropriate work for pupils who are having difficulty and therefore, as far as possible, such children will be taught by their own class teacher within their own class group. Occasionally pupils may benefit from a small period of concentrated specialist help which may be provided by promoted staff or specially appointed adults. Where children have additional support needs outwith the capacity of the school resources, further assistance may be sought from specialists in the Psychological Services. 26

27 Additional support for learning Our psychological services team supports all pre-school, primary and secondary schools in the Local Authority. Each school has an assigned psychologist who can support staff and pupils where specific needs are identified. This support ranges from working in classes to providing staff development. Parents are urged to contact the school should they be concerned about their child experiencing difficulty. 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 schools depending on their individual needs. Wherever 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 school 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 school 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. 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 school 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 school 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 school than their peers. 27

28 Transition Transition to Primary School There is an extended transition programme between Darvel Early Childhood Centre and the school during which all pre-school children are invited into school to join in with various activities. In June there are three transition mornings which allow the children to meet their teachers and to begin to form relationships within their new class settings. We take full account of prior learning and use assessment materials provided by the nursery, including the Early Learning screening tool, to plan next steps in teaching and learning. Before children come to school on the transition days, they will already have met with their buddies. Primary 6 children are each given responsibility for helping a nursery child to learn the routines of school life and for making sure there are friends to play with, that the child knows where and how to get a snack, go for lunch and where to enter and exit the building. This buddy will continue with this until it is no longer required by the child. Transition to Secondary School Our P7 pupils have opportunities to meet with school staff from Loudoun Academy and there is a three day transition programme in place during which P7 pupils attend Loudoun Academy. An extended transition is possible where particular pupils would benefit. School staff provide a range of information to ensure continuous progression when children move on. Pupils who are attending other secondary schools will be invited to take part in their transition activities. Transition within School There is ongoing dialogue between class teachers at different stages which supports our transition within school. Each teacher completes a transition file for their class in order that the new teacher can build on prior learning. During our Bump Up mornings the children move on to their new class and, where possible, their new class teacher and they spend some time getting to know each other and setting out expectations for the year ahead. Transition information should relate to transitions from all establishments. 28

29 Transition Parental Involvement We see school and home as a partnership to promote the development of your child in all aspects of his or her school life. We have a range of school activities which benefit enormously from additional parental involvement. To this end, we invite parents to offer their services at various times during the school session. This may be a one-off school trip or a weekly arts and crafts session within a class. We are extremely grateful that we have supportive and involved parents and constantly seek opportunities to strengthen links. Last year, parents were involved in creating a Parent Helper policy and information leaflet and in collating the results of our homework survey. We welcome your suggestions about how we can improve parental involvement please get in touch. One of the most significant ways in which parents are involved is through our Parent Council. Our PC meets regularly to discuss a range of issues which are important to the wider parent forum and we work together to find solutions to any problems which might arise. Please get in touch with the PC if you have concerns, ideas or suggestions for improvement. The Parent Council Current members of our Parent Council are Tony Newland (Chairperson) Lauren Anderson (Vice Chair) Pauline Ringland Lyndsey Henderson Vicky Kane (Teacher Representative) Donna Kirkwood-Emery/ Mags Houston (Advisor) Contact: [email protected] 29

30 Transition Absences If your child is absent from school, please notify us by telephone at the start of the absence (before 9.10am) and by sending a note with your child upon his/her return. If your child has to leave school at any time, please arrange for him/her to be collected at the office. Should you take your child out of school for a family holiday, this absence will be marked as unauthorised. The school will not provide work to cover the period of absence. Instead, we recommend that you could keep a journal of your holiday photos, postcards, mementos (perhaps in chronological order) for younger children, a written diary for older children. 30

31 Learning Community Early Childhood Network The following Early Years Establishments are part of Darvel Early Childhood Network. Darvel Early Childhood Centre Campbell Street East Darvel KA17 Tel: Head of Centre (Acting): Caroline Butcher Contact: Newmilns Nursery 200 Loudoun Road Gilfoot Newmilns KA16 9LP Tel: Head of Nursery: Sandra McCafferty Contact: Galston Nursery School Western Road Galston KA4 8BG Tel: Head Teacher (Acting): Geraldine Dolan Contact: Hurlford Nursery Class Hurlford Primary School Union Street Hurlford KA1 5BT Tel: Head Teacher: Gillian Keenan Contact: Fenwick Pre-5S is an associated early years establishment 91 Main Road Fenwick East Ayrshire KA3 6DY Tel: Contact: Elaine Love 31

32 Learning Community The following schools are members of Loudoun Learning Community Newmilns Primary School Gilfoot Newmilns Tel: Head Teacher: Mrs E Harvey Contact: [email protected] Galston Primary School Western Road Galston KA4 8BG Tel: Head Teacher: Shona Murphy Contact: [email protected] Hurlford Primary School Union Street Hurlford KA1 5BT Tel: Head Teacher: Miss G Keenan Contact: [email protected] Fenwick Primary School 1 Kirkton Road Fenwick Tel: Head Teacher: Mr J Campbell Contact: [email protected] 32

33 Wider community links Darvel Primary School in the Community Darvel Primary plays an important role within our local community. We do our best to maintain close links with key agencies within the local community; and seek to develop these links wherever possible. We actively encourage parental and community involvement. We try wherever possible to support local businesses and know that we can rely on them to support us. We provide work experience for secondary school pupils, NC/HNC Education and Childcare Students and student teachers. We have close links with Community Police, the Fire Service and the local Medical Centre. We make regular visits to places in the local community throughout the year including the library, Post Office, shops, local green space and park. We involve ourselves in Community events such as Gala Day and Christmas events. We advertise local information/events within our Centre, and promote events taking place in the school through the Valley Advertiser. We were recently involved in a community consultation our P4 P7 children worked together to give theri views on the community and what could be done to improve it. We deliver Harvest parcels to nominated elderly residents. Our pupils sing to the residents of Collins Court. 33

34 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, KilmarnockKA3 7BU Local elected members for ward East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU Ward 6 Irvine Valley Councillor Alan Brown Councillor George Mair Councillor Bobby McDill Councillor John McFadzean (SNP) (SNP) (SNP) (Conservative) 34

35 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 35