Guidance. Kirkstyle Primary School HANDBOOK 2015-2016

Guidance Kirkstyle Primary School HANDBOOK 2015-2016 1

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

Message from Executive Director of Educational and Social Services Thank you for taking the time to read this handbook. In writing the following pages, colleagues are attempting to do two things. The first is to provide you with the information you need so that your child can be given access to all of the services and facilities to which they are entitled. The second purpose is to seek and promote a genuine partnership with you as the main responsible adult in your child s life. Without that partnership it will not be possible for your daughter or son to take maximum advantage of their education and so to fulfil their potential. Quite simply, we want the best for your child in exactly the same way you do. My invitation to you is that should you have any doubts about your child s progress or their entitlement to a service, then you should not hesitate to contact the school or early childhood centre. You are entitled to an explanation of anything that is of concern to you and staff will be very pleased to assist you with an answer to any question you have. All we would ask is that you do this with the courtesy that you yourself would expect. I know your child will enjoy their time with us and they will learn and progress every day. However old your son or daughter, never be afraid to ask what they were doing today and whether they were having any difficulty or problem that we, or you, can help them with. By our working together in this way, I promise that your child will succeed and will have a great preparation for life. Kindest regards Graham Short 3

Headteacher s message Welcome to Kirkstyle Primary School. On behalf of everyone I extend a warm welcome to you and your child, as he/she is about to begin his/her education at this school. We look forward to having your child at this school and you can be confident in finding our staff, both teaching and support, concerned about the education and well-being of your child. I hope that the information contained in this handbook will demonstrate the main aim of Kirkstyle Primary School, which is to provide a quality education. The handbook is intended as a guide to all parents of new pupils in session 2015-2016, but may also be of interest to parents whose children already attend the school. Parents in Kirkstyle have a very important role, both in the invaluable support they give at home, and, in their active participation in school. We have been fortunate in having an active group of volunteer helpers for our various activities, all of who help to enrich and improve the learning experience for the pupils. We have an active Parent Council who works alongside the school staff to improve the school. I am confident we can work together to make your child s years in this school memorable, aspirational and fulfilling. The Olympic Motto: Citius, Altius, Fortius "Swifter, Higher, Stronger" Diane MacKinnon Head Teacher 4

Establishment ethos, vision and values VALUES In 2012, the year of Britain hosting the Olympic Games, the children, staff and parents worked together to create the statements below. These statements are about what we as a community value at Kirkstyle. RESPECT for all pupils and staff, in a school who protect each other s feelings and safety. FRIENDSHIP among pupils, getting along together sharing our work, rest and play times. COURAGE demonstrated through an I can attitude and having the courage to stand up for what s right. DETERMINATION in all that we do, being the best we can be. EXCELLENCE in education with pupils and staff going for gold. EQUALITY within our school community, treating people equally and being respectful of others. INSPIRATION when we work together to try something new to motivate others. AIMS In Kirkstyle Primary school we aim to offer an education of the highest quality through effective teaching and learning by: providing a stimulating and caring environment in which every individual equally can develop his or her full potential, both academically and socially. recognising, valuing and appreciating effort in every sphere, encouraging self esteem and self confidence. fostering a positive attitude to learning and providing skills to extend education and interests. developing in every individual a sense of his or her responsibility as a member of class, school and community and realising the value of his or her contribution to the wider community. encouraging pride in our own culture, tolerance of other cultures and appreciation of the contribution we all make to society. developing effective links with parents, other sectors and the wider community and foster genuine partnership with all to provide the best possible learning situations and opportunities for pupils. 5

Establishment ethos, vision and values PROMOTING POSITIVE BEHAVIOUR The relationship between pupils and teacher is similar to that between the child and his/her own parents requiring mutual consideration on both sides. Discipline is seen to be the joint responsibility of all staff and extends to include a partnership with parents. We prefer to notify parents at the early stages of difficulty. We particularly appreciate and value the co-operation of parents. For an organisation such as a school to function efficiently and provide a safe, hardworking environment, a framework of rules must exist and be observed. These rules are fully explained to the children. They are referred to as the Golden Rules and are: We are gentle, we don t hurt anybody We are kind and helpful, we don t hurt people s feelings We are honest, we don t cover up the truth We work hard, we don t waste time We look after property, we don t waste or damage things We listen to people, we don t interrupt When the children do break rules a variety of sanctions are used, these include: Informal reprimand by the class teacher More severe reprimand from the class teacher, can be accompanied by a Warning Card Withdrawal of child from upcoming behaviour reward activity i.e. Golden time Referral to the Head Teacher Sanction applied i.e. in school time detention Parents informed For particularly serious offences, a child may be excluded from their class or the school for a period of time 6

Establishment ethos, vision and values We also believe that the best form of discipline is self - discipline based on consideration for others and respect for both people and property. We believe in praising the children when they are seen to be working and behaving well and much can be achieved by close co-operation between home and school. A range of rewards are used and these are awarded for effort, enthusiasm, behaviour and work. In 2013-2014 pupil tracker charts were introduced, and these have been reviewed and continued; each pupil can receive a positive mark for their recognition and adherence to the Golden Rules, receiving Pupil of the Week, being a successful Secret Student, working on the four capacities within Curriculum for Excellence, wearing uniform and bringing P.E. kit, completing homework and achieving the target of 90% attendance. When a child has reached a set target their name is displayed on our Bronze, Silver or Gold Tree, the child is then entitled to a special reward. This is in addition to the class Golden Time and whole school Shiny Golden Times. ACHIEVEMENT At Kirkstyle we promote a Can Do attitude. We celebrate collective and individual achievement. At our weekly assembly, pupils in Primaries 1~7 may receive a nomination for a Pupil of the Week award OR their success in class may be celebrated by sharing good work with the school community OR they may be revealed as the class s Secret Student. The Head Teacher regularly issues postcards for outstanding progress and also classes and individuals can receive a Head Teacher s Award. Photographs of pupil achievements; including Respect & Protect awards and Star Pupil certificates awarded are displayed in the school s main entrance area to allow all our school personnel, family, friends and visitors the opportunity to share the sense of pride we share with our pupils. 7

Establishment ethos, vision and values WIDER ACHIEVEMENTS Our children also contribute to local and wider community and their achievements on behalf of charities and other organisations are displayed to allow us to share our sense of pride in our achievements for others. Each school session the school community highlight the work of a variety of charities and select a focus for local and national fundraising. This year we were delighted to raise awareness of the Ayrshire Hospice, Breakthrough Breast Cancer, The Poppy Campaign and Children in Need and successfully give a donation to the charities. We celebrate achievements and support pupils in their other activities, as well as academic targets. For example pictured here is Brogan sharing his successes and being proud of her personal achievements in the Ayrshire Schools Swimming Gala representing Kirkstyle Primary, and going on to represent east Ayrshire in Scottish Schools Gala. Sometimes pupils share their achievements out with school and this can be shared with the whole school at Assembly. Pupils in Primary 6 and 7 can also claim credit towards Dynamic Youth Awards and their successes can be attributed as evidence towards these schemes. Here we can see Billie and Logan who both have completed Dynamic Youth Awards Level 1 as part of a community project. Now these pupils are setting their own personal targets and as keen martial arts participants We try to encourage the children to interact with their local businesses and actively use the local facilities and environment. We hope to foster a sense of pride and responsibility for their local area. The children are trained from an early stage (Primary 1) to be aware of their surroundings and access them in a safe way. 8

Establishment information Kirkstyle is situated at the end of Carron Avenue, just off the Hurlford Road. SCHOOL NAME KIRKSTYLE PRIMARY SCHOOL ADDRESS CARRON AVENUE, KILMARNOCK KA1 3NF TELEPHONE NUMBER 01563 522321 FAX NUMBER 01563 574998 EMAIL kirkstyle.primary @east-ayrshire.gov.uk PRESENT ROLL 228 Parents should note that the working capacity of the school might vary dependent upon the number of pupils at each stage and the way in which the classes are organised. STAGES COVERED P1 to P7 CURRENT ROLL Primary 1-23 Primary 2-33 Primary 3-34 Primary 4-23 Primary 5-40 Primary 6-37 Primary 7-37 9

Establishment information NON-DENOMINATIONAL/CO-EDUCATIONAL Class Size Policy CLASS SIZES 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 e.g. P2/3or, in the case of some small schools, P1/2/3. At Kirkstyle we currently have three composite classes in infant, middle and the upper school. HOURS OF OPENING SCHOOL OPENS 8.55am INTERVAL 10.40am ~ 10.55am LUNCH 12.30pm ~ 1.20pm SCHOOL CLOSES 3.00pm (whole school) 10

Establishment information ENROLMENT Enrolment takes place annually in January when details are given in the local press. We also post notices in the school s associated nurseries and nurseries where we have previously received pupils from Riccarton, Grasshopper Nursery, Beechwood, Hillbank and Puddleducks, Cairns, Shortlees, Pine Trees, Gargieston and Fenwick. Children who reach the age of 5 years between 1st March 2015 and February 28th 2016 are eligible for enrolment for the primary class beginning in August this, 2015-2016, school year. The child s Birth Certificate should be produced and will be photocopied for school records. Children who live in the catchment area of a particular school require enrolling at that school when they will be informed of their right to make a placing request to another school of their choice and will be informed of the conditions pertaining to this. Parents who are seeking a place in the school for their children at any stage can arrange a visit to view the school and ask any questions they may have by making an appointment, either by post or by telephone, with the head teacher. Arrangements can be made for a tour of the school and a meeting with the class teacher. Before your child enters Kirkstyle Primary in P1 or as a new pupil entering any stage, you and your child will be encouraged to visit the school, we hope this gives you the opportunity to ask questions and experience the ethos of the establishment first hand. 11

Establishment information TRANSITION FROM EARLY CHILDHOOD CENTRES TO PRIMARY In Kirkstyle we have recognised the significant importance that a smooth and effective transition can have on both pupils and their parents; this is also recognised within the current guidance within a Curriculum for Excellence. Kirkstyle have placed significant priority on developing a comprehensive and helpful programme of activities to ensure that everyone feels welcome and part of the school, before they start in August of their first school year. Activities for transition happen throughout the year and Kirky and Kirsty our transition monkeys visit the Early Childhood Centres and pop up on our school blog to keep parents and pupils up to date with what s happening at the school. The current Primary 1 teachers and the Head Teacher visit the Early Childhood Centres to meet the children, plan with the staff and to work alongside the pupils to get to know them. We also visit with Pr.6 pupils who will become their playground helpers to try out some positive play games. We arrange a variety of visits for the children in the school including; watching Nativity performances, Zumba, Circle Time, Parachute games, Scooter Skills lesson, Potted Sports and class based activities. 12

Establishment information OTHER GROUPS WITHIN SCHOOL As previously stated Kirkstyle does not have its own separate early childhood centre but welcomes pupils from the surrounding area. We do have Riccarton Pre-5 Group within the establishment and also Bellfield Out of School Hours Care Group. Both of these groups can be accessed by families in the local area. PARENTAL COMPLAINTS 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. 13

Establishment security VISITORS The school is protected by a buzzer alarm system on entry. All members of staff within the school wear security badges. All parents and visitors to the school must report to the office before visiting classrooms. The visitor s book should be signed. No-one is permitted to make their way to any classroom unaccompanied or unannounced. Should you wish to speak to a class teacher please do so by arranging an appointment. This will allow us to cover the staff member s class to allow them to speak to you uninterrupted. These security measures are for the benefit of everyone in the school environment and I would encourage you to follow them at all times. 14

Establishment calendar ACADEMIC CALENDAR 2014-2015 FIRST TERM Teachers return to duty Monday 17 August 2015 (Inservice) Pupils return Tuesday 18 August 2015 Close Thursday 17 September 2015 Holiday Friday 18 September 2015 Holiday Monday 21 September 2015 Re-open Tuesday 22 September 2015 Close Friday 9 October 2015 Monday 19 October 2015 Pupils return Tuesday 20 October, 2015 (Inservice) Close Wednesday 23 December 2015 SECOND TERM Re-open Monday 7 January 2016 Close Friday 12 February 2016 Holiday Monday 15 February 2016 Tuesday 16 February 2016 Holiday Wednesday 17 February 2016 Thursday 18 February 2016 (Inservice) Friday 19 February 2016 (Inservice) Pupils return Monday 22 February 2016 15

Establishment calendar ACADEMIC CALENDAR 2014-2015 (cont.) Local Holiday Fri 25 Mar 2016 Local Holiday Mon 28 Mar 2016 Close Friday 1 April 2016 THIRD TERM Re-open Monday 18 April 2016 May Day Monday 2 May 2016 (Inservice) Friday 27 May 2016 Local Holiday Monday 30 May 2016 Close (1 p.m.) Thursday 30 June 2016 NB Good Friday: 25 th March 2016 16

Staff Information Head Teacher Principal Teachers Mrs Diane MacKinnon Mrs Aileen Kirkwood Mrs Aileen Macmillan Class Teachers P1 P2 Mrs. Walls Miss. Boyd P3/2 Mrs. Drennan P3 P4 P5 P5 Mrs. Kirkwood Mrs. Morrison Miss. Glasgow (0.6 class committed) Mrs. McKenna (0.4 class committed) P6/5 Mrs. Milligan P6 P7 P7 P.E. Specialist Mr. Nutt Mrs. Macmillan Miss. Rusted Miss. Campbell (0.6 class committed) EAST AYRSHIRE SUPPORT TEAM STAFF Mrs. Fiona Rosa 17

Staff Information ONSITE SERVICES STAFF Catering Manager Janitor Cleaning Supervisor Mrs. E. Arthur Mr J. Rae Mrs. M. McIlvaney SUPPORT STAFF Classroom Assistants Mrs. S. White Mrs. A. Muirhead Mrs J. Stephenson Mrs. R. Aird Senior Clerical Clerical/ D.M.R. Mrs Sandra Rutherford Mrs. Brenda Sneddon (0.7 in Kirkstyle Primary) In Kirkstyle Primary School we often have additional staffing present to support the school compliment of staff. In school session 2014-2015 we currently have: Mrs. K. McKechnie Mrs. L. Bain Miss. S. O Duffy Mrs. C. Strain E.A.S.T E.A.S.T Speech & Language Therapist Crosshouse Communication Centre We also support the Creative Minds Team with the music tuition service and the school currently has visiting teachers for: violin, double bass and brass. 18

Staff Information PLAYGROUND SUPERVISION An adult presence is provided in playgrounds at break times in terms of the School (Safety and Supervision of Pupils) (Scotland) Regulations 1990. We ensure that more than one staff member is present in the playground at any one time. In the morning Mrs Rutherford is available in the office from 8.30am and playground supervision from 8.40am. No child having a school meal or packed lunch is allowed out-with the school gates at lunchtime. Our Janitor and our Support staff supervise in designated areas of the playground covering all areas. Wet Day Arrangements During inclement weather, children will be allowed into the building at 8.45 a.m. when staff are available to supervise them. During breaks, some children wish to be outside, no matter what the weather, but it is impossible to maintain supervision both inside and in the playground, so all children will remain inside, and should it start to rain during a break, all children will be brought in. We feel that parents would wish this to prevent children sitting in class with wet clothes and hair. However, we expect a certain standard of behaviour from our children during wet breaks. The children will know which activities they may choose to occupy their time, and we expect them not to indulge in any other behaviour which will upset others or present a danger to themselves or others. 19

Establishment improvement SCHOOL IMPROVEMENT PLANS Every school has an improvement plan, which outlines its improvement priorities for the forthcoming year in detail and the following three years in outline. These are subject to change at any time as a result of National, Local and School priorities or circumstances. This year the school outlined developments and improvements focusing on National and local priorities some of these were curricular based but others came directly from aspects of School Self Evaluation: Additional Support Needs Dyslexia Friendly School (Year 2). Physical Education Including a Teacher Learning Community to develop outcomes and experiences (Year 2) Science, Technology, Engineering and Maths. Health & Wellbeing ; Relationships, Sexual Health and Parenthood and specific support mechanisms. Moderation: Reading, Talking & Listening and Numeracy. (Across the Learning Community, incorporating Early Childhood Centres and Secondary.) We also continued to monitor and evaluate: Literacy, Numeracy and Health & Well Being Curriculum for Excellence implementation Parental Involvement Pupil Involvement Assessment and Tracking 20

Establishment improvement SCHOOL IMPROVEMENT PLANS (cont.) Last year, 2013-2014, the school s developments were focused on National and local priorities including one of East Ayrshire s top three of: Raising Attainment. Additional Support Needs Dyslexia Friendly School. Physical Education Including a Teacher Learning Community to develop outcomes and experiences Commonwealth All aspects and also promotion of Scotland. Curriculum Outdoor Including Forest Schools Moderation: Reading, Talking & Listening and Numeracy. (Across the Learning Community, incorporating Early Childhood Centres and Secondary.) Reading We also continued with items other aspects to ensure these were maintained and evaluated: Health & Well Being Curriculum for Excellence implementation Parental Involvement Pupil Involvement Assessment and Tracking 21

Pre-birth to 3 (ECC only) 22

Curriculum 3-18 The constant change in social climate and priorities requires us to offer our children a much broader range of experiences to allow them to fulfil their roles as a member of a modern society. This led to the curriculum review by the Scottish Executive, which has produced A Curriculum for Excellence. CURRICULUM FOR EXCELLENCE Curriculum for Excellence is the education system in Scotland. It includes early childhood centres, 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. Pupils who were in S1 in 2010-11 were the first to take the new Curriculum for Excellence qualifications in 2013-14. Young people in S2 and above will work primarily within the existing curriculum and qualifications system, whilst benefiting from improvements in learning and teaching through Curriculum for Excellence. The table below matches the five curriculum levels to stages of learning generally applicable, with flexibility (for example, for young people who are particularly able and/or have additional support needs). Level Early First Second Third and Fourth 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. Senior phase S4 to S6, and college or other means of study. From pre-school to the end of S3 (3-15) young people will experience a broad general education which is designed to enable each child or young person to be a successful learner, a confident individual, a responsible citizen and an effective contributor. The broad general education will include all of the Experiences and Outcomes across all curriculum areas up to and including the third level. 23

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 http://www.educationscotland.gov.uk/thecurriculum/ 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. www.youngscot.org (learners) www.parentzonescotland.gov.uk (parents and carers) www.sqa.org.uk (information on qualifications) www.hmie.gov.uk (standards, inspections) www.ltscotland.org.uk (teaching practice and support) www.engageforeducation.org (share ideas and questions about education) www.scotland.gov.uk/cfeinaction (real-life examples) 24

Curriculum 3-18 In summary: Our children will aspire to be successful throughout the four capacities:- Confident individuals Effective contributors Responsible citizens Successful learners In developing these capacities, we as teachers will ensure that learning and teaching are at the heart of an effective curriculum which allow for innovative teaching styles and wider learning experience for our children. The curriculum will be organised into areas:- Expressive Arts Languages Mathematics Sciences Social Studies Technologies Religious and Moral Health and Wellbeing 25

Curriculum 3-18 LANGUAGE - Literacy Language and Literacy are of personal, social and economic importance. Our ability to use language lies at the centre of the development and expression of our emotions, our thinking, our learning and our sense of personal identity. Literacy is central to all areas of learning, as it unlocks access to the wider curriculum. Being literate increases opportunities for our children in all aspects of life, it lays the foundation for lifelong learning and in the future the world of work. Literacy learning promotes the development of critical and creative thinking as well as competence in listening and talking, reading and writing and also the personal, interpersonal and team working skills involved in the process of learning. It is the aim of the school to build upon the knowledge, experience and creativity that a child brings to school and to use relevant, real life and enjoyable contexts through play and planned activities to develop these early experiences. READING Early literacy is about exploring patterns and sounds, choosing stories and other texts, listening in different situations and watching for useful or interesting information as well as sharing experiences feelings, ideas and opinions, it is much more than being able to read and write. Early learning in reading consists of looking at and talking about pictures using; talk about cards and flop over books, early phonics and sounds recognition and word building, alongside the teacher and other adults modelling good reading behaviour and habits and then moves on to matching words and phrases in big books. Only when the class teacher is satisfied of the readiness to read is the child introduced to Jolly Phonics Readers and then Oxford Reading Tree pupil books. The children will be introduced to a variety of different books and will be encouraged to take home reading books from the Oxford Reading Tree scheme accompanied with Take Home cards. The books are a way of providing practise of the reading aloud skills, modelled in class, the take home cards provide a range of alternative activities to promote early literacy skills. As the child develops in reading skills, he/she will be encouraged to read for a variety of purposes including developing the skills of reading using; Jolly Phonics Readers, Time Chronicles, Ginn 360, Literacy World, Rapid Readers, Sunshine Readers, Comprehension Cards, Selected Novels; Curiosity Kits and Question Quest. 26

Curriculum 3-18 READING (cont.) Throughout the children s education at Kirkstyle they will experience blocks of fiction, unit study/novel work and non-fiction blocks of teaching. These blocks will ensure that the children benefit from a wide range of reading materials delivered through high quality interactive teaching strategies within their classes. The introduction of home readers throughout these blocks will; supplement these teaching strategies and provide materials for reinforcement and consolidation of skills and knowledge about language. Last year the children were involved in activities to develop the use of real readers and novels. Learning tools and techniques employed have been the use of paired reading in the early stages developing into Reading and Literature Circles in the upper stages. These approaches develop questioning, clarifying, predicting and summarising higher order reading skills but have also encouraged children to select and discuss and enjoy a variety of new texts. Some classes have shared their preferences with family and friends and have even voted on their choices as part of the Scottish Children s Book Awards 2013 run by the Scottish Book Trust, that aim to inspire readers and writers. The children in Primary 1 were gifted a Book Bug pack which contained the books voted for by Primary 2, to continue to promote the enjoyment of reading. We teach children to make use of the school library, local Libraries; this has included author visits and question and answer sessions at The Dick Institute. Children have to learn to use a variety of skills in reading different types of text, but they also have to derive enjoyment from books. During reading improvements parents have been essential in developing good reading skills and habits and we continue to value the help from parents in encouraging children to read regularly. The class teachers keep parents well informed as to progress being made and also parents prompts are issued to help guide parents through new improvements and the role they can play in supporting their child. 27

Curriculum 3-18 WRITING Following on from targets and priorities set within the School Improvement Plan the school have adopted methodologies through a Big Writing scheme. Kirkstyle s approach is based on child centred, interactive learning with a focus on four key targets which are (V.C.O.P.) Vocabulary, Connectives, Openers and Punctuation. These are developed through an initial set of high impact lessons using a Big Writing approach. This Big Writing approach involves teaching in a structured way to develop the complex skills involved in writing. In Kirkstyle Primary School the children are expected to reach a high standard of the V.C.O.P. skills within a positive, stimulating writing environment. We value hard work and have high expectations of all children maximising their full potential. Children are encouraged to assess their own and other work and set targets to work towards. Their progress is tracked and monitored regularly with teachers projecting for next steps. The children are familiar with an assessment is for learning tool, known as two stars and a wish, and this is used by everyone to evaluate writing in line with a Scottish Criterion for Marking. Successful learners are rewarded with Star Writer awards and stickers, work is displayed in the class and around the school on Good Work Walls and celebrated and shared at whole school assemblies. Children require to express themselves in different written formats and for different reasons. They are given the opportunity to express their own ideas and opinions or for a more practical purpose, to learn the skills for letter writing, completing forms etc. To be enable the children to use their knowledge of the technical aspects of writing the school provides motivating and challenging environments and contexts to stimulate their imagination and develop their ideas and opinions. 28

Curriculum 3-18 SPELLING & PHONICS A good adult brain can remember a maximum of about 2000 unfamiliar words. If you have a good visual memory you would be able to memorize and recall these when needed for reading and writing. However as we use an average of 15,000 words in everyday speech we simply can t memorize them all for reading and the good news is we don t have to! When children are learning to read and write, only irregular words need to memorized, e.g. the, of, does etc Some words are Tricky for Now, was my until the other ways of spelling = sounds are taught Pupils in the early stages are encouraged to begin decoding words using phonological awareness strategies. Jolly Phonics provides stimulus in early sounds and provides a context for teaching a structured and progressive programme of phonics. Good spelling is encouraged by using the same method throughout the school. It is important that children follow the procedure below while learning new words. LOOK COVER WRITE CHECK LOOK COVER WRITE CHECK at the word carefully the word so you cannot see it the word from memory what you have written Spelling forms one of the main parts of homework, and you will be informed of how this is implemented Parent Prompt booklets have been introduced to keep parents informed of activities they can do to help their child with aspects of spelling and sounds. 29

Curriculum 3-18 TALKING & LISTENING It is through discussion and talking together that children make sense of their learning. opportunities are planned for children to talk individually, in pairs and in groups. Many At the Curriculum for Excellence Early Level children are developing the use of The Big Talk resource; we hope this will stimulate and inspire talk at home and prior to in class writing sessions. We hope to develop this further next school session to incorporate Big Talk Assemblies and sessions for Pr.2 7. In early stage classes pupils may be asked to prepare talks on, for example: - Show and Tell, My Favourite Hobby and My Favourite Book. In the middle school children are expected to prepare using visual aids and extend the length of their talk. They may be asked to prepare talks individually and in groups on, for example: - Topic Talk, A Hobby and A Book Review. In the upper school children are regularly asked to prepare and present talks in pairs, groups and individually on, for example: - Newsround item, Topic Talk and Personal Research Project. These activities will be individually evaluated, peer assessed, teacher assessed and videoed for recording purposes. Talking and Listening was a School Improvement and Learning Community development in last school session and has been continued into this school academic year. One important outcome from this work was the introduction of pupils self assessment using a rubric tool. The outcome of these assessments will form part of the pupils own Learning Tracker folder. In the classroom children are taught to be active listeners. A variety of activities are used, such as tapes, games, stories and music. Listening skills are developed through every aspect of the curriculum as well as through direct instructional listening activities. 30

Curriculum 3-18 NUMERACY & MATHEMATICS Mathematics is important in our everyday life, allowing us to make sense of the world around us and to manage our lives. Using mathematics enables our children to interpret, analyse information, simplify and solve problems, assess risk and make informed decisions. Mathematics is structured within three main organisers; Number, money and measure Shape, position and movement Information handling For young children, maths is embedded in their play and everyday situations. In Kirkstyle Primary, we build on and extend these experiences in a structured way. This is in line with the Numeracy Outcomes launched in 2007 that appear within A Curriculum for Excellence. We employ a variety of learning and teaching approaches that challenge and stimulate our children and promote their enjoyment of mathematics. PROBLEM SOLVING Kirkstyle provides planned active learning experiences with opportunities to observe, explore, investigate, experiment, play, discuss and reflect developing problem solving strategies. Problem Solving is a very important aspect of the curriculum, and is mainly taught through maths. At Kirkstyle we create opportunities for the children to develop these skills using published materials and teacher prepared sheets. The group work and task roles shared within problem solving groups are as important as solving the problem. INFORMATION TECHNOLOGY The information technology i.e. computers etc are a valuable resource and learning tool in mathematics, enabling the children to develop skills in retrieving information from databases and spreadsheets. We have wireless internet access in school so each class can log onto a variety of web sites including Sumdog and Mathletics. 31

Curriculum 3-18 MENTAL CALCULATIONS Interactive Mental Mathematic is recognised as an integral part of any Maths programme. At Kirkstyle we wish to extend the accuracy and speed with which our pupils tackle mental calculations. Therefore previous school session s Improvement Plan have targeted this aspect of the Maths curriculum. At present I.M.M. is taught at every stage of the school, questioning takes the form of quick recall, mental calculations and problem solving. The three vital aspects of number calculations are counting skills, number bonds and place value. The pupils are encouraged to answer in a variety of ways show me, unison response and written calculations. ASSESSMENT Assessment in mathematics focuses on children s ability to work increasingly skilfully with numbers, data and mathematical concepts and processes and they will be viewed as secure in their knowledge and skills if they can use these in a range of contexts. The teachers gather evidence of progress as part of day to day learning and are able to identify next steps for progress for individuals. Teachers also use specific baseline assessments to assess at key points of learning including transition from stage to stage or to and from establishments. The school has also embraced the annual Scottish Survey of Literacy and Numeracy and East Ayrshire s Numeracy Assessment Toolkit; both as additional ways to track and monitor progress and inform next steps in learning. Over the past two years we have incorporated significant aspects of learning in Numeracy and Mathematics into out authority moderation and assessment process. This has included in depth up skilling of knowledge within money and information handling. 32

Curriculum 3-18 SOCIAL STUDIES, SCIENCE & TECHNOLOGY We feel that HOW the children learn is as important as WHAT they learn. Children are encouraged to learn by being involved and the key words are activity and enquiry. These studies are approached through an Interdisciplinary theme or a focused short study or a series of structured lessons, embracing some of the skills The children help to plan their learning and evaluate as they progress through their studies. Children are taken out on field trips to study their local environment whenever possible. The school subsidises the cost of all school outings, and in some cases there is no charge at all. SOCIAL STUDIES Through Social Studies, children develop their understanding of the world by learning about other people and their values, different times, places and circumstances; they also develop their understanding of the environment and of how it has been shaped. Social Studies has three main organisers: People, past events and societies People. place and environment People, society, economy and business SCIENCE Children are fascinated by new discoveries and science fuels and fulfils this inquisitive nature. The children engage in a wide range of collaborative investigative tasks, allowing them to develop important skills for learning, life and work. Science has five main organisers: Planet Earth Forces, electricity and waves Biological systems Materials Topical Science 33

Curriculum 3-18 SOCIAL STUDIES, SCIENCE & TECHNOLOGY (cont.) TECHNOLOGY The learning experiences are intended to tap into children s natural inventiveness and their desire to create and work practically. The technologies framework has six organisers: Technological developments in society ICT to enhance learning Business Computing science Food and textiles Craft, design, engineering and graphics Within computing science the children are given opportunities to work with a variety of different communications tools. Children learn about: word processing databases spreadsheets graphics programming using the internet making presentations using hardware (e.g. digital and video cameras) e-portfolios and e-profiles GLOW The I.C.T. co-ordinator within the school has worked alongside our colleagues in the Learning Partnership to generate a Skills List for pupils in Early Childhood Centres, Primary and Secondary. This individual pupil profile allows a smooth transition of skills from age 3-18 if required. We currently have a base of PCs (class in a box) and each class has access to a desktop and all pupils have timetable slots for the class set of laptops. The classes share access to 5 SMART boards for interactive and demonstration purposes. 34

Curriculum 3-18 EXPRESSIVE ARTS The inspiration and power of the arts play a vital role in enabling our children to enhance and develop their creative and artisitic talents. Learning through and about the expressive arts gives our children the chance to experience enjoyment and contribute to others enjoyment though particpation in performances and presentations. In Kirkstyle we pride ourselves on the quality of the artwork on display and the high standard of our children led performances throughout each school session.the children have a variety of opportunities to experience the energy and excitment of presenting and performing for audiences from open afternoons, church services to Nativity and Pantomimes. The children also have the chance to be part of the audience for other people s performances including; outings to The Palace Theatre and visits from local theatre groups to enhance learning in other curricular areas. In addition to this annual calendar of creative opportunities we often undertake specific projects; this year we are thrilled to be able to be an active particpant in this year s BBC Ten Pieces creative and inspiring project on classical music. DANCE Dance is split into two main teaching and learning sets of experiences; social and creative. Within creative dance children are encouraged to develop their technical skills and use their imagination and creativity to choreograph and create dance sequences. The children can move rhythmically, expressively and playfully using turning, travelling, jumps in response to a variety of stimulus. Kirkstyle also promote social dancing and traditional dances are taught progressively across the school. DRAMA The aim of drama is to develop imagination, expression, understanding and co-operation. This is carried out through group activities, role playing, mime and improvisation. The school uses a variety of resources and have matched these to other curricular areas as dramatising within a context provides a powerful stimulus.. The children s acting and presenting skills are developed through participating in scripted and improvised drama. 35

Curriculum 3-18 MUSIC The main priority of music in the school is enjoyment and performing and creating music are prominent activities for all learners. The children are given experiences of rhythm, pitch and melody. The children are given the chance to sing, listen to music from other styles and cultures, and learn about musical notation and to create music of their own. Many types of music are included in the listening sections. We use the ABC music scheme and Sounds of Singing scheme throughout the school. Instrument tuition in violin, cello, and double bass are available. East Ayrshire School Orchestra also hold their after school practices and performances within the school. ART & DESIGN Art & Design allows learners to have rich opportunities to be creative and experience inspiration and enjoyment whilst creating and designing or studying other famous artists. The children explore a wide range of 2D and 3D media through practical activities using a variety of resources. The core programme is aimed at teaching all the required skills in a systematic and progressive way but through stimulating contexts. In a previous School Improvement Plan we set out one of our priorities as curricular development within art and design. This was tackled through a wide range of activities including; participation in local and National competitions, a whole school exhibition and sale, termly target setting for the children based around; collage, drawing and painting, 3D work, printing and fabric. The best way to see the results of all the hard work is just to take a glance at the walls around the school. 36

Curriculum 3-18 The Religious and Moral Education aims: RELIGIOUS & MORAL EDUCATION 1) To help pupils to develop a knowledge and understanding of Christianity and other world religions 2) To appreciate moral values such as honesty, liberty, justice, fairness and concern for others 3) To investigate and help children understand what religion has to offer 4) To develop their own beliefs, attitudes, moral practices through personal search Religious Education is seen as an integral part of the general education and not as a separate, different activity. The programme gives a prominent place to Christianity but also includes exploration of the other faiths. The school studies two other world religions in greater depth Islam and Judaism. Pupils have a need to understand how important religious faith is to the believer and to develop sensitivity and tolerance to the belief of others, especially where they differ from one s own. Our school chaplain is the Reverend Colin Strong who attends the school regularly to help with our religious observance. He also contributes to services for the school at Christmas, Easter and Summer, which are all held, weather permitting, in the Laigh Kirk. Parents have the right to withdraw their child from religious education and/or religious observance. Any parent who does not wish his or her child to take part should contact the Head Teacher so that alternative arrangements may be made for the child. Parents from ethnic minority religious communities may request that their children be permitted to be absent from school in order to celebrate recognised religious events. Only written requests detailing the proposed arrangements will be considered. Appropriate requests will be granted on not more than 3 occasions in any one school session and the pupil noted as an authorised absentee in the register. 37

Curriculum 3-18 HEALTH & WELL BEING Curriculum for Excellence has an important role to play in promoting the health and well being of children. Learning within and across this aspect helps children to make informed decisions in order to improve and maintain their mental, emotional, social and physical well being now and in the future. Good health and well being is central to effective learning and preparation for successful independent living. The framework is structured into the following organisers: Mental, emotional, social and physical well being Planning for choice and change Physical education, physical activity and sport Food and health Substance misuse Relationships, sexual health and parenthood The school provides learning through focused programmes but we also actively promote the knowledge, skills and attitudes of health and well being through the daily running of the school: tooth-brushing healthier options sold at the tuck shop school meals are in line with the Scottish Executive s Hungry for Success policy daily physical activities As part of Health and Well Being the school work alongside outside agencies and external providers to ensure that the important messages and priorities for a healthy lifestyle are conveyed accurately. Our school nurse Natalie Sinclair is a regular visitor to the school and supports the delivery of aspects of the curriculum; including puberty. This aspect of the programme is delivered to the upper school stages and parents and carers may wish to speak with the school nurse prior to these talks and this can be easily arranged. As part of this session s Improvement Plan the school are developing programmes to support t the delivery of Relationships, Sexual Health and Parenthood experiences and outcomes across Early, First and Second Levels. We also have regular visits from our local Police Officers who have become an integrated part of the health curriculum, delivering aspect on substance misuse, cyber bullying and stranger danger. 38

Curriculum 3-18 SUBSTANCE MISUSE In line with East Ayrshire s priorities; to deliver to pupils a consistent message surrounding the awareness of substance misuse; Kirkstyle has developed programmes of study for pupils and professional staff development. Kirkstyle achieved this through a staged educational programme in Primary 3 and 4 using a resource called Penny Cross Ponies, in Primary 5 the focus is on alcohol and smoking awareness and in Primary 6 and 7 the pupils worked in conjunction with the other associated primaries and Secondary in our Learning Community on a Shared Responsibility theme with drug awareness as a central theme. This year we are continuing to develop this development to include the early stages of CfE, using Oh Lila, 3D Mind Maps and Jenny the Bear. The educational basis of these resources is that practice can prepare children for situations they are likely to experience outside their educational establishment, and therefore the programme involves active children participation. The main emphasis is to advocate improved communication and decision making skills and to understand that actions have consequences. Before any of these activities take place the parents are lettered to make them aware of the current Health Well Being studies about to be undertaken in class. MENTAL, EMOTIONAL, SOCIAL AND PHYSICAL WELL BEING This aspect is concerned with the development of life skills. Through personal and social education, children are encouraged to value themselves to be aware of others and their needs, and how to keep themselves safe. Various resources and techniques are used to develop and promote this, including Circle Time, 1, 2, 3 Magic, Massage in Schools Programme and Bounce Back. At Kirkstyle Primary School, we try to create a community which provides a warm, caring and supportive and purposeful atmosphere that enables the development of relationships based on mutual respect. The pupils are treated as individuals, encouraged to work in groups and supported to co-operate in teams. Food & Health and Technologies All staff, both support and Class Teachers, are trained in Elementary Food Hygiene and Safety; making them more than qualified to deliver outcomes with food preparation and tasting. Pupils are afforded opportunities to cook, bake and explore the origins of food. 39

Curriculum 3-18 PHYSICAL EDUCATION This aspect of the curriculum was a Year 2 priority for development on the School s Improvement Plan in 2014-2015. At all stages, Physical Education, indoors and outdoors, help children become aware of their own bodies through physical competences and physical literacy. The Scottish Government expects schools to continue to work towards the provision of at least two hours of good quality physical education for every child every week. Each child receives at least one session of 90 minutes of P.E. per week, this can be increased depending on weekly challenges and blocks of specialists input prior to competition etc. To improve this P.E. delivery we have welcomed other partners including; Secondary P.E. teacher who works with each stage in the school in blocks of skills development for athletics, gymnastics and games. East Ayrshire s P.E. Officer who provides professional development for the staff. Education Scotland who delivered Better Movers, Better Thinkers training. Active Schools Coordinator to support delivery of playground games and basketball. We also make excellent use of local facilities and have made regular visits to; The Ayrshire Athletics Arena to launch our new Sports Championship events. The Galleon Leisure Centre where all primary 5 pupils receive swimming lessons. for recreational sessions. The Ayrshire Gymnastics hall All pupils have access to after school clubs which include physical activities; football, basketball, tri golf, cross country and gymnastics. OUTDOOR EDUCATION 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 40

Curriculum 3-18 and dates of off site visits, in order that pupils come adequately prepared. However it is the parents responsibility to inform the school if emergency contacts or medical conditions change or they don t wish their child to participate in a visit. HOMEWORK It is important that parents become involved in their children s education and give them every encouragement. Homework is given regularly, Monday to Thursday, in every class, and sometimes at the weekend, depending on enterprising challenges linked to Interdisciplinary Learning. Time spent on homework should not exceed 30 minutes per evening. Homework is likely to be; Reading Phonics Maths Spelling Topic Research Enterprise Homework is not set as a teaching tool but a learning tool to reinforce skills and knowledge delivered in class by the teacher. It affords parents the opportunity to see how their child is coping; it also gives parents a picture of the types of activities happening in class. All homework should be checked and signed If you or your family are experiencing difficulties with homework, please do not hesitate to contact the school, support such as Homework Clubs and Classroom Assistant support can be offered. 41

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. Formal assessments 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. Most assessments are carried out continuously through the work of the class. Kirkstyle actively promotes the use of Assessment is for Learning strategies and pupils and teachers apply these techniques to further pupils learning. Tools your child might talk about are thumbs, traffic light and two stars and a wish which are all used to self and peer assess work. The teacher discusses the purpose of lessons and the criteria which will be used to assess it and some tasks including writing come with a list of success criteria to help guide children in their learning. Baseline assessments and detailed analysis of these provide information for next steps and help track improvements in learning i.e. phonics, reading and numeracy and maths. Staff record and track pupil progress and make predictions based on sound professional knowledge and a detailed knowledge of both the curriculum and their pupils. This ensures that pace and challenge are monitored and achievements recognised. In the current school session the teachers are involved in moderation, within the Learning Community, of their professional assessment of experiences and outcomes within talking and listening and information handling. 42

Assessment and reporting Pupils are also involved in reporting to parents about progress and next steps identified in their learning through their Learning Logs and their own pupil evaluation which is issued in conjunction with the annual progress report. Parents will be given a written report annually, usually in March, to inform them of their child s progress. This report incorporates aspects of reporting aspects of success within A Curriculum for Excellence and a pupil and parent evaluation form. Parents and teachers are able to discuss the report and other issues at the Parents Evenings. There are two reporting sessions one in October and March (afternoon/ evening). Further information can be found on the following WebPages: www.youngscot.org (learners) www.parentzonescotland.gov.uk (parents and carers) www.sqa.org.uk (information on qualifications) www.hmie.gov.uk (standards, inspections) www.ltscotland.org.uk (teaching practice and support) www.engageforeducation.org (share ideas and questions about education) www.scotland.gov.uk/cfeinaction (real-life examples) 43

Policies and procedures Kirkstyle has a range of policies and procedures which are available for parents and carers to read. The school policies have been generated as a follow through to developments and improvements in the schools curriculum and running procedures, they have been created in consultation with our parents and pupils. SCHOOL POLICIES Administration of Medicines in School Acceptable usage of Information Technology Animals in School Curriculum for Excellence Implementation Child Protection Dyslexia Friendly Schools Enterprise Equalities Fire procedure Handwriting and Presentation Health Promotion Homework Information Technology Interdisciplinary Guidelines on Tackling Racists Incidents Mobile Phones Parental Involvement Physical Activity and Sport Positive Behaviour Professional Review Religious Observance Science Self esteem Transition Big Writing PARENT PROMPTS Paired Reading Reading Circles Sight and Spelling Vocabulary How do we begin Literacy in Kirkstyle? Homework Respect & Protect Anti Bullying Policy 44

Additional support for learning The Educational (Additional Support for Learning) (Scotland) Act 2004 has replaced the law relating to special educational needs. This has now been updated by the 2009 Act which came into force on 17 November 2010. 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. Kirkstyle school community have a continuing commitment to Additional Support Needs and this school session is no exception, with the school working towards its Bronze Level Award as a Dyslexia Friendly School. All schools and early childhood establishments have a variety of procedures to assist in the early identification of children and young people with additional support needs. Kirkstyle uses these procedures to guide best practice and to ensure that support is targeted and specific to the needs of the individuals. Children in Primary 1 are assessed using the Early Level Literacy Assessment Tool which is a repeat of the process conducted in their previous Early Childhood Centre; from these indicators possible support needs can be identified. The Class Teacher can then be prompt in his/her response to the results and act accordingly. In Primary 2 children continue to be assessed and monitored using school baselines and thus support needs can continue to be identified. A number of children will have access to East Ayrshire Support Teams Closing the Literacy Gap input to target one to one support at those children who require additional support. In Primary 3 children continue to be identified early through the use of a Quest screener for both literacy and numeracy. The results of these will be taken into consideration alongside in house assessments to identify children who have gaps or barriers to their learning. As children move through their educational journey the School Assessment Team will continue to monitor and evaluate their progress to enable early identification of additional support needs. Children and young people who have been identified as having additional support needs will be supported through an Action Plan (IAP), 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. 45

Transition TRANSFER FORM PRIMARY TO SECONDARY SCHOOL Pupils are normally 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 and carers will be asked to indicate their Secondary preference in the January of the year of transfer at the start of the new session. Kirkstyle prides itself on the strong and effective links it has within the Kilmarnock Learning Community and more specifically the smooth transition arrangements to our associated secondary school of Kilmarnock Academy. Head of Establishment Mr. Bryan Paterson Kilmarnock Academy Elmbank Drive, KILMARNOCK 01563 525509 Each year we support visits that start in the September preceding the August entry. These range from a transition quiz in September, an International Day, a taster day and parents meeting in November. The parents and carers then make their final decisions on their Secondary of choice but we still continue with transition preparations with Kilmarnock Academy. Kirkstyle participates in a Potted Sports, a Kn ex engineers challenge, a Bloodhound challenge all prior to the series of induction days in June. The feeder primaries have also all agreed a transition programme of study for the Primary 7 children to participate in. This year Kirkstyle is working on a transition novel study and will welcome visits from our Secondary English Department colleagues throughout June. These visits will be reciprocated in August when our current Primary 7 teachers will co opt teach in Kilmarnock Academy to continue the novel study. During all of these visits and activities our children are accompanied by our teaching and support staff, but if required additional visits can be arranged and supported through our EAST team members. 46

Parental involvement PARENT COUNCIL & FORUM A parent of a child in attendance at the school, you are automatically part of what is called the Parent Forum of the school. The membership of the Parent Forum is made up of parents who have a child at the school and any nursery class within the school. One of the ways parents in the Parent Forum will be able to express their views will be through the Parent Council. The Parent Forum can decide to form a smaller body called the Parent Council to represent them. The Parent Council is a group of parents selected by members of the Parent Forum to represent all the parents of children at a school. Parent Councils are very flexible groups and the Parent Forum can decide on the type of group it wants to represent their views. In Kirkstyle we have formed a Parent Council consisting initially of volunteers. Parents who have an interest in education and the life of the school, and the time to devote to supporting this. The current members are:- Chairperson: Mary Lapham (Overall responsibility &responsible for PVG checks) Co Chairperson: Frances Campbell (Planning & Organising of discos) Vice Chairperson: Sharon Govan Secretary: Emma Bolland Fundraising Chairperson:- Angela Steel Staff Members : Aileen Macmillan and Aileen Kirkwood Parent Members: Shona Campagna and Christine Aitchison. Contact details for our Chairperson: marylkpc@gmail.com 47

Parental involvement HOME SCHOOL PARTNERSHIPS The support of parents in their child s education is invaluable and Kirkstyle view this partnership as the most important relationship that we can foster and encourage. We aim to keep parents informed and involved by: letters telephone text messaging bi - monthly newsletters occasional surveys and questionnaires interim and full reports parents evenings Curriculum Open Afternoons or Evenings meetings for specific initiatives parents meeting We are exceptionally grateful to our parent volunteers who work alongside the school staff to provide additional adult supervision and also share their expertise and talents to benefit the school community. Our parent helpers volunteer to: supervise on trips and outings be trained as Kerbcraft trainers assist with after school clubs work in classes during structured activities, maths rotations and active learning opportunities 48

Learning Community Learning Community Kirkstyle Primary School is a member of the Kilmarnock Learning Community. Kilmarnock Learning Community 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 following educational establishments are in the Partnership: Kilmarnock Academy Kirkstyle Primary School Loanhead Primary School Hillhead Primary School Hillbank Early Childhood and Family Centre Cairns Early Childhood Centre Riccarton Early Childhood Centre 49

Wider community links PARTNERSHIPS We value the partnerships and relationships we have with local organisations and businesses in supporting our children in their achievements. One of our business partners is ASDA and we regularly participate in their school competitions. The photograph shows two successful competition winners last year; Scott and Latoya were in Primary 1 pictured here received their prizes from Irene King of ASDA; for their winning entries in ASDA Kilmarnock Store s Halloween competition. More recently the children in Primaries 4 and 5/4 entertained the Christmas Shoppers by carol singing in the foyer. 50

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 Mr. H. Ross Provost J. Todd Mr. Knapp East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU 51

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 52