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									 Glasgow City Council


Drummore
 School


     Handbook
      2010/11
Contents


Welcome to Drummore School                  3
Introduction                                4
Accessibility                               5
School Information                          6
Staff                                       7
Remits HT                                   8
Remits DHT                                  9
PT Remits/ Teachers                         11
The School Year                             12
School Hours                                13
School Security                             13
Enrolment                                   13
Curriculum for Excellence                   14
Play                                        19
Reporting to Parents                        20
School & Community                          20
Autistic Unit                               21
Additional Support Needs                    22
Home & School Links                         23
School Board                                24
Equal Opportunities & Social Inclusion      25
Dealing with Racial Harassment              25
Bullying                                    25
Attendance at School                        26
School Discipline                           28
Supervision of Playgrounds                  29
Transport                                   29
Clothing                                    30
School Meals & Milk (Health Eating)         31
Medical & Health Care                       32
Other professionals within the School       33
Information in Emergencies                  34
Transfer from Primary to Secondary School   34
Around the School                           35
Data Protection Act                         35
Child Safety / Child Protection Policy      36
Important Child Protection Contact List     37
Comment & Complaints                        38
Important Addresses                         38
Conclusion                                  39
Appendix 1     (School Attendance)          40
The School Year 2009-2010                   41




                                                 2
                                                            Drummore School
                                                            129 Drummore Road
                                                            Glasgow G15 7NH
                                                            Tel: (0141) 944 1323
                                                            Fax: (0141) 944 6612



Dear Parent,

Welcome to Drummore School!

Starting a new school is a very important event for a family and I hope that your child settles quickly into
our school routine.

This handbook gives you some basic information about the school and the curriculum your child will
follow.

If you have any questions about the school in general, or about your child in particular, please do not
hesitate to contact me at the school (944 1323).

I hope that your child will enjoy Drummore School and benefit from the many experiences we have to
offer.

Yours sincerely,


Pat Podmore MSC, Dip Ed, Dip Spec Ed
Head Teacher



                                  Welcome



                                                                                                          3
Head Teacher’s Introduction


Drummore School is a non-denominational primary school catering for the needs of children with
moderate learning difficulties. An autistic unit exists within the school for children with a diagnosis of
autism or communication disorders.

The single story building is set around a central garden area. The 8 classrooms, playroom and dinner
hall form an L shape looking out to the playground. The remaining 3 classrooms accommodate our
Primary 7 classes and our specialists e.g. music, art and drama. The parent‟s room is also located in
this area. The gymnasium is to the front of the building. Meals are delivered to the school daily. There
is also a support for learning room, schnoezlin room, smartboard room, medical room and shower
room.

In 2010-11 and beyond, we shall be giving particular attention to the key priorities highlighted below:

Achievement

It almost goes without saying that we must continue to raise standards of attainment for all our pupils –
to ensure each child realises their full potential. We aim to develop „the whole child‟ and ensure that
our pupils develop the essential „capacities‟ as outlined in „A Curriculum for Excellence‟ that they
develop as successful learners, confident, individuals, effective contributors and responsible citizens.
In Drummore School we strive to find ways of promoting and recognising broader achievement.

Curriculum, Learning and Teaching

We aim to provide a curriculum which ensures sustained and valuable learning for all our pupils. We
try to focus on the development of essential life skills particularly literacy and numeracy. We work hard
at providing good quality learning and teaching to promote the development of our pupil‟s capacities.

Inclusion

Every pupil in Drummore School has the right to benefit from a good education. We aim to ensure that
we meet the learning needs of all of our pupils. Within and outwith the school we pro-actively support
inclusion. We strive to promote effective partnerships working across Children‟s Services to ensure
that all our children get the support they need.

Relationships within the Community

In Drummore School we work hard at developing strong links with the community, including parents
and carers.
We have a School Board and an active Parents Group who are informed about and involved in the life
of the school. We work in partnership with other agencies and our Learning Community.
Staff takes active steps to encourage parents to engage with the school. They discuss a range of
issues with parents, e.g. arrangements for learning, learning targets, approaches to learning and
individual aspirations for each child.

                                                                                                          4
Accessibility
The school has a duty to ensure that all our pupils 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 pupils with physical or sensory impairments. We also need to ensure that parents who have a
disability have equal access to information about their children. This could involve, for example,
relocating the venue for parents meetings to facilitate physical access at parents evenings or individual
interviews; provision of an interpreter for the deaf; agreeing a telephone contact system to provide
direct feedback for parents.




                                                                                                       5
  School Information

Name of School:       Drummore School

Address:              129 Drummore Road, Glasgow G15 7NH

Telephone number:     0141 944 1323

Fax:                  0141 944 6612

Email Address:        headteacher@drummore-pri.glasgow.sch.uk
Web Site:             www.drummore-pri.glasgow.sch.uk

Glasgow City Council going to school web-site:
www.glasgow.gov.uk/en/residents/goingtoschool

Present Roll:         73                Current Working         Planning Capacity
                                        Capacity
Each Stage            P1a/b             10                            10
                      P2                8                             10
                      P3                4                             10
                      P4                5                             10
                      P5                10                            10
                      P6                9                             10
                      P7a/b             20                            20
                      Autistic Unit a   4                             5
                      Autistic Unit b   3                             5

Capacity of school:   80 – In addition to 9 classes covering the full range of pupils from
                      Primary 1 to Primary 7 there are 2 Autistic Unit for children with
                      the dual profile of autism and moderate learning difficulties.

Status:               Primary/Special/Coeducational/Non denominational

School Board:         The school benefits from a Parent Council.

313th Brownie Pack meet at Drummore every Tuesday 6.30-8.30
PA/PTA School Board meet at Drummore once a term (dates available from school)

Drummore School is part of Drumchapel High Learning Community
                                                                                         6
Staff

Head Teacher                 Ms Pat Podmore

Acting Depute Head Teacher   Mr Peter Calderwood 2 ½ days
                             Mrs Rose Deveney 2 ½ days

Teachers                     P1a/b Audrey McLaren, Wilma Dent
                             P2      Eileen Docherty
                             P3/4 Nicola McSweeney
                             P5      Carol Gorman
                             P6      Karen McLeod
                             P7a/b David Naughton, Margaret Feeley
                             Autistic Unit a Lynne Campbell
                             Autistic Unit b Lisa Monaghan



Specialist Teachers                 Mrs Irene Baker (2 days)              P.E
                                    Mr Alan Young (1 day)                 Art
                                    Mrs Georgie McGeown (2 days)          Music

                             Total Number of teaching staff (fulltime equivalent) 11


Pupil Support Assistants     Ms Linda Irwine
                             Mrs Mary Wilson
                             Mrs Linda Smyth
                             Miss Pamela O‟Donnell
                             Ms Carol Anne Akceviz
                             Ms Jennifer Doherty
                             Mrs Rosemary Steiner
                             Mr Tony Brown
                             Mrs Sandra Brannan
                             Mrs Linda Skinner

Janitor                      Paul

Clerkess                     Mrs Laura Mullen




                                                                                       7
                                 Remit – Head Teacher

The role of the Head Teacher is, within the resources available, to conduct the affairs of
the school to the benefit of the pupils and the community it serves, through pursuing
objectives and implementing policies set by the education authority under the overall
direction of the Director of Education. Duties include Health & Safety, maintaining a
positive ethos, Behaviour Management, development planning, curriculum development,
promoting positive relationships, managing resources, school board, liaison person with
Health Board and Psychological Services, child protection, admissions, ensuring the
safety and well being of staff and pupils, links with parents and the local community,
school budget.
Some of these responsibilities are delegated to other members of staff, but the Head
Teacher bears the over-all responsibility for everything that happens in the school. The
Head Teacher is responsible for all areas of management of the school and is
accountable to the education authority for the following list of duties and for such other
duties as can reasonably be attached to the post:

  a) responsibility for the leadership, good management and strategic direction of the
     school.
  b) responsibility for the school policy for the behaviour management of pupils.
  c) the management of all staff, and the provision of professional advice and guidance
     to colleagues.
  d) the management and development of the school curriculum.
  e) to act as adviser to the School Council and to participate in the selection and
     appointment of the staff of the school.
  f) to promote the continuing professional development of all staff and to ensure that
     all staff have an annual review of their development needs.
  g) working in partnership with parents, other professionals, agencies and schools.
  h) to manage the health and safety of all within the school premises.




                                                                                        8
                       Remit – Depute Head Teacher (acting)
                                  Rose Deveney

The Depute Head Teacher acts in the Head Teachers place when necessary and can be
asked to deal with any aspect of school management. Responsibilities include:


   Quality Assurance – Responsible for monitoring teaching and learning, forward
    plans, assessments, Additional Support Plans
   Development of „Assessment is for Learning‟ strategies throughout the school
   Responsible for Personal Development Plans (Pupil Support Assistants and
    clerical staff)
   Provide some elements of support staff development
   Provide school visits for student teachers, probationers
   Provide outreach support for ASD pupils in local learning community
   Provide support for ASD pupils in main part of school
   Responsibility for the good management and strategic direction of colleagues
    working within the autistic unit
   Responsibility for the strategic direction of the autistic provision within the school
   The Curriculum for ASD pupils – development and quality assurance
   Provision of advice, support and guidance to colleagues and parents/carers
   Working in partnership with colleagues, outside agencies and staff in other schools
    as appropriate
   Contributing to the development of school policy in relation to the management of
    ASD pupils within the school
   Assist the Head Teacher in the overall management of the school




                                                                                         9
                      Remit – Depute Head Teacher (acting)
                               Peter Calderwood

The Depute Head Teacher acts in the Head Teachers place when necessary and can be
asked to deal with any aspect of school management. Responsibilities include:


   Quality Assurance – Responsible for monitoring teaching and learning, forward
    plans, assessments, Additional Support Plans
   Development of „Assessment is for Learning‟ strategies throughout the school
   Health and Well Being Curriculum development and quality assurance
   Contributing to the development of school policy in relation to the behaviour
    management of pupils
   Implementation of whole school policies dealing with pastoral care and pupils‟
    personal and social development
   Staff Development Co-Coordinator
   Responsible for CALM (Crisis and Aggression Limitation Management) practice,
    paperwork and instruction
   Provide school visits for student teachers, probationers
   Health coordinator
   Deliver learning support (where indentified) for areas of language and maths
   Working with outside agencies taking responsibility for the continued development
    of the After School Club for pupils
   Assist the Head Teacher in the overall management of the school




                                                                                   10
PT Remits



Principal Teacher of Pastoral Care: Karen MacLeod



   Deputise for SMT when appropriate
   Responsibility for strategic direction of pastoral care of pupils within the school
   Contributing to the development of school policy in relation to the behaviour
    management and pastoral care of pupils
   The provision of advice, support and guidance to colleagues
   Working in partnership with colleagues, outside agencies and staff in other schools
    as appropriate
   Responsibility, along with Depute Head Teacher, for development of After School
    Provision
   Taking in a lead role in the development of planning for Curriculum for Excellence




Principal Teacher of ASD Pupils: Lisa Monaghan



   Deputise for SMT when appropriate
   The provision of advice, support and guidance to colleagues
   Implementation of whole school policies dealing with inclusion of ASD pupils into
    the mainstream part of the school
   Working in partnership with colleagues, outside agencies and staff in other schools
    as appropriate
   The provision of advice, support and guidance to parents of ASD children
   Supporting ASD pupils and parents throughout the transition to Drummore




                                                                                     11
Teachers
Class teachers are responsible for planning and teaching in their own class, assessing
and reporting on pupils‟ progress, maintaining discipline and promoting the ethos of the
school.   Through membership of Working Parties all staff are involved in the
improvement planning process.

Complaints
If you have a comment or complaint please approach the Head Teacher in the first
instance. If the Head Teacher does not resolve the issue, you should contact our
Customer Liaison Unit who will take a totally neutral stance in fully investigating your
complaint, acknowledging receipt of your complaint within 5 working days. You will be
given a full written response within a further 10 working days, unless another timescale
has been agreed.

The Customer Liaison Unit can be contacted by telephone or e-mail:

Tel: 0141 287 3655 / 4688         e-mail:     education@glasgow.gov.uk

Customer Liaison Unit, Education Services, Glasgow City Council, Wheatley House, 25
Cochrane Street, G1 1HL




                                                                                      12
School Hours
                                  Each day      from 09:15 – 15.15
                                  Interval      from 10:45 – 11:00
                                  Lunches       from 12:30 – 1:15


School Security

Entry to the school is through a video security system. Visitors press a buzzer which allows the staff to
view the entrance and speak to the visitor before allowing admission to the school. All visitors to
Drummore School are requested to sign the Visitors Book. All visitors must report to the Head Teacher
via the School Office. At no times should visitors go directly to a class or to any other area.


Enrolment

Pupils are normally referred to the school by the Psychological Service. Parents and pupils are
encouraged to visit the school prior to enrolment to see the school at work and to discuss their child‟s
needs with the Head Teacher.

It is customary for the parent/guardian of each new P1 pupil to accompany their child to school on
his/her first day so that they can settle the child (if necessary). The necessary registration forms are
usually completed prior to starting.

Although some pupils are enrolled during the school term it is generally more beneficial to the child,
whenever possible, to start at the beginning of a term with his/her fellow pupils.

Pupils joining the school from another primary will have 4 induction days arranged (usually 1 day per
week). This is to allow your child a gradual transfer.

An open morning will be arranged for parents and children of new entrant P1‟s in the month of June.
Parents will be notified of this date in May. Parents are expected to bring their child to school on the
first day. Thereafter transport will be provided.




                                                                                                      13
Curriculum for Excellence




Drummore School aims to provide a Curriculum for Excellence

The Ten Dimensions of Excellence

                       Promotes well-being                    Develops a culture of
                       and respect                            ambition and achievement


Values and empowers            LEARNING AND TEACHING                        Develops a common
Its staff and young                                                         vision among children
People                               ENGAGES YOUNG                          and young People,
                               PEOPLE IN THE HIGHEST                        Parents & Staff
                            QUALITY LEARNING ACTIVITIES

Reflects on its               SUCCESSFUL             CONFIDENT              Fosters high quality
Own work and thrives          LEARNERS               INDIVIDUALS            leadership at all
On challenge                  EFFECTIVE              RESPONSIBLE            levels
                              CONTRIBUTORS           CITIZENS

                              FOCUSES ON OUTCOMES AND
                               MAXIMISES SUCCESS FOR
                                 ALL LEARNERS

                              LEARNING AND TEACHING

                       Works together                         Works in partnership
                       With parents to                        with other agencies
                       Improve learning                       and its community




                                                                                                    14
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.

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 2013/14 new National 4 and
5 qualifications will be in place. 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.




                                                                                                         15
The values, purposes and principles for the curriculum in Drummore School are set out in Curriculum
for Excellence. This curriculum supports children in a range of ways which helps to maximise their
potential. At its heart lies the aspiration that all children should develop their 4 capacities as successful
learners, confident individuals, responsible citizens and effective contributors.
The scope of the new curriculum extends beyond subject areas to include:-
     The ethos and life of the school as a community
     Curriculum areas
     Interdisciplinary projects and studies
     Opportunities for wider achievement

New subject areas within the curriculum are gathered under these headings
     Expressive Arts
     Health and Well Being
     Language
     Mathematics
     Religious and Moral Education
     Science
     Social Studies
     Technologies
Each of the curriculum areas makes its own unique contribution to developing the 4 capacities of our
children.

Expressive Arts

The expressive arts include experiences and outcomes in art and design, drama, dance and music.
Through expressive arts, children and young people can have rich opportunities to be creative and
imaginative and to experience inspiration and enjoyment. Through their experience of the expressive
arts, children and young people can appreciate the contributions of the arts in the lives of individuals
and communities

Learning through the expressive arts enables children:
    Express themselves in different ways and be creative
    Experience enjoyment (and contribute to other people‟s enjoyment) through creative and
      expressive performance and presentation
    Develop important skills specific to expressive arts

Health and Wellbeing

Health and Wellbeing includes experiences and outcomes for personal and social development,
understanding of health, physical education and physical activity, and contributions from home
economics.
Children and young people need to experience what it feels like to develop, enjoy and live a healthy
lifestyle. A healthy lifestyle supports physical, social and emotional wellbeing, and underpins
successful learning.


                                                                                                          16
Learning through health and wellbeing enables children and young people to:
    Experience positive aspects of healthy living and activity for themselves
    Develop the knowledge and understanding, skills, abilities and attitudes necessary for their
      physical, emotional and social wellbeing now and in their future lives
    Make informed decisions in order to improve their physical, emotional and social wellbeing

Languages

Language is at the core of thinking. We reflect, communicate and develop our ideas through language.
Literacy offers an essential passport to learning, helping children and young people to achieve to the
full and be ready for active involvement in society and work.

Learning through the languages area of the curriculum enables children to:
    Develop their ability to communicate their thoughts and feelings and respond to those of other
      people
    Develop the skills in listening, talking, reading and writing which are essential for learning, work
      and life
    Use different media effectively for learning and communication
    Enhance their enjoyment and their understanding of their own and other cultures through
      literature and other forms of language

Mathematics

Mathematics includes specific aspects of numeracy which will be developed both in mathematics and
through activities in other areas of the curriculum.

Learning through mathematics enables children to:
    Develop essential numeracy skills, including arithmetical skills which allow them to participate in
      society
    Develop understanding of the concepts, principles and processes of mathematics and apply
      these in different contexts, including the world of work

Religious and Moral Education

Religious and Moral Education includes learning about Christianity and other world religions, and
supports the development of beliefs and values.

Scotland is now a nation which reflects a wide range of beliefs, values and traditions. It supports
children and young people in developing responsible attitudes to other people.

Learning through religious and moral education enables children to:
    Develop a knowledge and understanding of Christianity and other world religions and recognise
      religion as an important expression of human experience
    Explore moral values such as wisdom, justice, compassion and integrity.


                                                                                                      17
Religious Observance
We are delighted to have Mr Gordon Thomson as our Chaplain. Mr Thomson comes to the school on a
regular basis to take services and visit classes.

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.

Science
The most important goal for science education is to stimulate, nurture and sustain the curiosity, wonder
and questioning of children.

Young children have a natural sense of wonder and curiosity and are active and eager learners.

Learning through the sciences enables children and young people to:
    Investigate their environment by observing, exploring, investigating and recording
    Make sense of evidence collected and presented in a scientific manner
    Recognise the impact science makes on their lives, on the lives of others, on the environment
      and on culture

Social Studies
Social Studies includes experiences and outcomes in historical and geographical social.

It is important for children and young people to understand the place where they live and the heritage of
their family and community. Through social studies, children and young people develop their
understanding of the world by learning about other people and their values, in different times, places
and circumstances, and how their environment has been shaped.

Learning through social studies enables children and young people to:
    Broaden their understanding of the world by learning about human activities and achievements
      in the past and present, political, social and environmental issues, and the values underpinning
      their own society and other societies

Technologies
This curriculum area includes creative, practical experiences and outcomes in craft, design, graphics,
food, textile, and information technologies.
To participate fully in modern life, children and young people need to be skilled and knowledgeable
users of technologies. Technologies are developing at an unprecedented rate. Such dramatic change
brings risks as well as benefits.

Learning through technologies enables children and young people to:
    Develop an understanding of technologies and their impact on society
    Apply knowledge, understanding and practical skills to design and create products, processes
      and solutions that meet needs in play, work and daily life
    Gain the confidence and skills to embrace and use technologies.
                                                                                                      18
Play
Structured play is a valued method of promoting social, emotional, physical and intellectual
development. It is especially dominant at the early stages of the school.

Through play activities pupil‟s social skills can be developed, for example in sharing and taking turns.
Language is promoted through imaginative interaction and discussion about what they are doing.
Mathematical concepts can also be introduced and developed, for example by building with different
shapes and in matching games.

The school has a playroom with many resources for developing play. This session we have bought
new equipment for our playroom. Our focus has been on imaginative play with a shop, house and
hospital corner in our playroom. By doing this we aim to promote good social interaction. Younger
classes are also given the opportunity to visit Linn Park Adventure Playground.


We set high standards for our pupils and encourage them to take pride in their work. Pupils‟ work is
displayed around the school and parents are encouraged to look at and comment upon the results.
For some of our pupils the delivery of the curriculum will be similar to that offered in a mainstream
primary school but will certainly involve the drawing up of additional support plans (ASPs). Within these
ASPs, targets agreed with parents will be set in PSE, language and maths.

Target setting applies to all children. Parents are encouraged to discuss their implementation with
school staff at Target Setting Meetings, school visits, and Parents‟ Evenings.

Remember we need your help to set and to meet targets.

Assessment
Although additional support plan provides a detailed multi-professional assessment, assessment for
children attending Drummore is a continuous process carried out by teachers in the day to day learning
activities.

There is however some additional testing procedures we use to give us greater insight into how
children are progressing. These include:

      National Testing, in Reading, Writing and Mathematics is performed in line with Scottish
       Executive Education Department recommendations for children with Additional Support Needs

All our assessment procedures are used to enable us to have clear, accurate information to help us
direct our programmes and to support our beliefs about learning:
     That it is for life
     That the children need to be motivated to learn
     That learning how to learn is as important as what you learn
     That pupils need to be involved in the learning process



                                                                                                      19
Drummore staff have successfully implemented Formative Assessment strategies into their teaching.
Children are involved in the evaluation of their work and how best to progress. Pupils learn best when
they understand what they are trying to learn, when they are given feedback about the quality of their
work and what they can do to improve it.


Reporting to Parents

Working in partnership with the parents of our pupils is given highest priority at Drummore. Each year
parents are invited to an annual „Target Setting‟ meeting for their child. The purpose of this meeting is
to discuss progress and any matters of concern and to agree long term targets for PSE, language and
maths for the coming session.

Every child is reviewed annually in Drummore. Parents are invited to attend these meetings.

               In addition to these annual meetings we have four consultation sessions during the
               session when parents are invited to the school to meet with staff to discuss their child‟s
               progress and work in class. These take the form of 3 evening meetings and 1 meeting
               to set targets for each child.



School Reports are issued in June each year. They give information about your child‟s progress
throughout the year but the school keeps in close contact with parents and reports progress.

Parents will be contacted if school staff feels there is a special concern that needs to be discussed.

Parents are asked to contact the school at any time if they are concerned about any aspect of their
child‟s work or behaviour. Every effort will be made to deal with concerns promptly. If you wish to
speak to a member of staff, please contact the Head Teacher to arrange a time.


Remember the telephone number is
0141 944 1323

School & Community

School policy which encourages the use of local as well as the wider community facilities means that
there are weekly class visits to places of interest and educational significance e.g.




                                                                                                         20
swimming at Drumchapel Pool, visits to Linn Park and visits to the local library. Pupils also go to the
local shops and community centre to increase their knowledge, develop their self confidence,
independence and communication skills.

The school continually builds on its successful links with the local community.

We are fostering close links with our local Primary Schools, Camstradden, Stonedyke and Antonine.
Our P6 pupils joined their mainstream partners for ICT sessions in Drumchapel High School.
Drumchapel High School pupils have been supporting our pupils every Tuesday afternoon by helping in
classes or painting around the school. Our pupils have weekly Scottish Country Dance lessons with
partners in Camstradden School.

A group of children have regular weekly sessions with Camstradden pupils at “Fun with Friends”.

Autistic Unit Classes
At present a maximum of 8 pupils with a diagnosis of autism or communication disorders are taught by
their teachers and auxiliaries. A Speech and Language Therapist visits the autistic unit weekly and
works closely with staff and children.

The aim of the Autistic Unit is to provide an environment, which promotes understanding and learning
through active participation and enjoyment. The structure of the school day takes into account the
need to achieve the appropriate balance between learning in formal curricular areas and learning
through play interaction and physical activities.

In Drummore School we work towards including our autistic pupils into the mainstream of the school
whenever possible. The extent of this inclusion depends on the needs of the child and the nature of the
group they are being included with. Most of our Autistic Unit pupils are included for some part or all of
the school week.

The extent to which each child is able to participate in the activities of the day will vary according to
their individual strengths and needs. By providing experiences which the child comes to recognise and
predict the child begins to understand what is going on around him, enjoys being with people and finds
communication and learning fun. Staff in the Autistic Unit also prioritise working with and supporting
parents.

Targets designed to meet the child‟s additional support needs are reviewed with parents, staff and all
agencies annually. This information is then recorded within the child‟s ASP.




                                                                                                      21
The authority has a duty to review the child‟s needs as they change, especially at times of transfer of
educational placement. The usual pattern at Drummore for reviewing records is as follows:


      Every child is reviewed annually in Drummore to ensure their additional support needs are being
       appropriately met.
      A post placement review is held 6 – 8 weeks after starting at Drummore. The purpose of this
       meeting is to discuss how the pupil has settled down in his / her new school.
      A leaver‟s review will be held, usually sometime during Jan – May, during a pupil‟s final year in
       primary school. The purpose of this meeting is to discuss transfer to secondary school.

For further information please contact Area Principal Psychologist Sue Reynolds who is based at
Wheatley House, 25 Cochrane Street, Glasgow G1.


Additional Support Needs/Accessibility

Standard Statement

The school has a duty to ensure that all our pupils have equal access to the curriculum, supported as
appropriate to their individual needs. This covers not only the contents of lessons and teaching
strategies but also minor adaptations to the physical environment of our buildings to address the needs
of pupils 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 children. 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 phone contact system to provide direct feedback to parents and carers.

Specific Statement:

Physical Access:    reasonable adjustments have been made to allow wheelchair access within
                    Drummore School e.g. we have one accessible toilet and a ramp has been
                    installed at street level.




                                                                                                     22
Communication:       reasonable adjustments can be made to ensure equal access for any parent or
                     carer who has a disability.

Curriculum:          proactive approaches are taken within Drummore School to address appropriate
                     differentiation to curriculum content.

Staff Development: staff are fully briefed on disability awareness/supporting inclusion issues through a
                   staff training programme.

Home and School Links
We consider close links between home and school to be very important and provide opportunities for
parents to participate in school events. As well as parents‟ Evenings and Review Meetings, parents are
welcomed into the school at social events throughout the year. Sports Day, Christmas Concert,
Harvest and other fund raising events.

                  The monthly newsletter is produced to keep parents informed of what has been
                  happening in the school.


We encourage parents to contact the school if there are any queries, concerns or information which
may affect your child at school.

Parents who have difficulty with travel arrangements to the school should contact the Head Teacher for
help. Arrangements to travel on the school bus are easily made.

Communication between home and school is often by letter, by telephone, by bus escort or by home
school diary. Please check your child‟s school bag regularly to make sure that letters are received
promptly. If you are unsure of the information given, please get in touch with the school for clarification.

Homework
In Drummore homework is not seen in isolation but rather as an integral part of a partnership with
parents.
Homework will normally be given four nights per week – Monday to Thursday. The type of homework
will be matched to the abilities and needs of individual children. Homework should not take up too
much of children‟s leisure time. It should be able to be completed fairly quickly – 15 to 20 minutes for
younger children and a maximum of 30 minutes for older pupils.
Purpose of homework
     Homework is a good way of encouraging practice of newly learned skills.
     Homework establishes, in the child‟s mind, an early link between home and school.
     Homework enables parents to see the level of work their child is expected to achieve.

The school is keen to encourage parents to be more involved in their children‟s learning and in the life
of the school.




                                                                                                         23
The Parent Forum and the Parent Council


1. The Scottish Schools (Parental Involvement) Act 2006 has changed the arrangements
for parental/carer 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 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/carers 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 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‟/carers‟ views to the Headteacher, education authority
and HMIE;
• Promoting contact between the school, parents/carers, children and the local
community;
• Fundraising;
• Involvement in the appointment of senior school staff.
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‟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 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.



                                                                                                 24
A parent council is established in Drummore School.
Rebecca Kelly, Clerk
Marie Gardner, Chair
Members: Anita Chisholm, Parent
             Kamazjit Minhas, Parent
             Kathryn Kearney, Parent
             Mrs Turner, Parent
             Dr Mike Gronksi, Parent
             Mrs McGeown, Parent
Pat Podmore, Head of Establishment
Peter Calderwood & Rose Deveney, Staff Member
All school board members can be contacted at the school. Head of Establishment and the Local
Councillor, Paul Carey may attend all meetings of the school board and have the right to speak.
Although not being members of the board, no right to vote.

Procedures for electing parent/carer representatives are as advised from Glasgow City Council.


Equal Opportunities and Social Inclusion

All staff within Drummore have responsibility for ensuring equal opportunities and social justice.
Parents wishing more information or advice on these matters should, in the first instance, speak to the
Head Teacher.

Dealing with Racial Harassment

The Race Relations Act of 1976 makes it unlawful to discriminate against someone because of his/
her 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 in Glasgow has the right to be happy and secure at school.


Bullying

Bullying behaviour will not be tolerated within Glasgow City Council‟s educational establishments.
All children in Glasgow‟s educational establishments have an entitlement “to work (and play) in a
learning environment in which they feel valued, respected and safe and are free from all forms of
abuse, bullying or discrimination”. (A Standard for Pastoral Care in Glasgow Schools).


                                                                                                     25
In 2009, Glasgow City Council published its revised Anti-Bullying Policy, incorporating the
requirement to record and report all discriminatory behaviours within educational establishments.
All establishments are required to review their policy in light of this. Parents and carers have a
significant role to play in helping to address this problem. For this reason any anti-bullying strategy
must stress the importance of partnership with the parents and carers of their children.


Attendance at School

Section 30 of the 1980 education Act lays a duty on every parent/carer of a child or young person of
„school age‟ to ensure that their child attends school regularly. Attendance must be recorded twice a
day, morning and afternoon.
Regulation 7 of the Education (School and Placing Information) (Scotland) Amendment, etc
Regulations 1993 requires each child‟s absence from school to be recorded in the school register as
authorised: e.g. approved by the authority, or unauthorised: e.g. unexplained by the parent/carer
(truancy) or excluded from school.
The school should be notified of pupil absence by letter, phone call, message via the bus escort or
letter on return to school. If the school is not notified of the reason for pupil absence, this is recorded
as an unauthorised absence.
If parents know of appointments in advance, they may wish to let the bus escort know that their child
will not require uplift on that day. If should be noted that pupils absent for more than 2 days shall not
be collected until parents notify the school that they are ready to return to school.
Parents/carers 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 desired accommodation;

      Holidays which overlap the beginning or end of term.




                                                                                                          26
Clearly with no explanation from parent or carer, the absence is unauthorised.

It should be pointed out that the Education Liaison Officer investigates unexplained absence, and that
the authority has the power to write to, interview or prosecute parents/carers, or to refer pupils to the
Reporter of the Children‟s Panel, if necessary.

All absences, short or long term, have to be reported to the school. A phone call on the day prior to
return will ensure that „Transport‟ is notified.

Most children enjoy coming to school and parents are expected to make every effort to have their child
ready for „pick up‟ by the bus.

If your child is experiencing a dislike or apprehension about coming to school, please let us know
immediately.

If the school has concerns about a child‟s attendance, contact will be made with parents. If the
concerns are not resolved and the attendance continues to cause concern, the Education Liaison
Officer will be asked to look at the details and contact the parents directly.

Attendance and absence information for pupils in the school for 2009 – 2010 is set out in Appendix 1 at
the end of the handbook.




                                                                                                      27
School Discipline

The relationship between a child and the class teacher is just as important as that between a child and
a parent. Respect and mutual consideration are expected on both sides. School rules are made to
ensure children‟s safety and everyone – staff, pupils and parents – is expected to show consideration
and politeness to others.

We operate a system where pupils‟ effort and good behaviour are highlighted and rewarded. Children
earn points in class for good work, for trying hard, for behaving well and for being considerate to others.

If a child is having problems in class or in the playground, we try to involve the parents as soon as
possible in identifying the problems and finding ways round them. Children may be set special targets,
with sticker sheets or behaviour reports going home daily to let parents know how things are
progressing.

We ask parents to contact the school as soon as possible with any concerns or worries about bullying
or playground incidents.

Behaviour Management Plans are in place for a small number of pupils. These are regularly reviewed
and updated in changing of circumstances. If Physical Intervention is required in Behaviour
Management, parents will be consulted.

Records are kept of all infringements of behaviour and incidents are reported as appropriate to parents.

The school needs to offer a safe environment to its pupils and aims to do this through the
encouragement of self awareness and good citizenship. We focus on the positive aspects of pupil‟s
behaviour, but if unacceptable behaviour occurs the pupil may be denied privileges. In the case of
serious or persistent misdemeanours parents will be informed and may be invited to a meeting at the
school to look at ways of working together to improve matters.

Some staff are trained in CALM Crises and Limitation Management Mr P Calderwood is Instructor and
leads weekly training sessions.

When a child has a serious behaviour problem and does not respond to normal discipline procedures
alternative methods of behaviour management will be discussed at a specially convened meeting with
parents and Educational psychologist.

We are trying to provide a positive atmosphere where our pupils can reach full potential. Our
disciplinary system tries to focus on a child‟s successes and to praise effort and good work. We cannot
do this without your help and support at home – asking how your child has done each day and
encouraging and praising when he / she has earned a certificate or sticker.




                                                                                                        28
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.

At Drummore the adult presence involves the janitor and auxiliaries. Promoted members of staff are
also always present in the playground.

Arrangements for wet weather include children being supervised in classrooms or breaktime clubs
being organised in the gym.


Transport

All Drummore pupils, resident within the City of Glasgow, are brought to school on school transport.
Currently there are 7 buses servicing the school and all children must behave appropriately and wear
their seat belts at all times. While travelling on Education Transport children are supervised by bus
escorts.

It is the parent‟s responsibility to ensure that their child arrives at the pick-up point in time. It is also the
parent‟s/carers responsibility to ensure the child behaves in a safe and acceptable manner while
boarding, travelling in and alighting from the vehicle. Misbehaviour could result in your child losing the
right to free transport.

                 The bus waits for three minutes at each stop.



                                                          Hometime!

Placing Requests
The education authority does not provide transport for those children in receipt of a placing request
other than in individual exceptional circumstances and where appropriate legislation applies.


Learning Communities in Glasgow

Drummore School is part of the Drumchapel Learning Community and the Head Teacher is a member
of the Senior Management Team.

The Learning Community aim to raise attainment and promote social inclusion through joint working of
agencies and integrated support teams.

The Drumchapel Learning Community has the aim that all of its schools become part of the Glasgow
Healthy Schools Scheme and Peter Calderwood is a member of the steering group for Health
Promotion.

                                                                                                              29
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 wide spread consultation with parents/carers and children.
Against this background it should be noted that it is the policy of the Education Children and Families
Policy Development 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:

   1.   potentially encourage faction (such as football colours):
   2.   could cause offence (such as anti-religious symbolism or political slogans):
   3.   could cause health and safety difficulties, such as loose clothing, dangling earrings:
   4.   are made from flammable material for example shall suits in practical classes:
   5.   could cause damage to flooring:
   6.   carry advertising, particularly for alcohol or tobacco; and
   7.   could be used to inflict damage on other children or be used by others to do so.

Under no circumstances will pupils be deprived of any educational benefit as a result of not wearing
clothing conforming to the school‟s dress code policy.
Parents/carers of children receiving Income Support, Jobseekers Allowance (Income Based), Working
Tax Credit (with a total annual income of less than £15,050 Income amount effective from 1st April 2010
and may be changed by the Department of Work and Pensions), Housing Benefit, or Council Tax
Benefit will normally be entitled to monitory grants for footwear and clothing for their children. Approval
of any requests for such grants made by parents/carers in different circumstances is at the discretion of
the Executive Director of Education. Information and application forms may be obtained from schools
and from Grants Section Education 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 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 be negligent.

The „uniform‟ of Drummore School has been designed with comfort and durability in mind. Parents may
purchase from the school a practical school sweatshirt, polo shirt T-Shirts, Fleece with the school logo.
Prices are as follows and further enquiries can be made from the school.

        Sweatshirt           £7.50
        Polo Shirt           £5.70
        Fleece               £15.00
        T-Shirts             £3.00

It is requested that pupils wear shorts, t-shirt and sand shoes for PE. These can be stored in school. It
would also be helpful for health and safety reasons if pupils could refrain from wearing jewellery,
including earrings, on days where PE and swimming take place. The wearing of football colours is not
encouraged in school.


                                                                                                        30
                                           HEALTHY EATING

School Meals and Milk

Children of parents receiving income support are entitled to a free midday meal. Information and
application forms for free school meals may be obtained from schools and from Education Services.

All children are entitled to free milk.

           School meals are available in the school dining hall each day. These meals are nutritionally
            balanced and the choice offered includes a traditional main course of meat and two
                vegetables, sandwiches, baked potatoes with a choice of fillings and salad. Halal
                meals are available on request. Special diets can be catered for.
                Children and young people of parents/carers receiving Income Support, Job Seeker‟s
                 Allowance (income-based) and Child Tax Credit only (where income is less than
                 £16,190 Income amount effective from 1st April 2010 and may be changed by the
              Department for Work and Pensions) are entitled to a free midday meal. Information and
application forms for free school meals may be obtained from schools and from Grants Section
Education Services Headquarters

It is in the interest of school and parents/carers to maximise the numbers of pupils entitled to free
school meals as those schools with a high level of pupils registered for free school meals attract
additional funding benefits for the school overall. All parents/carers eligible for free school meals for
their children are therefore encouraged to register their entitlement thus assisting the school in gaining
additional support. Application forms can be obtained from the Grants Section at Education Services
headquarters.

N.B.   Parents/Guardians who are in receipt of Child Tax and Working Tax Credit are not entitled to a
       free midday meal.



Water is served with every meal and good eating habits are encouraged.
Children are also welcome to bring packed lunches which are eaten in the dining room.
A member of the Senior Management Team supervises each lunch.

PARENTS ARE REQUESTED TO SHOW THEIR SUPPORT OF EATING HEALTHILY BY NOT
GIVING THEIR CHILDREN SWEETS TO BRING INTO SCHOOL.

Each day pupils are given a healthy snack (usually a toasted sandwich, fruit , juice or milk).

Drummore School runs a breakfast club. On entering school at approx 9am – 9.15. Cereal and milk is
provided for any child who wants it.

Fresh Fruit is delivered to the school by Glasgow City Council. Teachers and Pupil Support Assistants
ensure pupils are provided with them.

                                                                                                       31
Medical and Health Care



School doctor, Jackie McLean our school nurse comes to the school regularly. She tests the children‟s
hearing, eyesight, etc and carries out immunisation programmes with parental consent. If minor
ailments are discovered in school, parents will be informed and may wish to visit their own doctor.

                     Dental inspections are also carried out. Letters from the dental nurse are issued to
                     parents advising of her findings.


Primary 1 pupils have a hearing test (the Audiometric survey) during their first year at school. If there
are any concerns about a child‟s hearing they will be referred for a follow-up assessment. P1 pupils
also have a medical with the school doctor during their first year.

Speech therapists, physiotherapists and occupational therapists may also be involved in working with
children in the school. Therapists are based at The West Centre in Drumchapel.

If a child requires regular medication, for example if a child has asthma, the parents are asked to supply
the appropriate medicine and to sign the official form with information on correct dosage and timing of
medication. This is kept in the Medical Room. The school 2 First Aiders have the responsibility of
administration of all medicines.

Illness and Accident
If a child is unwell before coming to school they should be kept at home. If however a child becomes
unwell during school hours and it is thought advisable for the child to go home, the parent or
emergency contact will be contacted by telephone and asked to come for the child. Should neither of
these be available, the child will be kept in the Medical Room under the supervision of a First Aider.

Accidents
A School First Aider, is always on hand to treat minor bumps, bruises and bleeding noses. If your child
has had a minor accident a letter detailing the injury will be completed by the SMT and sent home with
your child. The school first aiders are Ms Jennifer Doherty and Mrs Sandra Brannan.

                In the case of serious accidents requiring immediate medical attention the child will be
                transported to hospital while the parent is contacted and asked to meet the child and
                teacher there.

All accidents which result in injury are noted in the school accident book.


IT IS ESSENTIAL THAT WE HAVE AT LEAST ONE EMERGENCY CONTACT TELEPHONE
NUMBER IN THE EVENT OF A SERIOUS INJURY TO A CHILD OCCURRING AT SCHOOL.



                                                                                                       32
Other professionals working within the school

The School works together with a number of professionals to ensure the all round development of our
pupils.

Psychological Services
The school psychologist are Senga Jamieson and Anne Yelland. They visit the school throughout each
term to assess individual pupils. The school works closely with our colleagues from Psychological
Services and meetings can be arranged throughout the year to discuss matters of concern. However,
priority is given to new pupils and those moving onto secondary school.

Speech & Language Therapy
The Speech and language Therapy Service to the school is provided by the Communication Support
Team – Education. The therapist for the children is Anne Kelly.

The sharing of skills and expertise ensures that the individual needs of each child can be met. The
staff allocated for the children at school are experienced in managing young people whose difficulties
with communication affect their ability to access the school curriculum. The staff are also experienced
in managing eating or drinking issues.

Children may be seen in school and / or at home and consultation will take place with both education
staff and parents.

Intervention may include assessment, diagnosis, curriculum planning, advice / support and in-service
training.

The aims of any intervention are:
    To recognise and implement highly flexible working practices with the focus on the everyday
      social and learning context of the child.
    To enable all those involved with the child to provide the optimum communication environment.
    To discourage dependence on the therapist.

Where appropriate SLTs are also involved in the drawing up of Individual Educational Plans and the
settings of targets.

Physiotherapy & Occupational Therapy
Where pupils have an identified need referrals are made to physio and OT services based in The West
Centre in Drumchapel.




                                                                                                    33
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 failure or difficulties of fuel supply. In such cases we shall do all we can
to let you know about the details of closure or reopening. 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.




Transfer from Primary School to Secondary School
                                          Options

   1.     Local Mainstream Secondary
   2.     Abercorn Head Teacher Tel: 0141 353 2180
   3.     Other specialist provision

An Additional Support Needs review takes place during the last year of primary education to allow
parents and professionals the opportunity to discuss the best possible placement for children due to
transfer to Secondary.

Many of the pupils who attend Drummore School will transfer to Abercorn School which is the
secondary equivalent of Drummore. Some children may transfer to a different kind of special education
provision while, for others, it may mean transfer or return to the mainstream sector. Whatever the
course of action, parents will have plenty of opportunity to voice their opinions, to discuss future
placement with their child and to make the best choice.

Links will be established with the secondary school to ensure transition to secondary is successful.

Children are normally transferred between the ages of 11.5 and 12.5 years so that they will have the
opportunity to complete at least 4 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.

Parents will be informed of arrangements for discussing transfer by their child‟s educational
psychologist. The school will be happy to advise.




                                                                                                          34
Around the School


          The school garden is situated in the centre of the school and provides a meaningful context
          for many aspects of the science curriculum. Bulbs and seeds are planted and many flowers,
plants and vegetables flourish as a result of the care and attention given to them by our pupils and
staff. The area has been successfully upgraded and now provides a pleasant outdoor environment for
teaching and learning.

There is always lots to do in our school garden so if any parents are willing to lend a hand please speak
to Mr Calderwood/Mrs Deveney, the Deputy Head Teachers or Carol Gorman our teacher/gardening
co-ordinator.




Data Protection Act
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 be disclosed in accordance with the Codes of
Practice. For further information please contact the school.




                                                                                                      35
CHILD SAFETY / CHILD PROTECTION POLICY
All educational establishments and services must take positive steps to help children 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 have a clear understanding of the
difference between appropriate 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‟s establishment.

The health and personal safety programme for your child‟s establishment will be fully discussed with
you on a regular basis.

Schools, establishments and services must create and maintain a positive ethos and climate which
actively promotes child welfare and a safe environment by:

      ensuring that children 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 protection issues and procedures
      establishing and maintaining close working relationships and arrangements with all other
       agencies to make sure that professionals collaborate effectively in protecting children.

Should any member of staff have concerns regarding the welfare or safety of any child 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 pupil must then
immediately advise the duty senior social worker at the local social work services area office of the
circumstances.

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.



                                                                                                           36
Child Protection Agency Contact List

Social Work Services

Drumchapel Social Work Area Office, Mercat House, 31 Hecla Square, Glasgow G15 -141 276 4300


Police

Drumchapel Police Station, Kinfauns Drive, Glasgow G15 0141 532 3600


Medical Officer with Responsibility for the School

Laura Sommerville, The West Centre, Kinfauns Drive, Glasgow G15


Authority Reporter

Loretta Scott, Glasgow City Council, Wheatley House, 25 Cochrane Street, Glasgow G1 1HL 0141 287
3959


Area Principal Psychologist

Morven Grahame, Psychological Services West, Anderston Primary, 3 Port Street, Glasgow G3 8HY
0141 221 1263


Director of Education

Maureen McKenna, Glasgow City Council, Education Services, Wheatley House, 25 Cochrane Street,
Glasgow G1 1HL 0141 287 4929




                                                                                               37
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 email:
Phone: 0141 287 3655/4688
Email: education@glasgow.gov.uk
Customer Liaison Unit, Education Services, Glasgow City Council, Wheatley House, 25 Cochrane
Street, Glasgow G1 1HL

Important Addresses

Head of Education Services              Mrs Maureen McKenna
Executive Director                      Education Services
                                        Glasgow City Council
                                        Wheatley House
                                        25 Cochrane Street
                                        Glasgow G1 1HL

Senior Education Officer                Mrs Brenda Wallace
Additional Support Needs                Education Services
                                        Glasgow City Council
                                        Wheatley House
                                        25 Cochrane Street
                                        Glasgow G1 1HL


City of Glasgow Councillor              Councillor Paul Carey
                                        Glasgow City Council
                                        City Chambers
                                        George Square
                                        Glasgow G2 1DU

Psychological Services                  Anderson Primary
                                        3 Port Street
                                        Glasgow
                                        G3 8HY

                                        Glasgow Life: Letting Section
                                        20 Trongate
                                        Glasgow G1 5ES
                                        0141 302 2814/2815

                                                                                                   38
This book is only intended as an indicator of some of the work and practice that goes on in Drummore
School.

If you wish to visit or find out more about the school please contact the Head Teacher.




Although this information is correct at time of printing, there could be changes affecting any of the
matters dealt with in this document –
    (a)   before the commencement or during the course of the school year in question.
    (b)   in relation to subsequent school years.




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                                Appendix 1


Drummore School        Attendance and Absences 2009 – 2010

Attendance Total            21412

All Absence                 691 (3.23%)

Authorised Absence          641 (2.99%)

Unauthorised Absence        46 (0.21%)




                                                             40
The School Year 2010-2011
Term        Dates of Attendance

   Teachers return                Thursday 12th August 2010
   Pupils return                  Monday 16th August 2010
   In-Service Day                 Thursday 23rd September 2010
   September Weekend              Fri 24th/Mon 27th Sept 2010
   Closed                         Monday 11th October 2010

   Teachers/Pupils Return         Monday 18th October 2010
   Closed                         Thursday 23rd Dec 2010

   Teachers/Pupils Return         Wednesday 5th January 2011
   In-Service Day                 Friday 11th February 2011
   Closed                         Monday 14th February 2011
   Closed                         Tuesday 15th February 2011
   In-Service Day                 Wednesday 16th February 2011
   Pupils Return                  Thursday 17th February 2011

   Closed                         Monday 4th April 2011
   Teachers/Pupils Return         Monday 18th April 2011
   Closed                         Monday 2nd May 2011
   Closed                         Fri 27th/Mon 30th May 2011
   In-Service Day                 Tuesday 31st May 2011
   Close for Summer Holidays      Friday 24th June 2011




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