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					   TRANSITUS
Parents’ Handbook
                            CONTENTS
      Welcome from the Head of Primary               3

      Introduction to Transitus                      4

      Aims of the School                             5

      Primary Staff List                             6

      School Day                                     7

      Curriculum                                     8

      Additional Support Needs/Assemblies            13

      Homework                                       14

      Assessment/Reporting                           15

      Discipline/residential trips/bus               16

      Book swaps/bulletin/complaints/                17
      Extra-curricular activities

      Pupils becoming ill/absence/lost property/     18
      Governors’ role

      House system                                   19

      Prizegiving/school shop/anti-bullying policy   20

      Safety and security                            21

      Liaison                                        22

      Session dates                                  23

      Uniform list                                   24

      Wrap-around care/And finally                   25
June 2009                                                 Page 2
                    WELCOME FROM THE
                     HEAD OF PRIMARY
It is with pleasure that I extend a warm welcome to all new members of the
Lomond Family and continue my acquaintance with those families who have been
with us in Clarendon but whose children are now moving on to the next stage of
their school career.
It is our hope that each child’s primary years will be filled with great happiness
and each member of our staff team works very hard to create an atmosphere of
ordered freedom in which each child flourishes.
The Transitus stage at Lomond is one in which we seek to ease our current
children’s transition from the very cosy Clarendon atmosphere to that of
secondary school. For our new children this offers a very good step in their early
Lomond career.
Just as with all of our younger children; care, love and emotional security
underpin the Transitus experience and we are delighted that your child is a part of
this.
As you will discover, T1 is run in a very similar way to other Primary classes.
Mrs Fullarton and Miss Boyd are both experienced Primary teachers and they will
be providing a robust and thorough educational experience for all of their
charges. T2 is different and is another step towards the rigours of Secondary
School. Mrs Brown has been in the school for 20 years and is charged with the
teaching of Mathematics and English to both classes in T2. Together we want to
work in partnership with parents to make each child’s schooling as fulfilling and
enjoyable as possible.
My own role is the same in Transitus as it is in the lower primary though from day
to day Mrs Brown has a major role to play in the pastoral care of the children in
her role as Head of Transitus. We liaise closely and keep each other fully abreast
of all developments both through informal chats and a weekly meeting involving
all of the Transitus staff.
I hope that you will find this handbook useful in answering any questions you may
have about our routines and educational philosophies but if not I am always
happy to meet with parents and anyone else with an interest in the education of
children. I can be contacted through Mrs Ferguson on 01436 672476.



Gavin A Calder
Head of Primary
Lomond School

June 2009                                                                   Page 3
                     Introduction to Transitus
Every year in education is important and at Lomond we see Transitus as a pivotal
stage which can have far reaching influences on a youngster’s later success and
ultimately on their choice of career or profession. That is why at Lomond the
upper primary years have always been regarded as requiring a unique approach.
A great deal of thought has been given to ensuring that what is provided is of the
highest calibre, the aim being to recognise and meet the needs of the pupils and
to provide stimulus and challenges designed to maximise every individual’s
achievements.

Transitus 1 and Transitus 2

The final two years of primary education at Lomond School are called Transitus 1
and 2, emphasising the notion of the transition between primary and secondary.
Within these stages, the curriculum is planned and delivered in such a way that it
acts as a bridging link between the junior and senior schools. Close liaison with
Clarendon staff ensures continuity and security for the pupils who have come
through Junior 1 – 5 and helps to achieve the underlying aim of Lomond school to
provide an all round development of pupils, socially, emotionally and
academically.

In both T1 and T2, pupils will have the stability of being with their class teacher
for Maths and English but will also be gradually introduced to a number of
secondary subjects and teachers. In Transitus 1, secondary specialists teach
French, PE and Music whilst in Transitus 2, Geography, History, IT, Art and Science
specialists also become involved. We know from the positive responses of both
pupils and parents that this system works very effectively and removes much of
the potential worry about progressing from primary to secondary at Lomond
School.




June 2009                                                                   Page 4
                       Aims of the School
Lomond School lays particular stress on encouraging each pupil to achieve the
best of which he or she is capable, both in work and in other activities and
demands high standards of work, manners, honesty and self-discipline in the
belief that these values will produce young men and women of integrity and
worth to the community.

The School should be welcoming and happy, positive, purposeful and hard-
working where encouragement and example are key motivators for the
individual.


Statement of aims

It is our intention to:
-        engender respect for self and others, and encourage tolerance and
         inclusion
-        provide appropriate learning experiences for each individual
-        provide an appropriate curriculum with breadth, balance and progression
-        ensure the care, welfare and protection of pupils
-        develop an awareness of a wider society in order to encourage responsible
         citizenship
-        further develop the opportunities provided by continuing advances in ICT
-        provide the best possible facilities and support for our pupils and staff
-        continue to review government guidelines to inform policy making




June 2009                                                                  Page 5
          PRIMARY STAFF LIST: 2009 - 2010
                         Head of Primary
                         Mr Gavin Calder


Transitus
Mrs Janice Brown                       Head of Transitus
Mrs Johanne Fullarton
Miss Linda Boyd

Clarendon
Mrs Janet Macleod
Mrs Sheila Gardiner
Mrs Violet McLatchie
Mrs Clare Greig
Mrs Leandra Robertson
Mrs Véronique Cassels

Nursery
Mrs Josephine Reynolds                 Head of Nursery
Ms. Heather Windsor                    Senior Nursery Nurse
Miss Annette Goram                     Nursery Nurse
Mrs Janette McArthur                   Nursery Nurse
Miss Linda Lovell                      Auxiliary

Additional Support Needs
Mr Hamish Hunter                       Head of Department
Mrs Shirley Bell                       Teacher
Mrs Christine Greaves                  Teacher

Clarendon Assistant
Mrs Judy Ferguson

Classroom Assistants
Mrs Jane Marrison
Mrs Fiona Reid
Mrs Gaynor Thomas

After-School Club Co-ordinator

June 2009                                                     Page 6
Mrs Pam Doodey

                          School Day

Monday/Friday:

                    8.30 – 8.55             Registration/Assembly
                    8.55 – 9.50             Period 1
                    9.50 – 10.45            Period 2
                   10.45 – 11.00            Break
                   11.00 – 11.55            Period 3
                   11.55 – 12.50            Period 4
                   *12.50 – 1.45            Lunch
                   1.45 – 2.35              Period 5
                   2.35 – 3.25              Period 6


Tuesday, Wednesday & Thursday:

                    8.30 – 8.35             Registration
                    8.35 – 9.30             Period 1
                    9.30 – 10.25            Period 2
                   10.25 – 10.40            Break
                   10.40 – 11.35            Period 3
                   11.35 – 12.30            Period 4
                 *12.30 – 1.35              Lunch
                   1.35 – 2.30              Period 5
                   2.30 – 3.25              Period 6


      *      T1 pupils go to lunch 10 minutes before this time
             T2 pupils go to lunch 5 minutes before this time


Lunchtimes

Nutritious lunches can be purchased in the Dining Hall or a packed
lunch can be brought in and eaten with those purchasing lunch. If
lunch money has been forgotten, pupils should go to the Cashier or
General Office.

June 2009                                                        Page 7
                                   Curriculum
Scottish education is currently experiencing a time of curricular change with the
advent of the new Curriculum for Excellence.

At Lomond we are confident that our children are all given the opportunity to
meet the four capacities at the heart of this curriculum and that they can all
become confident individuals, responsible citizens, effective contributors and
successful learners.

As mentioned previously in this handbook we are setting down the foundations
for life-long learning and place a huge emphasis on the key skills of literacy and
numeracy throughout the primary.

In Transitus, the curriculum continues to follow a structured approach in keeping
with National Guidelines whilst allowing the necessary flexibility to accommodate
the needs of individual pupils. Within the core subjects of Maths and English,
great emphasis is placed on ensuring and maintaining a high level of competence
for every pupil. Children who are finding the work difficult are given special help
and more able pupils are given extension work to enhance their experience
further.


Language

A secure knowledge and understanding of Language skills is essential to all
aspects of a child's education and consequently this area of the curriculum is
given great weight and attention. Language skills with regards to English consist
of reading, writing, talking and listening: each of equal importance. At Lomond
we aim to teach all pupils to listen carefully, talk confidently and fluently, read
with enthusiasm and understanding and write with expression and accuracy.

French: Subject specialists from our Modern Languages Department teach T1 and
T2 classes two or three times per week using the latest informal communication
based courses. By also using the services of our foreign language assistants,
where appropriate, we can ensure that we create a positive interest in language
learning at a time when children are very receptive.




June 2009                                                                    Page 8
Mathematics

Throughout their primary years, pupils will be exposed to various kinds of
mathematical experience:

             Problem Solving
             Information Handling
             Shape, Position and Movement
             Number, Money, Measurement

Problem Solving: From the earliest stages, pupils learn the skills of problem
solving i.e. planning, carrying out and reporting on a task.

Information Handling: Pupils learn to collect, organise, display and interpret
information. This results in work involving graphs, charts, tables and diagrams.

Shape, Position and Movement: Pupils learn about the properties of two and
three dimensional shapes and how to make them. They also learn about position
and movement.

Number, Money and Measurement: In this area of the mathematics programme,
the four basic rules are taught and reinforced thoroughly and work on time,
length, weight, area and volume is covered.

It is vital that number bonds and multiplication tables are understood by the
pupils and that this knowledge is used to help to solve the investigative type of
work which is presented to the pupils in the upper primary classes.

Social Studies
Within Transitus we tackle this curricular area in several different ways, choosing
that which is most appropriate to the content of the topic, the needs of the class
as a whole and the needs of the individual pupils.

In T1 Social Subjects are taught by the class teacher whilst in T2 specialists teach
each of these subjects.

History: History topics are designed in such a way as to build on the skills and
attitudes developed in the previous year’s work. Research skills are introduced
and developed using CD Roms, Internet sites, reference books, encylopaedias,
and many other resources.

Geography: Much emphasis is placed in the early years on studying the local
environment spreading out to encompass Scotland and then the United Kingdom


June 2009                                                                    Page 9
as a whole, this is expanded upon and takes on more global elements in Transitus.
Map work is consolidated and skills such as using keys, symbols and scales are
taught whilst atlases become even more familiar reference materials.

Sciences

Our primary science programme sets science in the context of children’s everyday
lives and provides exciting and stimulating activities for them, developing their
skills of observation, investigation, interpretation, hypothesis and application.

Students in T2 are taught Science in our purpose-built laboratories with the
emphasis on developing a keen, science-based curiosity about the natural world.
We also seek to develop a range of practical skills that will stand them in good
stead when they enter the secondary school.


Expressive Arts

Art: Throughout the primary years pupils will be involved in investigating
materials and media, expressing feelings and ideas and understanding,
appreciating and sharing in the products of others. Much of the Art and Craft
work is an integral part of the project work of any class. Skills of cutting, sticking,
folding, drawing and painting are developed and in the problem-solving activities,
pupils have the opportunity to develop their planning and design skills. In T1 art is
taught by the class teacher whilst in T2 specialist art lessons are provided.

Drama: In T1 we use our drama time as a bonding exercise and seek to produce a
play involving every child just after the October holiday. In our experience this is
an exercise of benefit to everyone from the most willing thespian to the least
willing contributor.
In T2 drama opportunities tend to take place in other curricular areas such as RE
and PSHE.

Music: Lessons are provided by a Music specialist and follow a well-planned
programme of development across all areas of the subject. Individual instrument
lessons are on offer to pupils (contact Mrs Anne Lyon at school for further
information) and extra-curricular music activities are also provided throughout
the year. In both assemblies and formal concerts our pupils are encouraged (but
not pressured) to share their talents with an audience.


Religious & Moral Education

The aims of religious and moral education are to help pupils to:




June 2009                                                                     Page 10
           develop a knowledge and understanding of Christianity and other
            world religions and to recognise religion as an important expression of
            human experience;
           appreciate moral values such as honesty, liberty, justice, fairness and
            concern for others;
           investigate and understand the questions and answers that religions
            can offer about the nature and meaning of life;
           develop their own moral values and practices through a process of
            personal search, discovery and evaluation.

Class lessons are enhanced by regular assemblies and special acts of worship,
such as harvest festival etc.

Technologies
Technology activities are often associated with the application of the science
principles that are encountered, as well as within other thematic activities.
In Transitus we have access to a mobile classroom where pupils enhance their
learning through appropriate use of information technology within their own class
setting.
Throughout their time with us, pupils use computers in a number of different
ways to enhance their learning and to gain some of the following advantages:

           increased motivation;
           a sense of achievement;
           access and correction of own work;
           control of their own learning, often being given the opportunity to try
            something out and then improve upon it;
           a variety of ways of presenting findings and results;
           increased proficiency at handling and retrieving information;
           experiences and simulations, otherwise unavailable in the classroom;
           developing co-operation and group dynamics.

Our main teaching aims with Information Technology are to:

           introduce pupils to the ways in which computers are used in society;
           provide opportunities for pupils to develop a range of skills to enable
            them to use computers effectively (i.e. data handling and word
            processing);
           provide opportunities for pupils to develop logical thinking, problem-
            solving and control techniques, whilst allowing them to take control of
            their learning environment;
           use the modelling power of the computer to simulate environments
            beyond the normal scope of the classroom;




June 2009                                                                 Page 11
           use specific and relevant software and hardware matched to the
            particular needs of an individual or group of children;
           develop the wider use of computers across the whole curriculum and
            to enhance work already being undertaken.



Health and Wellbeing

The health and wellbeing area of the curriculum is a fundamental aspect of the
education of the whole child. It is essentially concerned with the development of
life skills and citizenship. All aspects of a child’s experience at home, in school and
outwith school contribute to personal and social development. In considering
PSD our aims are to help pupils to:

           have an appropriate positive regard for self and for others and their
            needs;
           develop life skills to enable them to participate effectively and safely
            in society;
           identify, review and evaluate the values they and society hold and
            recognise that these affect thoughts and actions;
           take increasing responsibility for their own lives.

The achievement of these aims requires pupils to increase their knowledge and
understanding about themselves, others, their immediate environment and the
world in which they live. They will need to learn and practise processes and skills,
which will enable them to:

           look after their personal needs;
           work independently;
           participate effectively in groups;
           make their own decisions;
           assess their own abilities and capabilities.


Health Education, in line with the National Guidelines, is provided to all Clarendon
pupils, both as a discrete subject area, through PSD and also within topic-based
studies. The school nurse plays a significant role in the delivery of our Health
Education programme and helps in the delivery of sex education at this stage.

Physical Education: Physical Education is provided by specialist teachers who
follow a well-planned programme of activities, designed to develop the children’s
co-ordination skills and abilities appropriate to their age and stage.




June 2009                                                                     Page 12
                 Additional Support Needs
Learning Support is provided to help (if necessary) to meet the individual
educational needs of pupils.

Within the current framework, the support offered involves assessment, liaison
with parents, personal tuition of pupils, small group tuition and consultation with
classroom teachers.

Individual needs may include:

           Specific Learning Difficulties such as Dyslexia and difficulties with
            spelling and maths;
           Handwriting difficulties;
           Needs arising from gaps in previous schooling due to illness or
            changing school;
           The needs of exceptionally able pupils.

In order to ensure that pupils are catered for throughout their Lomond School
career, the Head of Primary and Miss Nicola Dudley, Assistant Head (Secondary)
liaise closely with all members of the ASL department.



                                Assemblies
Within the primary school we place great value on our times together and this is
most obvious in our assemblies.

In Transitus we have a weekly assembly led by the Headmaster, Head of Primary,
School Chaplain, Head of Transitus or the children.

Our end of term assemblies are very important to us taking on the feeling of a
review of the term. At this time all of our children from Nursery to Transitus One
come together under Mr Calder’s watchful eye whilst the T2 pupils join their
senior school colleagues.

At Christmas the whole of the Primary School gets together for our Carol Service
in the West Kirk. This year’s service will take place on Thursday 17th December at
2 p.m.




June 2009                                                                 Page 13
                               Homework

Transitus One:
The normal schedule will be:

1.     Spelling will be given on Monday and tested on Friday.
2.     Written Mathematics each Monday and Wednesday.
3.     Written English Language each Tuesday and Thursday.
4.     French – Predominantly learning vocabulary with occasional written
       pieces.
5.     Reading


The schedule should produce homework which should take, on average, 45
minutes each evening from Monday to Thursday and approximately the same
amount of time each weekend for reading.

Transitus Two:
The normal schedule will be:

1.     Spelling will be given on Monday and tested on Friday.

2.     Written English each Monday for Tuesday and Wednesday for Thursday.

3.     Mathematics each Tuesday for Wednesday and Thursday for Friday.

4.     French - Predominantly learning vocabulary with occasional written
       pieces.

5.     Science – One written exercise.

6.     History – A written piece of work will be set over a weekend when the
       appropriate point in the syllabus has been reached. There will also be two
       projects during the course of the Session.

7.     Geography – A written exercise will be set to be handed in the following
       week.


June 2009                                                               Page 14
The schedule should produce homework which should take, on average, 45
minutes each evening from Monday to Thursday and approximately the same
amount of time each weekend. A homework diary will be issued by the form
teacher. The date for the return of homework is where the item is entered.

In all cases, if a piece of work has been done in a conducive environment but
seems to have been taking far too long to complete, please stop your child and
mark this with a signature on the page.
If you have any questions about the above, please do not hesitate to contact the
class teacher.



                              Assessment
In the Transitus stage there are four main ways of assessing pupils:

1.     In the day to day activities of the class, teachers and pupils work together
       on various aspects of the curriculum. Teachers thus observe, monitor and
       record the progress.

2.     Assessment tasks will be set by the teacher both during and at the end of a
       topic or unit of work.

3.     National tests are administered as appropriate in order to give a national
       perspective to the levels of achievement of the pupils. The School uses
       the results of these tests purely for diagnostic and planning purposes.

4.     Christmas examinations for T2 pupils in English, Maths and French.
       Summer examinations for T2 pupils in all subject areas. (Revision
       guidelines and exam timetables are provided). Unit tests and subject
       assessments throughout the year for pupils in T1.

5.     CAT assessment (Cognitive Ability Tests) will be given to T2 pupils. The
       School uses the results of these tests purely for diagnostic and planning
       purposes.


                                Reporting
The School regards its reporting on pupils as being of vital importance in ensuring
that motivation remains high and the parents, pupils and staff are all striving
toward the same goals. The pattern of reporting is such that detailed contact will
take place on a termly basis as detailed below:

Transitus 1
October:              Parents’ Consultation Evening
December:             Written report - (Language, Maths and General Comments)

June 2009                                                                 Page 15
March:                 Parents’ Consultation Evening
June:                  Full written report

Transitus 2
 Attitudinal reports offer guidance as to pupil attitudes towards learning and
commitment to work. Attitudinal reports are completed every five weeks and a
commendation system used to encourage motivation and to set targets.

December                      Full written report
January/February              Parents’ Consultation Evening
June                          Full written report

As well as this formal reporting system, staff will always contact parents to
request a meeting if any aspect of a child’s progress and development causes
concern.


                                 Discipline
Appropriate behaviour, good manners and respect for others is always expected
and to encourage this, positive reinforcement operates within each Transitus class
and Lomond School as a whole.

If a child does act in a way that is considered undesirable, a class teacher will deal
with the situation in the first instance, but will refer the matter to Mrs Brown, if
there is continual repetition or if the problem is more serious. Mr Calder and Mr
Mills will become involved if this is deemed necessary. Parents will be contacted
when it is considered that their support is needed to deal with a situation, or
when it is felt that they should be informed of an incident.


                          Residential Trips

At Lomond we make good use of both day and residential trips in enhancing the
education of our children. Whilst these trips are regularly reviewed the T1 trip to
Newlands Adventure Centre is always a great success and this will take place from
Tuesday to Friday of the first week of June 2010. A presentation about this will
take place in St. Bride’s Hall in September.
The T2 trip will take place in the Spring Term of 2009 and arrangements for this
are being finalised.


                                       Bus
Transport is available to and from school from certain areas. If interested, please
call the school reception for more details.


June 2009                                                                    Page 16
                               Book swaps
Literacy and numeracy run through everything we are trying to do at Lomond and
we are keen to engender in all of our children a genuine love of books.
In trying to do this our group of very keen volunteer librarians and other helpful
parents arrange termly book swaps where children can bring in well-read books at
the start of the week in return for credits to spend on different books at the end
of the week. The dates for these events are in the school calendar and the
children are strongly encouraged to take part.


                                   Bulletin
An information bulletin – the blue – is produced daily and relevant information is
read out to pupils after break. The blue is also posted on notice-boards, on the
website and the main items are highlighted on a plasma screen in the main
corridor.
Each Wednesday a school newsletter-the yellow- comes out and is the first point
of reference for routine primary school news.

                               Complaints
Most difficulties stem from a misunderstanding or misinterpretation arising from
a communication problem.          Pupils are particularly prone to selective
interpretation and hurdles are normally overcome as a result of a meeting with
the member of staff concerned. If this is unsuccessful then the Head of Primary
or The Headmaster would be happy to intercede to try to resolve the issue.

Lomond welcomes suggestions and comments from parents. Any complaints and
concerns that may arise will be taken seriously and followed up promptly.

A full complaints policy is available and can be accessed by calling the school
office.


                  Extra-Curricular Activities
The school believes strongly in the value of extra-curricular activities in helping to
develop the self-confidence, independence, teamwork and leadership skills of
pupils. There are real benefits to be gained in active involvement in sport,
drama, music or outdoor education and certain of these strands are compulsory-
sport T1-S3, whilst others are voluntary. Activities take place at lunch-times,
after school and at the week-end, and the programme varies from term to term.
A list of available activities is published by Mr Calder termly and sent home via the
children.

June 2009                                                                    Page 17
               Pupils Becoming Ill in School
In the event of illness, parents will be contacted immediately and asked to take
the necessary action. It is helpful therefore if you ensure that the School has a
copy of an emergency contact number so that we are able to get information to
you. If parents are not available, the advice of the School nurse will be sought. In
emergencies, the School doctor will be consulted. Ill children will not be left
unaccompanied and parents will be kept informed at all times.


                Absence/Leave of Absence
Registers are taken by staff in the morning. For normal absence lasting more than
one day, parents should phone the School. Session dates are posted early for
parents’ convenience and it is appreciated if absence from School for reasons
apart from illness could be kept to an absolute minimum. A letter requesting
leave of absence or early departure should be sent to the Headmaster in good
time.


                             Lost Property
Please ensure that all items used at School are clearly named. Every year there
accumulates a considerable stock of unclaimed items. All named items are
returned to pupils. Lost property is collected and left in the lost property office at
the back of the Main Reception Area. Unnamed items, if unclaimed, are sent to
the School shop for re-sale at the end of each term.


                               Governors’ role
The Board of Governors’ role in the school is to decide policy and to check on the
implementation of that policy.       They do so via sub-committees – Finance,
Education – and they also meet as a Full Board. Membership of the Board is by
invitation and the vast majority have direct knowledge of the school as parents or
former parents of pupils at the school. There are no representative governors.
They have a responsibility to ensure that the school is viable and adheres to
national legal guidelines.




June 2009                                                                    Page 18
                                House System
A house system operates within school from T1 to S6 to encourage competition,
mainly in sporting events but also in music, general knowledge and public
speaking.

The school is divided into three houses and they are :

       Bergius                Red
       Colquhoun              Blue
       Graham                 Green

Each house is run by a boys’ and girls’ house captain, elected by the staff, and a
committee of 4 – 6 pupils. Siblings being placed in the same house.

The following inter-house competitions take place in the :

Autumn        Benchball/Basketball (B/G)
Winter        Swimming (B/G), Chess (B/G), General Knowledge (B/G)
Spring        Cross Country (B/G), Hockey (G), Rugby (B), Public Speaking (B/G)
Summer        Athletics (B/G), Tennis (B/G)

Pupils are expected to wear House T-shirts at sporting events.

Points are awarded in each competition :

              4 for 1st : 2 for 2nd : 1 for 3rd

Each event has a weighting to represent its importance within the school.

A cup is awarded to the house gaining the greatest number of points at the end of
the school year.

House meetings are arranged when necessary.




June 2009                                                                   Page 19
                                    Prizegiving
There is a formal prizegiving ceremony on the last day of the session, in the West
Kirk. Prizes are awarded to the best performers in certain subjects, based on the
examinations held during the session. In addition to subject prizes, prizes are
awarded for progress and for citizenship.

In Transitus 1, prizes in English and Mathematics and in T2, also in French,
science, art, music, history and geography, are awarded to the top pupils in the
year groups, based on the examinations. In the event of several pupils gaining the
same mark, other indicators, such as unit tests, may also be taken into account.
Additionally, progress prizes may be awarded. The Jean Howie Quaich for all-
round endeavour and citizenship is also awarded in Transitus.


                                  School Shop
The shop is located on the ground floor or Clarendon and is operated by members
of the PTA. It is open on Friday afternoons from 3.30 – 4.30 pm and on set days
prior to the start of the new session. It deals in second hand uniforms, and sports
clothing supplied direct from the manufacturers. The school shop takes only cash
and cheques.



                       Anti-Bullying Policy
Parent-Guidelines

   Bullying can be defined as “any persistent form of abuse designed to be
    deliberately harmful”. It can be verbal or physical.

   Although rare at Lomond, it will not be tolerated in any form or at any stage.


   If you think your child is being bullied or if she or he tells you of bullying at
    School, please inform the School immediately, giving names and details to Mrs
    Brown, or the form teacher.

   All reports will be investigated promptly. The Senior staff will meet those
    concerned and involve everyone in agreeing solutions to the problem.

   Parents will only be involved and agreed sanctions implemented should the
    problem remain unresolved.


June 2009                                                                   Page 20
   Persistent bullies will be excluded from the School, if necessary permanently.
   Bullying is discussed in the Personal and Social Development Programme. It is
    regularly tackled at Assemblies. Paid supervisors are on duty at playtime.

Above all, the School seeks to create a positive, caring and supportive ethos in
which the individual has the right to come to School free from concerns relating
to his or her personal safety.



                         Safety & Security

In order to ensure the safety and security of all pupils and staff in the St Bride’s
building, the following procedures will apply:

The doors to the School will automatically close at 8.30 am. Any pupils who arrive
at School after this time must go to the West Door next to the Music Department
and ring the buzzer in order to be admitted. On entry to the School, they must
report to the General Office to complete an entry in the Late Book.

At Break and Lunch times, the doors will automatically open, but will lock again
within a few minutes of the bell signalling the re-commencement of lessons.

The Transitus pupils have several areas of dedicated social space in the School
grounds, as well as the use of their own classrooms during inclement weather.
They may also use the covered way and dining room during break, in order to buy
snacks etc.

At the end of the School day, the doors will automatically be unlocked.

During the day, parents who are coming to the building should come to the Front
Door (facing John Street) and ring the buzzer to be admitted. In this way, the
General Office will be able to deal with enquiries.

Provision has been made within Transitus 1 classrooms for the housing of all
outdoor clothing, musical instruments and kit bags. Lockers are available for
Transitus 2 pupils.




June 2009                                                                  Page 21
                                   Liaison
General Liaison
At Lomond School we value our communications with parents and seek to provide
many and varied opportunities for dialogue and passing on of information.

A weekly newsletter provides up-to-date reports on school events, individual
achievements and reminders of forthcoming activities. This can be accessed on
the school website: www.lomond-school.org.

Another formal publication is the Lomond Annals, which gives more detailed
accounts of the school year, illustrating well the diversity and quality of the all-
round education that we provide.

We are fortunate to have a very active and successful PTA, which works closely
with the School to raise funds, host social events and to act as a forum for
communication between parents and staff. The PTA has representatives
throughout the staff of the School, as well as parent reps from different year
groups, and they are always looking for parent helpers who would be willing to
become involved in their many activities.

The PTA reps are appointed at that organisation’s AGM in June.

Liaison with Class Teacher
Staff are pleased to meet with parents to discuss any concerns or to answer any
queries that may arise during the course of the year and would rather that these
were addressed as soon as possible, than wait for a Parents’ Evening when the
problem can seem so much worse. Usually, most problems can be cleared up by a
telephone call, or a meeting and minor concerns can be dealt with quickly.
However, in order to provide the most professional and best service that we can,
we would ask that, if you wish to speak to a member of staff before, during or
immediately after School hours, you would please make an appointment by
phoning the School Office.

We would ask that you also make an appointment if you wish to discuss anything
with Mrs Brown or Mr Calder.




June 2009                                                                  Page 22
                       SESSION DATES 2009/10

Winter Term 2009
Monday             17 August                  Staff INSET
Tuesday            18 August                  Staff INSET
Wednesday          19 August                  Pupils Return

Friday             25 September               HOLIDAY
Monday             28 September               HOLIDAY

Monday             19 October                 Half Term HOLIDAY till
Friday             23 October                 (inclusive)

Monday             26 October                 INSET
Tuesday            27 October                 Pupils Return

Monday             16 November                November HOLIDAY

Friday             18 December                End of Term – Closes 12 noon


Spring Term 2010
Wednesday          6 January                  Pupils Return – Opens 10.00
am

Monday             8 February                 Half Term HOLIDAY till
Friday             12 February                (inclusive)

Monday             15 February                INSET
Tuesday            16 February                Pupils Return – 8.30 am

Wednesday          31 March                   End of Term – Closes 12 noon


Summer Term 2010
Monday           19 April                     Pupils Return – 10 am

Monday             3May                       May HOLIDAY

Monday             31 May                     Half Term HOLIDAY

Tuesday            29 June                    End of Term – 4.00 pm

Exeats
September          Friday 4th September – Sunday 6th September
March              Friday 5th March – Sunday 7th March




June 2009                                                             Page 23
UNIFORM LIST T1 - S6
Girls only – italics
Boys only - bold

DAY                                                                 BOARDERS
Tie                                                                 2 Ties
Blue shirt (or short sleeved shirt/blouse)                          4 Shirts
Mid to dark grey trousers or kilt
Kilt or kilted skirt of any tartan but Colquhoun if no affiliation
(Stewarts supply) knee length or below
Grey or black or navy socks (or stockings)                          5 Pairs
Black/mid-grey or navy ¾ socks or tights                            5 Pairs
Navy V-neck sweater with badge *                                    2 Sweaters
Light Blue V-neck sweater with badge (S5) *
Royal Blue V-neck sweater with badge (S6 Prefects) *
School Blazer
Navy shower proof jacket with badge *
Plain matt black shoes (not material) with a sensible heel of an approved style
Scarf (optional)

PLEASE NOTE:       The Official Supplier of Lomond School Uniform is:-
                              Stewarts of Helensburgh
                              30 West Princes Street
                              HELENSBURGH
                             G84 8TD Telephone: 01436 671543
                              www.stewartsclothing.co.uk

PE clothing can only be purchased from the school shop.


CLOTHING AND EQUIPMENT FOR PE
PE CLOTHING CAN ONLY BE PURCHASED FROM THE SCHOOL SHOP

GIRLS
T1 to S3
1 Delft blue skirt *+
2 Navy school crested polo shirts*
2 Pairs navy socks *
1 Pair astro turf trainers
1 Hockey stick
1 Pair outdoor training shoes
1 Pair shin pads
1 Mouthguard (optional)
1 Pair navy school crested athletic shorts*+
1 Pair indoor training shoes with
  non-marking soles
1 one-piece swimsuit
1 towel (for all PE lessons)
1 Tennis racquet

June 2009                                                                  Page 24
1 Pair navy school-crested tracksuit bottoms*
1 Navy school-crested tracksuit top*
1 Navy school-crested fleece (optional)
1 Athletic Vest (optional, athletics only) *
1 School-crested rain jacket*
1 Plain white T-shirt
(can be worn under athletics vest)

BOYS
T1 to S3
2 Pairs navy school-rested rugby shorts*
2 School-crested rugby jerseys*
2 pairs socks *
1 pair rugby/soccer boots
1 Pair outdoor training shoes
2 Navy school crested polo shirts*+
1 Pair navy school crested shorts*
1 Mouthguard
1 Pair indoor training shoes with
  non-marking soles
1 Pair navy swimming trunks (not shorts)
1 Towel for all PE lessons
1 Tennis racquet
1 Pair navy school-crested tracksuit bottoms*
1 Navy school-crested fleece (optional)*
1 Athletic vest (optional, athletics only) *
1 School-crested rain jacket *
1 Plain white T-shirt
(can be worn under athletics vest)


TRACKSUITS MUST BE WORN FOR ALL HOME AND AWAY HOCKEY, RUGBY AND ATHLETIC
FIXTURES
T1 to S6 house t shirt* Bergius (red) Colquhoun (blue) Graham (green)
New pupils will be advised of their Houses when they start school
* only available from the School Shop located on the ground floor of Clarendon
 + two for boarders
N.B. The studs of a players’ rugby boots must conform to BS6366 1983 (There is a kitemark on
the side of the stud or on the flange).




June 2009                                                                         Page 25
                              After-school care

If parent cannot pick their children up immediately after school an after-school
club operates in the Clarendon building.

If a Transitus child has not registered with the After-School Club a record of the
time that a child spends in the club is kept, and charges for this service are billed
to parents in retrospect at the end of each term. Fee details are available for this
service from the Business Manager’s office as are all other financial details
pertaining to each child’s education. Existing parents receive future fee
information by mail from the Chairman of the Board of Governors at the end of
each academic session, and the schedule is thereafter also posted on the school’s
website.

                                   And finally

As mentioned in Mr Calder’s welcome, we see it as our key purpose is to join you
in providing a happy, memorable and worthwhile experience for all of our
children. If you have any questions or comments with regards to your child’s
school experience please let us know as soon as possible.




June 2009                                                                   Page 26

				
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