SCHOOL MEALS

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					            Hello everyone, and welcome to
                 Barthol Chapel School
                       Prospectus


We are delighted to welcome new families and look
forward to developing a strong partnership together.

This handbook is designed to give you basic information
about our school and we hope you find it useful.

We have organised it into easily referenced sections, so
that, as time passes, you can find the relevant
information quickly. Sometimes information changes but
we will keep you informed of such changes via
newsletters. All information in this book is also available
on our website.
www.bartholchapel.aberdeenshire.sch.uk
If you would like further information or clarification
please do not hesitate to contact us.
We are always happy to help.

       HMIe Report 2006
       “The quality of the school’s climate and
       relationships was outstanding”
                      STAFF

Head Teacher              Mrs Elizabeth Irvine
Class Teacher             Mrs Joanna Garden
Mrs Garden is on Maternity Leave at present.
Class Teacher             Mrs Rennie McDonald
Head Teacher Relief       Mrs Brenda Macdonald
School Administrator      Mrs Gladys Allan
Clerical Assistant        Mrs Jean Taylor
Classroom Assistant &
Lunchtime Auxiliary       Mrs Elizabeth Robinson
SFL Auxiliary             Mrs Kerry Carter
Catering Assistant        Mrs Nicola Moir
Cleaning Assistant        Mrs Laura Watt
School Chaplain           Mrs Isobel Buchan

                     HOURS

School starts              9.15am
Interval                   10.45am 11.00am
Lunch                      12.30pm – 1.30pm
Primary 1-3 finish         2.45pm
Primary 4-7 finish         3.30pm

               SCHOOL ADDRESS

               Barthol Chapel School
                   St Katherine’s
                    INVERURIE
                   Aberdeenshire
                     AB51 8TD

             Tel No. (01651) 806227
             Fax No. (01651 806867)
   E-mail. bartholchapel.sch@aberdeenshire.gov.uk

                      2
          BARTHOL CHAPEL SCHOOL

Barthol Chapel is a small, rural primary school
situated about 22 miles from the city of Aberdeen
and 4½ miles from the villages of Tarves, Methlick
and Fyvie. It is the third school to be built in Barthol
Chapel and was opened on 23rd May 1968.

We have two classrooms, a fully lit stage and a hall.
The senior class and hall is divided by a partition
that can be drawn back to create a large hall
suitable for school and community events.

The school’s catchment area is extensive and as a
result most children use school transport. The
school population, in recent years, has remained at
around 40 pupils.

At the end of P7 our pupils normally transfer to
Meldrum Academy.

Our school prides itself in working closely with its
parents and the local community for the benefit of
everyone. One of the main advantages of a small
school is the ability to form close relationships with
everyone and create a strong supportive, family
environment where everyone feels a sense of
belonging.




                              3
                       SCHOOL AIMS

It is our aim to develop each child to its full potential. We
will do this by building and maintaining good relationships
with the children, their families and the wider community.
We will work with the four competences of the “Curriculum
for Excellence” and take into account both local and
national priorities.

   1) We aim to develop Successful Learners through:
   (National Priority 1 – Local Improvement Objectives 1.1,
   1.2, 1.3, 3.4, 3.6, 4.2, 5.4)

      Helping all pupils and staff to develop the talent,
       abilities and interest they have shown in school at
       an appropriate pace and challenge.
      Through the use of reward system to promote each
       child’s best efforts.
      Through the ethos of positive behaviour
       management where each child is encouraged to
       take responsibility for their own actions.
      Through a curriculum that makes learning active,
       challenging and enjoyable.
      Through providing a coherent assessment
       programme to support learning.

   2) We aim to develop Confident Individuals
   (National Priority 3 – Local Improvement Objectives 2.5,
   3.2, 3.4, 3.5, 4.1)

      By creating a positive and welcoming ethos where a
       sense of pride and identity and where individuals
       feel valued.
      By establishing close individual and open
       relationships with the child and his/her family in
       order to create an ethos of trust and openness
       where we can rely on each others reciprocal
       support.

                              4
   By encompassing the ethos and value of a Health
    Promoting School
   By equipping pupils and staff with the tools to assist
    them to undertake challenges presented to them.

3) We aim to develop Responsible Citizens:
   (National Priority 2 – Local Improvement Objectives
   2.4, 2.5, 3.4, 3.5, 4.1)

   By helping our young people to understand diverse
    cultures and beliefs and support them in developing
    concern, tolerance, care and respect for themselves
    and others, through participating in regular charity
    fundraising events.
   By developing leadership skills through participation
    in activities such as school forum, community
    associations and tuck shop management.
   Through Philosophy and Citizenship Curriculum and
    discussion as appropriate of world events.

4) We aim to develop Effective Contributors:
   (National Priority 5 – Local Improvement Objectives
   5.1, 5.2, 5.3)

   By providing a range of activities where children are
    encouraged to develop an enterprising attitude.
   Children and staff will be given opportunities to work
    in situations where they can develop both interest
    and independence.
   By utilising expertise from out with the school
    environment.




                          5
                       ADMISSION

We welcome new pupils and their families moving into
our catchment area at any time. However, there is
only one date per session for admission of entrants.
Children who will be five years of age on or before the
last day of February of that session will be admitted in
August. Announcements are made in the local
newspapers when enrolment week is approaching,
usually in January. In order to introduce children to
school in a sensitive manner, entrants attend for half-
days only at first.

                 INFANT INDUCTION

We would like to make entry to school as smooth and
as un-stressful for children as possible whilst taking
care not to stifle feelings of anticipation and
excitement. We believe that one of the best ways to
achieve this is to help those entering in August to
become familiar and comfortable with the building, its
surroundings and the staff and pupils they will join at
the beginning of the new session. We also feel that it
is important that teachers and parents meet so that
they can exchange information.

To facilitate this the children are invited to: -

1      Join the infant class from 10.30 – 10.45am on
       two mornings in May or June to experience the
       classroom situation and to meet the children
       they will join in August.
2      Parents of rising 5’s are invited to two Early
       Intervention meetings where they will learn

                             6
      about the reading writing and maths
      programme for the early stages pupils.
3     Rising 5’s and parents are invited to take part in
      induction packs where they will be given
      learning packs or “homework” that gives them
      another chance to meet the staff in an informal
      way.
4     Attend our Christmas Party and annual sports
      afternoon.
5     At this stage, parents are also invited to attend
      meetings in the school where they will find out
      about the environment and ethos of the school
      and about the early years curriculum.

We hope that by building contact in this way, the
children will feel more comfortable with the idea of
coming to school and will settle in quickly when they
do arrive.

     TRANSFER TO SECONDARY SCHOOL

Transfer from primary to secondary education takes
place in August each year, normally between the ages
of eleven and twelve and a half. Only in very special
circumstances can a pupil be transferred before the
age of eleven or retained in primary school beyond the
age of thirteen at date of transfer. Children attending
Barthol Chapel School transfer to Meldrum Academy.




                          7
                        TRANSPORT
The Authority provides free transport to school for pupils
who live more than two miles from school, others who live
nearer may also pay to travel to school. This, however,
does not guarantee “door-to-door” transport. In most cases
children will be expected to walk to appropriate “pick-up”
points. In particular cases of difficulty, e.g. where medical
problems exist or where problems of safety arise, an
approach may be made to the Education Network Manager.
An application form for transport may be obtained from
school.

              STORM ARRANGEMENTS
Some of the roads around Barthol Chapel are quite
exposed and in winter time stormy conditions can render
them hazardous. On odd occasions drifting snow can close
them completely. In such conditions, the following steps
should be taken: -

1      Check the local weather forecast and conditions
       yourself before sending your children to school.
2      To ascertain whether school is open and transport is
       running, you can do any of the following:
       a) Contact the school helpline – 0870 054 4999 Pin
           Number 021330.
       b) Log on to the Aberdeenshire Council Website
           and go to school closures
       c) Listen to local radio stations – NECR 102.1 FM,
           Northsound 96.9 FM or Radio 2 88.0 – 90.2FM
3      The bus operator has the right to decide the
       conditions under which he/she will operate since
       he/she is responsible for the safety of the children in
       his vehicle.
4      Children should wait 15 minutes for the bus. If it
       does not appear within that interval they should
       return home.




                             8
PLEASE NOTE: - If the school bus does not run in the
morning it will not run in the afternoon, even if the weather
improves. Aberdeenshire Council Policy states that you
should not transport your child to school in the event of the
bus not running. Should you decide to do this – if the
school is open – you must be available at very short notice
(30 mins) to collect them again if conditions deteriorate. If
the school bus does not run there will be no delivery of
lunches and the school will close at 12.30pm.


                EMERGENCY CLOSURE
Apart from occasional severe weather closures, there are
very rare occasions where the school may have to close in
an emergency (power or water failure for example). If for
any reason the school has to close during the normal
school day we would; -

1      Contact the bus operator.
2      Inform every parent that school is to close.
3      Send the children home.

No child will be sent home unless contact is made with the
parents or another suitable person who has agreed to look
after the children. Emergency contact numbers are kept for
all children and parents must ensure that these are up to
date at all times. Parents are also required to provide
the school with an emergency address within safe
walking distance of the school.




                              9
                     SCHOOL MEALS

Our meals are prepared at Tarves and sent up daily in
sterile insulated containers by taxi. Our school kitchen sells
tickets either singly or in books of 10. Payment may be
made in cash or by cheque. (Please make payable to
Aberdeenshire Council). The current price (Jan 08) is
£1.60.

Free school meals are available to those families in receipt
of certain benefits. If you think you may be eligible please
contact Mrs Irvine who will deal with your query in
confidence.

Facilities are available for children who prefer to have a
packed lunch.

Through a system of gentle encouragement and a reward
system, we help all our pupils to develop and maintain a
healthy diet.

Our Lunchtime Auxiliary supervises the children during the
whole of lunchtime.

                         UNIFORM

We believe that a school uniform fosters a strong sense of
identity and belonging and this view was reinforced by both
parents and pupils in our recent (2005/2006) consultation.
Our uniform consists of: -
   Jade Green sweat shirt
   Jade Green or white polo shirt
   Grey, black or navy trousers or skirt
     Supplemented by a gym kit of:
   White short sleeved tee or polo shirt
   Navy shorts
   Soft soled trainers or gym shoes (These may also be
      suitable for indoor wear.

                              10
We thank all our parents for their support in development of
the uniform and assistance in ensuring the pupils wear it
consistently.
We usually send out order forms and price lists in May so
that the new garments arrive in time for the new session.


                      DRESS CODE

Wherever possible children should wear the uniform
described above. In addition, suitable footwear should be
worn and a pair of soft gym shoes for indoor wear provided.
Indoor shoes and gym kit should be left in school.

Jewellery should be kept to a minimum. Only one pair of
stud type earrings may be worn and they must be removed
or taped up for PE. All other jewellery and watches must
be removed for PE.

Make-up should not be worn. Hair decoration should be
minimal and simply for keeping hair tidy.




                             11
                      HEALTH CARE

The Department of Community Child Health offers the
following health care:

   Health Care Review with parent by the School Nurse
    During Primary 1. Medical consultation if required
   Vision and growth screening in Primary 1.
   Other reviews, examinations and appointments as
    necessary and as arranged with parents.

HEAD LICE
You should check your children’s heads weekly for signs of
head lice. Please do not treat head lice if you do not
find it. If you do, please treat and inform the school, in
confidence, so that a letter giving advice on current
treatment can be sent home to each family.

ILLNESS OR ACCIDENT AT SCHOOL
Initially, a member of staff will deal with all accidents. Minor
cuts and bruises will be treated on the spot but if an
accident of a more serious nature occurred, every attempt
would be made to contact the parents. If we were unable to
do this we would consult a doctor directly.

If a child takes ill at school, we will normally try to send
them home. Failing that, we would contact the emergency
contact you have given us to see if it is possible for the
child to go there.

If your child requires regular medication or has an allergy,
please let us know so that we can ensure that all staff are
aware of any problems that may occur.




                              12
MEDICINE CODE
There is no legal duty that requires school staff to
administer medication; this is a voluntary role. Staff who
provide support for pupils with medical needs agree to do
this on an individual assessment of each case.

While we are aware that from time to time pupils may
require the administration of cough mixture, antibiotics or
painkillers for minor ailments, due to the nature of a school
day we cannot guarantee to administer medicines at exact
times, (although every effort will be made to do this.)

Should your child need to receive medicine during the
course of the school day, you are asked to fill in a form with
the relevant details. Please note we cannot give your
child medication without a signed form.

Under certain circumstances pupils are permitted to care
their own medication (e.g. asthma inhalers) but again a
form has to be completed to enable this.

For health and safety reasons we have a strict enforcement
of the above policy.
                       INSURANCE

No insurance cover is held by Aberdeenshire Council to
provide automatic compensation to pupils in the event of a
personal accident or death. It is your responsibility as a
parent to insure your child for personal accident or death if
you feel this is appropriate.

The regional Council does hold third party liability insurance
that indemnifies the Council from claims from third parties
(e.g. parents of pupils) who have suffered injury, illness,
loss or damage arising from the negligence of the
Council or its employees.

However, if there were no negligence, no claim would be
accepted by the Council.
                              13
    CODE OF BEHAVIOUR AND SCHOOL RULES

We would encourage and expect children to be considerate
of other people’s needs and rights and to behave in a
manner conducive to the maintenance of good relationships
with each other, with staff and with the community at large.

These are our guidelines: -
 Pupils should carry out all reasonable instructions given
   by a member of school staff.
 Pupils should be punctual for all school activities and
   should avoid unnecessary absences.
 Pupils should give attention to and apply themselves to
   work assigned in class or for completion at home.
 Pupils should bring all the equipment necessary to take
   part in the work to be undertaken.
 Pupils should behave towards each other in the same
   manner as they expect to be treated by other people.
 Pupils should treat their own, others and the schools’
   property with proper care and respect.
 The standards expected in school should be reflected in
   the way pupils conduct themselves outside.

Finally, in the interests of safety, pupils: -

   Must remain within the school grounds during school
    hours.
   Must not climb on the walls or fences marking the
    school boundary.
   Must not cycle within school grounds.

These rules are, in our opinion, basic and necessary to
ensure the safety and well being of the whole school
community.




                                14
HMIe Report 2006: Key Strengths
      “Friendly courteous and well behaved pupils.”


                   CODE OF PRACTICE

Pupils breaking the disciplinary code may incur one or more
of the following actions: -

   A verbal reprimand by the member of staff involved.
   Loss of privileges.
   Punishment exercise completed at home and signed by
    parent.
   Head teacher reprimand.
   Head teacher contacts parents by telephone to discuss
    pupil’s behaviour.
   Head teacher contacts parents by letter to request a
    meeting to discuss pupil’s behaviour.
   If the situation is still not resolved, referral may be made
    to behaviour specialists, support for learners or the
    Educational Psychology Service.

In extreme cases, where the steps outlined above fail to
have the desired effect, the option of exclusion would then
be considered.




                              15
NOTIFICATION OF ABSENCE
Parents have a legal responsibility to ensure that children
are educated. The school keeps a record of attendance
that is included in each pupil’s annual progress report.

In the event of absence: -

    Notify the school before 9.30am on the first day of
     absence.
    If you notify us by telephone, you must explain the
     absence in writing when your child returns to school.

If we do not know why your child is off school we will: -

    Try to contact you before 10.00am to ascertain the
     child’s whereabouts.
    If we cannot contact you we will endeavour to contact
     your emergency numbers.
    If we still do not know of the whereabouts of your child
     we will contact social work or police so that relevant
     checks can be made.

Please note that these strategies have been put in
place for the safety of all children.

If a child has attended in the morning but is absent in the
afternoon, it is important to advise the school in order to
avoid worry or confusion. Any requests for leave of
absence should be made in writing to the Head Teacher.
Schools are required to give information on authorised and
unauthorised absences to the Scottish Office and this is
used to compile statistics on attendance rates that are
published annually. Relevant figures are listed at the end
of this booklet.




                              16
                    FAMILY HOLIDAYS
Under guidelines issued by the Scottish Executive, family
holidays within term time will be recorded as unauthorised.
Very occasionally we may be able to record such absences
as authorised but reasons such as
  Cheaper holidays
  Availability of desired accommodation
  Weather conditions
  Holidays overlapping the beginning or end of term
  Parental difficulty in obtaining leave (unless evidence
     from employer is received that they cannot
     accommodate leave during school holidays without
     serious consequence) will not classify as authorised
     absences.

We would like to thank our parent body for their strenuous
efforts to ensure their children’s attendance at school.

                   CHILD PROTECTION
Given on-going public concern on the subject of child
abuse, and changes in the law, schools are now required to
report if we think any child has come to harm as a
consequence of possible abuse.

Each school now has a Designated Officer appointed to be
responsible for Child Protection matters and specially
trained for the task. Should you wish to talk further about
Child Protection and the safety of children please feel free
to contact the Head Teacher.

Where there is a possibility that a child could be at risk of
abuse or neglect, the school is required to refer the child to
Social Work, the Police or the Reporter and under these
circumstances, the parent would not normally be consulted
first.

      HMIe Report 2006
“Staff were highly committed to pupil’s care and welfare,
knew them very well and were sensitive to their needs”.
                              17
                  THE CURRICULUM

In planning the curriculum we believe that the starting point
is “where the child is and how he thinks, learns and
communicates.” (5-14 Statement, Aberdeenshire Council
Statement of Principles)

We believe strongly in the value of “hands on” and first
hand experience in the learning process and thus as far as
possible utilise the many resources which exist out with
school. Regular educational visits are made to places like
Haddo Country Park, Archeolink, Aberdeen Urban Studies
Centre and the area around the school itself.

Much of the childrens’ learning is done in contexts they can
relate to. Topics such as Egyptians, Our School and Earth
& Space form a core part of the curriculum. Through these
topics the children cover aspects of the curriculum like
Science, Technology, History & Geography. When the
opportunity arises, we invite experts from the local
community and further afield to supplement the learning.

At present the school has several up-to-date multi-media
computers, all linked to the Internet and utilised across the
curriculum.

        HMIe Report 2006
“Most pupils responded positively to a brisk pace of
learning”.
“Pupils achieved wider success through a commendable
range of activities.”




                              18
                   LANGUAGE ARTS

Reading, writing, talking and listening are of fundamental
importance and are central to children’s learning.

Reading
When children first come to school they will take part in a
programme of activities to prepare them for reading: -

To start with they may: -

   Talk about interests, things that are familiar to them.
   Look at and discuss picture books
   Relate their ideas to the teacher who writes them down.
   Recognise captions supplied by the teacher on friezes,
    on the wall, names on trays etc.

When ready, they will progress through our reading
schemes. These introduce them to a wide range of different
writing styles, such as children’s novels, storybooks, factual
and non-factual material and poetry.

Children at similar stages are grouped together for reading
and supplementary work is done as appropriate. An
important part of our reading programme is the
home/school partnership. All parents and guardians are
encouraged at every stage to listen to and discuss their
child’s reading homework and sign the reading record.
Opportunity is given here to comment upon the homework
or the child’s successes. Each class has a library area that
the children are encouraged to use and the library van visits
school fortnightly. All pupils are enrolled as members with
the permission of parents.




                              19
Writing
In the earliest weeks in school, writing is done through
drawing and telling others about their pictures. Staff will
scribe the story for the child who through this process
learns the structure and purpose of writing.

As later skills in handwriting and spelling develop, the
children begin to draft their own work.

From writing about events from within their own experience
they slowly progress to write about matters drawn from
wider experience in a variety of styles, e.g. stories, poems,
reports, articles, notes, lists, letters.

Spelling, grammar and punctuation are taught in a
structured way from the very beginning.


Handwriting
Children take part in a variety of pre-writing activities: -
painting, colouring, drawing, making patterns in sand,
writing on chalkboard, tracing.

When it is thought that the child’s motor skills are
sufficiently developed the teacher will introduce lower case
letters. Once this skill is mastered they will then begin to
learn about the relative position of the tall and small letters,
and finally about capital letters.

When competence in printing is achieved, the children will
go on to learn joined writing.

Handwriting practice is encouraged at all stages in order to
help the children to write quickly, neatly and fluently.




                               20
Talking
From the earliest stages, pupils will talk together about the
issues within their common experience.

It is vital that spoken language is developed thoroughly in
order to form the basis of the subsequent written word.
Correct pronunciation is important to assist spelling. If
aspects of speech are thought to be problematic, it may be
appropriate for the school to discuss with the parents the
possibility of Speech and Language Therapy.

Opportunities to talk to small groups of their peers, to
address the whole class or others are developed
throughout their time at Barthol Chapel.

Listening
It is vitally important that from the earliest stage children are
encouraged to listen. The lack of progress in a particular
area can often be traced back to the inability to retain and
recall information, instructions and directions.

Much of our work, particularly at the early stages is done
orally and it is necessary that the children learn to listen
carefully to the teacher, to each other, whether in pairs or in
groups, and to such listening activities as radio and
television broadcasts and listening tapes.

Parents have a vital role to play in developing the listening
skills. By encouraging your child to sit quietly to listen and
by asking questions about the story or broadcast just heard,
you can improve most aspects of your child’s school
learning.




                               21
    MODERN LANGUAGES IN THE PRIMARY
               SCHOOL

The modern language taught at Barthol Chapel is French.
It is taught to pupils in P6 & P7. The emphasis is mainly on
talking and listening but some reading and writing is
included at the later stages.

The curriculum has been developed with the Modern
Languages department at Meldrum Academy so that
continuity is maintained when the child leaves Barthol
Chapel.

       GAELIC AND OTHER LESSER-USED
                LANGUAGES

Aberdeenshire can arrange to teach Gaelic or other lesser-
used languages. This may be at another school and
centre. Please ask for further details.




                             22
MATHEMATICS
5-14 guidelines identify the following areas of the
curriculum: -

Information Handling
This entails gathering information and making appropriate
use of the information obtained by for example, drawing
and interpreting graphs, and using computer software, such
as databases and spreadsheets.

Number, Money And Measurement
This is concerned with the knowledge and understanding of
number and its applications. Here the children learn to
recognise and order number, leading to addition,
subtraction, multiplication and division. Measure and money
calculations are also taught under this heading.

Shape, Position & Movement
Here the children learn about two and three dimensional
shape, angles, bearings and simple movement and
direction.

Problem Solving And Enquiry
This is possibly the most misunderstood part of the maths
curriculum. Here the children are asked to deal with
problems requiring a mathematical solution using the skills
and knowledge gained through study of the outcomes
described above.

Mental Maths
Mental maths is taught in a systematic and structured way
and parents may be asked to assist their children at home
with this. Speed and accuracy of mental calculations
continue to be a vital skill for today’s children. Anyone with
any questions about this should contact their child’s teacher
for assistance. Computer programmes and other forms of
ICT are used to enhance the maths programme.


                              23
                 EXPRESSIVE ARTS

Expressive Arts include Art and Design, Music, Drama and
Physical Education.
Programmes are planned with the help of visiting
specialists.

Art and Design
Here the children use a variety of materials and techniques
to express themselves through drawing, painting, sketching
and modelling. They explore colour, texture, shape and
pattern. Our own environment is a particularly rich
resource for this area and we try to make this our starting
point whenever we can.

Music
The teaching of music includes listening to music, learning
new songs and playing both tuned and untuned percussion
instruments. Opportunities are also given for pupils to
create their own musical sounds or inventions.
Instrument tuition in violin and recorder is available from
Class 3 upwards depending on aptitude and places being
available. However, fees are applicable for this tuition.

Drama
The children are encouraged to take part in mime, role-play
and improvisation. They work singly, in pairs, groups and
as a class. The work involves discussion and problem
solving in groups. Time is also given for the children to
observe and learn from each other. We also stage, on a
regular basis, a school concert, pantomime or play that
gives the children an opportunity to take part in formal
productions.




                            24
Physical Education
Physical education involves gymnastics, games, ball skills
and dance where the children develop co-ordination and
creativity and learn the importance of physical fitness.
Football and netball training take place on a regular basis.

An annual Sports Day is held in June, to which all parents &
friends are invited. Our active schools co-ordinator
supplements the core programme with specialist coaches.
Recently pupils have learned orienteering, touch rugby and
skipping as a result of this link.

      RELIGIOUS AND MORAL EDUCATION
Religious Education is a statutory requirement in all schools
although parents wishing to withdraw their children from
this aspect of the curriculum may do so by informing the
Head Teacher in writing.

As well as Christianity, awareness is raised of other world
religions and the multi-cultural nature of society.
Assemblies are held on a regular basis in order to foster
caring attitudes and to develop tolerance of other people
and their beliefs.




                             25
            ENVIRONMENTAL STUDIES

Environmental Studies draws on the curriculum as a whole
and is the vehicle by which the children are helped to
become more aware of the world in which they live and
their place in it.

Environmental Studies includes History, Geography, Health
Education and Science and Technology. These are taught
through topics.

Topics taught are from the Aberdeenshire Education &
Recreation Pack and develop an appropriate balance of the
above subjects. Field trips and studies form an important
part of an Environmental Studies programme and we are
grateful to the P.T.A. for subsidising these.

We also make extensive use of the rich resource around
the school and the immediate vicinity.

We aim to maximise the use of modern technology
throughout these topics.

                     ASSESSMENT

Throughout the session we informally & formally observe
and assess the pupils’ skills, knowledge and understanding
of the curriculum taught.

National Assessments in Mathematics and English
Language are carried out when it is considered a child is
competent at a particular level. The results of these
assessments are reported annually to parents.

Parents are invited to discuss their child’s progress on two
occasions during each session, usually in October and
March. A report is sent out detailing progress and
assessment results in May or June.
                             26
HOMEWORK
Homework is a vital part of children’s learning and forms an
integral part of the curriculum. It provides you with
information about what your child is doing at school and an
indication of how well they are doing it. It can form the
basis for any additional support work you may wish to
undertake with your child in the home environment.

 Homework is given throughout the school. At the early
stages, P1-3, it involves work mainly reading, writing and
basic number skills. At the upper stages, P4-7, homework
consists of on-going reading, spelling, learning tables,
occasional work in mathematics or language. From time to
time the children are given a topic related to the class
theme to research at home. Usually, the topic is given out
early in the term and runs for the duration of term.
Occasionally, children are asked to take home assignments
of work not completed in school. Parents are asked to co-
operate by ensuring that homework is completed
satisfactorily and signed.

We are happy to answer any questions parents may have
about homework. Please contact your child’s teacher if you
have any questions.




                             27
ADDITIONAL SUPPORT FOR LEARNERS ACT

In line with the Education (Additional Support for Learning)
(Scotland) Act 2004, the term special educational needs will no
longer be used. The term additional support needs will be used
instead.
A child or young person may need additional support if they
   Are being bullied
   Have learning difficulties
   Are deaf or blind
   Are particularly talented
   Have been bereaved
   Do not attend school regularly

All children and young people may need support at some point to
help them benefit from school education. Most of the time the
class teacher is able to provide the help that many children and
young people need. However, if additional help over and above
this is needed then there is a process that we follow to ensure the
right help is given. Please ask for more details if necessary.

There may be a few children and young people who may need
more help than the school can give. They may need significant
help from, for instance, health services or social work services. In
these cases a Co-ordinated Support Plan will be written which will
state the help that is being given. The authority in partnership
with schools, health and social work are developing procedures
to put these in place.

Many children will be assisted by the Support for Learners
Teacher at some point during their school career. This may be to
stretch an able child or support a pupil with some difficulties and
could be on a long or short-term basis.

The Support for Learners teacher often works with small groups
of children but sometimes works with a whole class. If your child
is to be supported in this way, you will be consulted and given a
chance to discuss your child’s needs and the reasons why they
have been timetabled for extra help.



                                28
          EDUCATIONAL PSYCHOLOGIST

The educational psychologist works in partnership with
school staff to further support pupils. If a teacher identifies a
child as possibly requiring this service, this will be
discussed with parents before any approach is made to
Psychological Services.

Any parent who is concerned about their child should
discuss their concerns with the relevant teacher.

Further information about the Educational Psychology
Service is available from the school or the Educational
Psychology Service website on www.aberdeenshire.gov.uk.




  The road to learning isn’t always easy!

               (Barthol Chapel in winter)
                               29
          PARENT COUNCIL and FORUM

All parents are automatically Parent Forum members. The
Parent Council replaced the School Board in August 2007
when new legislation came into force. The Parent Council is
elected from the Forum and represents the views of all
parents. It works in collaboration with the school to help
build partnerships and make improvements.
Currently we have parents who help with social and
fundraising activities, football training, gardening, book club
and helping to develop ECO school status. We are very
grateful to all those who give so generously of their time.
We would not be as successful without such help. If you
think you can help the school in any way, please contact
any Parent Council office bearer or the Head Teacher.

Office bearers - Kevin Cole, Neil Munro, Zoe Whyte
Staff member - Elizabeth Robinson
Councillor - Paul Johnston




       HMIe Report 2006 Key Strengths
“Active partnerships with parents and the wider community”




                              30
          COMMUNITY USE OF SCHOOL

The school lies at the centre of the community and is also
the focus of community activity. At present the following
activities are offered: -

Mon and Tues evening          (Sept – Apr) Indoor Bowling
Wednesday evening                    W.R.I. (Monthly)
Sunday mornings                      Sunday School

Barthol Chapel Community Association occasionally
meeting throughout the year.

I know that all organisations welcome new members, so if
you would like more information, please do not hesitate to
telephone the school and we will try to help or refer you to
the chairperson/secretary of the organisation involved.

       HMIe Report 2006
“The school had established excellent partnerships with its
School Board, parents and the local community”.

If you are aware of other organisations that are looking for a
venue for meetings/classes etc. please contact the school
to check availability.




                             31
SCOTTISH OFFICE INFORMATION FOR PARENTS
Attendance Rates
Percentage Authorised Absences for School Year
2006/2007
P1    P2    P3     P4    P5    P6    P7    P1-P7
Barthol Chapel
**    **    **     2.3   **    **    1.3   2.7
Aberdeenshire
3.4   3.3   3.0    3.0   3.1   3.2   3.1   3.2
National
4.1   3.9   3.7    3.6   3.7   3.8   3.8   3.8
Percentage Unauthorised Absences for School Year
2006/2007
P1    P2    P3     P4    P5    P6    P7    P1-P7
Barthol Chapel
**    **    **     0.4   **    **    0.5   0.4
Aberdeenshire
0.6   0.7   0.7    0.7   0.7   0.7   0.7   0.7
National
0.9   0.9   0.9    0.9   0.9   0.9   0.9   0.9




                         32
Average no of half days absence per pupil
                   2005/06                2006/07
Barthol Chapel     12.9                   11.8
Aberdeenshire      15.5                   14.6
National           18.9                   17.9



National Assessments Figures

Overall Primary                    2005     2006 2007
5-14
Attainment
READING     School                 59.1     71.9    80.8
            Aberdeenshire          80.8     81.4    82.5
WRITING     School                 63.6     75.0    84.6
            Aberdeenshire          74.9     75.7    77.6
MATHEMATICS School                 63.6     87.5    80.8
            Aberdeenshire          82.4     83.2    84.2




                          33
Budgeted Running Costs
Financial Year 2006/2007
Total Budget      Cost per pupil
Barthol Chapel
£174,370                   £4,359
Aberdeenshire
£ 70,490,678               £3,638
National
£1,307,663,324             £3,422




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