Contents. A message from the Head of Education. Headteacher s message. Establishment ethos, vision and values. Establishment information

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1 Contents

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

3 A Message from the Head of Education 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 Alan Ward

4 Headteacher s Message Headteacher s Message Within Dalmellington Primary School and Early Childhood Centre our aim is simple - to provide the very best educational experience for your child. We believe this will provide them with the foundation for the best possible opportunities in life. This is no mean feat and cannot be accomplished by ourselves alone. Strong and effective partnerships are key to the success of the school and the pupils within it. Schools need to be the heartbeat of each community and as such contribute to the strength, safety and vibrancy that we should come to expect from living in East Ayrshire. Like any positive relationship Dalmellington PS & ECC and the community of Dalmellington need each other. We seek to establish a welcoming, proud and confident school which makes the best possible use of the spectacular nature and wealth of heritage we have around us the people and the places. We are committed to creating a culture and climate that will centre on meeting the learning needs of all pupils within our care no matter personal circumstances. To ensure that pupils progress as expected we believe that attainment and achievement go hand in hand, where each pupil is encouraged to believe in them self and demonstrate the required motivation as they experience new opportunities and challenges. Our motivation is that these experiences within the curriculum will be refreshed and relevant to the pupils position within, not only the Doon Valley, but the wider world, making them global citizens equipped for an ever changing society. As with each pupil, we fervently believe that in order to progress and move forward, a school requires an accurate picture of itself. Through constant critical awareness and the self-evaluation process we will endeavour to constantly review and raise expectations and celebrate each success, great and small. Yours sincerely, Simon Leitch

5 Establishment ethos, vision and values SCHOOL CULTURE, ETHOS & VALUES Dalmellington Primary School and Early Childhood Centre promotes an ethos that follows the underpinning guidance contained within the articles of the UN Children s Rights Convention. As such we have committed to the Rights Respecting School Award, UNICEF. All children and staff are treated equally regardless of gender, race, religious observance or ability. After recent consultation with our partners we have reviewed how we want to define our school culture and vision - the characteristics we most want to be identified by: Working together; learning from each other; sharing resources and ideas; investing in others. A hunger for improvement; high hopes and expectations Focusing on the value added; holding hope for every child; every gain a victory Creating opportunities for everyone; widening horizons; fighting injustice Raising capability; helping children and people learn; laying foundations for later success Setting achievable goals and realistic expectations; incremental improvements OUR VALUES Respect & Responsibility Motivation & Achievement Community Trust Resilience OUR AIMS To create a community where we listen to and help others. To promote good manners and respect. To build a fun, positive environment where learning is enjoyable to all. To develop perseverance so that all experience success.

6 Establishment ethos, vision and values OUR EARLY CHILDHOOD CENTRE INTERPRETED THESE AS: To have good manner skills and make sure you turn your listening skills on. To stay nice and calm and help your friends. To keep going and try really hard. To tell the staff member if it was you and say sorry. Our children participate in weekly assemblies to celebrate achievement, share learning and success. Children are now celebrating wider achievement through the school certificate, Bronze, Silver, Gold and Platinum awards and the Dalmellington Dynamoes initiative. This ensures all children experience achievement in and out of school. We have a partnership with Dalmellington Church and the Minister and Scripture Union leader are regular visitors to the School. End of term services are held in the local Church and led by the children. We promote an understanding of other faiths and cultures. Our recent partnership with a multi faith school in Sri Lanka has been very successful and enriched the children experiences. In Dalmellington Primary School and Early Childhood Centre we actively encourage visitors to the school and have built relationships with local businesses, members of the community and community groups. This fosters a positive identity and awareness of opportunities within the village and the local area. Specialist skills are developed by visitors to the school and participation in East Ayrshire sporting events in other areas. We have been awarded the highest level of award by Eco Schools Scotland. The whole school have a strong presence in the local community and can be seen keeping the village tidy when participating in the Spring Clean each year. The museum, care homes, bank, post office and local businesses are accessible and welcome us throughout the year. By promoting our vision, values and aims we encourage children to choose responsible behaviour. We fully involve our children in their learning to engage and motivate them. Class teachers use assertive discipline strategies. The P7 House Captains are leaders within the school and ensure Bradan, Finlas, Doon and Riecawr behave responsibly in the playground and when moving throughout the school. Children have the opportunity to earn house points in school and the playground.

7 Establishment ethos, vision and values Hello from the Children In Dalmellington Primary School we are very lucky to have lots of games and equipment to challenge us and make learning fun. Our school is bright, modern and full of our creative pieces of work. We take pride in our school and try to make it better by working together and having responsibilities. Our House Captains, Pupil Council, Eco Committee, Junior Road Safety Officers, Nursery Helpers and buddies make decisions and work with the adults to make the school better. We hope that you find all of the information that you need in our handbook. We are always very busy learning in and out with school and would like to share what we love about our school. Here are some quotes from our pupils: You get to go to after school clubs. I really enjoy P.E. I like the food in the café. The people here are very caring. We are very responsible. I like playing with my friends. People are very friendly. I really enjoy maths time. I like being able to show off my talents. I really enjoy Big Writing. I feel very safe in Dalmellington Primary School. A Message from The Parent Council We meet regularly to discuss how we can help the school and give the children as many activities and experiences as possible. We also provide a voice to the parent forum and are involved in discussions and decisions about how we can work together to support the school in making the best possible opportunities available. A large part of what we do is in raising funds throughout the year and have been awarded funding from Children In Need, The Minerals Trust, The Big Lottery Fund, and Scot-mid Co-operative. You can support us in fundraising by having Family Portraits done, joining us at the Christmas Fayre, Bingo nights, Super Market bag packing, Avon/Body shop parties and buying our raffle tickets. These funds pay for: Christmas, Summer and Easter Discos Buses for school trips 6-week block of swimming lessons for every child Contribution towards the cost of P7 residential trip All parents are welcome to attend our monthly Parent Council meetings.

8 Establishment information School Address Dalmellington Primary School Ayr Road DALMELLINGTON Ayr KA6 7SJ Telephone Number: Fax addresses: Parents are encouraged to contact the school at any time if they have concerns regarding their child s education. Stages Covered: ECC - P7 ranging from 3 years to 11½ years. Year Group Roll: ECC-24, P1-16, P2-12, P3-18, P4-10, P5-20, P6-22, P7-12 Present School Roll pupils Primary School Capacity 141 Working Capacity 114 Early Childhood Centre Capacity 18 am -18 pm Parents should note that the working capacity of the school may vary dependent upon the number of children at each stage and the way in which classes are organised. Projected Intake TBC

9 Establishment information INTERNAL ORGANISATION The school is co-educational and non-denominational in character. With our present roll we have a full-time teaching staff equivalent of including the Head Teacher. All classes are composite due to the numbers at certain stages. This can change every year. When changes in staffing or class structure are contemplated early notice is given to parents. Staff are allocated to schools according to numbers and the Head Teacher then forms the classes in the most effective way in accordance with East Ayrshire guidelines. We also have help from visiting staff, including an Educational Psychologist, a Learning Support Specialist, a Speech Therapist, an Occupational Therapist, and Health Visitor. We share a large games hall and gym hall with Doon Academy and access the facilities in the Doon Valley Leisure centre. This includes a dance studio and swimming pool. We are fortunate to have Craigengillan Estate and woodland areas close by. This is accessible to promote outdoor education. The newly opened Scottish Dark Skies Observatory enhances our children experiences. Should you wish to comment on or make a complaint about any aspect of provision made by the establishment, you should contact the establishment in the first instance. Our aim is to resolve as many complaints as possible at the first point of contact. You have the right to contact the Care Inspectorate with any complaint that you have about an Early Childhood Centre. Please see part 2 of the handbook for further information.

10 Establishment security We use an unobtrusive but effective security system. All parents / visitors must report to the main office where a log-in book will be completed and, if appropriate a visitor s badge issued. Access for disabled children or visitors is indicated on the school plan. There is an adjoining security door to the Doon Academy campus which is accessed via a security pass code.

11 Establishment calendar SCHOOL HOURS MORNING AFTERNOON 0900 to 1020 Classes 1240 to 1500 Classes 1020 to 1035 Break 1035 to 1155 Classes Lunch is taken between 1155 and 1240 Children from P1-2 normally go first. INFANT DAY Primary 1 children attend in the mornings only until the end of August. Thereafter, they will observe the same hours as the other children with everyone finishing daily at Holidays/In-Service Days The following is a list of the main school holiday dates for session 2016/17. First Term In Service Day Tuesday 16 August 2016 Pupils Return Wednesday 17 August 2016 Local Holiday Friday 16 September 2016 Local Holiday Monday 19 September 2016 Close Friday 7 October 2016 In Service Day Monday 17 October 2016 Pupils Return Tuesday 18 October 2016 Close Friday 23 December 2016 Second Term Teachers & Pupils Return Monday 9 January 2017 Close Friday 10 February 2017 Teachers (In Service) Thursday 16 February 2017 Teachers (In Service) Friday 17 February 2017 Pupils Return Monday 20 February 2017 Close Friday 31 March 2017

12 Establishment calendar Third Term Local Holiday Re-open Monday Tuesday 17 April April 2017 May Day Monday 1 May 2017 Teachers (In Service) Thursday 4 May 2017 Local Holiday Monday 29 May 2017 Close Thursday 29 June 2017 *Pupils attendance will be 190 Days after deducting 5 in service days Teachers (In Service Pupils Return Wednesday 16 August 2017 Wednesday 17 August 2017

13 Staff Information Staff List Head Teacher 1.0 Mr S. Leitch Principal Teacher (acting) 1.0 Mrs L. Clapperton P6/7 1.0 Mrs S. Devlin P6/7 & all other classes 1.0 Mrs J. Ireland P5/6 1.0 Mrs A. Gormanley P4/5 1.0 Mrs S. Jones P2/3 0.8 Miss T. Wallace P1/2 0.2 Mr A McKnight P1/2 Early Childhood Centre Early Years Practitioner 1.0 Mrs J. Hill Early Years Practitioner 1.0 Mrs H. Bryce Early Years Practitioner 0.2 Mrs Marcia Thomson Support for Learning Speech and Language Therapist Educational Psychologist Mrs V. Jackson Mrs A. Kennedy Mrs C. Ferguson Ancillary Staff Senior Clerical Assistant Classroom Assistants Senior Janitor Cleaner Supervisor/Janitor Miss T. Paterson Mrs M. Leslie Mrs G. Richards Mrs S. Dunn Mr S. Devaney Mrs E. Boyd

14 Establishment improvement Establishment Improvement The main achievements of the School over the last 12 months are contained in our Standards and Quality Report (attached). HMIE highlighted many high quality aspects of teaching and learning within Dalmellington Primary School and Early Childhood Centre and is available at the following link: The priorities within the Establishment improvement plan for this session 2015/16 are as follows: Self-Evaluation: Meeting Learners Needs; Vision, Values and Aims Teachers will reflect on their practice and associated data to provide learning experiences which support and challenge all learners. Children will evaluate their own learning and be able to set appropriate next steps. Self-evaluation of school culture to establish clear vision, values and aims for the school under new leadership resulting in maximising pupil voice and pupils needs as a priority Literacy: Dyslexia Friendly Schools Award A whole establishment approach towards being a Dyslexia Friendly School is in place where pupils are included and their literacy learning experiences are improved through the access to relevant and successful strategies. Health & Wellbeing UNICEF Rights Respecting School Award: Recognition of Commitment/Part 1 To know about and understand the context and status of the UN convention on the Rights of the Child. To be empowered to talk about and promote rights with adults and children. To understand the process of becoming a Rights Respecting School. To identify and carry out initial actions towards our Recognition of Commitment (ROC). STEM SSERC development within the Learning Community: Provide opportunities for every primary teacher within the selected school clusters to raise their levels of confidence and expertise in science and technology, thereby increasing pupil engagement in, attitude towards, understanding and knowledge of, science and higher order problem solving skills Develop further the range of pedagogic and assessment skills of all primary teachers within the cluster in science and technology contexts Develop further the individual professional practice of participants Extend collegiality between schools within a cluster and, where appropriate, between clusters.

15 Establishment improvement The information below shows the levels of attainment in Reading, Writing, Listening and Talking and Numeracy in P4 and P7 for the school in session 2014/15: Stage: P4 P7 S2 Number of Pupils (total) Reading P4 P7 1st Level 78% 21% Percentage of pupils 2nd Level 68% performing well 3rd Level Reading P4 P7 1st Level 13% Percentage of pupils 2nd Level 11% performing very well 3rd Level Writing P4 P7 1st Level 69% 12% Percentage of pupils 2nd Level 21% performing well 3rd Level 28% Writing P4 P7 1st Level 3% 6% Percentage of pupils 2nd Level 33% performing very well 3rd Level Talking & Listening P4 P7 1st Level 86% Percentage of pupils 2nd Level 42% performing well 3rd Level Talking & Listening P4 P7 1st Level 14% Percentage of pupils 2nd Level 26% performing very well 3rd Level 26% Numeracy P4 P7 1st Level 86% 10% Percentage of pupils 2nd Level 74% performing well 3rd Level Numeracy P4 P7 1st Level 8% Percentage of pupils 2nd Level 16% performing very well 3rd Level

16 Pre-birth to three (ECC only) Pre-Birth to Three: Positive Outcomes for Scotland s Children and Families Pre-Birth to Three: Positive Outcomes for Scotland s Children and Families, replaces Birth to Three: Supporting our Youngest Children. The national guidance acknowledges the significance of the period before birth in terms of influencing children s future outcomes and reflects the principles and philosophy which underpin the Early Years Framework and Curriculum for Excellence. The guidance highlights the importance of attachment and attunement for young children to their parents and carers. It emphasises that all adults working with Scotland s youngest children recognise that they have an important role to play in implementing the Early Years Framework, through giving all children the responsive care, support and respect which they need and which they deserve. The Right To Be Me The Right To Be Me consists of the core values and principles of the Rights of the Child and promotes a sense of emotional wellbeing and self in all young children. Sensory Experience by touch, sight, taste, smell and hearing Treasure basket natural objects to explore, textures to touch, mobiles and mirrors Music all kinds, especially calm mood music Stimulating environment Communication and Relationships Contact with responsive adults and other babies Simple songs and rhymes, peek-a-boo games etc. Picture books and posters with familiar objects and people Making sounds with objects and listening to sounds

17 Pre-birth to three (ECC only) Creating a Sense of Self Sense of security, praise achievements value what baby is interested in Encourage the baby to try out new experiences To be sociable and to develop relationships Potty training, feeding, hygiene and rest times Movement Provide opportunities for kicking, rolling, reaching, grasping, crawling etc. To explore the world around them Safe area to explore in space, stable furniture, objects to pick up, hold, to investigate etc. To develop co-ordination feeding, first steps Exploration and Discovery Provide opportunities for children to explore water, gloop, paint, dough etc. Give the children the opportunity to follow their interests Materials and cardboard boxes to play with and explore Outdoors containers to collect objects

18 Curriculum 3-18 Curriculum Curriculum, Assessment and Reporting Curriculum for Excellence is the education system in Scotland. It includes nurseries, schools, colleges and community learning from 3 to 18 and beyond. From autumn 2010, learners from pre-school to S1 have been working to Curriculum for Excellence guidance and standards. Children who were in S1 in will be the first to take the new Curriculum for Excellence qualifications from Young people in S2 and above will work primarily within the existing curriculum and qualifications system, whilst benefiting from improvements in learning and teaching through Curriculum for Excellence. The table below matches the five curriculum levels to stages of learning generally applicable, with flexibility describe how the curriculum is planned and delivered. (for example, for young people who are particularly able and/or have additional support needs). Level Early First Second Third and Fourth Senior phase Stage The pre-school years and P1, or later for some. To the end of P4, but earlier or later for some. To the end of P7, but earlier or later for some. S1 to S3, but earlier for some. The fourth level broadly equates to Scottish Credit and Qualifications Framework level 4. The fourth level experiences and outcomes are intended to provide possibilities for choice and young people's programmes will not include all of the fourth level outcomes. S4 to S6, and college or other means of study. From pre-school to the end of S3 (3-15) young people will experience a broad general education which is designed to enable each child or young person to be a successful learner, a confident individual, a responsible citizen and an effective contributor. The broad general education will include all of the Experiences and Outcomes across all curriculum areas up to and including the third level.

19 Curriculum 3-18 Throughout all learning, prime importance is given to literacy, numeracy and thinking skills; skills for learning, life and work; an understanding of society, the world and Scotland's place in it, and an active and healthy lifestyle. A range of teaching methods and contexts for learning is used, including active and enterprising learning, which encourage young people to become enquiring; learning across the curriculum which helps young people make links between subjects, and learning outside classrooms in the outdoors and in the community, which gives opportunities for learners to deepen their learning in real-life contexts. Most learners will progress into the fourth level in many aspects of their learning before the end of S3, laying strong foundations for more specialised learning. Information about how the curriculum is structured and curriculum planning In Dalmellington Primary School we plan for the 8 curriculum areas using the outcomes and experiences, taking account of children needs and interests. We provide opportunities for children to transfer skills between curriculum areas and look for creative ways to encourage deep, sustained learning. We work together to ensure all children receive a range of learning opportunities and ensure children can work together across stages. This is done through interdisciplinary topics which we share with parents through homework, final projects and performances. The learner journey is progressive and children are involved in setting targets so that they are aware of where they are and where they are going in the learner journey. From the Early Childhood Centre onwards children are given choices in their learning. This can be who they work with, what they would like to learn and the resources they need to get there. Parents are sent termly information sheets on what classes are learning and given the opportunity to share skills and knowledge. Please contact the school should you have questions about the curriculum. Literacy Our programme of work is skills based and seeks to cover experiences and outcomes which will allow our children to engage fully in society. We use a range of resources to enrich children experiences. Our teachers and children use Jolly Phonics, Jolly Grammar, Storyworlds, Rapid Reader, Literacy World, SRA and Star Reader. We have recently adapted and implemented the Big Writing Programme. We place a strong emphasis on the development of literacy as it is the core of thinking and is necessary to allow our children to reflect, communicate and develop ideas. It is an essential passport to learning. We cover the 3 recognised areas of: Reading Writing Talking and listening

20 Curriculum 3-18 We aim to enable our children to: Develop their ability to communicate their thoughts and feelings and respond to those of other people Develop the high skills in listening, talking, reading and writing Use different media effectively for learning a communicating Develop a secure understanding of how language works and use language well to communicate ideas and information in English and French Enhance their enjoyment and their understanding of their own and other cultures through literature While we use published texts to support the learning and teaching in languages, very strong connections are made across the other areas of the curriculum. We also seek to use everyday contexts to make the children s learning effective. Children in P5, P6 and P7 are taught to read, write and speak in French. The programme of study used provides continuity and progression into Doon Academy. Mathematics Our programme of study aims to support our children to: Develop essential numeracy skills, including arithmetical skills which allow them to participate fully in society Develop a secure understanding of the concepts, principles and processes of mathematics and apply these in different contexts. Have an understanding of the application of mathematics, its impact on our society past and present, and its potential for the future Establish firm foundations for further specialist learning, including for those who will be the mathematicians of the future. The main lines of development in mathematics will be: Information handling Exploring, understanding and developing secure skills in using Data and analysis

21 Curriculum 3-18 Ideas of chance and uncertainty Number, money and measurement Exploring, understanding and developing secure skills in using Basic arithmetical and other number processes, including estimation Measurement Patterns and relationships Equations and expressions Shape, position and movement Exploring, understanding and developing secure skills in using Properties of 2D shapes and 3D objects Symmetry, angles and transformations Within the school we have a range of active and ICT resources. Teachers adapt the TJ programme appropriately to allow for contextualised learning. Edpax and Education City are used to reinforce learning. Health and Wellbeing Children need to learn to experience what it feels like to develop, enjoy and live a healthy life-style. We provide opportunities for children to: Experience positive aspects of healthy living and activities for themselves (both during and after school) Develop the knowledge and understanding, skills, abilities and attitudes necessary for their physical, emotional and social wellbeing now and in their future lives Make informed decisions in order to improve their physical, emotional and social wellbeing Apply their physical, emotional and social skills to pursue an healthy lifestyle We take a holistic approach to health and wellbeing and we aim to promote learning about:

22 Curriculum 3-18 Health mental, social, emotional and physical Physical education and physical activity including sport Eating for health, and, hygienic practices Personal safety Drugs, alcohol and tobacco Relationships and parenthood Planning Our new resilience programme is BOUNCE BACK. Parents will be informed of sensitive aspects of learning appropriately. This may be by using the termly information sheet, personal letter or conversation with the class teacher. Expressive Arts Expressive Arts include experiences and outcomes in art and design, drama, dance and music. We aim to give our children opportunities to learn to: Express themselves in different ways and be creative. Experience enjoyment (and contribute to other people s enjoyment) through creative, expressive performances and presentation. Develop important skills specific to expressive arts and also transferable skills. Develop an appreciation of aesthetic and cultural values and ideas. Our main lines of development are: Creating Presenting Evaluating Social Studies Topics have been selected which are age and stage appropriate and which allow our children, through investigative, creative and critical thinking, individually and in groups, to: Learn to access and use information from different kinds of sources, and think critically about evidence and arguments in order to arrive at their own conclusions Learn to justify these in discussion and debate

23 Curriculum 3-18 Develop their skills in literacy and numeracy Learn about their community and country s past and present so that they develop an understanding of the political and social changes which have shaped Scotland Develop their own values Gradually build up a framework of historical, geographical, social, economic and political knowledge and understanding. Learn about the values, beliefs and cultures of societies at other times and in other places so that they can become more willing to question intolerance and prejudice, and to develop respect for other people. Learn about and apply concepts that stimulate enterprise and influence business, and allow them to gain an understanding of Scotland s contribution to global economy. Be challenged to consider how they can contribute to the wellbeing of society Children experiences will be grouped in the following way: People in the Past: including People in societies People and events in the past People in place: including People and landscapes People and communities People and Society: including Society and the economy Decision-making in a democracy Religious and Moral Education Religious and moral education includes learning about Christianity and other world religions, and supports the development of beliefs and values.

24 Curriculum 3-18 When delivering religious and moral education we will help our children to: Develop a knowledge and understanding of Christianity and other world religions and recognise religion as an important expression of human experience Explore moral values such as wisdom, justice, compassion and integrity Investigate and understand the response which religion can offer to questions about the nature and meaning of life Develop skills of reflection, discernment, critical thinking, and deciding how to act when making moral decisions Develop their beliefs, attitudes, moral values and practices through personal search, discovery and critical evaluation, and make a positive difference to the world by putting their beliefs and values into action. We have weekly assemblies. Children often lead or contribute to our assemblies, we also welcome visiting speakers. Parents from religions other than Christianity may request that their children be permitted to be absent from schools in order to celebrate recognised religious events. Only written requests detailing the proposed arrangements will be considered. Technologies This includes craft, design, engineering, graphics, food, textile and information technologies. We aim to develop our child s skills in order for them to participate in modern life so that they can: Develop an understanding of technologies and their impact on society in the past, present and future Apply knowledge, understanding and practical skills to design and create products, processes and solutions that meet needs in play and daily life Gain the confidence and skills to embrace and use technologies For each of these technologies, the main lines of development will be: Investigating and designing: including Learning about technologies and their effect on society

25 Curriculum 3-18 Investigating resources and materials Developing design skills and knowledge Producing: including Using technologies effectively Planning and organising Evaluating: including Evaluating and improving products and solutions Evaluating the impact of products, systems and processes Sciences Our programme of study in science includes experiences and outcomes in biological, chemical, physical and environmental contexts, which aim to enable our children to: Investigate their environment by observing, exploring, investigating and recording Demonstrate a secure understanding of the big ideas and concepts of science Make sense of evidence collected and presented in a scientific way Recognise the impact science makes on their lives, on the lives of others, on the environment and on culture Express opinions and make decisions on social, moral, ethical, economic and environmental issues informed by their knowledge and understanding of science Our programme of study will be grouped in the following way: Our living world: including The diversity of living things, the uniqueness of being human and the importance of cells Our material world: including Uses and properties of materials, sustainability, the chemistry of life processes and the applications of chemistry in society

26 Curriculum 3-18 Our physical world: including Harnessing and using energy sources, motion and travel on land, sea air and space The development of communication systems STEM (science/technology/engineering/maths) Engineering provides a rich, stimulating and challenging context for learning. Making connections between sciences, technologies and mathematics through the context of engineering allows learners to broaden their understanding of the application of concepts and skills developed in curriculum subjects. It allows learners to develop solutions to problems and demonstrate creativity through enquiry. STEM activities also promote the world of work and raises awareness of opportunities and options available as careers. Outdoor Learning All children and young people will have regular opportunity to learn outdoors both in the school grounds and in the local community. Parents will consent to this regular localised outdoor learning once at the beginning of session, with medical and emergency contacts being requested. Thereafter parents will be notified of the venues and dates of off site visits, in order that children come adequately prepared. However it is the parents responsibility to inform the school if emergency contacts or medical conditions change or they don t wish their child to participate in a visit.

27 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 will be closely monitored by staff, who reflect with them on their strengths, learning needs and next steps, and take action based on this. Learners themselves will be increasingly involved in this process, as they develop the skills needed to be able to make effective judgments on their own learning; skills that will be important to them throughout life. Testing will continue to be part of the framework of assessment, providing additional evidence of what learners know, understand and are able to do, and helping teachers plan learning experiences which are motivating and challenging. Good Assessment Helps Your Children to Know How Well they Have Learned Summative Assessment This focuses on measuring current performance on how successful the learner has been. It tends to come at the end of a topic or a piece of work. It helps your children to know how well they have done and what level they are working at. It provides teachers, parents and carers with the same kind of feedback. Also it is used to provide local authorities and the government with evidence of how well schools are performing so that they can be held accountable for standards. Of course it s important for young people to know how well they have done and it s also important that teachers and schools should be accountable for how effective they are in helping your children to learn. However recent research shows that too much emphasis on summative assessment is not necessarily the best way to improve your child s learning. Another kind of assessment has been shown to do this. Good Assessment Supports and Helps Your Children while they are learning Formative Assessment Like summative assessment it s about gathering information about your child s learning. It is different because it is carried out on a daily basis. Teachers and children discuss what is to be learned and how they will recognise if that has happened. Teachers and children will provide each other with useful and timely feedback that supports next steps in learning. Every child has an assessment folder and child profile which has a balance of summative and formative assessment methods. Individual Learning Plans (ILPs) are monitored regularly and this assessment ensures appropriate new targets are set. We encourage parents to contact the school at any time to discuss their child s progress, if they have any concerns.we would ask, however, that prior arrangement is made to ensure the class teacher or Head Teacher is available to see them. Reporting to Parents Parents are given the chance to meet with class teachers formally at Parents Meetings in September and again in May. The meetings in May are preceded by a written report, which is sent home with the children. This report formally records each child s progress and achievements in all areas of school life. Reference is made to how your child is progressing in the four capacities of Curriculum for Excellence. Further information can be found on the following webpages:

28 (learners) (parents and carers) (information on qualifications) (standards, inspections) (teaching practice and support) (share ideas and questions about education) (real-life examples) Assessment and reporting

29 Policies and procedures The establishment has a range of policies and procedures which are available for parents to read. Anti-Bullying Policy East Ayrshire Council is committed to creating and sustaining a safe, positive and inclusive environment, where respect is shown to and is given by all of its children, young people, staff and parents/carers. A number of initiatives and policy documents are in place to support, protect and encourage children and young people to lead happy and successful lives. These policies have a direct influence on the Respectful Relationships Policy, August 2014, which outlines guidance and procedures for schools. Attendance and Absence Section 30 of the Education (Scotland) Act, 1980 lays a duty on every parent of a child of school age to "provide efficient education for him suitable to his age, ability and aptitude, either by causing him to attend a public [that is local authority] school, or by other means". The overwhelming majority of parents choose to meet this duty by enrolling their child at a local authority school and therefore must ensure that their child attends school regularly. Attendance must be recorded by the school twice a day, morning and afternoon. If a parent chooses to educate their child by other means than sending that child to school, the parent is still under a duty to ensure that the child is being provided with efficient education. Under Section 37 of the Education (Scotland) Act, 1980, the parent has a duty to ensure that a child educated out with school is provided with an education suited to age ability and aptitude and the parent must satisfy the Education Authority that the child is receiving efficient education. Some children and young people are absent from school for long periods of time, or their learning is interrupted frequently due to ill health or hospitalisation. If this is the case, arrangements can be made for home tuition, if supported by medical information. The school can provide information about this.

30 Policies and procedures Regulation 7 of The Education (School and Placing Information) (Scotland) Amendment, Etc Regulations 1993 requires each child s absence from school to be recorded in the school register as authorised that is approved by the authority, or unauthorised that is unexplained by the parent (truancy) or temporarily excluded from school. Parents must contact the school by telephone or in person by 0915 hours on the first day of absence, explaining the reason for non-attendance. It is important that the school is notified to prevent unnecessary procedures being followed e.g. in extreme circumstances, there may be a need to involve social services or police. The parent should provide a written note on the child s return to school, confirming the reason for absence. Due to the avoidable disruption to children's education caused by family holidays in term time, the Scottish Government issued a new Circular on attendance and absence in This national circular makes it clear that without the prior agreement of the school, family holidays will be classified as unauthorised absence. Schools will only give such agreement in exceptional circumstances related to the well-being of the family. Within the terms of the national circular reasons which are not acceptable include the availability of cheap holidays, the availability of desired accommodation, poor weather in school holidays, holidays overlapping the end of term, and parental difficulty in obtaining leave (except in specific circumstances). The school and Authority seek your fullest co-operation in communicating to all young people the value of their time at school by ensuring that no learning and teaching is lost through unnecessary and avoidable 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 their continuing education will be granted and the child noted as an authorised absentee in the register.

31 Policies and procedures Clearly with no explanation from the parent, the absence is unauthorised. Child Protection All children and young people have the right to feel safe and be protected from harm. It is everyone s responsibility to protect children. If you are concerned about a child you should speak to someone. This may be a teacher, nursery staff, health visitor, doctor, social worker, police officer or Children s reporter. If you are concerned about a child make sure you Act without delay Give as much information as you know about the child and family If you are worried or know of a child who may be at risk you can talk to staff on the following numbers Social work Lugar or Kilmarnock Or out with office hours please call Social Work Standby Service Police - any police office or the Family Protection Unit on Further information is available at: ChildProtection/Concernsaboutchildren.aspx Class Size Policy In law, the present maximum number of children in classes in P1 is 25; P2 &P3 is 30; P4-P7 is 33. The exception to this is a composite class, which has a maximum size of 25. The Council allocates its staffing to primary schools to ensure that the maximum class sizes outlined above can be adhered to at all times. Your child may be placed in a composite class during their primary education. Primary schools have children at seven year stages, P1 to P7. Composite classes occur where children from two or more year stages are grouped together eg P2/3 or, in the case of some small schools, P1/2/3. An information leaflet on composite classes is available online at: Clothing Grants The Government provides assistance to families on low income to access school clothing grant. The criteria for clothing grants are as follows: Council Tax Rebate CTC and or WTC with income <= CTC only with income <= 15860

32 Policies and procedures Income Based Employment and Support Allowance Housing Benefit Income Based Jobseekers Allowance Income Support The clothing grant is 50 per eligible child. Please be aware that if you child is starting in 5th year of the school the grant will not be paid until your child starts in that year. It is the parent or carers responsibility to apply for school clothing grants and application forms can be obtained from your child s school or by contacting Area Registration Office, Department of Neighbourhood Services, Burns Centre, Kay Park, Kilmarnock or online at: GrantsAndBenefits/Clothinggrantsandfreeschoolmeals.aspx Customer Care Procedure 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 and 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. Once the Head Teacher has responded, and if you are still dissatisfied you should use the procedure set out in the East Ayrshire leaflet A guide to making comments, suggestions and complaints. This leaflet is available from the school or from the Executive Director of Educational & Social Services, Council HQ, London Road, Kilmarnock, KA3 7BU or online at If you are still dissatisfied with our services, you can contact the Scottish Public Services Ombudsman at 23 Walker Street, Edinburgh, EH3 7HX, Tel: , Fax: The Ombudsman is fully independent and has powers to investigate complaints about public bodies. He will not normally consider your complaint before the school and authority complaints procedures have been used or complaints made more than 12 months after the matter giving rise to the complaint arose. Data Protection Personal Information - Data Protection Act 1998 For the purposes of the Data Protection Act 1998, the Data Controller for the personal information we process about children is East Ayrshire Council. East Ayrshire Council collects, creates and processes personal information about its school children. This information is needed for a number of reasons. We use it to: support your teaching and learning; monitor and report on your progress; provide appropriate pastoral care, and

33 Policies and procedures assess how well your school is doing. This information includes your contact details, assessment results, attendance information, characteristics such as ethnic group, special educational needs and any relevant medical information. We collect information from children, their parents and guardians and we may also receive information from other sources, such as previous schools. We may disclose information to other organisations, for example to other schools if you move to another authority, to the Scottish Qualifications Authority for examination entries and to the Scottish Government and its agencies. We store your personal information securely and we do not disclose it apart from the circumstances described above or where the law requires us to disclose it. If you wish to see a copy of the personal information we hold about you then you can make a Subject Access Request for this information. To do this you should contact the Council s Freedom of Information Officer ( ) or [email protected]. A fee may be charged for this service. For children under the age of 12 a parent or guardian may make a request on their behalf. Education Records - Children Educational Records (Scotland) Regulations 2003 In addition to the rights provided by the Data Protection Act 1998, parents also have the right to examine their child s Education Record. These records are available to inspect, free of charge, at the school. If you wish to view these records you should contact the school to arrange an appointment. The records must be made available to you within 15 school days. A copy of the records can also be provided for a fee. Photography in Schools and Early Childhood Centres Within Dalmellington Primary School and Early Childhood Centre photography which has not been commissioned by council officers is carried out in accordance with East Ayrshire Council guidance: No unauthorised photography or videoing is allowed within the school premises without the permission of the head of establishment. Parents and carers are asked to comply with the requests on photography and videoing at school/establishment events which will be published in relation to each individual event. Such requests are made of you solely to protect the interests of individual children and families. Sharing information As noted above, in some circumstances the Council may share your data with other organisations. The Scottish Government collects information about school children. We now work together to transfer data electronically through the ScotXed programme. ScotXed aims to support schools and Local Authorities by supporting the collection, processing and dissemination of statistical information required for planning, management and monitoring of Scottish education services.

34 Policies and procedures 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 children. We are keen to help all our children do well in all aspects of school life and achieve better examination results. A subset of this information is passed to Scottish Government for research and national statistics publications. Education data within Scottish Government is managed effectively by secure systems and is exploited as a valuable corporate resource, subject to confidentiality restraints. As part of its data policy, Scottish Government will not publish or make publicly available any information that allows individual children to be identified, nor will data be used by Scottish Government to take any actions in respect of individuals. Data is held securely and no information on individual children can or would be published by Scottish Government. The individual data collected by Scottish Government is used for statistical and research purposes only. We hope that the explanations contained on the ScotXed website will help you understand the importance of providing the information. Fuller details of the uses of child data can be found on the ScotXed website 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. What must parents/carers do? Register the child at the catchment area school, where there will be an opportunity to indicate interest in deferring entry, during the period notified in the local press Discuss the possibility of a deferred entry with staff in an early years establishment (if attending) If the child does not attend an early years establishment, advice and an application form can be obtained from East Ayrshire Council, Early Years Service, Rennie Street Office, Rennie Street, Kilmarnock, KA1 3AR or by telephoning Complete the appropriate application form and return it to the address given by 28 February. Dress Code Given that there is substantial parental and public approval of dress codes, schools in East Ayrshire are free to promote their own dress code. In encouraging the dress code, account must be taken in any proposals to prevent any direct or indirect discrimination on the grounds of race, gender, religion or disability. Any proposals will be the subject of widespread consultation with parents and children. Against this background it should be noted that it is the policy of the Cabinet not to insist on children wearing uniform or having specialist items of clothing as a prerequisite to their attending and engaging in all of the activities of the curriculum. There are forms of dress which are unacceptable in school, such as items of clothing which:

35 Policies and procedures potentially, encourage rivalry (such as football colours) could cause offence as a result of wording or pictures could cause health and safety difficulties (such as loose fitting clothing, dangling earrings) are made of flammable material (such as shell suits in practical classes) could cause damage to flooring carry advertising, particularly for drugs, alcohol or tobacco could be used to inflict damage on other children or be used by others to do so earrings or other body piercing jewellery should not be worn for any PE related activity Under no circumstances will children be deprived of any educational benefit as a result of not conforming to the dress code. Parents receiving income support, family credit, income based Job Seekers Allowance, housing benefit or council tax rebates will normally be entitled to monetary grants for footwear and clothing for their children. Approval of any requests for such grants made by parents in different circumstances is at the discretion of the Executive Director of Educational and Social Services. Information and application forms may be obtained from schools, local offices and the Department of Educational and Social Services, Rennie Street Office, Kilmarnock. Emergency Information We make every effort to maintain a full educational service, but on some occasions circumstances arise which lead to disruption. Schools may be affected by, for example, severe weather, temporary interruption of power, provision of transport or fuel supply. In such cases we shall do all we can to let you know about the details of closure, temporary arrangements or re-opening. We shall keep you in touch by using letters, notices in local shops and community centres, announcements in local churches, the press and on local radio. We shall keep you in touch by using letters, notices in local shops and community centres, announcements in local churches, the press, on local radio and the East Ayrshire website. Equal Opportunities We are committed to eliminating discrimination and promoting equality and diversity. Staff are trained and programmes of study are developed to identify groups at risk of not benefiting fully from education and take action to meet their needs; and help all learners develop the understanding of equality and diversity issues essential for responsible citizens in the 21st century. No one should be denied opportunities because of their race or ethnicity, their disability, their gender or sexual orientation, their age or religion. Scottish Government website Consultation on the Public Sector Equality Duty Specific Duties ongoing until 15 Jan 2010 Extra Curricular Activities The school has a football team and coaching is carried out by Mr Robert Calderwood, Mrs Boyd and Mr Graham. Our Netball team is coached by Mrs Geddes.

36 Policies and procedures Mrs Boyd and parent helpers also take after school games clubs for younger children throughout the year. Mr White from Doon Academy coaches Cricket. We are also able to offer choir/craft/basketball/rme clubs due to input from friends and relations of Dalmellington Primary and Early Childhood Centre. There are opportunities for children to participate in further supported study activities at certain times of the year. All parents or other adults who take these activities are subject to a Disclosure Scotland check being made. The school has access to a gym and games hall within Doon Academy and can also use the nearby sports field. Homework Important aspects of homework are (a) The encouragement of good, independent work habits. (b) Private study is a major factor in promoting academic success. (c) It provides an essential opportunity for revision. (d) It provides opportunities for personal research. Homework will vary depending on the time of year and content of class work. Any work set should be completed within half-an-hour, especially for the younger children. The school is currently looking at starting homework clubs and these will help to train the children in good work habits. Parents are not expected to teach children their homework so if your child is experiencing difficulty please contact the school. Should you require additional games or activities to reinforce learning please speak to the class teacher. Medical and Health Care At the beginning of the school year parents are asked to provide medical information for their child. Please ensure that the school is notified of any changes during the school year. It is important that the school office is notified of changes to emergency contact details. Should your child take ill or have an accident you will be contacted immediately. There is a first aider in the school and a member of staff is trained in the use of an epi-pen. In P1 the children receive a routine medical and eye test. Parents are notified in advance. Oral Health The Childsmile Programmes aim is to improve the oral health of children in Scotland and is funded by the Scottish Government. The Childsmile Practice Programme promotes good oral health from birth. The health and development of all newborn children is assessed by the Health Visitor/Public Health Nurse at 6-8 weeks, with this assessment including the identification for potential oral health problems. If/when the Health Visitor s assessment identifies that extra support may be required, the family are offered home visits from a Dental Health Support Worker who provides information, oral health advice and help to

37 Policies and procedures arrange registration and appointment visits to the family s local Childsmile Dental Practice. This programme of support continues and integrates with the Childsmile Nursery and School Programmes. The Childsmile Nursery and School Programmes provide preventive oral health advice and support for children aged 3 years and upwards. Daily supervised toothbrushing takes place in all nursery schools and in many primary schools. In nursery and primary schools where children will benefit from additional preventive care, the application of fluoride varnish twice a year to children s teeth by Childsmile Clinical Teams is offered. The Childsmile Dental Health and Toothbrushing Programmes provide free oral health packs containing a toothbrush, fluoride toothpaste and oral health information leaflet for children at nursery school and in primary 1. This Programme follows on from the Early Years baby pack, given out during baby s first year and which also contains a baby drinking cup to promote and support healthy weaning by swapping baby s bottle for a cup as soon as baby is able to drink from a cup. All oral health packs recommend that water and milk are safe drinks for teeth for children. The National Dental Inspection Programme: Every school year, all primary 1 and primary 7 children will be offered a dental inspection in school, by a dentist. This inspection is an important assessment of a child s dental health at the start and end of primary school as it provides parents with information to ensure that they and their child are receiving all the support they need to maintain their child s dental health and take the necessary steps to remedy any problems that may have arisen. There is also a need to monitor the child populations dental health at national and regional or local levels so that reliable dental health information is available for planning and evaluating initiatives directed towards improvements. The National Dental Inspection Programme fulfils both of these functions by providing an essential source of information for monitoring changes in the dental health of Scottish primary school children. PE To benefit fully from physical activities children should bring gym shoes, a t-shirt and shorts to school. In the interests of health and safety we would advise that earrings and jewellery are not worn to school on the days the children have PE. Promoting Positive Behaviour We teach children to choose responsible behaviour and in so doing raise their self-esteem and increase their achievements. We hope that by enabling children to be successful in school we are giving them the skills that will become the foundation for future success. Children are involved in setting their own rules, using the guidelines below, and cooperate with teachers to agree a behaviour contract. Guidelines Children are expected to be courteous and well-behaved at all times on school premises, on school outings and on the journey to and from home. Children should walk quietly within the school. Fighting, bullying or inciting others to fight will not be tolerated.

38 Policies and procedures Remarks against race or culture will not be tolerated. Children should guard against careless handling of equipment or vandalism. Children should only bring essential money to school. I.e. Bus fares, Lunch or Milk money. Toys and other non-essential private property should be left at home. Mobile telephones should be switched off in school. The school s policy on behaviour is based on mutual respect among children and between staff and children and we use assertive discipline strategies. Members of staff are trained in restorative practice to resolve conflict and build relationships. If a child chooses not to follow our rules there will be consequences for their actions. Repeated instances of misbehaviour are referred to the Head Teacher who will contact parents/carers, or in fact can decide on temporary exclusion from school. With the school and the home working together the child will react positively and behaviour should improve. However parents may be asked to sign a guarantee of the future good behaviour of their child. School Meals Service The Schools (Health Promotion and Nutrition) Act 2007 sets out in detail the National Nutritional Food Standards. School Meals in East Ayrshire offer nutritionally balanced well presented food in an environment that is sensitive to the needs of children. It offers a good lunchtime experience with an important break in the day away from the classroom, while still being in the safety of the school. We believe that school meals should be an interesting and enjoyable time. Our philosophy is to help children toward a good diet by providing an attractive and interesting range of wholesome cooked food made from excellent fresh quality ingredients, and there is virtually no processed food offered or used at any stage in the process. Many of the foods used are sourced from local food providers in East Ayrshire. Menus and other information about the school meals service in East Ayrshire schools can be found at: In addition, menus and other information are provided each year for children and parents. LUNCHTIME At lunchtime the children have 3 options: 1) To take a school meal. 2) To bring a packed lunch which will be eaten in the dining hall. 3) To go home for lunch. There is one dinner sitting from 11.55pm to pm. CHILDREN WHO GO HOME FOR LUNCH SHOULD NOT RETURN BEFORE 12.20pm. IN THE MORNING CHILDREN SHOULD NOT COME TO SCHOOL BEFORE 8.45am AS THERE IS NO PLAYGROUND SUPERVISION UNTIL AFTER THE SCHOOL BUSES ARRIVE. School lunches are paid by adding funds in advance to a lunch card. You will find instructions outside the school office. Lunch cards are updated daily.

39 Policies and procedures Medically prescribed diets and meals for ethnic and religious requirements can be provided. Please contact the Head Teacher to discuss this. The management of the Catering Service in your school is provided by the Council through Onsite Services in conjunction with the Head Teacher. Free School Meal Entitlement The government provides assistance to families on low income to access school meals through The Education (School Meals) (Scotland) Regulations 2003 and the Education (School Lunches) (Scotland) Regulations The current regulations entitle children of the following groups to free school lunches:- Parents or carers who receive income support (IS) Parents or carers who receive Income-based Job Seeker s Allowance (JSA) Parents/carers who receive Income Based Employment and Support Allowance Parents or carers who receive Child Tax Credit, but not Working Tax Credit, and where their income is less than (in 10/11 as assessed by the Inland Revenue) Children aged between 16 and 18 years old who receive any of the above benefits in their own right Parents or carers who are in receipt of support provided under part VI of the Immigration and Asylum Act Parents/carers who are in receipt of both Child Tax Credit and Working Tax Credit with an income below the threshold for receipt of maximum Working Tax Credit, currently set by the UK Government as 6,420. It is the parent or carers responsibility to apply for free school meals and application forms can be obtained from your child s school or by contacting Area Registration Office, Department of Neighbourhood Services, Burns Centre, Kay Park, Kilmarnock or online at: ayrshire.gov.uk/educationandlearning/schools/schools- GrantsAndBenefits/Clothinggrantsandfreeschoolmeals.aspx Spiritual, Social, Moral and Cultural Values The school policy on Religious Education, which reflects the Council s policy, is that Religious Education should encourage children, over their school life, to: - recognise religion as an important expression of human experience - reflect on and respond to, the values, beliefs and practices of religious traditions within our community and beyond - be aware of the practical consequences of religious commitment - evaluate, and thereby confirm, deepen or come to their own understanding of the meaning, value and purpose of life

40 Policies and procedures Parents and Carers have the right to withdraw their child from religious activities if they so wish. Parents and Carers wishing to exercise this right should first contact the Head Teacher. These policies have regard to national advice set out in SOED Circular 6/91 and the Education (Scotland) Act 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 child noted as an authorised absentee in the register. Transport East Ayrshire provides free transport for all primary children who live more than one mile from their local school (by the recognised shortest safe walking distance) and to secondary children who live more than two miles from their local school (by the recognised shortest safe walking distance). This policy is more generous than that prescribed by statute and therefore may be reviewed at any time. Free transport is provided for those who meet the qualifying stipulations. Help with transport costs may also be available to children attending college who have been granted permission to leave school before their statutory leaving date. Application forms and information can be obtained from the School Transport Section, Holmquarry House, Kilmarnock or by using the contact details below. Parents who consider they are eligible should obtain an application form from the school or contact the Education Transport Section on These forms should be completed and returned before the end of February for those children beginning the school in August to enable the appropriate arrangements to be made. Applications may be submitted at any time throughout the year but may be subject to delay whilst arrangements are made. The Director of Educational and Social Services has discretion in special circumstances to grant permission for children to travel in transport provided by the authority where spare places are available and no additional costs are incurred. Parents should write to the authority at the above address to request access and availability is subject to change. These spaces are not usually allocated until late September. Only one address can be considered as the child s main residence when accessing entitlement for transport. The Education Authority does not provide school transport for P1 children going home at lunchtime prior to the starting full. Pick Up Points Where free transport is provided it may be necessary for children to walk a certain distance to the vehicle pick-up point. Walking distance in total, including the distance from home to the pick-up point and from the drop-off point to the school in any one direction will not exceed the authority s limits (see above paragraph). It is the parent s responsibility to ensure that their child arrives at the pick-up point in time. It is also the parent s responsibility to ensure the child behaves in a safe and acceptable manner while boarding, travelling in and alighting from the vehicle. Misbehaviour could result in your child losing the right to free transport

41 Policies and procedures Placing Requests The Education Authority does not provide transport for those children in receipt of a placing request. In the case of Early Entry to Primary School Requests if the child is offered a place in his catchment area school, transport will be provided in accordance with East Ayrshire s policy stated above. Details of Contractors and Routes Mr W McIntosh Auchenroy Farm Taxi 3 Waterside Street Dalmellington Tel Mr A G Smith Doonview Burnton Bus Burnfoot Patna/Waterside Tel T & C Taxis High Street Dalmellington Tel Care Enough to Care? Foster Carers and Adoptive Parents needed for children from birth upwards Full training, support and attractive allowances Call the family placement team on:

42 Additional support for learning Support for Children The Educational (Additional Support for Learning) (Scotland) Act 2004 has replaced the law relating to special educational needs. This has now been updated by the 2009 Act which came into for on 17 November The majority of children and young people are able to access their curricular programme at school without the need of additional help other than that which any teacher will provide in any classroom. However, there will be a significant percentage of children/young people, who may, at some point in their education, have difficulties that will act as a barrier to their effective learning. In such circumstances the child or young person may require additional support beyond the norm in order to help them overcome these barriers. Such children/young people will be considered to have additional support needs. All schools and nursery establishments have a variety of procedures to assist in the early identification of children and young people with additional support needs. Identification and support planning will take place at the earliest possible stage. Children and young people who have been identified as having additional support needs will be supported through an Action Plan (AP), Individual Learning Plan (ILP) or in some cases a Coordinated Support Plan. In line with legislation, parents/carers/children and young people will be fully consulted at all stages. The 2004 Act has been updated by the Educational (additional Support for Learning) (Scotland) Act This Act places additional responsibilities on local authorities for children who are looked after by the local authority. It will also give more rights to parents in respect of requesting assessments in relation to their child/young person. Further information can be obtained from various leaflets, that can be accessed through council website or individual copies are available in school. Mediation and advocacy services are also available and information about these can be obtained from the contact details below. In the school we cater for a range of support needs. To assist in the education of our children we have a member of the East Ayrshire Support Team (EAST), who visits three days per week and works cooperatively with the class teachers. Classroom assistants are also deployed to support class teachers in learning and teaching activities.children requiring support are identified through close liaison between nursery and primary staff and between neighbouring primary stages ensuring intervention at the earliest opportunity. Teachers regularly monitor progress and in November of P1 the teacher checks child progress using a screening process produced by the authority. Again in P3 we apply a screening process which has been produced by the authority and which assess a range of numeracy, literacy and physical and social skills. These two processes help to identify children who may require support. We work in partnership with other professionals to ensure all children needs are met. This includes a visiting member of staff from the Visual Impairment Unit, Speech Therapist, English as an Additional Language teacher and Dyslexia specialist.

43 Additional support for learning If you believe your child has additional support needs East Ayrshire Council publishes a range of informative advice. Please contact the School or the Administration Manager, Rennie Street Office, Rennie Street, Kilmarnock, KA1 3AR, Additional Support Needs: East Ayrshire Psychological Service Advice and support may be sought from other appropriate staff within the school and through consultancy with visiting professionals, including the educational psychologist. The educational psychologist visits the school regularly to work with and, through the staff, to best support children and young people who are experiencing barriers to learning. Their role is often in giving advice to the school and in the sharing of expertise with staff. School staff may discuss the support needs of individual children with the psychologist in order to ensure that support plans are appropriate to the individual needs of the child. However, the psychologist would not observe or meet with a child without the prior consent of the parents. The school is responsible for ensuring that parents are aware of their procedures and the psychologist s role within them. The school is also responsible for seeking parental approval, when necessary, for the psychologist to be directly involved with a child or young person. Mediation Enquire - the Scottish advice service for additional support for learning. Operated by Children in Scotland, Enquire offer independent, confidential advice and information on additional support for learning through: a telephone helpline an enquiry service - [email protected] an online enquiry service two websites - (for parents/carers and practitioners) and (for children and young people) 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.

44 Additional support for learning Foster carers and residential care staff act in place of the birth parents of the child or young person on everyday matters and should be provided with the support and advice of 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.

45 Transition Transitions Pre-school to primary school; The transition from pre-school to primary school has long been recognised as a critical time of change for children, parents and staff. The introduction of the early level has inspired us to explore the challenges, to develop innovative approaches and to look for new opportunities during transitions. As the early level spans pre-school and primary, there is a much greater emphasis on continuity and progression. Staff have been working together to develop a shared understanding and complementary active learning and teaching approaches across the nursery and primary school. There is a successful early level transition programme in place which spans throughout the year and adapted to suit the needs of the children. Parents are kept informed of important dates such as joint events and information mornings. Transition from stage to stage in primary school; When moving on from P1 through to P7 and when moving through Curriculum for Excellence levels class teachers share information about each child with their next teacher. This will be, for example, information about learning and achievements, examples of their work, records of their progress and skills development and other relevant information. Primary to secondary school; Children are transferred between the ages of 11 and 12, so that they will have the opportunity to complete at least 4 years of secondary education. Parents will be informed of the arrangements no later than December of the year preceding the date of transfer at the start of the new session. Children from Dalmellington Primary School normally transfer to: DOON ACADEMY AYR ROAD DALMELLINGTON AYR KA6 7SJ Tel.: Head Teacher: Mr Kenneth Riley Dalmellington Primary School has an excellent relationship with Doon Academy and is fortunate to share a campus. Primary 7 children from all associated primaries visit Doon Academy throughout the session. During these visits the children will experience some of the following curricular areas including Mathematics, Language, Science, Technical Subjects, Home Economics, Music and Physical Education. Furthermore primary and secondary staff are working together in the classroom, sharing ideas and experiences and cooperating in the planning of the curriculum. Transition information should relate to transitions from all establishments. The Head Teachers of all schools involved are working cooperatively to ensure continuity of the curriculum from primary school to secondary school and to develop it even further. At present the Learning Community schools are focussed on improving Numeracy as a shared priority. This sees secondary Mathematics teachers visiting our P6/7 class on a weekly basis to observe and share good practice. This is a very exciting project both for the children and the staff and will provide an excellent model for Primary-Secondary liaison.

46 Transition If your child experiences any barriers to learning, whether short or longer-term (for example because of health, bereavement, bullying, sensory impairment or communication problems), they may require additional support at times of transition. In these instances, the school and local authority will assess the extent of their support needs and prepare a plan to help ease that transition, especially major transitions.

47 Parental involvement Parental Involvement Opportunities As a parent of a child in attendance at the school, you are automatically part of the Parent Forum of the school. The membership of the Parent Forum is made up of all parents who have a child at the school. The Parent Forum can decide to form a smaller body called the Parent Council. The Parent Council is a group of parents selected by members of the Parent Forum to represent them. The school is making great efforts to strengthen and develop links with the home and will continue to do so particularly in the following areas: 1) Parent administrators in the school library - tbc 2) Parents on educational excursions 3) Parents nights - reporting on children progress twice a year 4) Meetings to develop homework and other school policies 5) Parent Council links with parents 6) Newsletters 7) Parents/Grandparents leading school clubs 8) Parent workshops 9) Parent invitational The Scottish Parent Teacher Council is the national organisation for PTAs and Pas in Scotland and runs an independent helpline service for all parents. You can contact them by phone/fax on , by on [email protected] or write to SPTC, 53 George Street, Edinburgh, EH2 2HT. The head teacher is always willing to meet and discuss matters with parents and appointments can be made through the school office personally or by telephone. Breakfast Club is run by our Parent Council from 8.30 a.m. 9 a.m. every morning.

48 Parental involvement SUMMARY OF TIMES FOR CONTACT WITH PARENTS EVENT PROCEDURE WHEN Parent Access Hour Parent Evenings Class Assemblies Informal Drop in Session School issues appointments Parents to attend a class September May & November Each class once per year assembly Newsletters Class Newsletter School issues to children Class Issues to parents Regularly when appropriate Each class once per year Parent Workshops School sends invitations When appropriate Parent Surveys School issues to children Once per year at least End of Term Services School sends invitations Harvest, Christmas, Easter & June Prize Giving School sends letter home June Concerts School sends letter home As appropriate Sports Day School sends letter home May/June Parent meeting with Head Parent to contact office for As necessary Teacher appointment or H.T. invites parent to school Parent meeting with Class Teacher Parent to contact office for appointment or office contacts parent. As necessary

49 Learning Community Early Childhood Network Dalmellington Early Childhood Centre is a member of the East Ayrshire Early Childhood Network. Learning Community Dalmellington Primary School is a member of the Doon Learning Community.

50 Wider community links Community Links The Primary School and Early Childhood Centre is a focal point for the local community. Members of the community with particular skills or knowledge are often invited to the school to contribute towards the children education. The children also participate in community ventures such as Gala or Fun Days and Christmas Lights Ceremonies. The Queen s Baton day had a fantastic turnout when our children came together on a Saturday morning to sing and welcome the Baton to the village. Our Pupil Council and Eco Committee also meet with local groups regarding community issues. We work with the Forestry Commission to start and maintain a community orchard. Pupil Council members attend Community Council meetings and discuss their ideas to improve their community. The pupils have highlighted issues which have been resolved and were rewarded by the SHOUT team for being the first pupils in Scotland who attend these meetings.

51 Other information Contact Details Head of Education Alan Ward, East Ayrshire Council, Economy and Skills Council Headquarters, London Road, Kilmarnock KA3 7BU Head of Community Support Kay Gilmour, East Ayrshire Council, Economy and Skills Council Headquarters, London Road, Kilmarnock KA3 7BU Cabinet Member for Skills and Learning Councillor Stephanie Primrose East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU Cabinet Member for Wellbeing and Children's Champion Councillor Iain Linton East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU Local Elected Members: Councillor Elaine Dinwoodie; Councillor Moira Pirie; Councillor John Bell All based at: East Ayrshire Council, Council Headquarters, London Road, KILMARNOCK, KA3 7BU

52 Other information 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 year

53 Establishment Standards & Quality Report 2014/2015 School Improvement Report School Name Session Dalmellington PS & ECC 1. Introduction and Key Strengths Dalmellington Primary School and Early Childhood Centre is co-educational and nondenominational in character. Last session our roll was 122, with an additional 16/14 AM/PM children in our ECC. In September 2014 our Early Childhood Centre was awarded four very good grades by the Care Inspectorate. 17 pre-school children made the effective transition to Primary 1. Our early years practitioners worked very closely with the P1 teacher to embed Early level practice which resulted in joint planning and an extended range of learning experiences for all children within the early level. 18 of our P7 pupils made the effective transition to Doon Academy. A particular highlight was the cluster STEM learning days at Dumfries House. All children have the opportunity to take responsibility for their learning, setting goals and targets, with all children keeping logs of their progress. This is reinforced by a consistent approach through our personal learning folios. Staff have taken increased responsibility, with support from the EAST teacher, to plan and prepare Individual Learning Plans and to evaluate targets. Key strengths are the relationship with parents, pupils and community participation. We have an active parent council who fund the P7 residential trip and run a wellattended breakfast Club. All staff are effective at sharing information to achieve the best possible outcomes for all pupils. Our pupils use the community as a learning resource and parents join us for Easter Egg trails, Car Boot Sales and Christmas Fayres. P7 host a large Burns Supper to thank members of the community for their support. The Provost was also in attendance this year. Pupil information is shared effectively and timely due to the size of the school and close working relationships. 2. How well do young people learn and achieve?

54 Dalmellington PS and ECC staff work effectively as a team to share practice and offer support. Consequently pupil experiences are enhanced and pupil motivation is high. Staff were particularly effective participating in professional dialogue and moderation activities for literacy and numeracy, using EAC assessment tools. Several pupils were identified as meeting elements of 3 rd level criteria in writing and talking & listening tasks. All pupils in the ECC and school are encouraged to participate in the Dalmellington Dynamo Awards. This wider achievement programme is promoted in class and during assemblies. All pupils have the opportunity to experience success and develop skills. Due to staff and parental support there was an increase in the number of pupils receiving a Platinum Award. In collaboration with parents and teachers, pupils set targets and evaluate work using specific criteria with a focus on Literacy, Numeracy and Health & Wellbeing. Feedback from parental questionnaires was positive and highlighted the interesting experiences offered and support to help pupils achieve. 3. How well does the school /centre support young people to develop and learn? Parents receive termly information on what pupils are learning under the Totality of the Curriculum headings. This information demonstrates coherence and progression across the stages and a broad general education. The information promotes that we want the pupils to: achieve the highest possible levels of literacy and numeracy and cognitive skills; develop skills for life and skills for work; develop knowledge and understanding of society, the world and Scotland's place in it; experience challenge and success. Dalmellington PS and ECC staff work in partnership with the local community, businesses and organisations enhance and support pupil learning. This session we have had visiting engineers, termly family homework, participated in community poster competitions, visited the local chemist and co-op for HWB inputs, put forward many entries to the Scarecrow competition at Dean Park, participated in a creative family history session that culminated in a parade at Dean Park. The Eco Committee have been working in the community Orchard with the Forestry Commission and visited an established Orchard. The JRSO s and P2 collaborated with PC Hurren, Doon Academy Road Safety Committee and The Zone staff to produce planters to deter unsafe parking. We participate in local and national competitions with real life and meaningful connections. Examples include the Euroquiz, Mock Court case in Glasgow, Primary Engineer challenge, Special Engineers Award, Inspire Aspire WW1 poster competition of which we had a winner. This session staff have become more skilled in writing SMART targets to ensure pupil progress is maximised. Joint stage planning and pace and challenge meetings assist

55 in tracking pupils and that needs are met. 4. How well does the school/centre improve the quality of its work? The school improvement plan is shared with staff, some pupils and the Parent Council. Last sessions priorities were: to develop a whole school and ECC approach to moderation of literacy (authority plan year 3 of 3) to develop a whole school approach to dyslexia through the Dyslexia Friendly School programme to implement the 1+2 Modern Languages programme to develop a whole school and ECC approach to STEM to raise awareness of the Children and Young Person s Act and make effective use of the Rights Respecting Schools programme to further develop a nurturing ethos throughout the school and ECC, by way of the introduction of a nurture class/group to produce a whole school and ECC Homework strategy involving children, staff and parents. Two members of staff attended training and shared EAC Literacy Assessment Tool with the rest of the staff. P4-7 staff assessed pupils with confidence and moderated writing assessments. Upper school staff used Literacy Assessment Tool writing criteria in last term in place of Big Writing Criterion scale. Thus ensuring a consistent approach across the Authority. All staff participated in CPD session on DFS. The PT carried out activities with upper school to increase pupil awareness. A leaflet produced and distributed to parents. Upper school committee D.A.B set up and display at front entrance to further raise awareness. Resource boxes were made up for every class and shared with staff. All staff attended training session with Jenny Kane, all staff aware of 1&2 languages background and policy. Staff attended High Five French Training and Learn French with Camembert. Pupils from P1-7 familiar with and motivated by the High Five French resource. High Five French progressive planner produced. Upper school made effective use of Ed. Scotland learning journeys, upper school topic on artists, appraising art & use of French. Parents were very positive due to children s motivation for French, particularly at the younger stages. All staff participated in Primary Engineer Celebration Event training. All staff participated in further courses relevant to stage. Newsletter used to increase parental/community awareness of STEM. Profile of STEM enhanced and increased pupil motivation/engagement in STEM by having a super car in the playground and

56 presentation by the engineer. Staff using STEM in displays to encourage pupils to 7use language. Progress shared through newsletters and assemblies. Parental engagement through involvement in Special Engineer Award. Upper school participated in Primary Engineer Challenge at St. Josephs. Upper school organised cluster KNEX event. All staff aware of responsibilities after discussion of Children and Young Person s Act. Audit of current approaches for respect and diversity completed. Four upper school pupils were identified as having nurture needs through Boxall and targets set. Nurture sessions ran effectively form Sept Dec. Pupils and key staff shared information with class teachers to enhance understanding and promote a nurturing ethos throughout the school. Pupils integrated back into class in the New Year. ECC practitioner identified as Nurture champion. Infant pupils timetabled in the ECC AM when needs identified. In addition, to enhance literacy and improve attainment we piloted The Learning Cloud literacy resource and evaluated with the EAC Literacy Development Officer. All staff attended training on Number Talks. Evaluation at the end of the session was that staff observed an improvement in motivation, mental strategy awareness and speed and accuracy. Parental Questionnaires are distributed and acted upon. These are shared with the Parent Council. Results and action points are displayed in the school. We seek feedback from the community during our annual Burns Supper and whole school events, where appropriate. Parents are invited into the school for regular Coffee Chats to gather information and drive improvement. 5. Equalities Dalmellington Primary School and Early Childhood Centre promotes an ethos of mutual respect, along with our Campus policeman John Hurren. As with East Ayrshire policy, all children and staff are treated equally regardless of gender, race,

57 religious observance or ability. Workplace inspections and risk assessments are carried out to ensure the learning environment is appropriate for all stakeholders. Staff use the EVOLVE system for risk assessments. Children have access to a full curriculum which can be adapted to suit their needs and equipment borrowed or purchased as and when necessary. A wide range of teaching strategies are used to cater for the various styles of learner. Children with additional support needs are identified early and have access to a variety of support. Effective partnerships have been created with professionals at Rainbow House. Children are taught self-respect and respect for others around them through personal and social education lessons and health and wellbeing programmes, such as Circle Time and Bounce Back and also at weekly assemblies where they celebrate success together. A variety of resources promote equalities through active engagement and discussion. An approach using the nurture principles further developed throughout the school. Through Religious and Moral Education children are taught about customs and traditions with Christianity and other world religions with a main focus on Judaism and Islam. However, other religions are covered at particular times of the year and children who participate in religious festivals are permitted time to do so. Our anti-bullying policy promotes an ethos of respect and tolerance which will be further enhanced with a focus on the Rights Respecting Schools Programme. Staff, children and parents are regularly encouraged to contact the school if they have any concerns regarding equality issues. Our International links with Sri Lanka are helping to develop tolerance and respect through shared topics. Areas of Improvement for the next academic year Self-Evaluation: Meeting Learners Needs; Vision, Values and Aims Teachers will reflect on their practice and associated data to provide learning experiences which support and challenge all learners. Children will evaluate their own learning and be able to set appropriate next steps. Self-evaluation of school culture to establish clear vision, values and aims for the school under new leadership resulting in maximising pupil voice and pupils needs as a priority Literacy: Dyslexia Friendly Schools Award A whole establishment approach towards being a Dyslexia Friendly School is in place where pupils are included and their literacy learning experiences are improved through the access to relevant and successful strategies. Health & Wellbeing UNICEF Rights Respecting School Award: Recognition of Commitment/Part 1 To know about and understand the context and status of the UN convention on the Rights of the Child. To be empowered to talk about and promote rights with adults and children.

58 To understand the process of becoming a Rights Respecting School. To identify and carry out initial actions towards our Recognition of Commitment (ROC). STEM SSERC development within the Learning Community: Provide opportunities for every primary teacher within the selected school clusters to raise their levels of confidence and expertise in science and technology, thereby increasing pupil engagement in, attitude towards, understanding and knowledge of, science and higher order problem solving skills Develop further the range of pedagogic and assessment skills of all primary teachers within the cluster in science and technology contexts Develop further the individual professional practice of participants Extend collegiality between schools within a cluster and, where appropriate, between clusters.