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St Charles' Primary School

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					         School Handbook 2009/2010




13 Kelvinside Gardens, Glasgow G20 6BG   Tel: 0141-946-1391
Contents
                                                                                          Page
1.    Introduction / Welcome from Head Teacher                                             3
      National Priorities / School Aims & Improvement Plan                                 4-5
2.    School Information                                                                   6
3.    Glossary of Terms used in the handbook                                               6
4.    School Staff                                                                         7
5.    School Hours                                                                         8
6.    The School Year                                                                      8-9
7.    Enrolment                                                                            10
8.    Curriculum / Assessment / Reporting to Parents and Carers                            10-13
9.    Curriculum for Excellence                                                            14
10.   Spiritual, Social, Moral and Cultural Values                                         15
11.   Child Protection                                                                     16
12.   Equal Opportunities and Social Inclusion                                             17
13.   Additional Support Needs / Accessibility Strategy                                    17
14.   Home / School Links                                                                  18
      Attendance at School                                                                 19
      Community Links                                                                      20
15.   After School Activities                                                              21
16.   Discipline / Promoting Positive Behaviour                                            21
17.   Supervision of Playgrounds                                                           22
18.   Clothing                                                                             22
19.   Meals                                                                                23
20.   Transport                                                                            24
21.   Medical and Health Care                                                              24
22.   Information in Emergencies                                                           25
23.   School Data – see appendices                                                         25
24.   The Parent Forum and the Parent Council                                              25-26
25.   Transfer from Primary to Secondary School                                            27
26.   Data Protection Act 1998                                                             27
27.   The Freedom of Information Act                                                       27
28.   Parent – Teacher Association                                                         28
29.   Dealing with Racial Harassment                                                       28
30.   Comments and Complaints                                                              28
31.   Addresses and Contacts                                                               28
      Disclaimer                                                                           29
      Appendix 1: Information for Parents (School)
      Appendix 2: Information for Parents (Glasgow)
      Appendix 3: Information for Parents (National)
      Appendix 4: Transferring Data About Pupils
      Appendix 5: Transferring data About Staff
      Appendix 6: A Charter for Catholic Schools in Scotland

All authorities are required by law to issue a copy of the school handbook incorporating current
policies and practices of both the council and the school to certain parents and carers in December each
year for their use as appropriate.




                                                                                                      2
1. INTRODUCTION




WELCOME

Dear Parent/ Carer

Welcome to St. Charles‟ Primary School. You are now a member of the Parent
Forum. We look forward to working in partnership with you in providing your child
with a happy, meaningful and enjoyable learning experience in which he/she will
acquire skills for life.

This handbook sets out to provide information about the many areas of school life,
e.g. there are sections about the aims of the school, the staff, the curriculum, the
uniform, the supervision of playground, etc. as the contents page shows. However if
there are any further questions that you may wish answered, please do not hesitate to
contact the school.

In St. Charles‟ Primary we aim to foster a sense of belonging and we hope that you
and your child will very quickly feel a valued member of this community. You will be
kept informed of what is happening in the school through general letters from the
Head Teacher, Principal Teachers and class teachers. You will also receive a termly
Curricular Newsletter and Monthly Newsletters. You will be encouraged to consider
ways in which you can become involved in the life of the school. Your views will be
sought through questionnaires. Most importantly, you will be more than welcome at
my door if you wish to discuss any issue which arises.

Yours sincerely,

Marie Breckenridge

Head Teacher




                                                                                   3
The National Priorities in School Education
        - A Framework for Improvement
Achievement and Attainment: -
To raise standards of educational attainment for all in schools, especially in the core
skills of literacy and numeracy, and to achieve better levels in National measures of
achievement including examination results.

Framework for Learning: -
To support and develop the skills of teachers, the self-discipline of pupils and to
enhance school environments so that they are conducive to teaching and learning.



Inclusion and Equality: -
To promote equality and help every pupil benefit from education, with particular
regard paid to pupils with disabilities and special educational needs, and to Gaelic
and other less used languages.




Values and Citizenship: -
To work with parents to teach pupils respect for self and one another and their
interdependence with other members of their neighbourhood and society and to teach
them the duties and responsibilities of citizenship in a democratic society.




Learning for Life: -
To equip pupils with the foundation skills, attitudes and expectations necessary to
prosper in a changing society and to encourage creativity and ambition.




                                                                                     4
SCHOOL AIMS
In St. Charles‟ Primary we strive to give children values for life -
wisdom, justice, compassion and integrity. As a Catholic school we
believe that love is at the heart of our endeavours: love of God and love
of neighbour as oneself.

At St. Charles‟ Primary our aims are to concentrate on the five National
Priorities and strive to be an excellent school while encouraging our
children to love life, live it to the full and gain the confidence to say the
following statements –

1.   Achievement and             I love learning and I can be proud
     Attainment
2.   Framework for               I love my school and I can help to
     Learning                    make it excellent
3.   Inclusion and               I am loved and feel part of my
     Equality                    school community
4.   Values and Citizenship      I love goodness and I can be a good
                                 citizen
5.   Learning for Life           I will always love learning and I can
                                 do well




SCHOOL IMPROVEMENT PLAN

   2009/20010
1. Meeting Learning Needs           to meet the needs of all learners,
                                    including vulnerable groups and
                                    address barriers to learning
2. The Curriculum /                 to further develop the curriculum to
   Improvements in                  reflect the importance of literacy
   Performance                      across learning and improve
                                    attainment
3. The Curriculum /                 to further develop the curriculum to
   Improvements in                  reflect the importance of numeracy
   Performance                      across learning and improve
                                    attainment
4. Care Welfare and                 to further develop the curriculum to
   Development                      reflect the importance of health and
                                    well-being across learning

                                                                           5
2. SCHOOL INFORMATION

St. Charles‟ Primary School
13 Kelvinside Gardens
Glasgow
G20 6BG
Tel no: 0141 946 1391
Fax no: 0141 946 1475
e-mail: headteacher@st-charles-pri.glasgow.sch.uk

St. Charles‟ Primary School is a Roman Catholic School for boys and girls from P1 to
P7 inclusive. The present roll is 239.

The building accommodates the Voluntary Tutors Organisation and an independent
Language Unit.

The Parent Council meets in the school, generally on the first Wednesday of the
month.

St. Charles‟ Primary is part of the John Paul Academy New Learning Community.


3. GLOSSARY OF TERMS USED IN HANDBOOK
Classification               how the children are organised into classes

Principal Teacher            a promoted post which will normally have a class
                             commitment as well as specific areas of responsibility,
                             e.g. Health Promotion, Literacy, Numeracy

EAL                          English as an additional language

Curriculum                   the subjects taught

Curriculum for Excellence    the revised curriculum for children and young people
                             aged 3-18, which is being established in all schools

Improvement Plan             a 3 year plan of how the school intends to develop and
                             improve attainment levels etc.

Phonics                      the “sounds” made by letters and combinations of letters
                             in the alphabet

Support for Learning         additional support / guidance in the learning process

ASP                          Additional Support Plan

CSP                          Co-ordinated Support Plan



                                                                                     6
4. SCHOOL STAFF

For the session 2009/2010 the staffing is as follows –

        Headteacher                                 Marie Breckenridge
        Depute Head Teacher (Acting)                Clare Bonar
        Principal Teacher                           Ann MacCormack
        P7                                          Pat Gillies
        P6                                          Karen Doyle
        P5/6                                        Marie Thomson
        P5                                          Eileen Leggatt
        P4                                          Elaine Molloy
        P3                                          Kathryn Clear
        P2/3                                        Anne O‟Neill/Mairead Keenan
        P2                                          Maureen Bell / Marie Spratt
        P1b                                         Fiona Burke
        P1a                                         Eileen Campbell
        NCCT Teacher                                Lianne Gaw
        Cluster Support Teacher                     Val Thomson
        Language Teacher                            Helenor Devine
        Clerical Support                            Frances O‟Brien
                                                    Maureen Shields
                                                    Caroline Hart
        Pupil Support                               Joyce Horne
                                                    Catherine Stylianou
                                                    Ingrid Sutherland
                                                    Elizabeth Bennett
                                                    Maria Lynch
        Catering Staff                              Nina Scanlan (Supervisor)
                                                    Sharon Burke
                                                    Cathie Falconer
                                                    Mary Anderson
        Cleaning Staff                              Grace Clark
                                                    Tracey Kerr
                                                    Margaret McHugh
                                                    Mary Anderson
        Janitor                                     Billy Walker
        Learning Community Staff
        Active Schools‟ Co-ordinator       James Hemmingsley
        Employability & Enterprise Officer Carol Muir
        Health Development Officer         Jane Kelly



Total number of teaching staff is 12.05 fte (Full time equivalent)




                                                                                  7
5. SCHOOL HOURS




     School begins                                  9.00
     Morning interval                               10.30 –10.45
     Lunch                                          12.15 – 1.00
     School ends                                    3.00




6. THE SCHOOL YEAR 2009/2010

Teachers Return         13 August 2009          (In-Service Day 1)
                        14 August 2009          (In-Service Day 2)
Pupils‟ Return          17 August 2009
September Weekend       Friday 25 September and
                        Monday 28 September 2009
October Holiday         Monday 12 October to
                        Friday 16 October 2009
Christmas /             23 December 2009 to
New Year                4 January 2010
Return to School        5 January 2010
February Mid-Term       12 February 2010          (ACfE In-Service Day)
                        15 February 2010
                        16 February 2010
                        17 February 2010           (In-Service Day 4)
Spring Holiday          Friday 2 April to
                        Friday 16 April 2010 (inclusive)
                        N.B. Good Friday is 2 April and Easter Monday is 5 April
                        30 February 2010                    (In-Service Day 5)
May Day                 Monday 3 May 2010
May Weekend             Friday 28 May and
                        Monday 31 May 2010
School Closes           25 June 2010




                                                                                   8
THE SCHOOL YEAR 2010/2011




Teachers Return     12 August 2010              (In-Service Day 1)
                    13 August 2010              (In-Service Day 2)
Pupils‟ Return      16 August 2010
September Weekend   23 September 2010           (In-Service Day 3)
                    Friday 24 September and
                    Monday 27 September 2010
October Holiday     Monday 11 October to
                    Friday 15 October 2010
Christmas /         24 December 2010 to
New Year            4 January 2011
Return to School    5 January 2011
                    11 February 2011        (ACfE In-Service Day)
February Mid-Term   14 February and
                    15 February 2010
                    16 February 2011            (In-Service Day 4)
Spring Holiday      Monday 4 April to
                    Friday 15 April 2011
Easter Holiday      Friday 22 April
                    and Monday 25 April 2011
                    Friday 29 April            (In-Service Day 5)
May Day             Monday 2 May 2011
May Weekend         Friday 27 May and
                    Monday 30 May 2011
School Closes       Friday 24 June 2011




                                                                 9
7. ENROLMENT
Parents wishing to enrol a pupil should call at the school or telephone the Head
Teacher. Parents are most welcome to visit the school with their child.

An appointment can be arranged to allow parents/carers and children to view the
school and speak with the Head Teacher prior to enrolment.

PRIMARY 1 CHILDREN
Children must be registered for education and have enrolled in a school by the time
they are 5 years old. Arrangements for registration in January are advertised in the
local press and the Head Teacher will inform parents of children who attend local
nursery schools and classes.

Parents or carers of children who live outwith the St. Charles‟ Primary catchment area
and who intend to complete a placing request should initially register the child at their
designated school. Thereafter, they may telephone the school to arrange an
appointment with the Head Teacher who will explain Placing Request procedures.

8. CURRICULUM / ASSESSMENT / REPORTING TO PARENTS

THE CURRICULUM
In St. Charles‟ we strive to ensure that children experience a broad general education.
Through the delivery of an appropriate curriculum we work hard to help all children
develop as -

      Confident individuals
      Effective contributors
      Responsible citizens
      Successful learners


(See 9. A Curriculum for Excellence)

The curricular areas are as follows-

Expressive Arts                              Religious and Moral Education
Health and Wellbeing                         Sciences
Languages                                    Social Studies
Mathematics                                  Technologies

Each area of the curriculum has specific experiences and outcomes.




                                                                                      10
LANGUAGES

LITERACY AND ENGLISH
Language is central to all aspects of children‟s learning and
therefore has a vital role across the curriculum.

Language and literacy are of personal, social and economic
importance. The general aim of our Language programme is to
enable the child to acquire the following skills -

      Listening and talking
      Reading
      Writing

Resources Used To Support Our Language Programme

Foundations of Writing                       Nelson Writing Programme (P3-7)
St. Charles‟ Phonic Dev. Programme           Think About It (Phonic Programme)
Storyworld Reading (P1-3)                    Literacy World Reading (P4-7)
New Horizons Materials                       Oxford Reading Tree

FOREIGN LANGUAGES IN THE PRIMARY SCHOOL
Experience of a foreign language increases children‟s awareness of the importance of
communication in an increasingly inter-dependent world. Through our programmes
we aim to foster awareness of the foreign culture and develop a positive attitude to the
learning of a foreign language, which enables children to communicate at an
appropriate level. Over the two-year period of Primary 6 and 7, pupils will be taught
French by Mrs. Gillies or Mrs. Devine who teaches French and Spanish. Staffing
levels currently facilitate P4 and P5 participating in Modern Language lessons this
year.

MATHEMATICS
Mathematics plays a crucial role in everyday social interaction and
in the commercial, scientific and business sectors. Our broad aim is
to encourage the effective use of Mathematics as a tool in a wide
range of activities within the school and into adult life beyond the
classroom. Throughout the Primary years, children should gain
knowledge and understanding in the following areas –

      Number, money and measure
      Shape, position and movement
      Information handling

Resources Used to Support Mathematics Programme
Scottish Heinemann Maths                       Glasgow Problem Solving Pack
Lanark Problem Solving Pack                    Anita Straker Mental Maths
Extensive Supply of Photocopiable Resources    The Basics Number Skills

Practical Apparatus to Support Core and Extension Programmes



                                                                                     11
HEALTH AND WELLBEING
The curriculum has an important part to play in promoting the health and wellbeing of
children. Learning in health and wellbeing ensures that children develop the
knowledge and understanding which they need for mental, emotional, social and
physical wellbeing now and in the future.

This area of the curriculum covers – mental, emotional, social and physical wellbeing,
planning for choices and changes, physical education, physical activity and sport,
food and health, substance misuse and relationships.

SOCIAL STUDIES
Through social studies, children develop their understanding of the
world by learning about other people and their values, in different
times, places and circumstances.

We strive to equip pupils to become well-informed, environmentally
aware citizens who will gain knowledge and understanding in the
following areas – people - past events and societies, people - place
and environment, people in society, economy and business.

EXPRESSIVE ARTS
Expressive Arts comprises art & design, dance, drama and music.
These subjects play an important part in pupils‟ development as they
encourage the exploration of values and foster imagination and
creativity.

SCIENCES
Science is an important part of our heritage and we use its applications in our lives at
work at leisure and in the home. The key concepts will be explored under the
following headings - planet earth, forces, electricity and waves, biological systems,
materials and topical science.

TECHNOLOGIES
Learning in the technologies enables children to be informed, skilled,
thoughtful, adaptable and enterprising citizens. The framework
consists of – technological developments in society, ICT (information
& communication technology) to enhance learning, business,
computing science, food and textiles, craft, design, engineering and graphics.

RELIGIOUS EDUCATION
The Scottish Government has stated that values such as justice, wisdom, compassion
and integrity can be further developed through exploration in religious and moral
education and therefore has set out guidelines for every school in Scotland to cover
religious and moral education.
Scotland in the 21st century is an increasingly multi-cultural and diverse nation. The
great majority of Scottish denominational schools are Roman Catholic, while a small
number serve other faith communities. The curriculum in a denominational school
will reflect its particular faith perspective.
See Section 10.SPIRITUAL, SOCIAL, MORAL AND CULTURAL VALUES

HOMEWORK
See Section 14. HOME AND SCHOOL LINKS

                                                                                     12
ASSESSMENT
A programme of continuous assessment exists to ensure that each child is receiving a
relevant curriculum. This includes-
     Detailed teacher observation and planned assessments in each
       curricular area
     Formative assessment strategies including pupils assessment of
       their own and other‟s work
     Weekly spelling and mental maths tests
     Testing to determine spelling and reading age on a yearly basis
     Diagnostic assessments in P1, P2 and P3 – thereafter as required


NATIONAL TESTING
National Testing is used to complement other forms of assessment carried out by class
teachers. At all stages testing will take place when the class teacher determines that
children are capable of successfully completing a particular level. All children are
different and make progress at different rates. However as a rough guide most
children are expected to achieve National Assessment levels at the following stages in
their school life.

Level A      should be attainable by the end of P3 by almost all pupils
Level B      should be attainable by some pupils in P3, but by most children in P4
Level C      should be attainable in the course of P4-6 by most pupils
Level D      should be attainable by some pupils in P5-6, but by most pupils in P7
Level E      should be attainable by some pupils in P7- S1, but by most pupils in S2

The purpose of National Testing is to confirm the accuracy of the teacher‟s
continuous assessment and highlight undetected difficulties. Test scripts will be
retained in children‟s assessment folders and may be used for reporting purposes.

REPORTING TO PARENTS
A system of reporting has been established to comment on pupil progress and
maintain fruitful communication between home and school.
Parents will be invited to a meeting with the class teacher in November and March of
each year. We will endeavour to organise one-to-one appointment times which suit
parents and they will receive a written interim report on progress. Parents are invited
to comment on their child‟s progress and make known any issues they would like
discussed at each meeting.

The Glasgow “Pupil Progress Report” will be sent home at the
end of the year. It will contain progress achieved in Mathematics
& Language, aspects of Personal & Social Development, other
curricular areas and attendance. Strengths will be highlighted
and constructive suggestions made on how to improve areas in
need of development. Comments from parents and pupils
themselves are encouraged and attached to the report.
Requests for additional interviews should be made by phoning
the school office or writing to the class teacher to outline the area
of concern. A suitable time and date will then be agreed.



                                                                                       13
9. CURRICULUM FOR EXCELLENCE

Bringing learning to life and life to learning

Curriculum for Excellence is now being introduced across Scotland for all 3-18 year
olds – wherever they learn. It aims to raise standards, prepare our children for a
future they do not yet know and equip them for jobs of tomorrow in a fast changing
world.

Curriculum for Excellence enables professionals to teach subjects creatively, to work
together across the school and with other schools, to share best practice and explore
learning together. Glow, Scotland‟s unique, world-leading, online network supports
learners and teachers in this and plans are already in place for parents/carers across
the country to have access to Glow.

Teachers and practitioners will share information to plan a child‟s “learning journey”
from 3-18, helping their progression from nursery to primary, primary to secondary
and beyond, ensuring the change is smooth. They‟ll ensure children continue to work
at a pace they can cope with and with challenge they can thrive on.

Curriculum for Excellence balances the importance of knowledge and skills.

Every child is entitled to a broad and deep general education, whatever their level and
ability. Every single teacher and practitioner will be responsible for literacy and
numeracy – the language and numbers skills that unlock other subjects and are vital to
everyday life.

It develops skills for learning, life and work to help young people go on to further
study, secure work and navigate life. It brings real life into the classroom, making
learning relevant and helps young people apply lessons to their life beyond the
classroom. It links knowledge in one subject area to another helping children
understand the world and make connections. It develops skills so that children can
think for themselves, make sound judgements, challenge, enquire and find solutions.

There will be new ways of assessing progress and ensuring children achieve their
potential. There will be new qualifications for literacy and numeracy and from
2012/13, new National 4 and 5 qualifications from 2013/14. Our well regarded
Access, Highers and Advanced Highers will be updated to take account of and
support the new approaches to learning and teaching.

There‟s personal support to help young people fulfil their potential and make the most
of their opportunities with additional support wherever that‟s needed. There will be a
new emphasis by all staff on looking after our children‟s health and wellbeing – to
ensure that the school is a place where children feel safe and secure.

Ultimately, Curriculum for Excellence aims is to improve our children‟s life chances,
to nurture successful learners, confident individuals, effective contributors, and
responsible citizens, building on Scotland‟s reputation for great education.




                                                                                    14
10.SPIRITUAL, SOCIAL, MORAL AND CULTURAL VALUES
Religious education in Catholic schools takes place within the context of the wider
Catholic faith community, in partnership with home and parish.

While most children will be of the Catholic tradition, some will be of other
denominations and faiths or have stances for living which may be independent of
religious belief. Religious education should support all children in their personal
search for truth and meaning in life, and so it is central to their educational
development.

Resources Used to Support Religious Programme
The main resource in use at present is the Alive-O Programme P1-P7 which covers -
    Christianity
    Personal Search
    Other World Religions - Judaism & Islam

Presently our school chaplain is Canon Robert Hill from the parish of St. Charles‟
Borromeo after whom the school is named. We also have links with other parishes
that our children are connected to. Children are prepared and presented for the
Sacraments at the appropriate level of development.

        Primary 3        Sacrament of Reconciliation.
        Primary 4        Sacrament of Confirmation and Holy Eucharist.

Preparation for the Sacraments is seen as a commitment from
home, parish and school. It is the responsibility of parents to
contact the priest of the parish in which they live to request that
their child may be presented for the Sacraments.

CHARITABLE FUNDRAISING
Through planned environmental studies projects and response to local, national and
international events, we develop an understanding and response to the social needs in
the wider world. Children are helped to develop an understanding of the world and
should develop and awareness of the social needs in the wider international world.

Ideas for raising money are varied, often come from the children themselves and are
always enjoyed by the children involved.

St Charles‟ is committed to supporting the SCIAF charity among others.
Under Section 9 of the Education (Scotland) Act 1993 parents are given the right of withdrawal of
their children from Religious Education and Observance. Notwithstanding this however, parents who
elect to send their children to this school are expected to accept the religious education and ethos of the
school and their children should therefore attend all religious instruction and observance. If in spite of
this, any parents still wishing to exercise their right of withdrawal should ask to seek an early interview
with the Head Teacher, who will outline the arrangements to be made, depending on age/stage of the
child concerned.

Parents and carers from religions other than Christianity 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
three occasions (days) in any one school session and the pupil noted in the register using code REL on
these days



                                                                                                       15
11. CHILD PROTECTION PROCEDURES


CHILD WELFARE & SAFETY and CHILD PROTECTION

Insert for School Handbooks and Public Display
Appendix 3 of Management Circular 57



All educational establishments and services must take positive steps to help children
and young people protect themselves by ensuring that programmes of health and
personal safety are central to the curriculum and should have in place a curriculum
that ensures that children / young people have a clear understanding of the difference
between and inappropriate behaviour on the part of another person, no matter who.

As with other areas of the curriculum, you will be kept informed of the health and
personal safety programme for your child / young person‟s establishment.

Educational establishments and services must create and maintain a positive ethos and
climate which actively promotes children and young peoples‟ welfare and a safe
environment by:

      Ensuring that children and young people are respected and listened to
      Ensuring that programmes of health and personal safety are central to the
       curriculum
      Ensuring that staff are aware of child welfare & safety and protection issues
       and procedures
      Establishing and maintaining close working relationships with all other
       agencies to make sure that professionals collaborate effectively in protecting
       children and young people

Should any member of staff have concerns regarding the welfare or safety of any
child or young person they must report these concerns to the head of the
establishment. The Head, or the person deputising for the head, after judging that
there may be grounds for concern regarding the welfare or safety of any child or
young person must then immediately advise social work services of these concerns.




                                                                                     16
12. EQUAL OPPORTUNITIES AND SOCIAL INCLUSION
In St. Charles‟ Primary we operate a policy of equal opportunity
and social inclusion. Equal opportunities are offered to all
children in all aspects of school life.

The Education Authority requires every school to produce its
own Race Equality Policy to comply with the Race Relations
(Amendment) Act 2000. A copy of the policy is held in the
school office.


13. ADDITIONAL SUPPORT NEEDS / ACCESSIBILTY STRATEGY
The school has a duty to ensure that all our children have equal access to the
curriculum, supported as appropriate to their individual needs. This covers not only
the content of lessons and teaching strategies but also minor adaptations to the
physical environment of our building to address the needs of children with physical or
sensory impairments, including the relocation of classes to the ground floor where
feasible. We also need to ensure that parents and carers who have a disability have
equal access to information about their child. This will involve, for example,
relocating the venue for parents/carers meetings to facilitate physical access;
provision of an interpreter for people who have a hearing impairment; agreeing a
telephone contact system to provide direct feedback to parents and carers.

Every effort is made to ensure that boys and girls benefit equally from every aspect of
the curriculum and school life, and participate in all activities on an equal footing.


Physical access:      St. Charles‟ does not have a lift. However both stairways have
                      been fitted with handrails and ramps to access the ground floor.

Communication:        Parents who require information to be supplied in an alternative
                      format or who require special arrangements for parents
                      meetings should speak to the Head Teacher.

Curriculum:           Children, who for any reason have additional support needs,
                      will have a programme of work devised for them by their class
                      teacher using a wide and varied selection of textbooks and
                      materials appropriate to their needs. The Head Teacher
                      /Support for Learning Teacher and Cluster Support Teacher
                      may also take a role in structuring additional support plans for
                      pupils as required (A.S.P‟s). These are structured with the
                      involvement of the child and discussed with parents.

Staff Development:    Staff training in aspects of disability has included language and
                      communication disorders, diabetes and anaphylactic shock.
                      Other training opportunities will be made available as required.




                                                                                     17
14. HOME AND SCHOOL LINKS
It is our aim to foster the best possible links between home and school. Parental
involvement is a vital ingredient of a successful school. We take the view that when
your child comes to school you are entering into a partnership with the school staff.


All Parents are members of the Parent Forum and are encouraged to take an active
part in the life of the school. Some parents become involved in “Paired Reading” or
are parent members of our Right Respecting School Committee or our Eco
Committee. However many parents are unable to help in these ways and I would
stress that they are equally valued. Every parent can contribute by –

   Discussing the termly Curricular Newsletter which explains
    the topics which will be covered in a term and suggests a
    variety of activities for “Learning at Home”.
   Reading the monthly newsletter with/to your child and
    discussing the various events taking place.
   Discussing and contributing to your child‟s “Learning Log”.
   Encouraging homework to be completed with care.
   Reminding your child to pack their P.E. kit!

Throughout the session meetings and workshops are held to familiarise parents with
school curricular policies and encourage them to become involved in their children‟s
learning. We also recognise the educational potential of inviting parents, grandparents
etc. into school to share experiences, amongst other things with our pupils.

HOMEWORK / LEARNING AT HOME
Homework is a valuable means of extending the child‟s working day in a manner
appropriate to each child‟s needs and interests. It is also a valuable means by which
home links can be encouraged, developed and strengthened.
The purpose of homework is to reinforce, review and supplement classroom learning
and encourage parental involvement in a meaningful and productive way. Parents
will be informed each day, by the class teacher, of tasks in reading, spelling or
number which should be completed at home. Topic work is an ideal opportunity for
parents and extended family to become involved in historical and local studies.
Details of current projects etc. will be outlined in the termly Curricular Newsletter.

INFORMING PARENTS
In order to keep parents informed a summary of the School Improvement Plan and a
Standards & Quality Report is issued each session.

To offer parents the opportunity to find out more about what goes on in school and
hear about new initiatives, teaching methods etc. “Information Evenings” are planned
and all parents are most welcome.




                                                                                    18
(i) ATTENDANCE AT SCHOOL
Section 30 of the 1980 Education Act lays a duty on every parent/carer of a child of
„school age‟ to ensure that their child attends school regularly. Attendance must be
recorded twice a day, morning and afternoon.

Regulation7 of The Education (School and Placing Information) (Scotland)
Amendment, Etc. Regulations 1993 requires each child‟s absence from school to be
recorded in the school register as authorised: i.e. approved by the authority, or
unauthorised: i.e. unexplained by the parent (truancy) or temporarily excluded from
school.

Parents are asked to inform the school by letter or telephone, if their child is likely to
be absent for some time, and to give the child a note on his or her return to school,
confirming the reason for absence.

Parents/guardians do not have an automatic right to take their child out of school
without permission during term-time. The Head of Establishment can only authorise
time off during term-time in exceptional circumstances.

Exceptional circumstances include:
    short-term parental / carer placement abroad;
    family returning to its country of origin for family reasons;
    the period immediately after an illness or accident;
    a period of serious or critical illness of a close relative;
    a domestic crisis, which causes serious disruption to the family home, causing
       temporary relocation.

Time off during term-time for the following reasons is not acceptable and will be
recorded as unauthorised absence:

              availability of cheap holidays or desire accommodation
              holidays which overlap the beginning or end of term

Clearly with no explanation from the parent, the absence is unauthorised.

The Education Liaison Officer investigates unexplained absence, and the authority
has the power to write to, interview or prosecute parents, or to refer children to the
reporter of the children‟s hearings, if necessary.


PUNCTUALITY
Punctuality is encouraged and parents are asked to be very
vigilant in this regard. Late coming can become a habit which
is hard to break and indicates a failure to value the education
offered by the school. It is disruptive of class work, wastes the
time of the teacher and of the other pupils and causes the
latecomer to fall behind in his/her work and so to become
discouraged.




                                                                                       19
ST. CHARLES’ POLICY
The school‟s policy with regard to enforcement of attendance is to monitor carefully
each child‟s attendance and if there is an unusually large numbers of absences, or
patterns of absence, whether explained or not, this will be discussed with the
Education Liaison Officer who will call at homes to discuss matters with parents and
advise of further action if required.

In St. Charles‟ we would ask parents to phone the school on the morning of a child‟s
absence. If by 9.30 we do not know why your child is absent a member of the Clerical
Staff will contact the child‟s home to make enquiries.

PERMISSION TO LEAVE THE PREMISES
In order to ensure maximum protection for children, permission to leave the premises
will only be allowed on written requests from parents. Children attending medical or
dental appointments during the school day should be collected and returned by a
responsible adult.


(ii) SCHOOL / COMMUNITY
The development of a pride in and a responsibility towards the community is inherent
in every aspect of the planned and hidden curriculum. The school has a lively interest
in the community in which it is set and likes to co-operate at many levels with local
groups. An example of a long-standing commitment to the community is the
involvement of community groups in our Enterprise Education programmes.


We have links with the following –
   The Parish of St. Charles‟ Borromeo
   Health Service – School Nurse (Mrs. Gray)
   Community Police
   Fire Services
   Dunard St. Primary
   Belhaven Nursery
   Queen‟s Cross Housing Association
   Kershaw St. Residential Centre
   Hillhead Library
   Maryhill Integration Network

We are constantly looking for ways to further our community links due to the rich
experience these opportunities afford our pupils.

Through personal contact the children learn the reason for the school‟s expectations of
a high standard of behaviour within and outwith school.

USE OF SCHOOL BY COMMUNITY GROUPS
The school facilities are available for a wide range of activities. Applications for their
use should be made through the Letting Section whose address can be
found at the back of this handbook.




                                                                                       20
15. AFTER SCHOOL ACTIVITIES

(i) EXTRA CURRICULAR
The number and variety of after-school activities offered
changes from year to year depending on staffing and the
interests of our pupils. Over the years our clubs have
included: Athletics, Art, Cross Country, French, Tin
Whistle, Choir, Cycling, Drama, Samba Band, Greek
Dancing, Football, Badminton and “Learning is Fun”.


(ii) OUT OF SCHOOL LEARNING AND STUDY GROUPS
Here are examples of some out of school learning -
Swimming - Our P7 pupils take part in swimming lessons as part
of their P.E. programme and P5 children are also involved in the
“Learn to swim” initiative.
Blairvadach – A group of P.6 and P.7 had a residential stay at the
Blairvadach Outdoor Centre and experienced climbing, etc.
Educational Excursions – All classes experience age appropriate
outings of some description, e.g. P.3 visited the Fire Station and
P.1 and P.2 have trips to Botanic Gardens and the Transport Museum.


16. SCHOOL DISCIPLINE
The relationship between pupils and teachers requires mutual consideration. School
rules are formulated out of concern for the safety and well being of pupils and staff of
the school, as well as for the care and maintenance of both equipment and premises.
Children are expected to conduct themselves in a responsible manner.


(i) PROMOTING POSITIVE BEHAVIOUR
The school Aims and the Golden Rules are displayed and discussed regularly.

All children are encouraged to work hard and adhere to the Golden Rules. They then
enjoy Golden Time on a Friday. So that parents can help their child to get to know
and understand why rules are so important in school (and society), a set of the Golden
Rules are provided for display and use at home.

Good behaviour and work effort is rewarded by the Head Teacher.
Each month children who have made a special effort in a particular
area are chosen by the class teacher and they receive an award by
the Head Teacher at assembly.


Unacceptable behaviour is discouraged by a system of sanctions of escalating
severity. Class teachers may make use of punishment exercises or separation from
the group in the classroom. The Head Teacher also makes use of a “Thinking Bench”
at morning and lunchtime intervals.




                                                                                     21
(ii) PARENTAL CO-OPERATION
Parents are, of course, informed at an early stage if their child is causing concern.
When school and home work together, a child will very quickly come to realise the
standard of behaviour which is expected.

At times a child may have a “Behaviour Sheet” which is marked five times a day and
monitored by the Head Teacher and is sent home to be signed by the parent.

Children who fail to respond to these measures are in danger of incurring exclusion
from school, a decision we make with the greatest reluctance.

The school‟s behaviour policy is available on request from the school office.
However an updated version will be formulated this year with input from all
stakeholders.

17. SUPERVISION OF PLAYGROUNDS
An adult presence is provided in playgrounds at break times in
terms of the Schools (Safety and Supervision of Pupils) (Scotland)
Regulations, 1990.

For safety reasons cycles, skates, toy guns, lollipops, glass bottles
or cans of juice are not permitted in school.

The Playground Golden Rules are displayed and discussed with children so that
everyone is aware what kind of behaviour is expected. Any difficulties encountered
by children in the playground should be immediately reported to the playground
supervisors or pupil mentors (the P.A.L.S.) who refer serious misdemeanours to the
Head Teacher.

18. CLOTHING
Given that there is substantial parental/carer and public approval of a dress code,
schools in this authority are encouraged to develop a school dress code. In
encouraging a dress code policy account must be taken in any proposals to prevent
any direct or indirect discrimination on the grounds of race or gender. Any proposals
will be the subject of widespread consultation with parents/carers and children and
young people. Against this background it should be noted that it is the policy of the
Education and Social Work Services Committee to encourage schools to develop an
appropriate dress code policy.


There are forms of dress which are unacceptable in school, such as items of clothing
which:

      potentially, encourage faction (such as football colours);
      could cause offence (such as anti-religious symbolism or political slogans);
      could cause health and safety difficulties, such as loose fitting clothing,
       dangling earrings;
      could damage flooring;
      carry advertising, particularly for alcohol or tobacco; and
      could be used to inflict damage on other pupils or be used by others to do so.


                                                                                  22
Under no circumstances will children and young people be deprived of any
educational benefit as a result of not wearing clothing conforming to the school‟s
dress code policy.

Parents/Carers receiving Income Support, Job Seekers Allowance (Income Based),
Working Tax Credit (with a total annual income of less than £15,050*), Housing
Benefit, or Council Tax Benefit will normally be entitled to monetary grants for
footwear and clothing for their child or young person. Approval of any requests for
such grants made by parents/carers in different circumstances is at the discretion of
the Executive Director: Education and Social Work Services. Information and
application forms may be obtained from schools and from Grants Section at
Education and Social Work Services headquarters.

Glasgow City Council is concerned at the level of claims being received regarding the
loss of children‟s and young peoples‟ clothing and/or personal belongings.
Parents/Carers are asked to assist in this area by ensuring that valuable items and
unnecessarily expensive items of clothing are not brought to school. Parents/Carers
should note that the authority does not carry insurance to cover the loss of such items
and any claims submitted are likely to be met only where the authority can be shown
to have been negligent.

UNIFORM
The uniform worn in St Charles‟ Primary is as follows:

                      Blue shirt
                      Grey trousers / skirt
                      Burgundy jersey / cardigan
                      School tie

Children‟s clothing and other belongings should be labelled to avoid confusion if
items are mislaid.



19. MEALS
Children who live a distance from school are encouraged to have school meals. Any
child who requires a special diet can have this by arrangement. The school operates a
cash cafeteria. Milk is available to all pupils who stay in school over the lunch break.

Children of parents/carers receiving Income Support, Job Seekers Allowance (Income
Based) and Child Tax Credit only (where income is less than £16,040*) are entitled to
a free midday meal. Information and application forms for free school meals may be
obtained from schools and from Grants Section at Education and Social Work
headquarters.
* Income amount effective from 1 April 2009 and may be changed by the Department
for Work and Pensions.




                                                                                     23
20. TRANSPORT

(i) GENERAL
The Education Authority has a policy of providing free transport to all primary
children who live more than one mile from their local school by the recognised
shortest walking route. This policy is more generous than the law requires. This
means that the provision of transport could be reviewed at any time. Parents/Carers
who consider they are eligible should obtain an application form from the school or
Education and Social Work Services. These forms should be completed and returned
before the end of February for those children and young people beginning school in
August to enable the appropriate arrangements to be made.

Applications may be submitted at any time throughout the year but may be subject to
delay whilst arrangements are made. The appropriate officer has discretion in special
circumstances to grant permission for children and young people to travel in transport
provided by the authority, where spare places are available and no additional costs are
incurred.

The authority has an Exceptional Circumstances policy relating to e.g. homelessness,
parental/carer disability, etc. Details are available from the school. There is also a
procedure to request transport on medical grounds. The school can advise on
procedures.


(ii) PICK UP POINTS
Where free transport is provided it may be necessary for children and young people to
walk a certain distance to the vehicle pick-up point. Walking distance in total
including the distance from home to the pick-up point and from the drop-off point to
the school in any one direction will not exceed the authority‟s limits (see above
paragraph). It is the parent‟s/carer‟s responsibility to ensure that their child or young
person arrives at the pick-up point in time. It is also the parent‟s/carer‟s responsibility
to ensure the child or young person behaves in a safe and acceptable manner while
boarding, travelling in and alighting from the vehicle. Misbehaviour could result in
your child or young person losing the right to free transport.

(iii) PLACING REQUESTS
The education authority does not provide transport for those children and young
people in receipt of a placing request other than in individual exceptional
circumstances and where appropriate legislation applies.


21. MEDICAL AND HEALTH CARE
Medical and dental inspections for the new entrants take place in the first school year.
The school nurse pays regular visits to the school and both nurse and doctor are
available for consultation by the school regarding children‟s welfare. In the event of
a child having an accident, or when a child takes ill, parents or their designated
representative will be informed immediately. Where neither can be contacted the
school will take whatever steps necessary in the best interests of the child. It is
essential that the telephone number of a trusted and responsible adult is left with the
school so that, should the parent be unavailable in an emergency, we have someone to
contact.

                                                                                        24
It is the responsibility of parents to inform the school of any particular medical
condition or requirements which need our attention and to update any contact
numbers or addresses as they change.

Medicines may only be administered to pupils in school if they are prescribed by a
doctor and the necessary forms are completed in school by parents beforehand.

22. INFORMATION IN EMERGENCIES
We make every effort to maintain a full educational service, but on some occasions
circumstances arise which lead to disruption. Schools may be affected by, for
example, severe weather, temporary interruption of transport, power failures or
difficulties of fuel supply. In such cases we shall do all we can to let you know about
the details of closure or re-opening. We shall keep you informed by using letters,
notices in local shops and community centres, announcements in local places of
worship and announcements in the press and on local radio.


23. SCHOOL DATA
See appendices at the back of the handbook.

24. THE PARENT FORUM AND PARENT COUNCIL
The Scottish Schools (Parental Involvement) Act 2006 has changed the arrangements
for parental representation in all schools. Since August 2007, all parents/carers are
automatically members of the Parent Forum for their school and they have a right to
establish a Parent Council to represent them.

PARENT FORUM
The membership of the Parent Forum is made up of all parents/carers who have a
child or young person at an education authority school. Membership of the Parent
Forum allows parents/carers to have a say in the local arrangements to enable their
collective view to be represented on matters such as the quality and standards of
education at the school and other matters of interest to parents/carers. One of the ways
parents in the Parent Forum will be able to express their views will be through the
Parent Council.

PARENT COUNCIL
The Parent Council is a group of parents/carers selected
by members of the Parent Forum to represent all the
parents/carers of children and young people at the school.
Parent Councils are very flexible groups and the Parent
Forum can decide on the type of group it wants to
represent their views. A Parent Council could get
involved in:

• Supporting the work of the school;
• Gathering and representing parents‟ views to the Headteacher, education authority
and HMIe;
• Promoting contact between the school, parents/carers, children and young people
and the local community;
• Fundraising;
• Involvement in the appointment of senior school staff.


                                                                                     25
Parent Councils are recognised in law from August 2007. As a statutory body, the
Parent Council has the right to information and advice on matters which affect
children and young people‟s education. So, the school and the local authority must
listen to what the Parent Council says and give it a proper response. Every school‟s
Parent Council will be different because it will be parents/carers in each school who
make the key decisions. The Parent Council is also entitled to support from the
education authority in fulfilling its role.

2. MEMBERSHIP OF THE PARENT COUNCIL
Generally, members of the Parent Council must be parents/carers of children and
young people who attend the school and the chairperson must have a child in the
school. However, the Parent Council can decide to co-opt other members from
teachers and the community who will have knowledge and skills to help them.

In denominational schools, the Parent Council must invite the relevant church or
denominational body to nominate a representative to be a co-opted member.

The objectives of the parent council are:
    To promote partnership between the school, its pupils, its parents and the
       Roman Catholic Church
    To develop and engage in activities which support the education and welfare
       of the pupils
    To identify and represent the views of parents on the education provided by
       the school and other matters affecting the education and welfare of the pupils

3. ST. CHARLES’ PARENT COUNCIL
Our school‟s Parent Council was officially established in August 2007 and the
Constitution is available at the school office. Here is some important information -
     The Parent Council was selected for a period of two years after which parents
       may put themselves forward for re-selection if they wish.
     The Parent Council is accountable to the Parent Forum for St. Charles‟ and
       will make a report to it at least once each year on its activities on behalf of all
       parents.
     The Annual General Meeting will be held in April of each year. A notice of
       the meeting including date, time and place will be sent to all members of the
       Parent Forum at least 2 weeks in advance.

4. THE CURRENT PARENT COUNCIL MEMBERS

Mr. M. Rasul                  Parent                         Chairperson
Mrs. E. Bahl                  Parent                         Vice Chairperson
Mrs. P. Rasul                 Parent                         Secretary
Mrs. K. Topping               Parent                         Treasurer
Mr. D. Crawford               Parent                         Committee Member
Mrs. D. Murray                Parent                         Committee Member
Mrs. M. Moran                 Parent                         Committee Member
Mrs. P. Breslin               Parent                         Committee Member
Mrs. C. Connelly              Parent                         Committee member
Mr. S. Colling                Church Representative          Committee Member
Mrs. C. Bonar                 Member of Teaching Staff       Committee Member
Mrs. C. Hart                  School Clerical Assistant      Clerk to the Council



                                                                                       26
The Headteacher has a right and a duty to attend all meetings of the Parent Council
but does not have a right to vote.

The Parent Council may be contacted by letter - c/o the school.

25. TRANSFER FROM PRIMARY SCHOOL TO SECONDARY SCHOOL

Children are normally transferred between the ages of eleven and a half and twelve
and a half so that they will have the opportunity to complete at least four years of
secondary education. Parents and carers will be informed of the School arrangements
no later than December of the year preceding the date of transfer at the start of the
new session.

Our associated secondary is John Paul Academy, 2 Arrochar St, Glasgow, telephone
number – 0141 582 0140.

Prior to such transfers pupils are given the opportunity to visit the secondary school.
Staff of the primary and secondary school work closely together to make the
transition from primary and secondary as smooth as possible. Teachers from John
Paul Academy work in conjunction with the Primary 7 teachers to provide particular
subjects.

26. DATA PROTECTION ACT 1998

Information on children and young people, parents and carers is stored on a computer
system and may be used for teaching, registration, assessment and other
administrative duties. The information is protected by the Data Protection Act 1998
and may only be disclosed in accordance with the Codes of Practice. For further
information please contact the school.

27. THE FREEDOM OF INFORMATION (SCOTLAND) ACT 2002

The Freedom of Information (Scotland) Act 2002 enables any person to obtain
information from Scottish public authorities. The Act applies to all Scottish public
authorities including: Scottish Government and its agencies; Scottish Parliament;
Local Authorities; NHS Scotland; Universities and further education colleges; and the
police.

Public authorities have to allow access to the following information:

• The provision, cost and standard of its service;
• Factual information or decision-making;
• The reasons for decisions made by it.

The legal right of access includes all types of ‘recorded’ information of any data held
by the Scottish public authorities. From 1st January 2005, any person who makes a
request for information must be provided with it, subject to certain conditions.
Further information is provided on the Glasgow City Council web-site:
www.glasgow.gov.uk/en/yourcouncil/freedomofinformation
Internet facilities are provided at all Glasgow City Council Public Libraries and Real
Learning Centres.



                                                                                    27
28. PARENT-TEACHER ASSOCIATION
The P.T.A. was disbanded when the Parent Forum and Parent Council came into
being in 2007.

29. DEALING WITH RACIAL HARRASSMENT

The Race Relations Act of 1976 makes it unlawful to discriminate against someone
because of her/his colour, race, nationality, ethnic or national background. The Act
makes it the duty of Glasgow City Council to eliminate unlawful racial
discrimination.

In 1999 the guidelines, ‘Dealing with Racial Harassment’ were issued to assist all
teaching staff in dealing with such incidents.

The adoption of an anti-racist approach should be seen as one part of the continuing
attempt to improve the quality of education.

Glasgow City Council recognises that support from the home is essential if these aims
are to be achieved. Every child or young person in Glasgow has the right to be happy
and secure at school.


30. COMMENTS AND COMPLAINTS

If you have a comment or complaint please approach the Head of Establishment in the
first instance.

If the Head of Establishment does not resolve the issue to your satisfaction, you
should contact our Customer Liaison Unit who will:
• Take a totally neutral stance in fully investigating your complaint;
• Acknowledge receipt of your complaint within five working days;
•Give a full written response within a further 10 working days, unless another
timescale has been agreed.

The Customer Liaison Unit can be contacted by phone or e-mail:
Phone 0141 287 3655/4688
E-mail education@glasgow.gov.uk

Customer Liaison Unit
Education and Social Work Services
Glasgow City Council
Wheatley House
25 Cochrane Street
Merchant City
GLASGOW
G1 1HL




                                                                                  28
31. ADDRESSES AND CONTACTS

Service Director: Education
Maureen Mc Kenna
Education Services
Glasgow City Council
Wheatley House
25 Cochrane Street
Merchant City
GLASGOW
G1 1HL

Local Councillor
Mr J Mc Kechnie
City Chambers
82 George Square
Glasgow G2

Letting Section
Cultural and Sport Glasgow:
Letting Section,
Phone 0141 302 2814/2815




DISCLAIMER


    Although this information is correct at time of printing, there could be changes
    affecting any of the matters dealt with in the document:

    a) before the commencement or during the course of the school year in question;

    b) in relation to subsequent school years.




                                                                                       29
                                                                                                      (1)

                             INFORMATION FOR PARENTS 2009
                                   PRIMARY SCHOOLS

 School: St Charles' Primary School                                                 Id No.: 260 - 8421528


                       Budgeted Running Costs For Financial Year 2009-2010
 School Roll at September 2008                                                                   166
 Total School Running Costs at April 2009 (£)                                                  680,672
 Cost per Pupil (£)                                                                             4,100

         Key to symbols: The symbol ## indicates that the data are not available.



                        Attendance And Absence For School Year 2008/2009
                                                   Stage
                  P1          P2           P3           P4             P5           P6          P7          P1-7
Total Number
of Possible
Attendances(     10,328      8,701        8,674       11,238        6,884        9,226         8,706        63,757
Pupil Half
Days)
Percentage
Authorised        5.2          6           5.1          7.8          6.8            5.7         7.4          6.3
Absences
Percentage
Unauthorised       0           0           0.1           0           0.1            0            0            0
Absences

         Key to Symbols:
         Asterisks (**) have been inserted instead of figures for some schools and categories:
              Counts and percentages based on data for more than 0 but fewer than 5 pupils,
                 because they could be misleading or lead to the identification of individuals.
              In other cases, it is not possible for the school to have any data for the category, for
                 example, cases where the relevant year group roll figure is zero.
         The symbol (##) indicates that the school has recently opened or merged with another school
         and this information is not available.



                                      Minimising Overall Absence
                                             Absence recorded                           Absence recorded
                                                 (2007/2008)                                (2008/2009)
                                             Average number of                          Average number of
                                             half days absence                          half days absence
                                                  per pupil                                  per pupil
               Absence                               33.6                                       24.1

         Where schools have 9 openings per week, please note that all local authority and national
         figures are based on 10 openings per week, and so are not directly comparable.

         Key to Symbols: The symbol (##) indicates that the data are
         not available or comparable with other years.



                                                                                                       30
                                                                                                    (2)



                             INFORMATION FOR PARENTS 2009
                                   PRIMARY SCHOOLS

Education Authority: Glasgow City


                    Budgeted Running Costs For Financial Year 2009-2010
School Roll at September 2008                                                                 35,377
Total School Running Costs at April 2009 (£)                                                132,017,161
Cost per Pupil (£)                                                                             3,732

         Key to symbols: The symbol ## indicates that the data are not available.

                        Attendance And Absence For School Year 2008/2009
                                                            Stage
                   P1         P2           P3          P4         P5            P6            P7            P1-7
Total           1,831,16   1,876,921    1,917,511   1,972,213 1,941,264      2,007,908     2,086,799      13,633,78
Number of           9                                                                                         5
Possible
Attendance
s(Pupil Half
Days)
Percentage        5.7         5.7          5.4          5.3         5.4          5.5          5.3            5.5
Authorised
Absences
Percentage        1.3         1.2          1.2          1.2         1.3          1.3          1.3            1.3
Unauthoris
ed
Absences

         Key to symbols:
         Asterisks (**) have been inserted instead of figures for some schools and categories:
              Counts and percentages based on data for more than 0 but fewer than 5 pupils,
                 because they could be misleading or lead to the identification of individuals.
              In other cases, it is not possible for the school to have any data for the category, for
                 example, cases where the relevant year group roll figure is zero.
         The symbol (##) indicates that the school has recently opened or merged with another school
         and this information is not available.

                                       Minimising Overall Absence
                                             Absence recorded                          Absence recorded
                                                 (2007/2008)                               (2008/2009)
                                             Average number of                         Average number of
                                             half days absence                         half days absence
                                                  per pupil                                 per pupil
               Absence                               26.2                                      25.7

         Where schools have 9 openings per week, please note that all local authority and national
         figures are based on 10 openings per week, and so are not directly comparable.
         Key to symbols: The symbol (##) indicates that the data are not available or comparable with
         other years.



                                                                                                       31
                                                                                                  (3)


                             INFORMATION FOR PARENTS 2009
                                   PRIMARY SCHOOLS

National Data


                       Budgeted Running Costs For Financial Year 2009-2010
School Roll at September 2008                                                                368,411
Total School Running Costs at April 2009 (£)                                              1,454,313,470
Cost per Pupil (£)                                                                            3,948

        Key to symbols: The symbol ## indicates that the data are not available.

                       Attendance And Absence For School Year 2008/2009
                                                           Stage
                 P1          P2          P3           P4         P5            P6           P7            P1-7
Total          18,770,    18,657,47   18,947,57    19,308,11 19,728,27      20,392,93    20,734,70      136,539,4
Number of       340           7           6            8          9             7            0             27
Possible
Attendance
(Pupil Half
Days)
Percentage       4.1         4.0         3.7          3.6          3.7         3.7          3.7            3.8
Authorised
Absences
Percentage       1.0         1.0         1.0          1.0          1.0         1.0          1.0            1.0
Unauthoris
ed
Absences

        Key to symbols:
        Asterisks (**) have been inserted instead of figures for some schools and categories:
             Counts and percentages based on data for more than 0 but fewer than 5 pupils,
                because they could be misleading or lead to the identification of individuals.
             In other cases, it is not possible for the school to have any data for the category, for
                example, cases where the relevant year group roll figure is zero.
        The symbol (##) indicates that the school has recently opened or merged with another school
        and this information is not available.

                                      Minimising Overall Absence
                                               Absence recorded                      Absence recorded
                                                   (2007/2008)                           (2008/2009)
                                               Average number of                     Average number of
                                               half days absence                     half days absence
                                                    per pupil                             per pupil
              Absence                                  18.6                                  18.3

        Where schools have 9 openings per week, please note that all local authority and national
        figures are based on 10 openings per week, and so are not directly comparable.
        Key to symbols: The symbol (##) indicates that the data are not available or comparable with
        other years.




                                                                                                     32
                                                                  ScotXed School Handbook Insert

Transferring Educational Data About Pupils

The Scottish Government and its partners collect and use information about pupils to help to improve
education across Scotland. This note explains why we need this information, how we use it and what
we do to protect the information supplied to us.
Why do we need your data?
In order to make the best decisions about how to improve our education service, Scottish
Government, education authorities and other partners such as the SQA and Careers Scotland
need accurate, up-to-date data about our pupils. We are keen to help all our pupils do well in all
aspects of school life and achieve better examination results. Accurate and up-to-date data
allows us to:

     plan and deliver better policies for the benefit of all pupils,
     plan and deliver better policies for the benefit of specific groups of pupils,
     better understand some of the factors which influence pupil attainment and achievement,
     share good practice,
     target resources better.
Data policy
Information about pupils‟ education is collected in partnership between the Scottish Government and
Local Authorities through the ScotXed programme which aims to help schools and Local Authorities
by supporting efficient collection, processing and dissemination of statistical information. The Scottish
Government then provides analysis of the data to support research, planning, management and
monitoring of education services as well as to produce National Statistics publications.

Education data within Scottish Government is managed effectively by secure systems and is exploited
as a valuable corporate resource, subject to confidentiality restraints. As part of its data policy, Scottish
Government will not publish or make publicly available any information that allows individual pupils
to be identified, nor will data be used by Scottish Government to take any actions in respect of
individuals. Data is held securely and no information on individual pupils can or would be made
publicly available by Scottish Government.

The individual data collected by Scottish Government is used for statistical and research
purposes only.
Your data protection rights
The collection, transfer, processing and sharing of ScotXed data is done in accordance with the Data
Protection Act (1998). We also comply with the National Statistics Code of Practice requirements and
other legislation related to safeguarding the confidentiality of data. The Data Protection Act gives you
the right to know how we will use your data. This note can give only a brief description of how we use
data. Fuller details of each individual ScotXed survey, including the purpose of each and the published
data, can be found on the ScotXed website (www.scotxed.net).

Scottish Government works with a range of partners including HM Inspectorate of Education, Careers
Scotland and the SQA. On occasion, we will make individual data available to partners and also
academic institutions and organisations to carry out research and statistical analysis. In addition, we
will provide our partners with information they need in order to fulfil their official responsibilities. Any
sharing of data will be done under the strict control of Scottish Government, which will ensure that no
individual level data will be made public as a result of the data sharing and that these data will not be
used to take any actions in respect of an individual. Decisions on the sharing of data will be taken in
consultation with relevant colleagues and individuals within and outwith Scottish Government.
Concerns
If you have any concerns about the ScotXed data collections you can email the Senior Statistician,
Peter Whitehouse, at Peter.Whitehouse@scotland.gsi.gov.uk or write to The ScotXed Support
Office, Area 1B, Victoria Quay, Leith, EH6 6QQ. Alternative versions of this page are available, on
request from the ScotXed Support Office, in other languages, audio tape, Braille and large print.




                                                                                                         33
                                                              ScotXed Staff Handbook Insert

Transferring data about school staff

The Scottish Government and its partners collect and use information about school staff to help to
improve education across Scotland. This note explains why we need this information, how we use it
and what we do to protect the information supplied to us.

Why do we need your data?
In order to make the best decisions about how to improve our education service, Scottish
Government, Education Authorities and other partners such as HMIe, GTC Scotland and
teaching unions need accurate, up-to-date data about our teachers. In particular individual level
staff data is vital for use by Scottish Government in education workforce planning. As a
consequence of receiving this information, Scottish Government will be better able to

   plan more accurately the number of new staff to be trained each year,
   identify shortages in particular sectors and subjects
   monitor movements in and out of the profession at a national level.
   better understand the factors affecting education
   share good practice

Data Policy
Information about school staff is collected in partnership between Scottish Government and Local
Authorities through the ScotXed programme which aims to help schools and Local Authorities by
supporting efficient collection, processing and dissemination of statistical information. The Scottish
Government then provides analysis of the data to support research, planning, management and
monitoring of education services as well as to produce National Statistics publications.

Education data within Scottish Government is managed effectively by secure systems and is exploited
as a valuable corporate resource, subject to confidentiality restraints. Scottish Government will not
make publicly available any information that allows individual members of staff to be identified, nor
will data be used by Scottish Government to take any actions in respect of individuals. No information
on individual members of staff can or would be published by Scottish Government. Providing sensitive
information such as national identity and ethnic background data is entirely voluntary. The staff
census is supported by teachers unions who helped draw up the list of data collected.

The individual data collected by Scottish Government is used for statistical and research
purposes only.

Your data protection rights
The collection, transfer, processing and sharing of ScotXed data is done in accordance with the Data
Protection Act (1998), the National Statistics Code of Practice requirements and other legislation
related to safeguarding the confidentiality of data relating to individuals. The Data Protection Act gives
you the right to know how we will use your data. This note can give only a brief description of how we
use data. Fuller details of the uses of staff data, including the published data, can be found on the
ScotXed website: www.scotxed.net

Scottish Government works with a range of partners including HM Inspectorate of Education, GTC
Scotland and the SQA. On occasion, we will make individual data available to partners and also
academic institutions and organisations to carry out research and statistical analysis. In addition, we
will provide our partners with information they need in order to fulfil their official responsibilities. Any
sharing of data will be done under the strict control of Scottish Government, which will ensure that no
individual level data will be made public as a result of the data sharing and that these data will not be
used to take any actions in respect of an individual. Decisions on the sharing of data will be taken in
consultation with relevant colleagues and individuals within and outwith Scottish Government.

Concerns
If you have any concerns about the ScotXed data collections you can email the Senior Statistician,
Peter Whitehouse, at Peter.Whitehouse@scotland.gsi.gov.uk or write to The ScotXed Support
Office, Area 1B, Victoria Quay, Leith, EH6 6QQ. Alternative versions of this page are available, on
request from the ScotXed Support Office, in other languages, audio tape, braille and large print.



                                                                                                         34
                             SCOTTISH CATHOLIC EDUCATION SERVICE




             A CHARTER for CATHOLIC SCHOOLS in SCOTLAND

The mission of the Catholic school is to develop as a community of faith and learning, providing the
highest quality of education, and offering formation through the promotion of Gospel values,
through celebration and worship, and through service to the common good.

All Catholic schools in Scotland, in honouring Jesus Christ as the Way, the Truth and the Life,
will feature the following characteristics:

      ✴a commitment to the integrated education and formation of the whole person, in
      close partnership with parents as the first educators of their children;
      ✴an inclusive ethos which aims to honour the life, dignity and voice of each person,
      made in the image of God;
      ✴a commitment to the search for wisdom in life and to the pursuit of excellence,
      through the development of each person‟s unique God-given talents;
      ✴a commitment to the spiritual formation of the school community, through the
      shared experience of prayer and liturgy, and in partnership with local parishes;
      ✴the provision of religious education programmes which will enable young people to
      develop their understanding of Gospel values and of how to apply them to life;
      ✴a commitment to uphold the moral teaching, faith tradition and sacramental life of
      the Catholic Church;
      ✴a commitment to communicate Catholic social teaching and thereby to promote
      social justice and opportunity for all;
      ✴a commitment to ecumenical action and the unity of Christians;
      ✴the promotion of respect for different beliefs and cultures and for inter-faith
      dialogue;
      ✴ a commitment to support the continuing professional and spiritual development of
      staff.


All staff appointed to a Catholic school are expected to support and promote the aims, mission,
values and ethos of the school, as illustrated in this Charter.


                   Published by the Scottish Catholic Education Service on behalf of the Bishops‟ Conference of Scotland




                                                                                                                           35

				
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