SCOTTISH CATHOLIC EDUCATION SERVICE by FEP1b6i

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									School Handbook 2009/2010


CONTENTS

2        Headteacher’s Welcome
4        Charter for Catholic Schools in Scotland
5        Mission Statement
6        School Information
7        Accommodation
8.       Learning Community
9        Senior Management Remits – Leading the School
14       Staff List
15       School Year – Term & Holiday Dates 2009/2010
16       School Day
17       Enrolment, Pastoral Care, ASL, Equal Opp. & Racial Harassment
19       Anti-Bullying Procedures
22       Curriculum
27       Assessment & Reports to Parents
28       Learning Beyond the Classroom
30       Religious Education & Observance
31       Extra Curricular Activities
32       World of Work & Enterprise/Supported Study
33       Pupil Conduct – Making Learning Successful
34       School Attendance/Uniform/
37       School Meals/Transport/EMA/Medical/Emergency Info
40       Parent Forum/Parent Council
41       Child Protection
42       Road Safety/School Examinations
43       Public Examinations Results: Analysis
44       Useful Names & Addresses
45       Information for Parents – School Statistics




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     HEADTEACHER’S WELCOME TO OUR SCHOOL
A very warm welcome to the Saint Paul’s RC High School handbook and a very
special welcome to you if you are a new parent/guardian.

St. Paul’s RC High School is a School of Ambition and of course we have very high
expectations for all our young people.

“Aiming High for Young People” is our motto. All that we do in Saint Paul’s is
designed to improve the life chances of every young person in our care and every
member of staff is committed to that mission.

We are a Catholic school and our very strong catholic ethos supports the
promotion of gospel values and the development of our community of faith and
learning. Through our mission we aim to provide the highest quality education for
all.

We have excellent links with our parents who are extremely supportive of the
school. We have an active Parent Council that meets on a regular basis to support
the school.

We have outstanding links with the wider community of St. Paul’s and we work in
partnership with many agencies to ensure all our young people have every
opportunity available to them.

In our recent HMIe inspection of our School of Ambition status the school
received a resounding endorsement.
 “School of Ambition had made a real difference to the school”
 “Very positive parent view of the school and positive perception of the school
   within the local community. Very positive partnerships with parents and the
   community”
 “General trend of raised attainment”
 “Clear evidence of ground-breaking work going on in a number of areas”
 “Clear evidence of a very positive ethos throughout the school”
   http://www.st-paulshigh.glasgow.sch.uk/ (click on link to read more)



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Education should be fun and engaging; education should be inclusive and equal;
education should be of the highest quality for all.

In Saint Paul’s we aim continuously to provide all of these.

We have a school website http://www.st-paulshigh.glasgow.sch.uk/ and I hope you
enjoy reading the information on the links on our website. Please do contact me
if you have any comments. I’m always delighted to hear from parents/guardians
and welcome feedback from you an any issue you might have. Please contact me
on headteacher228@st-paulshigh.glasgow.sch.uk

I look forward to working with you on ensuring your child has an excellent
educational experience at St. Paul’s.



Kind regards

Lisa Pierotti
Headteacher




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                                  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 of 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.




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ST. PAUL’S ROMAN CATHOLIC HIGH SCHOOL




                                    MISSION STATEMENT
                        In this Catholic School, Aiming High means:

                    For every individual pupil, Success in all its forms

                                         We aim for this through

                                   Highly trained, dedicated staff

                              Delivering, in partnership with parents

                        The Highest Quality Learning and Teaching
                             Preparation for Life after School


                                                         in


A Catholic ethos built on the values of the Gospel which promotes self belief,
                        equality and rewards success

                                                      where

                              Young people are valued and cared for

                                              and all driven by


                A commitment to quality and continuous improvement



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SCHOOL INFORMATION

Name and Address of the School:

St. Paul’s Roman Catholic High School
36 Damshot Road
Glasgow
G53 5HW
Tel. No:      0141-582-0040
Fax No:       0141-582-0041

TYPE OF SCHOOL:

St. Paul’s is a co-educational Roman Catholic school catering for boys and girls from first to
sixth years in secondary education.

CAPACITY OF SCHOOL:

St. Paul’s can accommodate 950 pupils (approximately).

CURRENT ROLL OF SCHOOL:

The current roll of St. Paul’s is 735 spread over the six year groups as follows:

S1 – 163          S2 – 147          S3 – 162           S4 – 146   S5 – 80        S6 – 37




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ACCOMMODATION
St. Paul’s has general classrooms, special rooms for science, technical, art music,
home economics, business studies, computers, photography, a complex for
physical education (one gymnasia, one excellent fitness suite (through being a
school of Ambition), a swimming pool, games hall and football pitches). There is
access to all teaching areas for disabled pupils.

LETTING PROCEDURES

St. Paul’s is let for various activities. Applications for lets should be made to:

CULTURE & SPORT GLASGOW
LETTING SECTION
20 TRONGRATE
GLASGOW
G1 5ES

0141 302 2814




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LEARNING COMMUNITY
PRIMARY SCHOOLS

St. Angela’s Primary                                         St. Bernard’s Primary
227 Glen Moriston Road                                       14-16 Dove Street
Glasgow                                                      Glasgow
G53 7HT                                                      G53 7BP
0141-638-9646                                                0141-881-7934
Headteacher: Miss Moira O’Hara                               Headteacher: Mrs. Margaret Winters


St. Louise’s Primary                                         St. Vincent’s Primary
69 Kyleakin Road                                             40 Crebar Street
Glasgow                                                      Glasgow
G46 8DE                                                      G46 8EQ
0141-638-0783                                                0141-638-8927
Headteacher: Ms. Ann Watson                                  Headteacher: Mrs. Anne Young

St Vincent’s CDU
40 Crebar Street
Glasgow
G46 8EQ
Headteacher: Ms. Isobel McAllister
0141 621 1968


NURSERY SCHOOLS/CHILDREN’S CENTRE

St. Angela’s Nursery Class                                   Craigbank Nursery School
227 Glen Moriston Road                                       26 Glenlora Drive
Glasgow                                                      Glasgow
G53 7HT                                                      G53 6BH
0141-638-9646                                                0141-881-9720
Headteacher: Miss Moira O’Hara                               Headteacher: Ms. Maire Green

Pollok Children’s Centre                                     Woodacre Nursery School
8 Netherplace Crescent                                       14-16 Dove Street
Glasgow                                                      Glasgow
G53 5AA                                                      G53 7BP
882 7773                                                     881-3068
Officer in Charge: Ms. Noelle Harvey                         Headteacher: Ms. Linda Huisman




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                                 LISA PIEROTTI - HEATEACHER

        Leading the school community through gospel values. Strengthening our
         Community of Faith.
        Working with colleague representatives to ensure that the annual Working
         Arrangements are fair and equitable to all colleagues in our drive to
         provide learning experiences of the highest quality for the pupils.
        Leading the Learning Community.
        Leading the school in all issues of Child Protection.
        Leading S6 pupils to the highest possible success.
        Taking lead responsibility for Health & Safety and the proper management
         of the School Fund.
        Leading pupil representatives in contributing to the life and values of the
         school.
        Leading the school ethos on a daily basis.
        Leading on key aspects of Quality Assurance & Self Evaluation.
        Leading on links with the Media.
        Link with School Chaplain and local Parish.
        Taking lead responsibility with the Parent Council.

     Jointly leading, with each Depute Headteacher, all pupils to the highest
      possible success.

     Consulting with colleagues on:-
     Any issue of concern held by a colleague, including all procedures on
      disciplinary, grievance and harassment.
     Any issue relating to the roles of Senior Leaders.
     All issues emanating from Glasgow City Council and/or Education Services.
     Reports for teaching posts.



     Working jointly with Departmental Leaders and colleagues in these
      departments to support excellence in the department, to monitor and
      evaluate the quality of pupil experiences in the department and to be a
      support and initial point of contact for each department:
           o    Senior Leaders




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                                 JOHN McKEE – FORMAL DEPUTE

        Leading the school community through a high quality, active Improvement
         Plan.
        Leading pupils, supported by all colleagues, through the key transition –
         S4/S5.
        Leading pupils, supported by all colleagues, to maximise the opportunities
         offered through the school’s Learning Beyond the Classroom Policy.
        Co-ordinating, with Departmental Leaders and all colleagues, on quality use
         of the Supported Study opportunities.
        Leading the school ethos on a daily basis.
        Leading and co-ordinating – working with Pastoral Care Leaders,
         Departmental Leaders and all colleagues – a Pastoral Care Provision of the
         highest possible quality.
        Leading and co-ordinating – working with appropriate colleagues and
         agencies – all additional supports for identified pupils.
        Leading – but working jointly with Senior colleagues, Pastoral Care Leaders
         and other agencies – on ensuring all legal requirements are met for all
         pupils.
        Leading Pastoral Care colleagues in their support of L.A.A. Children.
        Co-ordinating improved learning experiences for all pupils in times of
         colleague absence.
        Taking lead responsibility in CPD.
        Responsible with an overview of UCAS.

     Leading S4 & S5 pupils to the highest possible success.
     Consulting with colleagues on:-
         o Staff Absence
     Leading S4 pupils in contributing to the life of the school.
     Ensuring St. Paul’s High rejects racism.

          Working jointly with Departmental Leaders and colleagues in these
           departments to support excellence in the department, to monitor and
           evaluate the quality of pupil experiences in the department and to be a
           support and initial point of contact for each department:
           o Creative & Performing Arts
           o Pastoral Care Leaders
           o Pupil Support Assistants




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                                      EILEEN MAGUIRE - DEPUTE

        Leading S.Q.A. Provision/Management.
        Joint leadership, with Departmental Leaders and colleagues, for supporting
         Probationers.
        Leading the school community in “Determined to Succeed”.
        Leading the school community in its drive to make St. Paul’s High School a
         fully bullyproofed learning environment.
        Leading EAL.
        Responsible for School Fund.
        Leading the school ethos on a daily basis.

     Leading S2 pupils to the highest possible success.
     Leading, jointly with colleagues, all pupils in Iona House.
     Leading S2 pupils in contributing to the life of the school.

     Consulting with colleagues on:-
     School excursions – risk assessment

     Working jointly with Departmental Leaders and colleagues in these
      departments to support excellence in the department, to monitor and
      evaluate the quality of pupil experiences in the department and to be a
      support and initial point of contact for each department:
         o English
         o R.E.




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                                 ROSELEEN KENNEDY - DEPUTE

        Tracking pupil progress.
        Leading I.C.T. & Library Resource Centre.
        Leading and Co-ordinating School of Ambition Issues.
        Leading the school community in recording and reporting success.
        Leading Literacy & Numeracy.
        Leading the school ethos on a daily basis.
        Co-ordinating, working with Department Leaders and all colleagues, high
         quality assessment procedures – and expanding Formative Assessment
         broadly and imaginatively.

        Leading S3 to the highest possible success.
        Leading, jointly with appropriate colleagues, all pupils in Arran House.
        Leading S3 pupils in contributing to the life of the school.
        Consulting with colleagues on:-
            o All procedural issues relating to the curriculum and its delivery.
            o Maximising the potential of the school library resource centre.



     Consulting with colleagues on:-
         o Ambitious bids for enhancing pupils’ experiences.
         o Innovative approaches to tracking pupils (at Departmental, class
            level).
         o The timetable and related issues.



     Working jointly with Departmental Leaders and colleagues in these
      departments to support excellence in the department, to monitor and
      evaluate the quality of pupil experiences in the department and to be a
      support and initial point of contact for each department:
         o Science
         o Social Subjects
         o Modern Languages




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                                    STEPHEN STONE - DEPUTE

        Joint leadership, with Primary colleagues, of a quality transition
         programme.
        Leading a quality PSE & Health System
        Leading on the critical National Priority of Values and Citizenship.
        Leading the school ethos on a daily basis.
        Joint leadership, with Departmental Heads, for supporting students.

     Leading S1 pupils to the highest possible success.
     Leading, jointly with colleagues, all pupils in Skye House.
     Leading S1 pupils in contributing to the life of the school.



     Working jointly with Departmental Leaders and colleagues in these
      departments to support excellence in the department, to monitor and
      evaluate the quality of pupil experiences in the department and to be a
      support and initial point of contact for each department:
                o Mathematics
                o Faculty of Technology – Business Education, HE, Technical




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STAFF LIST

SMT                                       PASTORAL CARE                            SUPPORT STAFF
LISA PIEROTTI H.T.                        SANDRA FULTON P.T.                          LIBRARY
JOHN McKEE FORMAL DHT                     PATRICIA HEALY P.T.               MARGARET McCLUSKEY 0.6
EILEEN MAGUIRE DHT                        MARGARET McGLYNN P.T.             LYNNE BEVERIDGE 0.4
ROSELEEN KENNEDY DHT                      JACKIE SCOTT P.T.
STEPHEN STONE DHT                         BEHAVIOUR MANAGEMENT              ADMIN STAFF
LINDA RAE – SCHOOL BUSINESS MGR.          MICHAEL McEWAN P.T.               CATHERINE KERR A.F.A.
ENGLISH                                                                     KATIE McARTHUR
PATRICIA BURNS P.T.                       FACULTY OF TECHNOLOGY             MARION MacKAY
JIM HINDSON                               BUSINESS EDUCATION                MAUREEN McGEOWN
LIZ STEVENSON                             HELEN LANG F.H.                   MAUREEN McGEOWN
HARRY JONES                               MARIAN MacLELLAN                  TRACEY McARTHUR
ROBERT GETTY                              SHEILA STEWART                    PHIL CUNNINGHAM
SUSAN GALLOWAY                            MOIRA SIMPSON 0.6 F.T.E.
MARY ROBINSON 0.6 F.T.E.                  ELAINE McLAUGHLIN                 TECHNICIANS
VICTORIA ROSE 0.4 F.T.E.                                                    JIM McSHEFFREY SENIOR TECH.
                                          HOME ECONOMICS                    DANNY McNEILL A.V. TECH.
MATHEMATICS                               MAXINE HARPER P.T.                ELIZABETH BERRY SCIENCE
LYNN REID P.T.                            MAUREEN TAIT 0.6 F.T.E.           ALAN McPHEE TECHNICAL
NARINDER KAUR                             RUTH THOMSON 0.4 F.T.E.
ELIZABETH BLACKBURN                       SARAH BRAIDWOOD 0.2. F.T.E.       EDUCATION LIAISON OFFICER
ELIZABETH BLACKBURN                                                         ELIZABETH REILLY
EDWARD CUMMING                            TECHNICAL
JOHN McINTOSH                             STEPHEN DEVENEY P.T.              P.S.A.
SAFAIN AL-ZAIDY                           JOE HUNTER 0.5 F.T.E.             KERRY MURRAY
SUZANNE BARLTROP                          CHARLIE CLEMENTS 0.5 F.T.E.       MARIE LAYDEN
      MODERN LANAGUAGES                   HUGH REID 0.2. F.T.E.
CLAIRE McGHEE P.T.                        RELIGIOUS EDUCATION               P.S.A./A.S.I.
GEORGE McGILL                             ROSLYN KANE P.T.                  CATHY BALLENTYNE
LUCY MAUPETIT                             VACANCY                           GARY WILSON

      FACULTY OF CREATIVE &
        PERFORMING ARTS
ART                                       SCIENCE
CLAIRE QUINN ACTING F.H.                  BRIAN FEENEY P.T.
YVONNE MURRAY                             WILLIAM GALLACHER                 KITCHEN SUPERVISOR
ANNMARIE OWENS 0.2 F.T.E.                 FRANCES CRAIG                     MARGARET McNEILL
DRAMA                                     ISABEL QUINN
ROY McGREGOR 0.6 F.T.E.                   JOHN MacLEAN 0.8. F.T.E.          JANITORS
LISA QUEEN 0.4 F.T.E.                     JONATHAN PATERSON 0.2 F.T.E.      PAT McATEER
JAMES TURNER                              JAMES McGOWAN                     GERRY McLEAN
MUSIC
VALERIE WILSON                            FACULTY OF SOCIAL SUBJECTS
VACANCY                                   ANDREA MOSSIE F.H.
PHYSICAL EDUCATION                        BARRY McGIVERN
PHIL CAIRNEY P.T.                         EILEEN BOUSE
VICKI PERRY                               BRIAN GALLAGHER
NEIL ROSS                                 GARRY MARSHALL

                                          EDUCATION EMP. OFFICER
                                          RONNIE MARTIN




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SCHOOL YEAR – TERM & HOLIDAY DATES 2009/2010
Return Date for Teachers                        Thursday 13 August 2009

Return Date for Pupils                          Monday 17 August 2009

September Weekend                               Friday 25 and Monday 28 September 2009

First Mid-Term                                  Monday 12 to Friday 16 October 2009
                                                (inclusive)
Christmas/New Year                              Wednesday 23 December 2009 to Monday 4
                                                January 2010
                                                (inclusive)
                                                                    2010
2010 Return to school                           Tuesday 5 January 2010

Second Mid-Term                                 Monday 15 February and 16 February 2010

Easter Weekend and Spring                       Friday 2 to Friday 16 April 2010 (inclusive)
Holiday
                                                Note: Easter Weekend:
                                                Good Friday 2 April 2010
                                                Easter Monday 5 April 2010

May Day                                         Monday 3 May 2010

May Weekend                                     Friday 28 and Monday 31 May 2010

School Close                                    Friday 25 June 2010



HOLY DAYS OF OBLIGATION & CELEBRATIONS: 2009/10

Ash Wednesday                       17/2/10
St. Peter & St. Paul                29/6/10                  Holy Day of Obligation
Ascension Thursday                  13/5/10                  Holy Day of Obligation
Feast of Assumption                 15/8/10 (Sunday)         Holy Day of Obligation
Feast of All Saints                 1/11/10                  Holy Day of Obligation




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                                              SCHOOL DAY
MONDAY & TUESDAY
PERIOD 1                                 08.45 – 09.35
PERIOD 2                                 09.35 – 10.25
PERIOD 3                                 10.25 – 11.15
INTERVAL                                 11.15 – 11.30
PERIOD 4                                 11.30 – 12.20
PERIOD 5                                 12.20 – 1.10
LUNCH                                    1.10 – 1.50
PERIOD 6                                 1.50 – 2.40
PERIOD 7                                 2.40 – 3.30
WEDNESDAY
PERIOD 1                                 08.45 – 09.35
PERIOD 2                                 09.35 – 10.25
PERIOD 3                                 10.25 – 11.15
INTERVAL                                 11.15 – 11.30
PERIOD 4                                 11.30 – 12.20
PERIOD 5                                 12.20 – 1.10
LUNCH                                    1.10 – 2.00
PERIOD 6                                 2.00 – 2.50
PERIOD 7                                 2.50 0 – 3.40
Longer Lunch to allow for clubs to take place
THURSDAY & FRIDAY
PERIOD 1                                 08.45 – 09.35
PERIOD 2                                 09.35 – 10.25
INTERVAL                                 10.25 – 10.40
PERIOD 3                                 10.40 – 11.30
PERIOD 4                                 11.30 – 12.20
LUNCH                                    12.20 – 1.00
PERIOD 5                                 1.00 – 1.50
PERIOD 6                                 1.50 – 2.40




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ENROLMENT OF PUPILS
Arrangements are made through our associated primary schools for meetings
with parents of pupils starting High School the follow year. These meetings
usually take place in May. Pupils from Primary Schools visit St. Paul’s during the
summer term. If you are the parent of a pupil entering first year but not from
Primary Schools listed please contact the Head Teacher of St. Paul’s High as soon
as you have taken a decision to enrol your child in St. Paul’s.

PASTORAL CARE
Mr. John McKee has responsibility for Pastoral Care. Teachers have been
allocated classes in each year group. The pupil(s) will be informed of their house
and their Pastoral Care Teacher on their arrival in S1. As far as possible the
same teacher remains with these pupils during their school career. This teacher
is the person a parent (or pupil) contacts in cases of difficulty.

Pastoral Care staff play a central role in advising pupils on subject choices in
second year and in fourth year. They also participate in the school’s Extended
Support Team which operates to support those pupils who experience particular
difficulties. Pupils are encouraged to use a fully equipped careers library. Staff
can see parents by appointment, which can be made by telephoning the school
office.

Pastoral Care staff also have responsibility for the organisation of Support for
Learning throughout the school.

The school has appointed a Principal Teacher of Behaviour Support Management
who also will be involved in developing initiatives to help support pupils who are
experiencing difficulties.




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ADDITIONAL SUPPORT NEEDS/ACCESSIBILITY STRATEGY
The school has a duty to ensure that all our young people 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 buildings to address the needs of young people
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 phone contact system to provide
direct feedback to parents and carers.

EQUAL OPPORTUNITIES PROVISION
Glasgow City Council has a policy of promoting Equal Opportunities and Social
Inclusion. The courses in St. Paul’s reflect this policy. All courses are open to
boys and girls and in S1/S2 all pupils follow a common course. In St. Paul’s we
believe that everyone (pupils and staff) is of equal worth and must be encouraged
to achieve their potential. This is in keeping with St. Paul’s commitment to Gospel
values and to the love of God and one’s neighbour.

An integral part of St. Paul’s Equal Opportunities policy is a strong emphasis on
anti racism and anti bullying. This stance is reflected in course materials and
reinforced by regular Assemblies taken by Year Heads.

DEALING WITH RACIAL HARASSMENT
The Race Relation 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 in
Glasgow has the right to be happy and secure at school.
The member of the Senior Management Team with responsibility for Equal
Opportunities and Social Inclusion is Mr. John McKee, Formal Depute.




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ANTI – BULLYING POLICY

We are committed to providing a caring, friendly and safe environment for all of
our pupils so they can learn in a relaxed and secure atmosphere. Bullying of any
kind is unacceptable at our school. If bullying does occur, all pupils should be able
to tell and know that incidents will be dealt with promptly and effectively. We
are a TELLING school. This means that anyone who knows that bullying is
happening is expected to tell the staff and there are clear procedures in place
that must be followed by staff and recorded.

What is Bullying?
Bullying is the use of aggression with the intention of hurting another person.
Bullying results in pain and distress to the victim.

Bullying can be:

        Emotional – being unfriendly, excluding, tormenting (e.g. hiding books,
         threatening gestures)
        Physical – pushing, kicking, hitting, punching or any use of violence
        Racist – racial taunts, graffiti, gestures
        Sexual – unwanted physical contact or sexually abusive comments
        Homophobic – because of, or focussing on the issue of sexuality
        Verbal – name-calling, sarcasm, spreading rumours, teasing
        Cyber – all areas of internet, such as email & internet chat room misuse.
         Mobile threats by text messaging & calls. Misuse of associated technology,
         i.e. camera & video facilities.

Why is it important to Respond to Bullying?
Bullying hurts. No one deserves to be a victim of bullying. Everybody has the
right to be treated with respect. Pupils who are bullying need to learn different
ways of behaving.

Schools have a responsibility to respond promptly and effectively to issues of
bullying.




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School Handbook 2009/2010


Objectives of this Policy
   All staff, teaching and non-teaching, pupils and parents should have an
     understanding of what bullying is
   All staff, teaching and non-teaching should know what the school policy is
     on bullying, and follow it when bullying is reported.
   All pupils and parents should know what the school policy is on bullying, and
     what they should do if bullying arises.
   As a school we take bullying seriously. Pupils and parents should be assured
     that they will be supported when bullying is reported.
   Bullying will not be tolerated.

Signs & Symptoms
A child may indicate by signs or behaviour that he or she is being bullied. Adults
should be aware of these possible signs and that they should investigate if a
child:

        Is frightened of walking to or from school
        Doesn’t want to go on the school/public bus
        Begs to be driven to school
        Changes their usual routine
        Is unwilling to go to school (school phobic)
        Begins to truant
        Becomes withdrawn anxious, or lacking in confidence
        Starts stammering
        Attempts or threatens suicide or runs away
        Cries themselves to sleep at night or has nightmares
        Feels ill in the morning
        Begins to do poorly in school work
        Comes home with clothes torn or books damaged
        Has possessions which are damaged or “go missing”
        Asks for money or starts stealing money (to pay bully)
        Has dinner or other monies continually “lost”
        Has unexplained cuts or bruises
        Comes home starving (money/lunch has been stolen)




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School Handbook 2009/2010


        Becomes aggressive, disruptive or unreasonable
        Is bullying other children or siblings
        Stops eating
        Is frightened to say what’s wrong
        Gives improbable excuses for any of the above
        Is afraid to use the internet or mobile phone
        Is nervous & jumpy when a cyber message is received

These signs and behaviours could indicate other problems, but bullying should be
considered a possibility and should be investigated.

Procedures
   1. Report bullying incidents to staff
   2. In cases of serious bullying, the incidents will be recorded by staff
   3. In serious cases parents should be informed and will be asked to come in to
      a meeting to discuss the problem
   4. If necessary and appropriate, police will be consulted
   5. The bullying behaviour or threats of bullying must be investigated and the
      bullying stopped quickly
   6. An attempt will be made to help the bully (bullies) change their behaviour

Outcomes
  1. The bully (bullies) may be asked to genuinely apologise. Other
     consequences may take place. The school will do all in its power to resolve
     the issues.
  2. In serious cases exclusion will be considered and parents will be informed.
  3. If possible, the pupils will be reconciled
  4. After the incident/incidents have been investigated and dealt with, each
     case will be monitored to ensure repeated bullying does not take place.

HELP ORGANISATIONS:
Advisory Centre for Education (ACE)                          0808 800 5793
Children’s Legal Centre                                      0845 345 4345
KIDSCAPE Parents Helpline (Mon-Fri, 10-4)                    0845 1205 204
Parentline Plus                                              0808 800 2222
Youth Access                                                 020 8772 9900

Visit the Kidscape website www.kidscape.org.uk for further support, links and
advice




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School Handbook 2009/2010
COURSES AVAILABLE IN ST. PAUL’S HIGH SCHOOL
Your child is entering secondary school at a time of ongoing educational change.

This will affect all pupils entering first year and throughout their school career.
All schools will undergo very far reaching change. Many of the new courses will
be offered in every school. Courses will be designed and chosen to meet the
changing educational needs of young people. In line with the policy of Glasgow
City Council, courses in St. Paul’s reflect the need for equal opportunities for
boys and girls.

FIRST AND SECOND YEAR CURRICULUM
CLASS                        S1/S2
English                      5 periods per week

Mathematics                                              5 periods per week

French                                                   3 periods per week

Social Subjects                                          3 periods per week

Religious Education                                      2 periods per week

Physical Education                                       3 periods per week

SECTIONS
Science                                                  3 periods per week

Home Economics                                           1 period per week

Information Technology                                   1 period per week

Creative & Performing Arts:
         Art                                             1 period per week
         Drama                                           1 period per week
         Music                                           1 period per week

PSE                                                      1 period per week

TOTAL                                                    30 PERIODS




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School Handbook 2009/2010
THIRD AND FOURTH YEAR – STANDARD GRADE

This qualification is available to pupils of all abilities. There are 3 different
levels of course within the Standard Grade – Foundation, General and Credit.

Foundation level is the basic lee, General level is suitable for pupils in the middle
range of ability, Credit level is the most difficult level.

Pupils taking different levels of the same subject may be taught together in the
same class. Pupils are, however, able to take different levels in different
subjects, so that they tackle the more difficult work in the subjects they are
good at.

Some departments are now offering pupils entering Third Year the chance to
begin Higher Still courses – parents of pupils who are at this stage will receive
full, necessary information at the time pupils in Second year are making their
choices for S3.

In line with the Scottish Executive’s direction, St. Paul’s High annually examines
its S3/S4 curriculum to try to ensure that it is meeting the needs of pupils of all
abilities and interests.

Again, full parental discussion takes place when such choices are being
considered.




St. Paul’s RC High School – “Aiming High for Young People”   Handbook 25/11/201116:40:23   23
                                                           S3 OPTION CHOICES 2009/10

PRINT NAME:                                                                                  DATE:

Column C                Column D               Column E                   Column F            Column G                       Column H

Biology   SG            Geography        Int   Administration Int         Art     SG          Art                    SG      Chemistry              SG
Chemistry SG            History          Int
Physics   SG            Modern Studies   Int   Computing      SG          Drama   SG          Bus Management         SG      Craft & Design         SG

Biology    Int 1                               French      Intermediate   Music      Int 2    Craft & Design         SG      History                Int
                                               Spanish     Intermediate
Chemistry Int 1                                                           PE      SG          Drama                  SG      Home Economics         SG
Physics   Int 1
                                                                                              Home Economics         SG      Hospitality            Int 1

                                                                                              Hospitality            Int 1   Practical Craft Skills Int 1

                                                                                              Practical Craft Skills Int 1

Column C                Column D               Column E                   Column F            Column G                       Column H

 st
1
 nd
2
All pupils will study English, Mathematic, RE, PE and PSE (Personal and Social Education)


Interviewing Teacher Signature                              Parent Signature                        Pupil Signature

Courses in any given subject will be timetabled only if a sufficient number of pupils choose that subject.




                                                                                                                                                            24
FIFTH AND SIXTH YEARS – HIGHER STILL – OPPORTUNITY FOR
ALL

Higher Still continues to be expanded for senior pupils and now involves all
school subjects. This system brings together the best of Scottish
Education currently offered in schools and colleges. The aim is to provide
opportunity for all students to continue their studies after Standard Grade
at a level appropriate to them.

In any year, students will be able to take a mix of subjects at different
levels. Subject options are likely to remain much as they are at present
and school students will still be able to take five subjects in S5.

Each Higher course is made up of units (usually three, each requiring 40
hours of study). Each unit will involve assessment by the school (internal
assessment) to determine whether a student has passed or failed. At the
end of the whole course, students will take an external assessment which
will be graded – as is currently the case with Higher exams.

Further information regarding the courses on offer in each session will be
issued to all parents.




                                                                            25
PRINT NAME: _________________________________________________                                                   DATE: __________________
LEVEL      COLUMN A                         COLUMN B                   COLUMN C                   COLUMN D                 COLUMN E
HIGHER     MATHS                            ENGLISH                    MATHS                      ENGLISH                  DRAMA
           GEOGRAPHY                        BUS. MGT.                  MUSIC                      BIOLOGY                  CRAFT & DESIGN
           HISTORY                          FRENCH                                                PHYSICS                  CHEMISTRY
           MOD. STUDIES                     R.M.P.S.                                              ART                      ADMIN
                                                                                                  P.E.                     COMPUTING
INT 2      MATHS                            ENGLISH                    MATHS                      ENGLISH                  DRAMA
           GEOGRAPHY                        BUS. MGT.                  CREATIVE CAKE              BIOLOGY                  CRAFT & DESIGN
           HISTORY                          FRENCH                     MUSIC                      PHYSICS                  PRACT. CRAFT
           MOD. STUDIES                                                                           ART                      CHEMISTRY
                                                                                                  P.E.                     ADMIN
                                                                                                                           COMPUTING
INT 1      MATHS                            ENGLISH                    MATHS                      ENGLISH                  PRACT. CRAFT
                                                                       HOSPITALITY                ART                      CHEMISTRY
                                                                       CONSTRUCTION               P.E.


**         CHILDCARE/HOLISTIC                                          RETAIL/FIRST
           THERAPIES                                                   AID/ENTERPRISE
** PLEASE NOTE IF YOU CHOOSE ONE OF THESE TOPICS YOU MUST COMPLETE THEM ALL

Pupils in S5 must choose English in either Column B OR D (NOT BOTH).

(PLEASE CIRCLE ONE SUBJECT IN EACH COLUMN - A SUBJECT FROM EACH COLUMN MUST BE SELECTED – DO NOT ADD ANY OTHER SUBJECT OR
LEVEL IN ANY COLUMN)




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                                                                                                                                               26
ASSESSMENT AND REPORTS TO PARENTS

S1/S2 a detailed assessment of each pupil is given by each department on
two occasions during first and second year and pupil profiles are issued to
parents. National Testing is carried out for each pupil during S1 and S2.

S3 have continuous assessment throughout their courses.

S4-S6 are also continuously assessed but have their preliminary
examinations in January/February and sit their SQA examinations in
May/June.

The parents of each pupil in S1-S4 receives an Interim Report and a full
Report on their son/daughter’s progress each year. Parents of pupils in
S5/S6, as part of Higher Still, receive two Pastoral Care reports and one
full Report each year. These reports are held in the pupil files. Further
contact is made with parents through Information Evenings on key issues at
specific times throughout the year. The Pastoral Care staff and Senior
Management are always available, to talk to individual parents on any
concerns about their son/daughter’s progress, behaviour or attendance.

There is one Reporting meeting for each pupil year group during the
session. These approaches have proved much more successful in
encouraging strong parent-school support for our pupils.




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LEARNING BEYOND THE CLASSROOM

All pupils are expected to do homework regularly. Even if no set homework
is given, they should spend time each evening revising past work or doing
background reading. The time to be spent on homework should increase
from S1 to S6. An indication of the time a pupil should spend on
homework/study is given below:

S1         45 minutes to an hour per day
S2         one to one and a half hours per day
S3         one and a half hours to two hours per day
S4         two to two and a half hours per day
S5         two and a half to three hours per day

At the S1 stage a pupil will be involved in homework and a little
revision/background reading. As progress is made throughout the school
there should be an increasing emphasis on revision and background reading
as a pupil develops into a student in the senior school who should be able to
work independently.

LEARNING TO LEARN : SOME STUDY SKILLS

It is important to use all our skills when learning and studying because we
remember:

20% OF WHAT WE READ
30% OF WHAT WE HEAR
40% OF WHAT WE SEE
50% OF WHAT WE SAY
60% OF WHAT WE DO

AND

90% OF WHAT WE READ, HEAR, SEE, SAY AND DO!

HOW TO STUDY EFFECTIVELY

     1. Revise class work every evening
     2. Test yourself often
     3. Organise your notes using special techniques




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STUDY SKILLS AND TECHNIQUES
There are many techniques which can be used to help pupils memorise
important information. In St. Paul’s R.C. High School we encourage all pupils
to use:

BRAIN BOOSTING TECHNIQUES in their studies e.g.
  1. Mind Maps
  2. Coloured pens/pencils
  3. Prompt Cards
  4. Diagrams, Graphs and Flow Charts
  5. Tape recorder
  6. Talking/discussion
  7. Music
  8. Words

MIND MAPS
One of the most effective and valuable study techniques to sue is the Mind
Map.

(A) The good things about Mind Maps
   1. Fun to make
   2. Main points are on one page
   3. Use of coloured pens and pictures
   4. Easier to remember the information
   5. Use of “KEYWORDS”
   6. Cuts down the number of pages you need to re-read when studying.

(B) Requirements for making a Mind Map
   1. Information
   2. Paper
   3. Coloured Pens/Pencils

(C) How to make a Mind Map
    1. Draw a picture/word in the centre of the page
    2. Find the “KEYWORDS” from your work
    3. Draw lines or branches from the centre to show the “Key ideas”
    4. Add any extra thought on to each branch
    5. Link ideas
    6. Use colour
    7. Use capital letters and bubble writing etc
    8. Leave lots of space
    9. Redraw the map
    10. Use map(s) when revising for exams.


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RELIGIOUS EDUCATION AND OBSERVANCE

In common with other Catholic Schools Religious Education both formal and
informal play a very important part of the educational package offered by
St. Paul’s Roman Catholic High School.

Each day the school community joins in prayer for a few minutes at 10.45
a.m. Pupils and staff are involved in this important role.

There is a beautiful Oratory for use in celebrating Mass and for regular
Pastoral Services – where small groups of pupils take time to reflect on
Christian values in their lives. The school has a Chaplain, Father Neil
McGarrity (who is also Parish Priest of St. Robert’s Church). Father Neill
works with a team of staff to ensure that pupils are involved actively in
making St. Paul’s High a positive Catholic Secondary.

All pupils have approximately two hours Religious Education each week. The
document “Religious Education 5-14, Roman Catholic Schools” is recognised
as the official basis for Religious Education in first and second year in
Catholic Schools. One of the results of the Religious Education programme
in the school should be an increased commitment on the part of pupils to
assist in the Community.

Parents have the right to withdraw their children from Religious Education
classes and should consult the Headteacher in such cases. It is assumed
that parents who would wish to exercise this right would not normally have
chosen a Catholic Secondary School in the first place.

Parents from ethnic minority religious communities may request that their
children be permitted to be absent fro school in order to celebrate
recognised religious events. Glasgow City Council authorises a maximum of
three such request in any one school session. These events are highly
respected in the school.




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EXTRA-CURRICULAR ACTIVITIES

In addition to “normal” subjects studied during school time, pupils are
encouraged to take part in additional activities. These are provided
voluntarily by the teaching staff o St. Paul’s often with the assistance of
pupils. The list below does not include all activities but shows examples of
the range of activities which may be available: table tennis; football; choir;
theatregoers club; drama; art. Each year the school organises a foreign
trip – either to Barcelona or New York.

St. Paul’s has excellent facilities and enthusiastic staff and parents should
encourage children to take full advantage of the opportunities offered.




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THE WORLD OF WORK AND ENTERPRISE

The Scottish Executive initiative “Determined to Succeed” is a project
which aims to increase the skills of pupils in Enterprise and thus improve
their employability prospects in the future. As part of this project Mr.
Ronnie Martin has been appointed as the St. Paul’s Learning Community’s
Enterprise and Employability Officer. Working closely with the pupils,
schools and departments across the Learning Community. Mr. Martin will
be ensuring that all pupils have as many opportunities to participate in, and
lead Enterprising Experiences as part of their curriculum.

SUPPORTED STUDY

As part of its Social Strategy Glasgow City Council has provided resources
to allow pupils to attend classes after school hours in order to do homework
or receive tuition under the supervision of school staff. All pupils are
encouraged to take advantaged of the scheme which operates on three
nights per week during the first two terms of the session. Priority is
initially given to Higher and Standard Grade subjects. Thereafter –
funding permitting – other homework classes will be offered.

DATA PROTECTION ACT 1994

Information on pupils, parents and guardians 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 1994 and may only be disclosed in accordance with the codes of practice. For further
information please contact the school.




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PUPIL CONDUCT – MAKING LEARNING SUCCESSFUL

                                  TEACHER
                                          +




                                  REPLACE ANY
                                  PLUS WITH A
                                   MINUS AND
                                   LEARNING
                                   BECOMES
                                      LESS
                                   EFFECTIVE




+                                                                              +
PARENT                                                                       PUPIL

St. Paul’s conduct policy “Steps to Success” is the result of a long period of
consultation involving pupils, parents and staff. It places the pupil at the
centre of good conduct – recognising each pupil’s right to learn and each
pupil’s responsibility to make class work a success for all. It places parents
beside their children in supporting their learning and it places teachers
directly with them both – with expectations that teachers will use their
expertise to support pupils of all abilities.

The school believes deeply in the role of parents and uses the “Power of
Three” approach.

This is such an important area that staff and pupils are involved in
monitoring this policy’s progress and success. At school level, colleagues
are involved each year in self-evaluating how good their classroom
management approaches are.




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SCHOOL ATTENDANCE
Ensuring attendance at school is the responsibility of the parent. 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 or young person
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 young person’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.

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

Parents/Carers do not have an automatic right to take their child or young
person 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.




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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.

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

Enforcement of attendance where a pupil is absent without reasonable
excuse is dealt with by the School Attendance Department, Schools
Council, Reporter to the Children’s Panel, and Sheriff Court.

The damage caused to a pupil’s education by absence from school cannot be
over emphasised.

CLOTHING AND A DRESS CODE
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 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.




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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,
• are made from flammable material for example shell suits in practical
  classes;
• could cause damage to flooring;
• carry advertising, particularly for alcohol or tobacco; and
• could be used to inflict damage on other children and young people 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 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 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 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 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.

Parents’ ongoing support to the school in the successful drive for full
school uniform is recognised at all times.




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SCHOOL MEALS
The school’s dining facilities operates a “cashless” method of operation.
This means that your child will pay for lunch, not at the servery area, but
at a unit where coins can be added.

The main benefits of the system centre around your child. Less money
carried throughout the school day reduces the chances of loss. Dinner
tickets are eradicated as all children have the same card.

Young people of parents/carers receiving Income Support, Job Seekers
Allowance (Income Based) and Child Tax Credit only (where income is less
than £15,575*) 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
Services headquarters.

TRANSPORT TO SCHOOL

General
  The education authority has a policy of providing free transport to all
  secondary young people who live more than two miles 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 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 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.


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ii. Pick-up Points
     Where free transport is provided it may be necessary for 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 young
     people in receipt of a placing request other than in individual exceptional
     circumstances and where appropriate legislation applies.

Education Maintenance Allowances (EMA)
An EMA is a weekly payment worth up to £30 for young people who are
planning to stay on at school in post-compulsory education and who are
willing to participate in an approved learning agreement at school for a
minimum of 21 guided learning hours per week. There are also two bonuses
of £150 awarded in January and June each year for good progress with
learning.

Further information on full eligibility criteria and application forms can be
obtained from the school.

27. Medical and Health Care
Information should be given on medical and dental inspections and on dental
treatment. There should be an indication of the procedures followed if a
young person takes ill at school.

Parents and carers should be made aware of the necessity to inform the
school of any particular medical requirements and of the arrangements to
be made if a child or young person has to betaken home.




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28. 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.

CONTACT WITH PARENTS
Parents are welcome to contact the school at any time to arrange for
interviews. Please call, write or telephone (0141-582-0040) if you wish to
discuss any aspect of your child’s education.

Parents’ involvement in school life is so valued that the Senior Management
is committed to responding speedily to telephone calls or to parents calling
into the school. All parents should feel welcome.

St. Paul’s High gives all parents the chance to speak about pupil progress by
offering; in a particular school week, a meeting time any time in the day or
evening that is convenient to parents. This strengthens the school’s drive
to put pupils and parents first.

PARENTS INVOLVEMENT WITH THE SCHOOL IS SEEN AS A KEY
STRENGTH.

The Parent Forum and the 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.




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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/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 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. The type
of things a Parent Council could get involved in include:

• 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, young people 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 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.




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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 or young person 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.

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.

St. Paul’s High along with all schools, 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 will all other agencies to make sure that professionals
       collaborate effectively in protecting children.

Should any member of staff have concerns regarding the welfare of safety
of any child they must report these concerns to the head of establishment
The Headteacher, or the person deputising for the Headteacher, 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.
This follows procedures laid down by the School Executive and by the City
Council.




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ROAD SAFETY
Parents are asked to join with the school staff in constantly reminding
pupils about the dangers of crossing roads without using the controlled
crossing areas. While all roads carry danger, Barrhead Road (40 M.P.H.) is
one that requires real caution. The school regularly will address this issue
but it is the duty of parents to work with their children to reinforce the
constant dangers posed by road traffic.

SCHOOL EXAMINATIONS

POLICY WITH REGARD TO ENTERING PUPILS FOR PUBLIC
EXAMINATIONS.

Schools in consultation with children and young people/parents/carers
normally decide on presentation for examinations. However in the final
analysis, the school will accede to the wishes of the parents/carers.

RESULTS

The Scottish Qualifications Authority has provided the following
information on the SCE Awards system which it now operates. For the
Standard Grade, awards are made on a 7-point scale with grade 1 the
highest and grade 7 the lowest.

If you would like more information about SQA, or National Certificate
Modules, your child’s Pastoral Care teacher should be able to help.
Alternatively, SQA, produces a number of publications which might be of
interest. For a publications list telephone 0141-242-2168. Address:

SQA
HANOVER HOUSE
24 DOUGLAS STREET
GLASGOW
G2 7NQ




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PUPLIC EXAMINATION RESULTS: ANALYSIS

NB: The data under this section will be provided centrally.

The Authority’s and Scotland’s figures include all education authority and
grant-aided secondary schools.

For fourth year SCE results the “percentage of pupils achieving” under any
heading is calculated by expressing the number of pupils achieving as a
percentage of the S4 roll in September, at the start of the school year.
The percentage shown under the fifth and sixth year headings is calculated
by expressing the number of pupils achieving in S5 and S6 as a percentage
of the original S4 roll.

For SQA results the “percentage of pupils achieving” under any heading is
calculated by expressing the number of pupils achieving as a percentage of
either the combined S3/S4 roll or the combined S5/S6 roll as appropriate
at September. (See Appendix 3).

The S4 to S5 staying on rate is calculated by expressing the S5 roll at the
start of the second term (January) as a percentage of the roll of the same
group of pupils when they were in S4 at September of the previous school
year.

Where a pupil is presented for an examination at Standard Grade in the
same subject at more than one level, only account is taken of the highest
grade attained.

Where figures or percentages based on a number of pupils attaining
certificates under any particular heading is between 1 and 4 no information
should be given and *** is inserted in place of the figures.




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Commonwealth Games
           USEFUL NAMES AND ADDRESSES
St. Paul’s R.C. High School                     Careers Scotland Centre
36 Damshot Road                                 1018 Cathcart Road
Glasgow                                         Glasgow
G53 5HW                                         G42 9XL
Tel No: 0141 582 0040                           Tel No: 636 6504
Pastoral Care Staff (by appointment)
Telephone the school office.

Ms. M Doran                                     Cllr. W. O’Rourke
Executive Director of Children &                Glasgow City Council
Families                                        City Chambers
Glasgow City Council                            George Square
Wheatley House                                  Glasgow
25 Cochrane Street                              G2 1DU
Glasgow
G1 1HL
0141 287 2000

Mrs. M. McKenna                                 Johann Lamont MSP
Service Director - Education                    Unit 8
Glasgow City Council                            The Wedge
Wheatley House                                  1066 Barrhead Road
25 Cochrane Street                              Glasgow
Glasgow                                         G53 5AB
G1 1HL                                          0141-270-1890
0141 287 2000

Ms. W. O’Donnell
South West Area Manager
Glasgow City Council
Wheatley House
25 Cochrane Street
Glasgow
G1 1HL
0141 287 2000




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                         INFORMATION FOR PARENTS 2008
                             SECONDARY SCHOOLS

School: St Paul's High School                                             Id No.: 260 - 8432139

                                Leaver Destinations
 Number Of Pupils Leaving In School Year 2007/2008 And Percentage With Destination
                                        As:
Total Number of Leavers (=100%)                                       138
Higher Education                                                      10
Further Education                                                     27
Training                                                               6
Employment                                                            27
Other Known                                                           29
Not Known                                                              1


                 Budgeted Running Costs For Financial Year 2008-2009
School Roll at September 2007                                           747
Total School Running Costs at April 2008 (£)                         3,762,476
Cost per Pupil (£)                                                     5,037


                Attendance And Absence For School Year 2007/2008
                                                   Stage
                              S1      S2       S3         S4       S5                     S1-5
Total Number of Possible    54,708  61,174   55,340    56,478    30,922                  258,622
Attendances(Pupil Half
Days)
Percentage Authorised         7.5    11.5     13.8       10.6      9.8                       10.7
Absences
Percentage Unauthorised       0.4     0.8      0.2        0.6      0.1                       0.5
Absences




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      Commonwealth Games
                           INFORMATION FOR PARENTS 2008
                               SECONDARY SCHOOLS

School: St Paul's High School                                               Id No.: 260 - 8432139


               Estimated S5 January Roll As A Percentage Of The S4 Roll
                        In September Of The Previous Session
          2005/2006                  2006/2007                    2007/2008
             58                           52                          54


        Examination Results (within Scottish Credit and Qualifications Framework)

                             (2007/2008 results are pre-appeal)
                 Percentage of the relevant September S4 roll achieving:
 By         5+ @ level 3 or better     5+ @ level 4 or better    5+ @ level 5 or better
 end       2005/2 2006/2 2007/2 2005/2 2006/2 2007/2 2005/2 2006/2 2007/2
of S4       006     007        008     006       007      008   006      007       008
             87      88         87      52        56       59    19       15        16


                 Percentage of the relevant September S4 roll achieving:
 By         1+ @ level 6 or better     3+ @ level 6 or better    5+ @ level 6 or better
 end       2005/2 2006/2 2007/2 2005/2 2006/2 2007/2 2005/2 2006/2 2007/2
of S5       006     007       008      006     007       008    006      007       008
             31      17        24       8        8        10      3        4         2


                 Percentage of the relevant September S4 roll achieving:
 By         3+ @ level 6 or better     5+ @ level 6 or better        1+ @ level 7
 end       2005/2 2006/2 2007/2 2005/2 2006/2 2007/2 2005/2 2006/2 2007/2
of S6       006     007       008      006     007       008    006      007      008
             8       14        11       2        8         6      1       3        6




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                           INFORMATION FOR PARENTS 2008
                               SECONDARY SCHOOLS

School: St Paul's High School                                                      Id No.: 260 - 8432139


                                     Minimising Overall Absence
                                         Absence recorded                         Absence recorded
                                             (2006/2007)                             (2007/2008)
                                         Average number of                        Average number of
                                         half days absence                        half days absence
                                              per pupil                                per pupil
          Absence                               46.1                                     43.9

      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.

      For Information:
       Scottish Credit and Qualifications Framework (SCQF)
       levels:
       Level 7      CSYS at A-C; Advanced Higher at A-C
       Level 6      Higher at A-C
       Level 5      Intermediate 2 at A-C; Standard Grade at 1-2
       Level 4      Intermediate 1 at A-C; Standard Grade at 3-4
       Level 3      Access 3 Cluster; Standard Grade at 5-6




      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.




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      Commonwealth Games

								
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