James Hamilton Academy

Contents James Hamilton Academy HANDBOOK 2015-16

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

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

Headteacher s message James Hamilton Academy is a six year non-denominational, co-educational, comprehensive establishment in Kilmarnock, East Ayrshire. The roll in September 2014 was 676 but the school has a capacity for 1050. Its associated schools and nurseries within the Learning Partnership are: New Farm Early Childhood Centre Sutherland Drive Kilmarnock KA3 7DF Onthank Early Childhood Centre Meiklewood Road Kilmarnock KA3 2ES Tel: 01563 523316 Tel: 01563 534660 Silverwood Primary Kennedy Drive Kilmarnock KA3 7SZ New Farm Primary Sutherland Drive Kilmarnock KA3 7DF Tel: 01563 524400 Tel: 01563 523316 Onthank Primary Meiklewood Road Kilmarnock KA3 2ES Tel: 01563 525477 Accommodation is extensive in 4 blocks with adjacent playing fields. The present teaching complement is 49.68 with an ancillary staff allocation of 19 including 6 classroom assistants. Every child of school age has the right to a school education provided by an education authority (Standards in Scotland s Schools etc. Act 2000). Our aim in James Hamilton Academy is to provide a balanced and stimulating curriculum which will challenge our pupils and young people to achieve their best and, at the same time, develop their personalities, talents, mental and physical abilities to their fullest potential. We are committed to working with you, the parents, and I hope that you will join us in our drive to develop successful young people who will become good citizens and effective contributors to our workforce.

Establishment ethos, vision and values The establishment aims are revisited annually. Extensive consultation took place with staff, pupils and young people, parents and school chaplains to agree our core values for the school which are :- Working together through RESPECT FAIRNESS COMPASSION and TRUST These core values have been translated into particular school actions as follows:- RESPECT > developing positive relationships between staff, pupils and young people via our Learners Charter and Teachers Charter which define the roles and responsibilities of all in contributing to an ethos of mutual respect and support. This further enhances the positive relationships already established with parents. FAIRNESS > ensuring that agreed and clearly understood systems are in place to deliver equality in all aspects of school provision, for example:- pupils and young peoples access to the curriculum, resources, extra-curricular and enrichment activities meeting all pupils and young peoples needs treating all staff, pupils, young people and parents fairly regardless of race, religion, cultural diversity, sexual orientation or disability highlighting the unacceptable nature of prejudice and discrimination

Establishment ethos, vision and values COMPASSION > encouraging all members of the school community to be aware of others difficulties whether on a school, community or global scale and to take action to help and support others in need. This translates into particular actions in school such as:- raising key issues at assemblies relating to, for example, local and national poverty and homelessness informing school fundraising activities to respond to local, national or global crises responding to particular community issues such as Cancer Care, delivering Christmas parcels to the elderly etc. TRUST > believing in the willingness and commitment of pupils and young people, parents and staff to deal with each other in an honest, open and respectful manner so that all relationships are founded on truth and mutual support. These four Core Values underpin everything that happens in James Hamilton Academy and they support the development of harmonious and positive relationships between staff, pupils and young people, parents and the community. This is essential if the school is to fulfil its main function, namely, to provide the best quality education for all its pupils and young people so that they develop as successful learners, confident ind ividuals, responsible citizens and effective contributors. Senior Prefect Team 2014-15

Establishment information James Hamilton Academy Sutherland Drive KILMARNOCK KA3 7DF Tel: 01563 533221 Fax: 01563 534370 James Hamilton Academy is a non-denominational, co-educational, comprehensive school which means that it is open to all boys and girls who live in the area which the school serves. A few parents living outside this area exercise their right, under the Education Act, to send their children to James Hamilton Academy. A map of the school is shown below. Present Roll Likely Intake Likely Intake Likely Intake 2013-2014 2014-2015 2015-2016 2016-2017 S1 147 147 141 149 S2 132 S3 129 S4 107 S5 100 S6 61 Total 676

Establishment information The school operates a timetable with 33 periods per week. Each school day is organised as follows :- Monday, Tuesday and Wednesday Period 1 Period 2 Period 3 8.50-9.40 (50 mins) 9.40-10.30 (50 mins) 10.30-11.20 (50 mins) INTERVAL Period 4 Period 5 LUNCH Period 6 Period 7 11.35-12.25 (50 mins) 12.25-1.15 (50 mins) 1.55-2.45 (50 mins) 2.45-3.35 (50 mins) ASSEMBLIES Yeargroup assemblies are held on a regular basis. This allows Year Heads to pass on general information to highlight specific issues. Religious assemblies are also held throughout the session led by the school chaplains. Thursday and Friday Period 1 Period 2 Period 3 8.50-9.40 (50 mins) 9.40-10.30 (50 mins) 10.30-11.20 (50 mins INTERVAL Period 4 Period 5 11.35-12.25 (50 mins) 12.25-1.15 (50 mins) LUNCH Period 6 1.55-2.45 (50 mins)

Establishment information Accommodation The school s accommodation is spacious and copes well with the present student population of 676. In recent years, the kitchens have been extensively refurbished to create a new and improved catering area and a window replacement programme has recently been completed. Disabled pupils and young people attend the school and appropriate modifications have been made to meet their requirements. The school does its best to ensure the security of the building via staff identification badges, the monitoring of the school campus at break times and securing the access to the building at the main entrance. Security doors have been out of order for a number of years but some repairs have recently been progressed. A key feature of the accommodation is the interesting and ever-changing displays of pupils and young peoples work and achievements. Apart from departmental displays, school Notice Boards are in place to highlight achievements related to enterprise, health and wellbeing, citizenship, literacy and recognizing achievement. Pupils and young peoples work is also displayed in central areas. Updates to accommodation in recent years have included the following:- creation of 10 whole school IT bases in English, Maths, Modern Languages, Library, HE, Art & Design (2), Science, PSE and Support for Learning. All IT suites can be accessed by all staff, pupils and young people via a booking system. redecoration of central areas Boardroom, Conference Room, SMT offices, admin offices, admin corridor, Staffroom, Dining Hall redecoration of corridors, stairwells and classrooms upgrades to departmental areas such as the creation of a Fitness Suite in PE including an aerobics/dance area to ensure that physical exercise within school reflects what is available in the community. installation of promethean boards across the curriculum which allows more interactive learning to take place.

Establishment information BLOCK A This houses the Social Subjects/RE department and the Modern Languages department. BLOCK B This houses the Home Economics department and the Library. On the ground floor is the main school office, the SMT offices and a Pupil Support Base which was established in August 2004. BLOCK C This is the main teaching block. Here are the practical rooms for Science, Technical Education, Art & Design, Business Education and IT. English and Mathematics are also situated here near the Support for Learning Base. BLOCK D The Games Complex is sited here with a purpose built Games Hall, Gymnasium and Fitness Suite. The Music department and the Assembly Hall (which incorporates the Dining Hall) are also housed here. The Assembly Hall area is used for assemblies, special events and school shows. Special heavy duty handrails, ramps, toilets and lifts are provided for pupils and young people with Additional Support Needs. 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.

Establishment security We consider that the safety and well-being of pupils, young people and staff in James Hamilton Academy is of the utmost importance and as such have introduced the following security measures:- (i) (ii) (iii) (iv) (v) All pupils and young people wear school uniform. This allows us to identify strangers immediately. All staff wear Identity Badges. Again, this allows for immediate identification of strangers in the building. Visitors have to sign in at the Office and are provided with a visitor s badge. Security cameras have been installed at appropriate points around the school buildings and grounds to monitor activity throughout the day. Thus, any unauthorised person or persons are quickly spotted. Supervision of Playgrounds An adult presence is provided in playgrounds at breaktime in terms of the School (Safety and Supervision of Pupils and young people) (Scotland) Regulations 1990. Playgrounds, car parks and school grounds are supervised in the morning before 8.50 am and at intervals, lunchtimes and at 3.35pm (Monday, Tuesday and Wednesday) 2.45pm (Thursday and Friday) by Janitorial Staff and by the Senior Management Team. This ensures that pupils and young people are safe whether at leisure within the grounds or when entering or leaving on school buses. A wet weather / social area is provided throughout the day in the Dining Hall which is supervised by janitorial staff, classroom assistants, teaching staff and the Senior Management Team.

Establishment calendar First Term Teachers return to duty Monday 17 August 2015 Pupils return Tuesday 18 August 2015 Local Holiday Friday 18 September 2015 Local Holiday Monday 21 September Mid Term Close Friday 9 October 2015 Teachers return to duty Monday 19 October 2015 Pupils return Tuesday 20 October 2015 Christmas Close Wednesday 23 December 2015 Second Term Re-open Thursday 7 January 2016 Mid Term Close Friday 12 February 2016 Teachers return to duty Thursday 18 February 2016 Pupils return Monday 22 February 2016 Easter Close Friday 1 April 2016 Third Term Pupils return Monday 18 April 2016 May Day Holiday Monday 2 May 2016 Teachers In-service Day Friday 27 May 2016 Local Holiday Monday 30 May 2016 Close Thursday 30 June 2016

Staff information Head Teacher: Mrs J Teale Depute Head Teachers Principal Teachers Pupil Support: Mr J Mitchell Mrs A Azeem Ms G Pryce Mrs A Brownlie Miss J Harvey Mrs L Egerton Mrs L Millar Art, Design & Food Technology Physical Education/Music Instrumental Staff Ms E Boylan PT Mr S Edgar, PT Mr D Capkiner Mrs A Azeem PTPS Mr J Mitchell DHT Miss K Donnelly Mrs G Catterson Mr J O Neil Transitional PT Miss E Kerr Miss H Young Musical Theatre/Creativity Mr A McKreel Mrs I Cartwright Mrs L Gibson Mr J Bains Mrs K More Dr J Petrac Miss J Harvey PTPS (HE) Mr L Fleming* Miss E Tomlinson Miss F Mair* (Music) Business Education and Information Technology Admin & Finance Mrs M Nicolson PT Science Mrs L Cameron AFO Mr J Rae Mrs R James (PT) Mrs M Steven Mrs A Reid Mr A Sangster Mrs J Fulton (T) Mr S Struthers Mrs D Gray (T) English Mr S Cartner Mrs M McDougall Miss L Meechan (Acting PT) Miss L Haxton Ms L Tait Mrs L Egerton PTPS Miss A Murray Mrs J Taylor Ms G Pryce PTPS Mrs C Frew Mrs J Gillan Social Subjects/RE Technicians/Support Staff Mr G O Rourke PT Miss L Moore Mr S Taylor Mr D McGraw Senior Technician Ms D McClung Mr J Brown Mathematics Vacancy (0.4) Mrs S Rutherford Mrs N Brotherwood PT Mrs L Millar DHT Support for Learning Classroom Assistants Mr K Gibson Mrs L McPike PT Mrs K Davidson Mr D Grieve Mr G McIndoe Mrs J Dick Mrs J Gurun Mr J Cullen Mrs L Everson Mrs G Liddell (0.4) Mr S Sutton Mrs H Haggerty Mr F Tognini* Mrs A McCracken Technical Education Mrs J Paterson Modern Languages Mr S Nelson PT Mrs J Hamilton PT Mr N Henderson Janitorial Staff Mrs A Brownlie DHT Mr I Smith Mr R Chatham Miss A O Rourke Mr G McDonald Mr C Kilpatrick (T) Mr J Campbell Mrs P Kirkwood PT English (Maternity Leave) * Denotes probationer T: Temporary

Establishment improvement Session 2013-14: School Achievements Completion of the Broad General Education in years S1-S3. Implementation of the Senior Phase (S4 ) in 2013-14. Changeover to a 33 period week to facilitate the above. Introduction of SQA Awards in S3 and the Science Crest Award in S2. Extension of inter-disciplinary projects in S3. Progression of electronic profiling in S3. Updating of CfE reports to improve information to parents/carers. Future Plans Finalise arrangements for the Senior Phase (S5 S6). Review the Broad General Education and update as appropriate. Review Monitoring and Tracking within the Broad General Education. Prepare for relocation to the new build. Literacy, Numeracy and Health and Wellbeing Literacy: Standards improved via the Closing the Literacy Gap programme and the Performance in English testing to confirm pupil attainment profiles and identify next steps. Increase in timetabled allocation of teaching time in S1-S3 and setting in S2. Numeracy: Setting from S1 ensures pupils are well supported according to their attainment profile. Regular formal testing informs next steps and allows work to be effectively differentiated. Health and Wellbeing: All experiences and outcomes embedded within PSE; assessment structures/systems to benchmark pupil progress in Health and Wellbeing are in progress. Attainment Refer to the Examination Results section of the Handbook. Leavers Destinations The information on the main destination of 2012-13 (Follow-up) school leavers has been provided by the local careers service and the percentage figures for the School, Authority and Country are tabulated below. 2012/13 Number of leavers Full-time higher education (%) Full-time further education (%) Training (%) Employment (%) Voluntary (%) Activity Agreements (%) Unemployed Seeking (%) Unemployed Not Seeking (%) % Positive James Hamilton Academy 140 27.1 42.1 1.4 18.6 0.0 1.4 7.9 1.4 90.7 9.3 East Ayrshire 1,366 32.6 33.7 3.8 20.7 0.1 1.2 6.4 1.4 92.1 7.9 % Other This is a follow-up analysis for 2012-13. Further Information refer to www.jameshamiltonacademy.co.uk

Curriculum 3-18 Curriculum for Excellence is the education system in Scotland. It includes nurseries, schools, colleges and community learning from three to 18 and beyond. Since autumn 2010, learners from pre-school to secondary have been working to Curriculum for Excellence guidance and standards. The table below matches the five curriculum levels to stages of learning generally applicable, with flexibility (for example, for young people who are particularly able and/or have additional support needs). LEVEL STAGE early the pre-school years and P1, or later for some first to the end of P4, but earlier or later for some second to the end of P7, but earlier or later for some third and fourth S1 to S3, but earlier for some. The fourth level broadly equates to Scottish Credit and Qualifications Framework level 4. The fourth level experiences and outcomes are intended to provide possibilities for choice and young people's programmes will not include all of the fourth level outcomes. senior phase S4 to S6, and college or other means of study. From pre-school to the end of S3 (3-15), young people will experience a broad general education which is designed to enable each pupil or young person to be a successful learner, a confident individual, a responsible citizen and an effective contributor.

Curriculum 3-18 The broad general education will include all of the experiences and outcomes across all curriculum areas up to and including the third level. Throughout all learning, prime importance is given to literacy, numeracy and thinking skills; skills for learning, life and work; an understanding of society, the world and Scotland's place in it and an active and healthy lifestyle. Learning across the curriculum 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 http://www.educationscotland.gov.uk/thecurriculum/ Young people approaching the senior phase (15-18) will have a range of options that reflect their abilities and aspirations, including staying on at school, going to college or university, entering work-based or community-based learning, volunteering, or a combination of these. These options offer the opportunity to study for qualifications and enhance skills important to their success in learning, life and work. New qualifications developed by the Scottish Qualifications Authority (SQA) will support and reflect young people s learning in Curriculum for Excellence. These allow a more personalised approach to study. For example, with guidance from their teachers, young people will be able to take advantage of more flexible arrangements: options to take qualifications over one or two years; taking National 4 and 5 qualifications in S4, S5 and S6 or by-passing these and working towards Higher. www.youngscot.org www.parentzonescotland.gov.uk www.sqa.org.uk www.educationscotland.gov.uk www.engageforeducation.org (learners) (parents and carers) (information on qualifications) (curriculum, learning, inspection) (share ideas and questions about education)

Curriculum 3-18 Progress of Curriculum for Excellence within James Hamilton Academy All pupils and young people from S1-S5 are now following Curriculum for Excellence. This means that they are learning through the designated experiences and outcomes in each subject area. These define the type of learning taking place and clarify what pupils and young people should achieve. All pupils have personal evaluation documents relating to each subject area so that they can review their progress and identifying next steps. Within subject teaching, the Assessment is for Learning programme has been further consolidated to improve pupil understanding and to create confidence in learning. This includes strategies such as peer and self-assessment which allows pupils and young people to track their progress on an ongoing basis. A Senior Phase programme has been developed identifying pathways which pupils and young people will follow from S4 onwards. This reflects courses currently available and the same range may not always be available every year. Across the curriculum, enterprise is incorporated into all courses so that pupils and young people get daily opportunities to practise core skills such as working with others, problem solving and using technology and so that they also get the chance to develop a sense of responsibility and a commitment to lifelong learning. All departments have devised inter-disciplinary projects where they link with another department to deliver particular teaching and learning related to a specific project. This helps pupils and young people to see connections between learning across the curriculum. Designated themed days take place to highlight the importance of key cross-cutting themes such as: Health & Wellbeing Education for Citizenship These are the responsibility of all teaching staff and as such all departments contribute to the themed days to raise awareness of these important elements of education within their own subject area.

Curriculum 3-18 High quality CfE reports are in place in S1-S4 and these include reports on progress in the cross-cutting themes (Literacy, Numeracy, Health and Wellbeing). Recognising achievement is also an important aspect of Curriculum for Excellence in James Hamilton Academy. The school provides opportunities for pupils and young people to achieve through a range of experiences including youth work, Community Learning and Development, involvement in the voluntary sector as well as through extra-curricular activities within the school. We also ensure that achievements in these areas are recognised both through formal accreditation (such as the National Achievement Awards) and informally through highlighting these in Parents Bulletins and in the local press etc. Community Links: In the wider school opportunities are provided for pupils and young people to link with the local community, including involvement with New Farm Community Council, which allows them to link their learning to issues relating to their local area. Pastoral Support: A comprehensive PSE programme is in place which covers the Health and Wellbeing experiences and outcomes reflecting the topics below. There are a team of 4 Pupil Support staff and they contact parents as appropriate on aspects of their child s learning and personal development. This covers issues such as sexual health, relationships, parenthood and drugs awareness. Religious and Moral Education: This is delivered via the Social Subjects/RE department in S1-S3 and via PSE in S4. Religious Observance: This takes place via formal assemblies around 4 times per session. These are led by the school chaplains. Parents can request to withdraw their child if they wish; separate arrangements for pupils to undertake meaningful work are made at these times.

Curriculum 3-18 Curriculum Planning Pupils follow the Broad General Education in years S1-S3. There is some personalisation and choice introduced at the end of S1 within the overall framework of Broad General Education. In S3, pupils select 6 subjects to continue into S4. In S4, pupils select 5 subjects to continue into S5 along with an additional Personal Achievement award. Copies of the curricular pathways are available on request (Tel: 01563 533221). In S4, we normally have around 80% of the yeargroup opting to remain in S5 and around 60% of the cohort remaining from S5-S6. Wider Achievement Pupils celebrate success in National Youth Award 2013-14

Curriculum 3-18 Key Stage S1 S1- S2 S2 Delivery of Curriculum Core Time Notes All pupils follow the Broad General Education which is delivered via experiences and outcomes at Level 3. IDL is progressed via the Shared Responsibility Project and Themed days (Health and Wellbeing and Education for Citizenship). Pupil profiling is introduced to support pupils in evaluating their own progress and identifying next steps. Wider achievement is tracked via House Booklets from P7. Dynamic Youth Awards are introduced to ensure accreditation for wider achievement. Some personalisation and choice is introduced to allow pupils to major in 8 subjects and to develop these in considerable breadth and depth. All pupils must keep within the BGE learning areas#. Pupils depth of learning is enhanced through projects which expand their learning in key areas (Maths, Science. IT, Art & Design etc). All pupils follow six 6 week projects in addition to their routine subject allocations. IDL is continued via Themed days and departmental link projects. 1 x PSE RME delivered within Social Subjects 2 X PE 1 X Bounce Back Course designed to develop resilience in young people. 1 X PSE 2 X PE RME delivered as above 1 x Project Skills for learningᴓ, life and work are embedded within all areas of the curriculum and progress within these is included within formal reports. Pupil profiling continues throughout S1-S3. Time allocations per subject per year are included within the Options Booklet. Additional time provided in S2 for Social Subjects/RE and Science to ensure all pupils achieve level 3 experiences and outcomes in all discrete areas. Examples of S2 Projects: Science CREST Award Photography Personal Finance etc.

Curriculum 3-18 Key Stage S3 Delivery of Curriculum Core Time Notes Pupil choice is extended to SQA Awards; they can select one award to pursue which they can complete in S5. IDL is continued via the Musical Theatre project and the Vocational Training initiative linking Automotive Skills and Steps to Work. S3-4 Pupils select 6 subjects from 8 to continue into S4. School emphasis is on breadth and depth of learning leading to better qualifications. S4- S5 S5- S6 Pupil select 5 subjects from 6 to continue into S5. Pupils receive five SQA Highers or Nationals plus an SQA Award. Pupils select from the S5 course choice plus an additional bank of Highers and Advanced Highers. Many of the Highers in S6 do not require previous knowledge or accreditation. 1 X PSE 2 X PE RME delivered as above 1 X Health and Wellbeing 2 X SQA Award/ IDL Project 1 x PSE/RE 2 X PE RME subsumed within PSE Pupils select an SQA Award (2 periods weekly) or can continue an award started in S3. Core PE delivered via the Improving Wellbeing award. As above. S6 pupils can also be involved in a Fair Trade Group (to achieve a Saltire Award) or Young Enterprise Group (to achieve the YES Award). This includes: supporting the electronic profile S3 pupils must complete as a record of their best achievements within the BGE opportunities for 1-1 mentoring on a weekly basis with designated PTPS tracking Health & Wellbeing progress. Maths and English compulsory. Donna Vivers, CFE Liaison Manager, on selection of 6 subjects in S4. No employer in Scotland asking for 8 or 7 Standard Grade awards (or their equivalent) Better to take 6 subjects. and get 5 periods a week than do a lot of subjects most of which you won t need Only English is compulsory. No compulsory subjects. # Literacy & English Inter-disciplinary learning Expressive Arts ᴓ A list of these is included within the Options Booklet. Options booklets are available from the school office. Health and Wellbeing Numeracy &Mathematics Modern Languages Summary taken from whole school policy on Curriculum Planning 2014. Sciences Social Studies Technologies

Curriculum 3-18 Homework The school firmly believes in the importance of regular, meaningful and challenging homework. It is regarded as a normal, not extra, part of school work. At the beginning of a new session pupils are issued with Homework Diaries in which they are expected to record all homework as it is issued and to note the date on which it is due. Information to Parents A parental leaflet detailing information on Homework is sent out to parents/carers at the beginning of the session. This clarifies the amount and type of homework set by each department for each yeargroup. A whole School Homework Policy is in place which clarifies issues relating to the homework set and how we support pupils and staff in relation to this. The Types of Homework will mainly be:- - learning facts or new words - written tasks e.g. completing exercises - preparation - finding out information for a project or investigation; doing research - revision for tests or assessments The Parent s Role The completion of homework is the pupil s responsibility. However, we can all, staff and parents, play an important part in supporting pupils. We would suggest that parents try, as far as possible, to do the following:- (i) set aside a regular time in the evening for homework and ensure that it is completed before your child settles down to other evening activities (ii) check the Homework Diary to monitor the homework your child gets and SIGN IT WEEKLY to indicate that you have seen it (iii) (iv) (v) (vi) (vii) (viii) provide a quiet area at home to allow your child to study uninterrupted offer help with tasks if appropriate encourage your child to make use of the school library as a source of information on a point of interest or uncertainty contact the school whenever there appears to be a problem with homework (too little, too much, difficulty completing work, etc.) attend, where possible, any Parental Workshops or Meetings which offer help on how to support your child at home with homework praise your child when he/she produces good work at home

Curriculum 3-18 The School s Role As a staff, we are committed to doing all we can to ensure that your child can complete the homework set. Where there appears to be a problem, we will contact you either via a telephone call from Pupil Support, or via a Letter of Concern. Support and Incentives One of the major initiatives to support pupils with homework is the Homework Diary. The diaries are checked and in the main pupils are diligently using these to note homework details. We would invite all parents to use these as a means of communication with staff where there is a concern about homework or any other matter. Within individual departments, pupils are rewarded for completing homework timeously and to a high standard as part of the departmental rewards system. We have also altered our PSE courses to include lessons on noting and completing homework, how to organise, prioritise and plan tasks and so on. This helps to reinforce to pupils the importance of their role in taking responsibility for the organisation and completion of homework. After school homework sessions to reinforce these skills are also offered to pupils in S1-3. General Supported Study, focussing on subject specific work, is offered to pupils in S4 S6. We are sure that all these measures will support your child with his/her homework. However, there is no substitute for your interest and encouragement in ensuring that your child does regular, meaningful and challenging homework to the best of his/her ability. If you feel uncertain about helping your child at home, please do not hesitate to contact us for advice. S4/5 Tree of Knowledge support pupils with homework

Assessment and reporting The broad aims of assessment can be summarised as follows - (a) (b) To assess progress and to provide feedback to pupils, young people and teachers regarding the attainment of defined learning targets To provide information on the next steps in pupils and young peoples learning (c) To diagnose individual problems and weaknesses allowing appropriate support for learning to be allocated (d) To motivate pupils and young people by emphasising individual strengths and encouraging pupils and young people to build upon them (e) (f) To assess the effectiveness of teaching and learning materials and methodologies To gain information which may be used to:- (i) (ii) (iii) form desired/appropriate groups in a class facilitate course choice form the basis of reports to parents S1 S3 Pupils and young people undertake day-to-day assessment which allows teachers to check informally on their progress and skills development. These include watching pupils and young people work, discussing their work with them, Assessment is for Learning techniques as well as setting special tasks, school tests and internal moderation. Formal summative tests are also used by all departments to check on learning and inform reports. Pupils and young people are formally assessed twice per session and results inform contacts with parents. Progress is closely monitored in relation to prior learning and action is taken to set specific targets with clear timescales where pupils and young people are failing to achieve their best. In addition, Cognitive Ability Testing is used in P7 and S3 to identify pupil targets in relation to National examinations. Teaching staff monitor progress against these to ensure pupils are achieving their best.

Assessment and reporting National 4/5 In S4, ongoing assessment continues alongside formal examinations to check on progress and a formal Prelim diet is held in January. The monitoring of progress and follow-up of underachievement follows the same arrangements as for S1 S3. S5 In S5/6 we offer a range of National Qualification (Post 16) courses: Advanced Higher, Higher, National 5/4 and Intermediate 1. This is the last year of Intermediate courses as from 2015-16, the new National qualifications will also be in place in S6. Pupils and young people are assessed in accordance with pre-determined criteria laid down by the examining body. School Based Courses Our links with Ayrshire College also allows some pupils and young people to access courses such as Construction Crafts during one afternoon per week over two years. All assessment of these courses is internal but pupil work is moderated to ensure pupils and young peoples work meets national standards. Other vocational courses offered in school include Steps to Work, Automotive Skills, Employability Award and Skillforce. All of these courses are formally accredited.

Assessment and reporting The dates for this session s Parents Evenings are:- S1 S2 S3 S4 22 October 7 October 21 January 12 February S5/6 10 December The dates for this session s Parents Information Evenings are:- S1 S3 5 March 27 January S4/5 4 February The dates for this session s Primary-Secondary Transition Evenings are:- Information Evenings Information Evenings P7 Induction 3 November 28 May 8 June, 9 June, 10 June In addition to these formal meeting times, the Head Teacher publishes a School Calendar annually to inform parents of reporting and other key dates. The Head Teacher also issues a summary of the School Improvement Plan towards the end of each session to allow parents to be involved in the evaluation of the Plan and to comment of proposed priorities and targets for the forthcoming session. Please contact the school for a copy of these documents.

Assessment and reporting Assessment is for Learning (AifL) In line with A Curriculum for Excellence all departments use AifL techniques to support pupils and young people in their learning. These techniques involve pupils and young people in ongoing assessment where they learn to evaluate their progress on a regular basis and to identify what they need to do to improve. AifL supports pupils and young people through the following strategies: clearly stating lesson aims identifying the purpose of learning giving appropriate feedback giving advice on how to improve identifying next steps supporting the pupil in deciding on what needs to be done and who can help Additional Support Needs Children who may have additional support needs, or who require a Co-ordinated Support Plan will be assessed in a way suited to their individual requirements. Further information is available from the Head Teacher.

Policies and procedures The establishment has a range of policies and procedures which are available for parents to read POLICY ORIGINAL DATE UPDATED STATUS / NOTES PERSONNEL Additional Support for Learning Administration of Medicines 2007 2014 A Brownlie/L McPike/SfL dept 2008 2014 A Brownlie Anti-Bullying 2008 2011 To be reviewed 2014 15 re e-safety/ cyber bullying Attendance 2008 2011 and 2013 Revised policy issued August 2013 A Brownlie/EfC Committee Head Teacher/Pupil Support Staff Assessment and Reporting 2009 Review in progress. Head Teacher/Assessment & Reporting Committee Care and Welfare 2010 Current ; commended by authority 2014 Appendix 3 updated 2014 Head Teacher Continuing Professional Development 2010 2014 Updated to reflect new arrangements re Professional Update. Issued as draft Feb 2014; confirmed May 2014 2009 2014 Revised policy issued September 2013 Correspondence with the Children s Reporter Curriculum Flexibility 2008 2013 Revised policy issued August 2013 Curriculum (Whole School) 2014 Issued as draft Feb 2014 Confirmed May 2014 Head Teacher A Brownlie Head Teacher Head Teacher Dispute Resolution 2007 2014 A Brownlie/ L McPike/SfL dept Dyslexia 2007 2014 *Await authority guidelines due L McPike/SfL dept (Draft*) August 2014 Education for Citizenship 2006 2011 Current A Brownlie/EfC Committee Enterprise in Education 2008 Review Pending Head Teacher Equality 2008 2013 Revised policy issued Aug 2013 Head Teacher

Policies and procedures POLICY ORIGINAL UPDATED STATUS / NOTES PERSONNEL DATE Global Citizenship 2010 Current Head Teacher/EfC Committee Health and Safety 2011 Current Head Teacher/Health & Safety Committee Health and Wellbeing 2006 2012 Current A Brownlie/Health & Wellbeing Committee Homework 2007 2012 Current L Millar Induction of Probationers 2009 2012 Current L Millar Information and 2007 2012 To be reviewed 2014 15 Head Teacher Communication Technology re e-safety Information for New Staff 2010 2012 Current L Millar Library 2007 N/A (No longer a Head Teacher / Librarian Librarian in post) Literacy across Learning 2008 Review Pending Head Teacher / Literacy Core Group Looked After and 2010 Current Head Teacher Accommodated Children More Choices: More Chances 2011 Current Head Teacher Numeracy across Learning 2009 Current Due for Review L Millar / Numeracy Committee Positive Discipline 2007 2012 Updated re Mobile Phone issues etc. 2012 Head Teacher / Positive Discipline Committee Primary Secondary 2009 2013 Revised policy issued Head Teacher/L Millar Transition August 2013 Pupil Support Base 2007 2011 Current Head Teacher / PSB Committee Quality Assurance 2009 To be reviewed Head Teacher Recognising Achievement 2014 Issued as draft Nov 2013; Head Teacher new confirmed May 2014 Religious Observance 2009 Current Head Teacher / EfC Committee School College Partnership 2008 Includes quality assurance procedures J Mitchell

Policies and procedures POLICY ORIGINAL DATE UPDATED STATUS / NOTES PERSONNEL School Excursions and Educational Visits 2010 Revised procedures issued via authority re EVOLVE Head Teacher / Excursions Committee SQA Internal Verification 2010 2014 Current A Brownlie Staff Cover 2010 2011 Updated; relevant sections reissued to Principal Teachers Substance Misuse 2013 August 2014 Current Current Head Teacher Head Teacher Sustainable Development Education 2011 2013 Current Head Teacher

Additional support for learning The Support for Learning department, in conjunction with Pupil Support staff, Educational Psychologist, parents, staff and the young people themselves, work together to provide effective support systems for pupils and young people with additional support needs. In James Hamilton Academy, there are effective systems in place to assist in the early identification of young people with additional support needs so that support planning takes place at the earliest possible stage. The Support for Learning department, as part of the Pupil Support Team, provides support and advice for colleagues in their consultancy role. This consultation starts well before the pupil arrives at James Hamilton Academy, with Primary colleagues, Educational Psychologist, Pupil Support staff and Support for Learning staff working together from Primary 6 onwards, ensuring that the needs of pupils and young people with additional support needs will be adequately met within a secondary setting. The Support for Learning department uses the information gathered from primary colleagues to plan the support provision for pupils and young people. This provision takes the following forms; Co-operative teaching: S1 and S2 classes have co-operative teaching English and Mathematics. Classes also may have extra support in other curricular areas. The Support for Learning staff work with the class teacher to ensure the materials and methods used are suitable for all pupils and young people. Co-operative teaching continues up to S4 with a particular focus on English and Mathematics. Where possible, support is also provided in other subjects. There are also behaviour support teaching staff who work with pupils and young people in class, in small groups or individually to provide support. Class Support: Class support is provided by classroom assistants who are linked to the Support for Learning department and who work with pupils and young people who have difficulty with motor skills, have a physical disability or who need extra support accessing a mainstream curriculum. Tutorials: Some pupils and young people with additional support needs benefit from individual or small group help. These pupils and young people are given a tutorial. The Support for Learning teacher will plan a programme of work to suit the needs of the pupil and will contain academic and personal targets for that pupil to work towards. Some tutorial classes may be necessary for some pupils up to S5/6.

Additional support for learning Pupils and young people in S1 and S2 who have difficulties with literacy take part in Closing the Literacy Gap programme, which is an intensive individual Reading package. The pupils and young people who have taken part in the programme since 2009 achieved considerable success, which develops their confidence and ability in literacy. ICT: Digital Papers involve the pupils and young people being trained to operate ICT which will read both the printed word and their own answers aloud. Pupils and young people use headphones to listen to the papers and they work independently to sit the assessments. Embedded within a Curriculum for Excellence ethos is the desire to develop confidence and independence within young people and to address this, SQA have outlined new assessment arrangements for candidates with additional support needs (April 2013) which will mean candidates will be using ICT in assessments rather than human reader/scribes in Literacy assessments. Ahead of the game, James Hamilton Academy has been leading East Ayrshire secondary establishments in the development and the delivery of offering Digital papers in assessments for pupils and young people with dyslexia or literacy difficulties since 2009. There are more pupils and young people presented at James Hamilton Academy in Digital Papers than any other secondary establishments in East Ayrshire. These have been very successful and results for students using ICT in exams have been consistently high. Pupils and young people start to be trained in using Digital Papers one hour a week from the start of S2. In October 2013, James Hamilton Academy Support for Learning department led very successful CPD in-service training on Digital papers to all Support for Learning secondary staff in East Ayrshire. This will be followed up in February 2015. Differentiation: All departments are involved in the continual development of differentiated course materials. This means, for example, that resources such as worksheets are available at different levels to suit the reading ability of the pupil. This differentiation is also extended to homework materials. Support for Learning staff have been working with subject teachers over the last few years creating differentiated coursework and homework for the new curriculum for excellence courses,

Additional support for learning All staff in James Hamilton Academy are totally committed to meeting the needs of each individual pupil through providing and delivering appropriate courses for all pupils and young people and responding to any additional support needs pupils and young people may have. Curriculum Flexibility: The Support for Learning department is heavily involved in the development of curriculum flexibility so that all young people are to develop their capabilities as successful learners, confident individuals, responsible citizens and effective contributors. Various programmes have been initiated within James Hamilton Academy via the curriculum flexibility policy e.g. BEC links with Kilmarnock College and Health and Wellbeing class in S1. The Support for Learning department are committed to the development of curriculum flexibility so that the individual needs of pupils and young people with additional support needs can be met within a mainstream environment. Lunch club: With the assistance of SMT, classroom assistants and other staff, the Support for Learning department run an interval and lunch club, fully supervised, for vulnerable children. The focus is mainly on S1 & S2 pupils and it provides a base which pupils and young people can access where they can work together, get assistance with homework, share their concerns and have fun while feeling secure within an inviting and friendly environment. Continuing Professional Development: The Support for Learning department delivers in-house CPD for staff on a variety of subjects such as Differentiation, Dyslexia, ADHD, Asperger s Syndrome, Meeting Pupils Needs and Addressing Challenging Behaviour.

Transition The move from primary to secondary can often be one of the most important changes in a child s school life. However, the exchange of information within the Learning Community certainly eases the transition. There is a structured transition programme which begins in September of Primary 7 and for some pupils the process begins as early as Primary 6. The Depute Head Teacher with responsibility for S1, Pupil Support Staff and the Principal Teacher of Support for Learning visit our associated primaries to speak to pupils about the move to James Hamilton Academy. The task of teachers here is to use this information sensitively and effectively to ensure that appropriate provision is made for your child when he/she comes to the Academy. Various initiatives are planned and implemented to the benefit of all pupils and young people in the Learning Community. Each of the primaries are involved in transition projects with James Hamilton Academy. The departments now involved are English, Mathematics, Social Subjects/RE, Science and Business Education/IT and PE. (Secondary PE staff deliver all PE in the associated primaries). In addition, special Science and Expressive Arts Days are held where all primary 7 pupils come together in the secondary to experience working in the Science labs and to participate in Music, Art & Design and PE. Parents of Primary 7 pupils are invited to attend Parents Informal events in November and in May. Parents of children outwith the catchment area who have been offered or who are seeking a place in the school may also attend these meetings. In June 2014, Primary 7 pupils visited James Hamilton Academy for three days when they followed a full timetable and gain experience of all subjects. Any parent who wishes at any time to visit the Academy may call to arrange an appointment. The associated primary schools are New Farm Primary School Sutherland Drive Kilmarnock KA3 7DF Tel: 01563 523316 Onthank Primary School Meiklewood Road Kilmarnock KA3 2ES Tel: 01563 525477 Silverwood Primary School Kennedy Drive Kilmarnock KA3 7SZ Tel: 01563 524400

Parental involvement James Hamilton Academy Sutherland Drive KILMARNOCK KA3 7DF Tel: 01563 533221 Parents are welcome to contact the school on any matter relating to their son s or daughter s well-being. It is helpful if they can approach the school in advance and arrange a meeting with the appropriate member of staff at a mutually convenient time. The school may also request a meeting with parents when pupils and young people are failing to maintain a reasonable standard of work or conduct. A number of meetings are held throughout the session to allow communication between parents and teachers on a variety of subjects. These include:- (a) Meetings with parents of Primary 7 pupils due to attend the Academy the following session (b) (c) Meetings to discuss option choices at the end of first year Meetings for all years of the school to allow parents and teachers to discuss individual pupils progress

Parental involvement Our partnership with parents and the community underpins every activity and development in James Hamilton Academy. Through a programme of work experience and community service, we encourage pupils and young people to play a part in the life of the community beyond school. We are grateful for the support of parents and employers in delivering this programme and recognise that only through working together can we achieve success for our pupils and young people. The school s commitment to involving and working with parents, carers and families is excellent. A range of strategies has been introduced to engage parents in their children s learning as follows:- regular high quality Parents Bulletins are issued to parents to update them on the school s provision, new developments and pupil attainment and achievement comprehensive Pupil Reports are issued so that they are kept informed of their children s progress and have accurate details of forthcoming Parents Evenings a Parents Calendar is issued at the start of the year so that parents know key dates in advance (for example, in relation to Parents Evenings, Religious Observance assemblies etc) parental workshops are offered on a range of topics and organised as requested questionnaires are sent out to evaluate aspects of the school s provision with action taken to address matters arising. Examples have related to:- Parents Evening Arrangements PSE course content Additional Support Needs provision Primary 7 Information Evening invitations to parents to join school committees are issued via the Parent Council, Parents Bulletins etc. parents are well informed of policy developments and are invited to comment on these.

Parental involvement all parents are encouraged to be involved in any major developments such as the establishment of the school s Core Values special events are organised to meet the needs of particular parents such as:- Parents Information Evenings at key transition stages Parents Information Evening to support Higher Pupils formal invitations are sent to parents to attend the annual Prizegiving Ceremony the school s Seemis Text Messaging system is well used to relay key information and reminders to parents on a range of issues. In the wider community, the school seeks to be involved in the following ways:- (i) Fundraising to support local charities (ii) (iii) (iv) Open evenings where parents and visitors can see around the school and can get a flavour of the teaching and learning taking place Work Experience placements Supporting specific groups in the community eg Christmas parcels for the elderly etc. The school also encourages pupils and young people to take advantage of the many activities offered within the community to extend their learning experience. A Notice Board advertising clubs, community events and activities for young people within the community is situated outside the Assembly Hall. Community Education The local community regularly makes use of the PE complex. Further information on the facilities and letting procedures can be obtained from the :- Community Education The Gateway Centre Kilmarnock

Parental involvement PARENT COUNCIL 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. Parent Councils are very flexible groups and the Parent Forum can decide on the type of group it wants to represent their views. Parents might decide they want a representative from each year group in the school. They might want to include pupils and young people, other teachers at the school or parents from a primary or secondary school. This flexibility allows parents to choose a Parent Council which reflects their school and will encourage parents to become involved and engaged with their child s education. The Chair of the authority s Parent Steering Group has a place on Council Cabinet to help influence decision making about all matters relating to education. The authority s Parent Steering Group is composed of representatives from Parent Councils cross East Ayrshire and this group will represent the views of parents in the school sector. The Clerk to the current Parent Council is: Vacancy Members of the Council are: Mr P Mabon, 33 Niven Court, Kilmarnock (Chair) Mr S Littlejohn, 16 Galston Place, Kilmarnock (Parent) Mr S Gilbert, 4 Bernera Place, Kilmarnock Mr M Newlands, 27 Rumford Place, Kilmarnock (Parent) Mrs S Hunter, 3 East Wardlaw Farm, Kilmarnock (Parent) Ms M Hodgson, 3 Caledonia Court, Kilmarnock (Vice Chair) Mrs T Robertson, 5 Fair Isle Place, Kilmarnock (Parent) The email address is jhpc@live.co.uk The Parent Council meets approximately every 4-6 weeks. The Head Teacher is always is attendance and provides a report on establishment developments and activities at every meeting. Any parent who is interested in joining the Parent Council should contact the school. Parents may also wish to request a copy of the Parent Council Constitution via the school office.

Learning Community Learning Community The school is a member of the James Hamilton Academy Learning Community which brings together a wide range of services to benefit young people. The principal purpose of the Learning Community is to ensure that services are better co-ordinated in order to meet the needs of young people and raise attainment. Learning Communities support the government s approach to GIRFEC (Getting it Right for Every Child). This means that if a child/young person needs support then, where possible, there will be one co-ordinated assessment and one plan for that child/young person. The members of the Learning Community meet monthly to discuss key issues and to promote a coordinated approach across all establishments and agencies. Members of the Learning Community include: Head Teacher of James Hamilton Academy Head Teacher of New Farm Primary School Head Teacher of Silverwood Primary School Head Teacher of Onthank Primary School Head Teacher of Onthank Early Childhood Centre Senior Education Manager Representative from Community Learning and Development

Wider community links New Farm Community Council Senior pupils attend Council meetings and update members on the work of the school. The school also contributes to the New Farm Community Council Newsletter. Local Charities/Fundraising The Senior Prefect Team organise Christmas parcels for the elderly on an annual basis. Local charities are supported in accordance with pupil requests via Pupil Council meetings. (For example, Cancer Care, Islay Dog Rescue Centre (Cumnock) etc). Business Links Local businesses and organisations work closely with the school to support the development of employability skills via Mock Interviews for all S4 pupils. In addition, representatives attend the school s Careers Clinic to make young people aware of employment and apprenticeship opportunities in the local area. St Kentigern s Church Senior pupils attend services to mark special initiatives (eg the link between religion and education) and school choirs perform at special services. S3 pupils are involved in the Christians Arts initiative where young people are supported to examine school values through pastoral/spiritual input. Music in the Community The school band and senior choir perform in Ayrshire establishments to entertain other young people, local citizens and those in hospital. Venues include Argyll House Nursing Home, Willowbank School, Crosshouse Hospital etc.

Wider community links Anthony Nolan Trust 47 senior pupils signed up to the Anthony Nolan register. Following an awareness-raising session by staff from the Scottish Fire and Rescue Service, the pupils added their names to the list of stem cell and bone marrow donors. Six senior pupils were recruited as school champions and did a fantastic job of overseeing the event and assisting the volunteer staff. The drive was focused on recruiting young people aged 16 or over as they are more likely to be chosen as donors and have fewer complications that could prevent them donating. As Paul Devlin from the Scottish Fire and Rescue Service said: The school champions were brilliant last week and a genuine credit to themselves and the school. The adult volunteers were very impressed at how they conducted themselves and engaged with the other pupils throughout the morning. There were a total of 47 donors registered which is an excellent result. You have set the standard for the rest of East Ayrshire to follow. Anthony Nolan Trust

Other information Contact Details Executive Director of Educational and Social Services Graham Short, Executive Director of Educational and Social Services East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU Acting Head of Schools Alan Ward, East Ayrshire Council, Educational and Social Services Department Council Headquarters, London Road, Kilmarnock KA3 7BU Head of Community Support Kay Gilmour, East Ayrshire Council, Educational and Social Services Department Council Headquarters, London Road, Kilmarnock KA3 7BU Spokespersons for Lifelong Learning Councillor Eoghann MacColl and Councillor Stephanie Primrose East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU Local elected members for ward East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU Councillor Helen Coffey, Councillor Elaine Cowan and Councillor Maureen McKay Councillor Jim Buchannan, Councillor John Campbell, Councillor Gordon Cree and Councillor Drew McIntyre

Examination results Fourth Year Results: 2014 Sept Total Pupils on Roll 107 SUBJECT National 4 Pass ADMINISTRATION/IT 5 ART & DESIGN 20 BIOLOGY 7 CHEMISTRY 11 COMPUTING SCIENCE 7 DESIGN AND MANUFACTURE 1 ENGLISH 42 FRENCH 3 GEOGRAPHY 5 GRAPHIC COMMUNICATION 2 HISTORY 3 HOSPITALITY 17 MATHEMATICS 55 MODERN STUDIES 11 MUSIC 13 PHYSICAL EDUCATION 17 SCIENCE 30 TOTALS 249

Examination results Fourth Year Results: 2014 SUBJECT National 5 1 2 3 4 5 6 7 8 ADMINISTRATION/IT 7 8 1 2 0 0 0 0 ART & DESIGN 21 5 1 0 0 0 0 0 BIOLOGY 0 3 2 6 10 0 0 3 CHEMISTRY 2 8 4 5 2 5 0 2 COMPUTING SCIENCE 2 2 2 1 2 0 0 0 DESIGN AND MANUFACTURE 1 6 2 2 2 2 0 0 ENGLISH 3 25 10 10 8 8 0 1 FRENCH 5 2 3 1 2 2 2 3 GEOGRAPHY 0 6 2 3 3 3 1 4 GRAPHIC COMMUNICATION 0 7 8 6 3 2 0 2 HISTORY 1 7 1 6 4 5 0 1 MATHEMATICS 8 16 8 5 1 5 0 5 MODERN STUDIES 0 3 0 2 1 3 0 0 MUSIC 1 7 0 1 1 0 0 0 PHYSICAL EDUCATION 11 9 1 1 0 0 0 0 PHYSICS 2 3 4 1 2 0 0 3 SPANISH 7 6 2 1 2 3 1 1 TOTALS 71 123 51 53 43 38 4 25

Examination results Fourth Year Results: 2014 SUBJECT Access 3 Art & Design 1 English 10 Mathematics 19 Steps to Work 14 Employability Award 14 SUBJECT Int 1 Pass PC Passport 10 Construction Crafts 12 SUBJECT Pass JSLA 12 SUBJECT COPE 2 ASDAN 9

Examination results Fifth Year Results: 2014 Sept Total Pupils on Roll 100 SUBJECT Higher A B C D FAIL TOTAL ACCOUNTING 0 0 1 0 0 1 ART & DESIGN 6 7 2 0 0 15 BIOLOGY 2 6 7 2 4 21 CHEMISTRY 4 6 6 0 1 17 COMPUTING 1 3 0 3 1 8 ENGLISH 7 8 13 2 0 30 FRENCH 4 2 2 1 2 11 GEOGRAPHY 2 1 2 0 1 6 GRAPHIC COMMUNICATION 4 1 0 0 0 5 HISTORY 0 3 4 0 3 10 MATHEMATICS 6 11 9 1 4 31 MODERN STUDIES 1 4 1 1 4 11 MUSIC: PERFORMING 0 3 4 1 2 10 PHOTOGRAPHY 5 11 4 1 0 21 PHYSICAL EDUCATION 8 8 2 0 0 18 PHYSICS 1 1 3 2 1 8 PRODUCT DESIGN 0 0 2 4 1 7 TOTALS 51 75 62 18 24 230 SUBJECT Higher pass DIGITAL MEDIA 1

Examination results Fifth Year Results: 2014 SUBJECT INTERMEDIATE 1 A B C D FAIL TOTAL ADMINISTRATION 2 3 0 0 1 6 ART & DESIGN 1 0 0 0 0 1 ENGLISH 3 8 2 1 1 15 MATHS 3 2 2 1 3 11 TOTALS 9 13 4 2 5 33

Examination results Fifth Year Results: 2014 SUBJECT INTERMEDIATE 2 A B C D FAIL TOTAL ADMINISTRATION 1 1 3 0 0 5 ART & DESIGN 0 9 0 0 0 9 BIOLOGY 0 2 1 1 0 4 COMPUTING 0 2 2 0 0 4 ENGLISH 5 7 16 3 1 32 HOSPITALITY 0 1 5 1 0 7 MATHEMATICS 13 6 9 2 4 34 MUSIC: PERFORMING 0 2 0 0 0 2 PHYSICAL EDUCATION 4 1 1 0 0 6 PRACTICAL CRAFT SKILLS 1 2 2 0 0 5 TOTALS 24 33 39 7 5 108 SUBJECT Int 2 pass CREATIVE INDUSTRIES 5 ACCESS 3 ENGLISH 1 MATHEMATICS 1

Examination results Sixth Year Results: 2014 Sept Total Pupils on Roll 61 SUBJECT Higher A B C D FAIL TOTAL ACCOUNTING 1 2 6 0 0 9 ART & DESIGN 2 5 1 0 0 8 BIOLOGY 2 0 2 2 10 16 CHEMISTRY 0 3 0 0 0 3 COMPUTING 0 0 2 1 0 3 ENGLISH 3 3 12 2 1 21 FRENCH 2 1 0 0 0 3 GEOGRAPHY 2 3 3 0 3 11 GRAPHIC COMMUNICATION 0 4 1 0 0 5 HISTORY 0 3 0 1 4 8 MATHEMATICS 2 3 9 1 2 17 MODERN STUDIES 3 3 0 0 1 7 MUSIC: PERFORMING 0 0 0 0 1 1 PHOTOGRAPHY 4 5 1 0 0 10 PHYSICAL EDUCATION 2 1 1 0 0 4 PHYSICS 0 3 2 1 3 9 PRODUCT DESIGN 0 0 2 1 1 4 SPANISH 2 1 0 0 0 3 TOTALS 25 40 42 9 26 142

Examination results Sixth Year Results: 2014 SUBJECT Higher pass PERSONAL DEVELOPMENT 17 DIGITAL MEDIA 3 SUBJECT INTERMEDIATE 2 A B C D FAIL TOTAL ADMINISTRATION 5 5 2 0 0 12 ART & DESIGN 2 0 0 0 0 2 COMPUTING 1 0 0 0 0 1 ENGLISH 3 1 2 2 0 8 FRENCH 0 1 0 0 0 1 HOSPITALITY 6 4 1 0 0 11 MATHEMATICS 1 3 2 0 0 6 MUSIC: PERFORMING 0 0 1 0 1 2 PHYSICAL EDUCATION 2 0 0 0 0 2 PRACTICAL CRAFT SKILLS 1 3 0 0 0 4 TOTALS 21 17 8 2 1 49 SUBJECT Int 2 Pass PERSONAL DEVELOPMENT 1 CREATIVE INDUSTRIES 10

Examination results Sixth Year Results: 2014 SUBJECT Advanced Higher A B C D FAIL ART& DESIGN: DESIGN 2 0 1 1 0 ART & DESIGN : EXPRESSIVE 6 3 0 0 0 ENGLISH 1 3 3 0 0 FRENCH 1 1 0 1 1 GRAPHIC COMMUNICATION 0 4 1 0 0 MATHEMATICS 0 1 3 1 0 MUSIC: PERFORMING 2 4 2 1 0 TOTALS 12 16 10 4 1

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