School Profile PI - 43 P2-36 P3-39 P4-38 P5-40 P6-21 P7-33

Transcription

1 Session

2 Contents School Profile 2 School Aims 3 School Staff 4 School Hours / School Year 5-6 Curriculum for Excellence 7-12 Additional Support Needs Reporting to Parents 18 Homework 18 Clothing and Uniform Policy 20 School Security and Safety 21 Child Protection 21 Mobile Telephones 21 School Meals 22 School Transport 22 Playground Supervision 22 Children Leaving School Premises during the School Day 23 Psychological Service 24 Equalities 24 Medical and Health Care 24 Enrolment 25 The Structure of Classes 25 Transfer from Primary School to Secondary School 26 Attendance at School 26 Attendance and Absence Data 27 Parent Forum and Parent Council 27 Home and School Links 28 Partnership with the Community 28 School Lets 28 Listening and Learning 28 Compliments & Concerns 29 Transferring Educational Data about Pupils 30 Information in Emergencies 31 Promoting Positive Behaviour 31 Behaviour Policy Important Addresses 34 Appendix 1 Summary of Curriculum for Excellence Stages Language Summary of Curriculum for Excellence Stages Listening & Talking Summary of Curriculum for Excellence Stages - Writing Summary of Curriculum for Excellence Stages Reading Summary of Curriculum for Excellence Stages - Mathematics

3 Moorpark Primary School Milton Road Kilbirnie KA25 7EP Tel: Fax: Website: School Profile Moorpark Primary School is a semi-open plan single storey building. Moorpark Primary is a Nondenominational and Co-educational School. Within the building there are four closed classrooms, the remainder consisting of double-based units. There are currently 12 classes that are utilised by the pupils. One double-based unit accommodates the Early Years Class. The school is fully adapted for wheelchair users and there is a disabled toilet. The School Roll is currently 250 pupils. PI - 43 P2-36 P3-39 P4-38 P5-40 P6-21 P7-33 The staffing compliment consists of 12 permanent teachers, including the Headteacher, Ellen Cumming and the Depute Headteacher, Elizabeth Monk. Support staff consists of 4 Classroom Assistants, 1 Senior Clerical Assistant, 1 Clerical Assistant and 1 Janitor. Moorpark Early Years Class is a 30/30 placement and is staffed by three Early Years Practitioners. Parents should note that the working capacity of the school might vary dependent upon the number of pupils at each stage and the way in which the classes are organised. Religious Assemblies are held on a monthly basis with regular visits to school by the Parish Minister, the Reverend Fiona Ross. A very supportive Parent Council plays an important part in school life. Extra curricular activities vary from term to term. Presently on offer are Football, Choir, Athletics, Rugby, Dancing, Hockey and a Homework Club. Pupils and staff make every effort to support community ventures in Kilbirnie. The school is part of the Garnock Academy Cluster. There are four other feeder primaries within the Cluster, for information purposes, below are the addresses and telephone numbers. Garnock Academy School Road, Kilbirnie, KA25 7AX Beith Primary School Glebe Road, Beith, KA15 1EZ Dalry Primary School Sharon Street, Dairy, KA24 SDR Gateside Primary Main Road, Gateside, KA15 2LF Glengarnock Primary Grahamston Avenue, KA14 3A Also within our locality are: St Bridget s Primary Hagthorn Avenue, KA25 6EJ St Palladius Primary Roche Way, KA24 5DG The Headteacher and staff welcome parents and visitors to the school at any time. It is the aim of all members of the school community to provide a secure and caring environment in which our pupils are valued and are given the opportunity to grow in confidence and self-esteem within an atmosphere of respect and trust. Every pupil will be given the opportunity to achieve their full potential. The work of the school is underpinned by the UN Convention on the Rights of the Child.

4 School Aims At Moorpark Primary School it is our aim to ensure that all pupils are safe, happy and are encouraged to reach their fullest potential in learning, we nurture individual talent and aim for achievements of the highest standard. We will achieve this by: Providing a broad, balanced and flexible curriculum relevant to our pupils Involving pupils, staff and parents in active learning and encouraging collaboration and teamwork Incorporating formative assessment to improve practice and promote ownership and responsibility for learning Adopting a cross curricular approach to teaching to ensure that pupils make connections with all aspects of learning Ensuring all teaching and support staff are encouraged to develop expertise and professional skills Monitoring the availability and use of resources to ensure modern technology and accessibility for all Challenging pupils to become successful learners through self-discipline and determination to reach high standards Establishing a secure environment where pupils, staff and parents feel valued, consulted and fully involved in making decisions Promoting a positive ethos where pupils, staff and parents can build on self-esteem becoming confident individuals and where the needs of all learners can be met by promoting positive attitudes towards local and global issues Fostering genuine partnership with parents and the wider community through: Clear communication, smooth transitions from one stage of learning to the next, working closely with parents in and out of school and liaising with outside agencies regarding pupil welfare Ensuring pupils are encouraged to make informed choices, are tolerant and caring of others and learn to be responsible citizens in a changing society Promoting a healthy and active school where pupils, staff and parents have fun and enjoy learning Developing enterprising attitudes and links with business to enhance talents and skills within the school Encouraging creative and ambitious learners in the community Celebrating success of all learners and supporting the communication and critical thinking skills of effective contributors Support for Pupils In Moorpark Primary School we are committed to meeting the needs of all of our pupils through identification of individual learning styles and by providing an appropriate curriculum which suits. Pupils who may require additional support in learning will engage in individual programmes of work to assist them to overcome their difficulties. An Educational Psychologist may be approached to help to compile a suitable programme of work. Those children who have additional support needs also receive input from the Pupil Support Service and from Classroom Assistants. More able pupils who require a more challenging programme engage with different resources and materials to develop their thinking skills and to meet their needs. Regular Review Meetings with the appropriate staff and parents are held during the school year to ensure pupils needs are being met.

5 School Staff Headteacher The Headteacher, Mrs Ellen Cumming has the overall responsibility for the management and administration of the school and its community. Depute Headteacher The Depute Headteacher, Mrs Elizabeth Monk deputises for the Headteacher. Class Teachers Primary 7 Primary 6 Primary 5 Primary 5/4 Primary 4 Primary 3 Primary 3/2 Primary 2 Primary 1S Primary 1C Mr G Skinner Mrs N McGinley Miss Chapman Mrs K Watson Mrs J Anley Mrs M Gibson Mrs C Holmes (Principal Teacher) Miss J McKee Mrs D Steel Miss J Carstairs Ms Catherine Kane will cover all classes for teacher s Non Class Contact Time. Early Years Practitioners Mrs M Fulton Mrs J Hoynes Mrs L Chalmers Classroom Assistants Mrs J Burton + Mrs M Kennedy Mrs L Gilliland + Mr G Smith Support for Learning Teacher (Network) Mrs A Scollin Office Senior Clerical Assistant Mrs S Wason + Clerical Assistant Mrs A Allan Janitor Mr P MacRae School Chaplain Reverend F Ross + Mrs. Gilliland, Mrs. Burton and Mrs. Wason have First Aid Certificates Pastoral Care All members of the school team, both teaching and non-teaching, have a shared responsibility for the welfare, safety and happiness of the children in the school.

6 School Hours School opens for pupils at 9.00 am and closes at 3.00 pm Interval: Lunch: am pm Early Years (Morning Session) (Afternoon Session) am pm

7 School Year

8 Curriculum for Excellence Curriculum for Excellence (CfE) has now been introduced across Scotland for all 3-18 year olds wherever they learn. It aims to raise standards, prepare our children for a future they do not yet know and equip them for the jobs of tomorrow in a fast changing world. Curriculum for Excellence enables professionals to teach subjects creatively, to work together across the school and with other schools. Teachers and practitioners will share information to plan a child s learning journey from 3-18, ensuring children continue to work at a pace they can cope with and with challenge they can thrive on. Curriculum for Excellence balances the importance of knowledge and skills. Every child is entitled to a broad and deep general education where every single teacher and practitioner will be responsible for literacy and numeracy. There will be a new emphasis on health and wellbeing to ensure that the school is a place where children feel safe and secure. Curriculum for Excellence develops skills for learning, life and work to help young people go on to further study, secure work and navigate life. It brings real life into the classroom. It links knowledge in one subject area to another helping children understand the world and make connections. It develops skills so that children can think for themselves, make sound judgements, challenge, enquire and find solutions. There will be new ways of assessing progress and ensuring children achieve their potential. Ultimately, Curriculum for Excellence aims is to improve our children s life chances, to nurture successful learners, confident individuals, effective contributors and responsible citizens, building on Scotland s reputation for great education. The school curriculum is in line with A Curriculum for Excellence outlined by the Scottish Government and covers the following areas: Literacy and English Listening and Talking Reading Writing Modern Languages (P6 and P7) Numeracy and Mathematics Number, Money and Measurement Information Handling Shape, Position and Movement Social Subjects People, past events and societies People, place and environment People in Society, Economy and Business Science Planet Earth Forces, Electricity and Waves Biological Systems

9 Materials Topical Science Expressive Arts Art and Design Dance Drama Music R.M.E. / P.S.D. Religious and Moral Education Health and Wellbeing Mental, Emotional, Social and Physical wellbeing Planning for choices and changes Physical Education, Physical Activity and Sport Food and Health Substance Misuse Relationships, Sexual Health and Parenthood Technologies Technological developments in Society ICT to enhance learning Business Computing Science Food and Textiles Craft, Design, Engineering and Graphics Information Technology (ICT), Enterprise in Education, Citizenship and Environmental Education are covered across all areas of the curriculum. In Moorpark Primary School we tailor our curriculum to meet the needs of our pupils and offer a variety of approaches and methods in teaching the children. Class teachers take account of the personal requirements of their pupils and include individual, group and class activities in their planning. Every effort is made to meet the needs of the children, to provide continuity and progression throughout the school, to actively involve the children in their own learning and to set work appropriate to each child s level of ability. The curriculum is arranged in such a way as to provide equality of educational opportunity to all pupils. We are equipping our pupils for the future by delivering the curriculum through a Critical Skills approach. Critical Skills The broad aims which underpin the Critical Skills Programme are: experimental learning a collaborative learning community results driven learning problem based learning There are 7 main parts which link to these aims: 1. Specific curriculum targets: What do the pupils have to know?

10 2. The collaborative learning community environment: What does the classroom look like? 3. Problem-based challenges : Complex, open-ended problems for the pupils to Solve. 4. Meaningful context : Why are we doing this? 5. The pupil cycle : What are the pupils doing? 6. The teacher cycle : What is the teacher doing to meet the needs of my child? 7. Transferring and Connecting : Making sense of it all. Rights Respecting School Moorpark Primary is working towards becoming a Rights Respecting School and gaining the first level of the Rights Respecting School Award (RRSA). The UNICEF UK Rights Respecting School Award is based on principles of equality, dignity, respect, non-discrimination and participation. The RRSA seeks to put the UN Convention on the Rights of the Child at the heart of a school s ethos and culture to improve well-being and develop every child s talents and abilities to their full potential. A rights-respecting school is a community where children s rights are learned, taught, practised, respected, protected and promoted. Young people and the school community learn about children s rights by putting them into practice every day. Moorpark s Rights Respecting Committee work closely with Health and Eco committees; each class in the school has developed a class charter in accordance with the rights of the child. Learning Community All classes create a Full Value Contract which is a basic set of rules that everyone in the class, including the teacher, agrees to follow. All pupils use the following terms: Quality Audience Check in / out At the beginning of each session the Class Teacher works with the children within the class to build a community, secure, safe and sustainable for the session. All staff have been trained to deliver this programme. Literacy and English In the early stages reading is taught by both the Look and Say and the Phonics method. Abbey Phonics is used to introduce phonics. The reading schemes used are Rigby Star Oxford Reading Tree, supplemented by Fireflies non fiction books, Rhyme World, Active Learning Phonic and Work Attack games. Our aim in Primary 1 and Primary 2 is to teach children to enjoy reading books and illustrations and to decode them. In Primary 3 and Primary 4 we encourage the children to read fluently and with expression. Children are also encouraged to read longer extracts every night. A variety of books are used for this purpose. In Primary 4 Primary 7 we use Literacy World, Treetops, an extension of Oxford Reading Tree, Oxford Reading Tree Anthologies and Models for Writing. These are supplemented by Nelson Language Skills Development books.this reading and language scheme enables children to work effectively at their own level and encourages group methods. It promotes discussion and covers a variety of language skills required to attain the high standards that are set out in A Curriculum for Excellence.

11 At all stages the children are encouraged to read for pleasure. Moorpark Primary School boasts an excellent library from which the children are able to both borrow books and to do research. The library has a computerised ALICE system, which allows teachers to monitor the books that the children are using, thus ensuring that they obtain maximum benefit from the literature that is available. From Primary 1 children are encouraged to write freely about the ongoing work in the class. Grammar and punctuation are taught in context through the children s own writing and topic work. Other schemes that are used by teachers within the school are Nelson Grammar, VCOP and Focus on Comprehension. Handwriting is taught using the new Nelson Handwriting Scheme from Primary 1 to Primary 7. Spelling rules and the words that the children use every day are taught from Primary 1 Primary 7. Children practice a variety of spelling strategies at their own level. Children are encouraged to use dictionaries and the spellchecker on the computer. Numeracy and Mathematics From the Early Years Class to Primary 7 the children use the Heinemann Active Maths programme. At all stages, this work is supplemented from a variety of other schemes and sources. Currently in use are: On the Track Problem Solving, TJ Maths and Interactive Mental Maths, Problem Solving Skills in Action (Smartboard) Level A-E. Expressive Arts The Expressive Arts include Art and Design, Drama and Music. Art is taught throughout the school. Staff use resources from the Borders Art Pack and art is displayed throughout the school and this allows children to develop skills with resources to enhance learning in this area. In Drama the school follows the North Ayrshire Drama Pack to ensure role play, mime and improvisation are developed in group activities. Al children take part in a production each session. Primary 1 to Primary 3 are responsible for the Christmas Nativity performance and Primary 4 to Primary 7 produce a Summer Show. Music - Classes are involved in music making from Primary 1 to Primary 7. All children in Primary 6 take part in the Soundstart Programme where they receive tuition for and orchestra instrument and learn to play together as a band. ABC Creative Music is used from the Early Years Class to Primary 3 to build and improve on children s skills in rhythm. Children have the opportunity to play the recorder or glockenspiel.

12 Religious & Moral Education Religious Education is seen as an integral part of the general school education and not a separate, different activity. The programme gives prominent place to Christianity but also includes exploration of other major faiths. It has been agreed by all associated schools that the other faiths we will explore will be Judaism and Islam. Pupils have a need to understand how important religious faith is to a believer and to develop sensitivity and tolerance to the beliefs of others. The school enjoys the services of the Minister from the local church who visit the school and assists in the programme of religious education. The Minister leads an assembly once a month and also the end of term services at Christmas, Easter and the summer term. Parents and friends are welcome to join us at these times. Weekly whole school assemblies are held in the school and are led by management staff. Under the terms of the Education (Scotland) Act 1980, parents have the right to ask for their child to be withdrawn from religious observance. The school will deal with such requests with sensitivity and understanding. The Headteacher will offer to meet with any parent wishing to withdraw their child to ensure they are clear about the school policy on religious observance. In particular, parents should be reassured that the religious observance planned by the school adopts an open and respectful approach and does not seek to compromise the beliefs of any pupils or their families. Where a child is withdrawn from religious observance, suitable arrangements will be made for the pupil to participate in a worthwhile alternative activity. 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 arrangements will be granted on not more than three occasions in any school session and the pupil noted as an authorised absentee in the register.

13 Additional Support Needs A child or young person has additional support needs if, for any reason, they are not able to benefit fully from the educational opportunities provided for them. What does North Ayrshire Council have to do to meet its duties under the Additional Support for Learning Legislation? We have to: Identify when a child or young person is not making good progress in their education. understand what is not working for the child or young person (by gathering information to make the problems as clear as possible) once extra support is in place, ensure that support is making a positive difference if the support is not working well enough, gather more information and try a different approach Whenever we start this process for any child or young person, we will always explain to them and to their parents/carers what our concerns are and what we will do to help. All of our schools and nurseries will track closely the progress made by children or young people who are registered as being Looked After. Where these children or young people are making appropriate progress we will determine that they do not have additional support needs. We have to make sure it is easy for people to get helpful information and advice. Where a child or young person is identified as having additional support needs, we will make sure the right people get a copy of the right information leaflet so they will understand what is likely to happen. This little summary is also to let you know that much more information is available to help you understand additional support needs and what will be done to help your child. You can ask for information at any time. For a few children and young people their needs are so complex that professionals from two or more agencies need to work together to provide the right support. Where this is needed, the child or young person will have a plan to co-ordinate the various actions of these professional: for this reason it is called a Co-ordinated Support Plan. You may feel that things are not being done properly to support your child. If you feel like this then the Council has a range of ways to work with you to get things sorted. You can ask at any time for a copy of the booklet called Resolving Disagreements. This booklet will give you ways to make sure your concerns are listened to and addressed. Where a child or young person has additional support needs, planning needs to take place every time there is a move to a new class, new school or college. For some children and young people affected by a disability, transition planning will happen two years before the planned date of the move. This is needed to make sure everything is in place. For most children and young people, transition planning take place over one year before the date of the planned move. Information will be shared with everyone involved in supporting the child or young person so everyone understands what needs to be done to provide support. What rights do children, young people and their parents have? If you are concerned about your child s progress or about how settled they are in school, you can ask the Headteacher to begin a process of gathering information to find out if your child has additional support needs. The school will also give you advice and information about your child s needs, what the school is doing to meet those needs and whether progress is now being made.

14 Even when it has already been agreed that your child has additional support needs, you can make a reasonable request at any time that more information is gathered and that a clearer understanding of the needs is established. You may perhaps feel unhappy about what the school is doing to meet your child s needs. You may have tried to sort this out with the school but feel you are not being taken seriously. In this case you can ask for outside help to get your concerns across. The Resolving Disagreements booklet will help you to ask for these services. In a very few cases you may feel that your child s current school is not able to meet the needs. Where this happens, you have the right to make a placing request for a school that may meet the needs more effectively. You now have the same rights as parents of children who do not have additional support needs. You may feel that educational provision on its own is not able to meet your child s needs and that another agency could help. In such a case you can ask that the authority gathers information to see if your child needs a plan to bring together help from other agencies. The Additional Support Needs Tribunal has been established to deal with cases that have not been sorted out by earlier attempts to resolve the disagreements. You can apply for a referral to the Tribunal: the Resolving Disagreements booklet will help you to do this. You can have a supporter or advocate with you at any meeting to discuss your child s additional support needs: this is not just about support at a Tribunal. For advice on additional support for learning form North Ayrshire Council Education and Skills, please contact the Quality Improvement Officer (QIO) for Additional Support for Learning on For impartial advice, please contact Enquire. Enquire the Scottish advice service for additional support for learning. Operated by children in Scotland, Enquire offers independent confidential advice and information on additional support for learning through: A telephone helpline An enquiry service [email protected] An online enquiry service Two websites (for parents/carers and young 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 school. Summary statement of duties under the amended Additional Support for Learning Act 2009 Information for inclusion in all North Ayrshire Council School/Early Years handbooks: also to be available through all establishments within North Ayrshire providing education.

15 Inclusion The Standards in Scotland s Schools etc. Act 2000 (Section 15) gives every child and young person in Scotland the right to have their educational needs met within their local mainstream school. This right is seen as part of the individual rights enshrined within Scottish educational law. There are three exceptional circumstances where alternative educational settings can be considered: * Where mainstream education in the local school is not in the best interests of the child or young person * Where the sound and efficient education of other children in the school would be compromised by the child s presence in the class/school * Where to educate the child in the local mainstream school would require unreasonable public expenditure Alternative educational planning for a child or young person is required to demonstrate the influence of one or more of these exceptional circumstances before it would be deemed lawful to proceed to consider this. The Education (Disability Strategies and Pupils Educational Records) (Scotland) Act, October 2002, requires local education authorities to prepare and implement accessibility strategies to improve, over time, access to education for young people with disabilities. Access covers: * The physical building and grounds * The curriculum (both formal and informal) * Information on any educational planning that might affect the child s/young person s education The Disability Discrimination Act (1995 and as amended 2005) and the Disability Equality Duties (2006) require all public bodies to ensure that no child or young person within an educational establishment is put at a significant disadvantage or treated less fairly than their peers because of any reason relating to their disability. The Education (Additional Support for Learning) (Scotland) (2004,2009) Act sets out certain duties on local education authorities and confers certain rights on children and their parents. These duties include the need to: * Identify, assess and address the need for additional support for any child or young person failing to benefit from school education, for whatever reason * Seek and take account of the views of the child or young person on issues relating to their education * Engage in helpful partnership working with parents/carers and staff from other agencies These are the various pieces of legislation that support the right to inclusion and that define the main features of that right. In North Ayrshire educational establishments, Staged Intervention supports early identification of need and earliest possible building of positive partnerships. North Ayrshire Council is committed to the well-being and educational development of all learners. The process of inclusion requires all involved in the business of learning and teaching

16 to demonstrate commitment, innovation and flexibility in order to ensure that all children and young people have access to quality learning opportunities and experiences. Additional Support Needs Any child who needs more or different support to what is normally provided in schools or preschools is said to have additional support needs. This includes children who may need extra help with their education as a result of issues arising from social and emotional difficulties, bullying, physical disability, having English as an additional language, a sensory impairment or communication difficulty. The Additional Support for Learning Act The Education (Additional Support for Learning) (Scotland) Act 2004 came into force in November In June 2009, the Act was amended. These amendments form the Education (Additional Support for Learning) (Scotland) Act 2009 and came into force on November Summary of the main provisions of the Act * The Act provides the legal framework underpinning the system for supporting children and young people in their school education, and their families. * This framework is based on the idea of additional support needs. This broad and inclusive term applies to children or young people who, for whatever reason, require additional support, long or short term, in order to help them make the most of their school education and to be included fully in their learning. * The 2009 Act automatically deems that all looked after children and young people have additional support needs unless the education authority determine that they do not require additional support in order to benefit from school education. * In addition, education authorities must consider whether each looked after child or young person for whose school education they are responsible requires a co-ordinated support plan. What North Ayrshire Council does to meet its duties under the Additional Support for Learning legislation North Ayrshire must assess any pupil with additional support needs and provide with any support necessary for them to benefit fully from their education. All the evidence says that it is best to intervene early to prevent any difficulties developing and taking root. For example by making sure reading is very well taught and that all pupil gets encouragement and support at home we can hopefully reduce later difficulties. Whatever the type of challenge that arises, it is important to detect it early, develop a shared understanding of what is needed (the school may request extra specialised help to do this) and take action to help to pupil achieve. Whenever we start this process for any child or young person, we will always explain to them and to their parents/carers what our concerns are and what we will do to help The school can get support from a range of visiting professionals including Educational Psychologists. These professionals are regularly in all schools and teachers and others will ask for informal advice on supporting pupils for example on the best way to support a pupil who is having difficulties with reading. If the school wants more detailed individual help then they would talk to you about formally involving the educational psychologist. The educational psychologist can only be involved in seeing your child after seeking your agreement to this. For a few children and young people their needs are so complex that professionals from two or more agencies need to work together over a significant length of time to enable the child to benefit from school education. Where this is needed, the child or young person will have a plan to co-ordinate the various actions of these professionals: for this reason it is called a Coordinate Support Plan.

17 Where a child or young person has additional support needs, extra planning is required every time there is a move to a new class, new school or college. How far ahead this transition planning needs to start depends on the particular type of needs but for most children and young people with Additional Support Needs transition planning should start at least one year before the date of the planned move. Dispute Resolution Procedures You may feel that things are not being done properly to support your child. If you feel like this then the Council has a range of ways to work with you to resolve any issues. You can ask at any time for a copy of the booklet called Resolving Disagreements. This booklet will give you ways to make sure your concerns are listened to and addressed. Data Protection The school and the educational psychology service are required to keep records which are, of course, available to you. These records are strictly confidential however both schools and educational psychology are subject to inspection by Her Majesties Inspectors of Education who may look at confidential files in order to make sure children and families are getting the best possible service. Further Support The following organisations are able to provide advice, further information and support to parents of children and young people with ASN. 1. Enquire: Scottish Advice and Information Service for Additional Support for Learning Website: Helpline: [email protected] 2. Scottish Independent Advocacy Alliance Website: Telephone: [email protected] 3. Scottish Child Law Centre Website: Telephone: [email protected] Getting it Right for Every Child GIRFEC Getting it right for every child (GIRFEC) is an approach from the Scottish Government that sets out how schools and other services should work with children and their families. GIRFEC is all about ensuring that children get the help they need when they need it the right help at the right time. For you and your child, GIRFEC means that you are the expert on your child and what you think matters. Getting it right for every child means that the School will always seek to involve you, to listen to your opinions and take them seriously. Taking a Getting it Right for Every Child approach to supporting every child is a priority within our school and we aim to assist every child in our school to reach their potential in each of the areas listed below; * Healthy - Experiencing the highest standards of physical and mental health, and supported to make healthy safe choices. * Achieving - Receiving support and guidance in their learning

18 * Nurtured Having a nurturing and stimulating place to learn * Active Offering opportunities to take part in a wide range of activities * Respected To be given a voice and involved in the decisions that affect their well-being * Responsible Taking an active role within the school * Included Receiving help and guidance to overcome social, educational, physical and economic inequalities; accepted as full members of the communities in which they live and learn * And above all, to be safe protected from abuse, neglect or harm For more information on Getting it Right for every Child in North Ayrshire go to Assessment There is a process of continuous assessment throughout the whole school. Ongoing formative assessment takes place in class. All teachers have their own records on each child. Pupil Progress Meetings take place each term to discuss meeting the needs of all pupils. We administer Cops and Lass Tests to aid us in diagnosing any difficulties at an early stage. Assessment of pupils is very much part of the process for planning for learning and teaching in our classrooms. There are ongoing assessments of pupils on a day to day basis and any concerns regarding a child s progress is recorded on teachers weekly planners. These plans are monitored regularly by members of the management team and if any concerns are raised action to support the child is taken. Within the classroom formative assessment strategies are used to support teachers and pupils together to plan for next steps in learning. As children move from one level to the next within Curriculum for Excellence teachers collectively moderate samples of work to ensure standards across the school are shared and agreed, building on existing high standards of education for all our pupils. The Levels, Early (ante pre school P1), First (P2 P4) and Second (P5 P7) set out the outcomes and experiences that children will experience as they learn the skills, knowledge & understanding required for their development. Children s progress through the levels is noted as developing, consolidating and then secure ; where developing indicates the early stages of learning at that level; consolidating, practicing skills and concepts and beginning to apply these; and secure, where skills knowledge and understanding are applied with confidence in different contexts. Teachers assessment will be validated, moderated and shared as children progress through the levels. It is important to note that children will progress at different rates but it is expected that it will take 3 years to complete a level.

19 Reporting to Parents In the month of June a computerised Annual Report is sent home to parents. Two Formal and one Informal Parent Visits are made each year, usually in February, May and October. The informal visit is a celebration of learning afternoon. For these visits parents are offered the choice of evening or afternoon. However, parents wishing to discuss their child s progress during the year are welcome to make an appointment to meet with the class teacher at any time. Homework In Moorpark Primary School the following Homework Policy is in operation:- There will be three blocks of formal homework: o Beginning of September - end of November o Beginning of January - end of March o Middle of April - end of May (NB. These dates will be specific to each year). Primary 1 Reading homework will be given throughout each term. Written homework is normally set 4 evenings per week. We ask you to encourage your child to complete the set homework to the best of his/her ability and sign the completed homework. In order to achieve a weekly Merit Award and work towards bronze, silver and gold medals, your child should hand in completed homework on time. Each term you will receive a Homework Information letter informing you of the tasks that your child will be expected to complete. An appropriate Homework Jotter will be provided for written homework. Parents/Carers Role: 1. to help, encourage and support the work that is sent home 2. to strengthen links between home and school 3. to encourage your child to form good study habits A Homework Club is available, on a Monday from 3pm until 4pm, for any child in Primary 2 to Primary 7. At the Homework Club children have access to laptops and the internet. They are supported in their homework by class teachers.

20 Clothing and Uniform Policy It is the policy of North Ayrshire Council to support the introduction of a reasonable and flexible dress code in each school in its area. The Council encourages each school to adopt its own code, after discussion with parents, pupils and the Parent Council. The Authority believes that establishing a school dress code has many benefits. These include improvements in safety, security, discipline and community spirit and a decrease in bullying and in expense for parents. The Authority will support schools in encouraging and helping pupils to conform to the chosen dress code. Some types of clothing will not be allowed in any circumstances, for reasons of safety, decency or discipline. Types of clothing which will not be allowed include: o Clothes that are considered to be a health or safety risk o Clothes that may damage the school building o Clothes that may provoke other pupils o Clothes that are offensive or indecent o Clothes that encourage the use of alcohol or tobacco North Ayrshire Council will support Schools taking disciplinary procedures against pupils in serious or persistent cases. Parents receiving a Job Seeker s Allowance, Income Support, Family Credit, Housing Benefit or Council Tax rebate will normally be entitled to grants for footwear and clothing for their children. For more information please see ClothingGrantsAndVouchers.aspx Tel: and a Customer Services Advisor will process your application over the telephone. It is appreciated that parents and pupils are distressed over the occasional loss of pupils clothing and/or personal belongings. Parents are requested to assist in this area by ensuring that valuable items of clothing or personal belongings are not brought to school. Parents should note that the Authority does not carry insurance to cover the loss of such items. It is also important that all items of clothing i.e. sweatshirts, jackets etc. are clearly marked with the child s name. Our School Policy is:- Sky blue sweatshirts/cardigan/v-neck with the school badge, worn with white or blue shirt/polo shirt. Grey/black skirts, culottes, trousers. The children designed their own tartan and had ties made, these are available from the school office at a cost of 5 each. The School has a small stock of sweatshirts prices from 8 and polo shirts prices from Cardigans priced at 9.50 and v-neck jumpers priced at 8.50 can be ordered from the school office. (These items are special order, please allow up to 6 weeks delivery during peak time.)

21 School Security and Safety North Ayrshire Council has introduced procedures to ensure the safety and security of children and staff when attending or working in a school. A number of security measures are used, including the use of Visitor s Books, badges and escorts while visitors are within the school buildings. Normally anyone calling at a school for any reason will be asked to report to the school office. The School staff will then make any necessary arrangements in connection with the visit to the school. Parents are welcome to visit the school at any time. In Moorpark Primary procedures in relation to anyone visiting this school are that they must enter by the front door and make themselves known at the School Office. The door has a camera monitor entry system. The Office staff will be happy to deal with enquiries. Visitors to the school will be asked to sign in in the Visitor s Book. The Office staff will then make the appropriate arrangements in connection with the visit to the school. Visitors will be requested to sign out on completion of their business. Child Protection Educational Services has a fundamental duty to contribute to the care and safety of all children and young people in North Ayrshire. In fulfilling this duty, the service must engage in close partnership with parents/carers and relevant agencies, primarily Social Services and Health and where appropriate, the Scottish Children s Reporter s administration. Service will work in partnerships with a number of levels within the establishment or school, within the cluster or local area and through Integrated Children s Services and Community Health Partnership. The Standard Circular entitled Protecting North Ayrshire Children provides guidance for policy and practice within all educational establishments. The Council is one of the key partners in North Ayrshire. Child Protection Committee, a multi-agency group which takes the lead role in ensuring that our children and young people are cared for, protected from harm and grow up in a safe environment. For more information please see: ChildProtection.aspx Each school has a named Child Protection Co-ordinator (Elizabeth Monk, Depute Headteacher), who is the main point of contact for school staff and for external agencies seeking contact with the school on child protection matters. There is an extensive staff training programme available to staff and, in addition, at the beginning of each school session all staff receive an update on child protection policies and procedures. Mobile Phones While the benefits of mobile phones are recognised, they can be a serious distraction to work. Pupils whose mobile phones disrupt lessons may have them confiscated until the end of the school day. Disruption may result in phones being retained until uplifted by a parent. Inappropriate use of text messages and/or photographs whilst in school may be treated as a breach of school discipline or a serious incident which could be referred to the police.

22 School Meals School Meals are cooked in Garnock Academy kitchen. A Cafeteria system is in operation. Parents should inform the school if their child requires a special diet. A varied menu is on offer. Parents are issued with a copy of the four weekly menus and are kept fully informed of changes that are made during the year. A copy of the menus can be found here: The cost of a school meal is 1.90 Children of parents receiving a Job Seeker s Allowance or Income Support are entitled to a free midday meal. For more information please see ayrshire.gov.uk/councilandgovernment/benefits/educationandschool/schools- ClothingGrantsAndVouchers.aspx Tel: and a Customer Services Advisor will process your application over the telephone. Children who bring a packed lunch to school eat in the dining hall. Both teaching and support staff supervise at lunchtime. School Transport North Ayrshire Council has a policy of providing free transport to all primary pupils who live outwith a certain distance from their catchment school. For more information on this and how to apply please see: TransportAndTravel/Schools-Transport.aspx Application forms and information in print are also available upon request from the school office. Playground Supervision An adult presence is provided in the playground at break times. This is in terms of the Schools (Safety Supervision of Pupils) (Scotland) Regulations In Moorpark Primary the Janitor and the Classroom Assistants are on duty in the playground before the morning bell, at the morning interval and during the lunch break. Members of the Senior Management Team are also in the playground on a regular basis. We have radio (Walkie-Talkies) which connect the playground staff with the office staff. The playground and surrounding areas are monitored by CCTV.

23 Children Leaving School Premises at Breaks or During the School Day Schools have a duty to look after the welfare of their pupils. This means that staff should take the same care of pupils as a sensible parent would take, and includes taking reasonable care of pupils safety during intervals and lunch-times. It is the policy of North Ayrshire Council that pupils should not leave school grounds at intervals. Primary pupils should only leave school grounds at lunch times when they are going home for lunch with their parent s agreement. Parents should encourage their children to follow these rules in the interests of safety. The Council meets the terms of the legal requirements that pupils be supervised in the playground by at least one adult during the interval or lunchtime if there are fifty or more pupils at school. Our policy is that children are not allowed to leave the school grounds during the interval. A child may be permitted to go home at lunchtime only if their parents make suitable arrangements with the school. Children who have an appointment with the doctor/dentist/hospital/optician etc. must be collected by a known adult from the school office otherwise they will not be released. For Health & Safety purposes, parents will be requested to sign their child out of school in the appropriate book.

24 Psychological Service What is the Psychological Service? The Educational Psychology Service in North Ayrshire contributes to the aims of the Educational Service by improving outcomes for children and young people. Educational Psychologists work together with teachers, parents and other professionals to help children and young people make the most of their lives, particularly in educational settings. When does an Educational Psychologist become involved? Your child s school already has a system of staged intervention for identifying, assessing, monitoring and reviewing the ongoing progress of all children and young people. As part of this wider system of support, each school has a link Educational Psychologist who visits on a regular basis. When concerns arise about a particular pupil the school takes action to address these concerns. If the concerns continue, school staff may have an informal discussion with the Educational Psychologist. However, if the educational Psychologist is to become more involved this will be discussed with you beforehand by school staff and a joint meeting will be arranged. Through this process the Educational Psychologist can contribute to the ongoing assessment and support for your child. Further information can be found at: PsychologicalPsychiatricOrSocialWorkServices.aspx Equalities In line with North Ayrshire Council policy, education provision is open to all pupils, regardless of sex, age, religion, race, disability or any other potential barrier and all reasonable measures will be taken to ensure that the curriculum is available to every child. Schools also have a duty to promote equality and to eliminate racist and other discriminatory behaviours. The Gender Equality Duty came into force in April 2007 (in addition to the Race Equality Duty and the Disability Equality Duty). Schools have an obligation to implement these duties and to report annually on the progress being made in this regard. It should be noted that under the Gender Equality Duty, schools have an obligation to encourage both parents to play an active role in their children s education. If parents have concerns about this duty in relation to their child, they should contact the school to discuss the matter. Medical and Health Care Medical examinations are carried out at various times during a child s primary school years. Parents are given notice of these and are encouraged to attend. Vision and hearing tests and dental examinations, which parents need to attend, are also carried out and parents are informed of any recommended action or treatment. All examinations are carried out by Ayrshire and Arran Health Board staff. Minor accidents will be dealt with by one of the school s qualified First Aiders. If a pupil becomes ill or has an accident at school which requires that the child is sent home or for treatment, First Aid will be provided and the parents or carers will be contacted. For this reason it is important that the school has contact details for parents/carers and an additional contact person in case parents/carers cannot be contacted. This information should be updated as required. Children will not be sent home from school unaccompanied. In the event of serious illness or an accident a member of staff will accompany the child to a doctor or hospital and the parents/carers will be contacted immediately.

25 Enrolment The date for registration of school beginners is advertised in the local press and is normally in January each year. Pupils will be registered in the school for their catchment area and parents provided with information about the school and the procedures for making placing requests, if required. Arrangements for meetings with parents and induction days for pupils will be notified during the spring or summer terms. Parents of pupils who have moved to the area or who wish their child to transfer to the school should contact the school office for information about appropriate procedures and to arrange a visit to the school. Further information is available at: At the time of enrolment parents are requested to sign a Consent Form allowing photographs/videos to be taken of their child for use within the classroom or within the school. Early Years Class: Parents wishing to enrol their child in the Early Years Class should contact the school to make arrangements. The Structure of Classes Primary Schools educate pupils at seven broad year stages, Primary 1 to Primary 7. A year stage is defined as a group of pupils entering primary education at a common date. Schools are staffed based on the total number of pupils. However, the numbers of pupils each year stage will vary. This means that Headteachers are required to organise classes to make best use of available staff, resources and space to the benefit of all children in the school. Pupils may, therefore, be taught in a single stage class or a composite class where two or more year stages are grouped together. This may also change as pupils move from one year to the next. National guidelines on the curriculum indicate that pupils should progress through learning experiences tailored to their own needs and abilities. This means that pupils in all classes follow programmes designed to help them progress at their own level. This applies to all pupils regardless of whether or not they are in a composite or single year stage class. The national agreement on class sizes states that the maximum number of pupils in a class is 30 in P1-P3 and 33 in P4-P7. In a composite class the maximum number is 25. Further information may be found here: A paper copy is also available from the school office upon request.

26 Transfer from Primary School to Secondary School Pupils are normally transferred between the ages of eleven and a half/twelve and a half years of age so that they will have the opportunity to complete at least four years of secondary education. Parents will be informed of the arrangements no later than December of the preceding year the date of transfer at the start of the new session. Pupils from this school normally transfer to Garnock Academy, School Road, Kilbirnie Telephone The Headteacher is name to be confirmed. Further information on transfer arrangements is available here: Garnock Academy website is available at: Attendance at School All parents of a child of school age have a duty to ensure that their child attends school regularly. Attendance is recorded twice per day, in the morning and in the afternoon. Absence from school is recorded in the school register as authorised, unauthorised or temporarily excluded. When a child is absent parents should inform the school by letter or by telephone and should give the child a note on his/her return to school, confirming the reason for the absence. If there is no explanation from a child s parents/carers, the absence will be regarded as unauthorised. In Moorpark Primary absence is closely monitored. On the first day of a child being absent and if the parent/carer has not telephoned the school giving a reason for the absence, then a member of the office staff will phone/text the parent. If no contact can be made then the Pupil Welfare Officer may be asked to carry out a home visit. The Pupil Welfare Officer investigates all unexplained absence and the Authority has the power to write to / interview / prosecute parents, or to refer pupils to the Reporter to The Children s Panel, if necessary. Where attendance falls below 80% a letter is sent to the parent advising of this. Every effort should be made to avoid family holidays during term time as this both disrupts the child s education and reduces learning time. Parents should inform the school by letter, prior to going on holiday, of the dates. Such absence will be authorised only where certain and very specific family circumstances exist. The majority of family holidays taken during term time will be categorised as unauthorised absence. Parents may request that their children be permitted to be absent from school to make an extended visit to relatives. Only written requests detailing the destination, the duration and the provision that will be made for this child s continuing education will be granted. Such extended absence will be recorded separately from the normal attendance and absence information.

27 Attendance and Absence Data Attendance and absence information for pupils in the school in the most recent school year is shown in Appendix 1 at the end of this handbook. Absence rates are calculated as a percentage of the total number of possible attendance for all pupils of the school in the stage shown, each morning and afternoon of each school day being a separate possible attendance. Where figures or percentages based on a number of pupils under any particular heading is between 1 and 4 no information is given and *** is inserted in place of the figures. Parent Forum and Parent Council The Scottish Parliament (Parental Involvement) Act 2006 to encourage and support more parents to become involved in their child s education. The main aims of the Act are to: Help parents become more involved with their child s education and learning Welcome parents as active participants in the life of the school Provide easier ways for parents to express their views and wishes To help achieve these aims, all parents are automatically members of the Parent Forum at their child s school and are entitled to have a say in selecting the Parent Council (the representative body) to work on behalf of all parents at the school. The objectives of the Parent Council are: To work in partnership with staff to create a welcoming school which is inclusive for all parents To promote partnership between the school, its pupils and all of its parents To develop and engage in activities which support the education and welfare of the pupils To identify and represent the view of parents on the education provided by the school and other matters affecting the education and welfare of pupils To be involved in the recruitment process for appointing the Headteacher and the Depute Headteacher of the school. Moorpark Primary School has a Parent Council. Members are as follows:- Chairperson: Linda Bell Secretary: James Smith Treasurer: Marc Rhodes Shirley Macgee, Geraldine Ashwood, Karen McMillan, Fiona McMillan, Gillian Rhodes, Janice Ross Hays, Tracey Wightwick and Dawn Steel. The chairperson can be contacted by at: [email protected] Any parent or carer of a child at the school can volunteer to be a member of the Parent Council. The Headteacher is the professional adviser to the Parent Council and has a right to attend and speak at Parent Council or Parent Forum meetings. For more information on the Parental Involvement Act or to find out about parents as partners in their children s learning, please contact the school or North Ayrshire Council, Educational Services or visit the Parentzone website on

28 Home and School Links There is an active Parent Council that meets on a regular basis. Parents are kept fully informed by letter, text or by of forthcoming events that are happening in school. During the course of the year parents are invited to participate in Workshops, Parent Visits, Church Services and, on occasion, School Displays or Concerts. Parents are welcome to contact the school at any time to make an appointment to see any member of staff. Partnership with the Community Moorpark Primary is involved in the local community projects throughout the year, e.g. The Inter-School Rotary Quiz, the Kilbirnie Town Centre Initiative, links with Garnock Valley Rotary Club, Kilbirnie Allotments and in enterprise activities linked with business e.g. the collection of Tesco Vouchers. School Lets Applications for the use of school facilities can be made to: Community Facilities Education & Skills 5th Floor Cunninghame House IRVINE KA12 8EE Listening and Learning It is the policy of North Ayrshire Council to try to encourage feedback on the education service from parents and pupils. This is part of our overall commitment to giving the best possible service to working in partnership. We are, therefore, very interested in feedback of all kinds, whether it is compliments, suggestions or complaints. If you wish to register a comment of any kind regarding the school, you can do this in writing, by telephoning or by making an appointment to see the Headteacher. All feedback is welcome and helps to keep us in touch. If in particular you have a complaint about the school, please let us know. It is better that these things are shared openly and are resolved in a fair manner, rather than being allowed to damage the home/school relationship. There will be no negative consequences arising from making a complaint and we will deal with the issue as confidentially as possible. If we have made a mistake we will apologise quickly and clearly and we will endeavour to put things right. There are some things which you should take note of in relation to making a complaint:- Guidelines for our school can be collected at the School Office It is helpful if complaints are made initially to the Headteacher. This makes sure that the school knows what is going on and has an opportunity to respond and resolve the issue We will try to respond as quickly as possible, but often issues are complex and need time to investigate. It is, therefore, helpful if you can give some details of the issue and ask for an early appointment to discuss it If you are not satisfied with our response then you still have the right to take up the matter further with the Head of Education Services at Cunninghame House, Irvine, KA12 8EE ( ) You should also note that you have the right to raise unresolved concerns with your local Councillor or MSP/MP

29 Compliments and Concerns In Moorpark Primary we welcome compliments and we learn from complaints. It is very much part of the work of the school to ask pupils, parents and staff to provide us with feedback on how we are doing. We welcome any comments that are open, honest and help us to improve the service we deliver. We want to be approachable, helpful and polite. We encourage our pupils to share their opinions at the Pupil Council, Eco Committee and Curriculum Committee and, for more confidential communication we have a suggestions box where children can post their concerns and ideas. This is checked on a regular basis by the Senior Management Team. In Moorpark Primary School we are very aware of how difficult it can be for some children and parents/carers to raise difficult concerns and issues with us. We are totally committed to the following standards: 1. We will always be open, honest and responsive to comments. 2. We will always listen to and appreciate your views. 3. We will ensure confidentiality at all times. 4. We will ensure no negative consequences arise from raising issues with us. 5. If we make mistakes we will apologise and take steps to ensure it does not happen again. When raising a concern please consider these points: Be clear what are you unhappy about? How can we make things better? Contact us as early as possible. A phone call may resolve the biggest problem in the world. If you wish to make a complaint you should note the following steps to take: Minor concerns should be shared with the class teacher through either noting in the homework diary, making an appointment to meet with them or through a written letter and may be sorted quickly and easily. We try to respond as soon as possible and in most cases on the same day. It is helpful for more serious complaints to speak directly to the Headteacher either by phone or by coming into the school office to make an appointment at your earliest convenience. Sometimes incidents require more investigation and a little more time. Please be patient with us as we will endeavour to resolve concerns as quickly as we can. If you are not satisfied with our response then you can take the matter to the Corporate Director of Education & Skills at Cunninghame House, Irvine, KA12 8EE If you wish you can also contact your local councillor or MSP/MP. The Parent Council have a very important role in sharing the views of the parents within the school. The Parent Council can offer help and advice on general concerns. However, it is important that parents raise individual concerns and more personal complaints with the Headteacher as confidentiality is a priority for us at Moorpark. A range of helpful information is available at the school office. We have a parents notice board with information about your child s education and ways in which you can become involved in the school. We also have minutes of Parent Council meetings available for all to read.

30 Transferring Educational Data about Pupils The Scottish Government and its partners collect and use information about pupils through the Pupil Census to help to improve education across Scotland. This note explains why we need this information, how we use it and what we do to protect the information supplied to us. Why do we need your data? In order to make the best decisions about how to improve our education service, Scottish Government, education authorities and other partners such as the SQA and Skills Development Scotland need accurate, up-to-date data about our pupils. We are keen to help all our pupils do well in all aspects of school life and achieve better examination results. Accurate and up-to-date data allows us to: o o o o o o plan and deliver better policies for the benefit of all pupils plan and deliver better policies for the benefit of specific groups of pupils better understand some of the factors which influence pupil attainment and achievement share good practice target resources better enhance the quality of research to improve the lives of young people in Scotland Data policy Information about pupils education is collected through our statistical surveys in partnership between the Scottish Government and Local Authorities through the ScotXed Programme which aims to help schools and Local Authorities by supporting efficient collection, processing and dissemination of statistical information. The Scottish Government then provides analysis of the data to support research, planning, management and monitoring of education services as well as to produce National Statistics publications. Education data within Scottish Government is managed effectively by secure systems and is exploited as a valuable corporate resource, subject to confidentiality restraints. As part of its data policy, Scottish Government will not publish or make publicly available any information that allows individual pupils to be identified, nor will data be used by Scottish Government to take any actions in respect of individuals. Data is held securely and no information on individual pupils can or would be made publicly available by Scottish Government. The individual data collected by Scottish Government through the Pupil Census is used for statistical and research purposes only. Your data protection rights The collection, transfer, processing and sharing of ScotXed data is done in accordance with the Data Protection Act (1998). We also comply with the National Statistics Code of Practice requirements and other legislation related to safeguarding the confidentiality of data. The Data Protection Act gives you the right to know how we will use your data. This note can give only a brief description of how we use data. Fuller details of each individual ScotXed survey, including the purpose of each and the published data, can be found on the ScotXed website ( Scottish Government works with a range of partners including Education Scotland, Skills Development Scotland and the SQA. On occasion, in order to help meet our aim of improving the life of young people in Scotland, we may make individual data available to partners such as the National Registers of Scotland to carry out research relating to the national population census and also academic institutions and organisations to carry out additional research and statistical analysis to meet their own official responsibilities. Any sharing of data will be done under the strict control of Scottish Government, and will be consistent with our data policy. This will ensure that no individual level data will be made public as a result of the data sharing and that these data will not be used to take any actions in respect of an individual. Decisions on the sharing of data will be taken in consultation with relevant colleagues and individuals within and outwith Scottish Government. At all times pupils rights under the Data Protection Act and other relevant legislation will be ensured. Concerns If you have any concerns about the ScotXed data collections you can the Head of Schools Analysis, Mick Wilson, at [email protected] or write to The ScotXed Support Office, Area 2D, Victoria Quay, Leith, EH6 6QQ. Alternative versions of this page are available, on request from the ScotXed Support Office, in other languages, audio tape, Braille and large print.

31 Information in Emergencies We make every effort to maintain a full educational service, but on some occasions circumstances arise which lead to disruption. Schools may be affected by, for example, severe weather, and temporary interruption of transport, power failures or difficulties of fuel supply. In such cases we will keep you in touch by using letters, text messages, s, notices in local shops and community centres, announcements in the local churches and announcements in the press and on West F.M. Radio. Please ensure your contact/mobile telephone numbers and addresses are up to date. Promoting Positive Behaviour Policy All schools are required to have a Discipline Policy with which the children, the staff and the parents are familiar. We believe that the children will only achieve their full potential in a calm and ordered atmosphere. Partnership between home and school is essential if a Discipline Policy is to be effective. Children are aware of the Discipline Policy motto, which is: This is your school. Take care of it. We want you to be happy and successful here. In the classroom simple offences will be dealt with by verbal reprimands We have Incident Sheets for whole school behaviour within the school and Zero Tolerance for the playground. A very firm line will be taken with any pupil who is caught throwing stones or missiles or who persists in the use of bad language, either inside school or in the playground. In the first instance parents will be informed. If unacceptable behaviour continues, then the school may have to consider exclusion. Promoting Positive Behaviour in School Pupils can work towards earning a gold medal over the school year. Each week Merit Awards will be given to those pupils who wear their school uniform, bring their PE kit and complete their homework to an acceptable standard. These Achievement Awards result in children gaining a medal. For example: 10 Merit Awards = Bronze Certificate 20 Merit Awards = Silver Certificate 30 Merit Awards = Gold Medal 40 Merit Awards = Ribbon for the Medal The Golden Work Wall is displayed in the school and shows off the achievements of our children. Children receive a Golden Trophy, a Golden Chocolate Coin, a Golden Sticker and a Golden Certificate from the Headteacher. Children were involved in setting the criteria for this initiative.

32 Behaviour Policy 0 Tolerance In Moorpark Primary our main priority in the playground is to ensure all our children are happy and safe. We will not accept any behaviours that pose a threat. In Moorpark Primary we will not accept: 1. Physical or verbal abuse meant to cause harm to pupils or adults. 2. Refusing to comply with an adult instruction with regards to unacceptable behaviour. 3. Threatening and violent behaviour of any form. 4. Vandalism. 0 Tolerance means exactly what it says: There is no excuse for one child hitting another child whatever the reason. We have many children in our school who behave well at times and abide by the rules. Why should they feel threatened or intimidated by a small minority who spoil the safety and enjoyment of coming to school? This must STOP!! How will we know your child has been hurt? 1. A member of staff can see this happen. 2. Your child can tell a member of staff that this has happened to them. When will we take action? Immediately. If a child hurts another child or is involved in the acts described above then the child will be removed from the playground. A member of staff will supervise the child inside. What will we do if your child has been hurt? 1. If it happens in the playground, the child causing the injury will be brought into school by an adult. If it happens inside the school the child will be dealt with using our traffic lights system linked to Friday Fun Time where the children have an opportunity to buy back the Friday Fun Time they have lost. 2. The child will be supervised at Interval and Lunchtime. They will not be allowed into the playground. 3. Child's name will be recorded on a register and lead to an incident on the child's clean sheet. 4. Parents will be informed by a slip alerting them to the fact that their child has been involved in a zero tolerance incident. 5. The child will remain under supervision at Interval and Lunchtime until the school has been contacted by the parent. 6. Once contact has been made with the senior manager the child will be allowed to return to the playground. What incentives do we have to encourage our children to behave appropriately? THE CLEAN SHEET TREAT Each child will be given their own personal records sheet for incidents in and out of the classroom. At the end of each term there will be a reward for all the children who have a clean sheet with no incidence or zero tolerance on it. Children with any incidents will not be allowed to participate in the reward. At the beginning of each new term each child starts a new clean

33 sheet. We believe pupils can make mistakes and must be given the opportunity to correct them and given another chance to improve their behaviour. In the last term there will be a special reward for all pupils who have never had an incident in the whole session i.e. excellent behaviour. How can you help? Talk to your child and impress on him/her that hitting does not solve problems. Support the school if your child is reported as breaking the zero tolerance rules. How do I contact the school? We would prefer parents to come to the school in person. They will then be able to help the school by speaking to their child, in the presence of a member of the Senior Management Team, and impressing on him/her that this behaviour is unacceptable. We do, however, realise that many parents have work commitments and may be unable to come to the school. If this is the case a phone call would be acceptable. How will my child know about 0 Tolerance? Every teacher will explain the meaning of 0 Tolerance to his/her class. Discussions will be held to allow children to understand the effects of physical violence on others. At whole school assemblies the message will be reinforced. The punishment for physical violence has been explained to every child. All children will understand that there is NO excuse for physical violence. We hope that parents will speak to their child/children and explain to them that they support the school and the rules stated. This initiative will only be effective if we have your support. Please help us to make Moorpark Primary a safe and secure environment. SAY NO TO VIOLENCE If you require any more information please contact the office to make an appointment to see a member of the senior management team.

34 IMPORTANT ADDRESSES Carol Kirk, Corporate Director (Educational Services) North Ayrshire Council, Cunninghame House, IRVINE, KA12 8EE Tel: Fax: Website: The Area Office, North Ayrshire Council, Kilbirnie Library, Kilbirnie. Regional Councillors: Mr. John Bell (Kilbirnie North) Mrs. Jean Highgate (Kilbirnie South) North Ayrshire Council, Education & Skills, Cunninghame House, IRVINE, KA12 8EE Care Commission, Sovereign House, Academy Road, IRVINE, KA12 8RL Although this information is correct at the time of printing, there could be changes affecting any of the matters that have been addressed within the document: a. before the commencement or during the course of the school year in question b. in relation to subsequent school years

35 Appendix 1

36 Appendix 2