Handbook by dandanhuanghuang

VIEWS: 7 PAGES: 36

									STRONE PRIMARY
   SCHOOL
 HANDBOOK 2011




Argyll and Bute: Community Services – Education




                                                  1
Contents                                          Page Number

Education Service Aims and Strategic Objectives        4

Strone Primary School                                  6

School Information                                     7

Teaching Staff                                         7

Clerical and Support Staff                             8

School Hours                                           8

The School Year                                        8

Enrolment                                              9

Curriculum Assessment and Arrangements for
Reporting to Parents and Carers                        13

Curriculum for Excellence                              13

Spiritual, Social, Moral and Cultural Values           14

Equal Opportunites and Social Justice                  15

Sex Education                                          15

Additional Support Needs                               15

Home and School Links                                  15

Attendance at School                                   15

School/Community                                       16

Extra Curricular Activies                              16

School Discipline                                      17

Supervision of Playgrounds                             17

Clothing and Uniform                                   17

Health and Safety in Physical Education                19

Meals                                                  19

Transport                                              19


                                                                2
Medical and Health Care                     20

Information in Emergencies                  21

School Running Costs – see appendix 1

Parent Forum and Parent Council             21

Transfer from Primary to Secondary School   22

Data Protection Act 1998                    22

Important Addresses – see appendix 4

Complaints Framework                        23

Child Protection                            23

Mobile ‘Phones                              24

Internet Use in Argyll and Bute Schools     25

School Websites                             26

Appendices                                  27 - 34




                                                      3
      I. Education Service Aims and Strategic Objectives

                           ARGYLL AND BUTE’S
                        VISIONS, VALUES AND AIMS
Argyll and Bute’s shared long term Vision
The Council is committed to partnership working and community planning. As the
statutory lead agency and as a key stakeholder in the process, the Council facilitated
the process for developing a joint vision for Argyll and Bute Community Planning
Partnerships of Argyll and Bute: Leading Rural Area.
               Argyll and Bute : Leading Rural Area
   Vibrant Communities
         Safe supportive communities with positive culture and sense of pride in
          the area
         Well balanced demographically with young people choosing to stay or
          move to the area
         Vibrant local economy that is based on core attributes of the area,
          flexible and open to new opportunities
         A sense of history with a view to the future
         Housing that is appropriate and affordable with local people able to
          participate in the housing market
         High quality public services and leisure/community facilities that attract
          people to settle in Argyll and Bute
   Outstanding Environment
         High quality environment that is valued, recognised and protected
         The environment is respected as a valued asset that can provide
          sustainable opportunities for business
         An identity that is recognised and appreciated globally with a range of
          businesses that use the high quality image
         An area that is accessible, yet retains its remote character
   Forward Looking
         Communities that are culturally rich with a desire to excel
         Proactive communities where local people and organisations look for
          and create opportunities
         Decentralised public sector with more delivery of high quality
          ‘professional’ services from Argyll and Bute
         Partnerships working across all sectors to coordinate developments,
          market Argyll and Bute and remove constraints that limit possibilities
         Communities that learn and use that knowledge

The community planning partners are expected to respond to this vision as part of
their planning processes for activities in Argyll and Bute.




                                                                                       4
Argyll and Bute’s Shared Values
The Council’s core values, as expressed by its employees and endorsed by
Members, are for the Council to be:
    Customer focused
    Efficient, effective and high performing
    Open and honest
    Caring, inclusive and fair
    Proactive and innovative

Argyll and Bute Council Education Service Aims
           To strive continuously to improve the quality of education for all in
            Argyll and Bute.
           To become a learning organisation that is outward looking and values
            creativity and shared reflection.
           To promote actively partnership working and equality of opportunity.
           To ensure that resources are managed effectively and that best value
            is secured.
           To equip our children and young people with the skills and knowledge
            they require in order to become:

      Successful Learners with:
       Enthusiasm and motivation for learning.
       Determination to reach high standards of achievement.
       Openness to new thinking and ideas.

      Confident Individuals with:
           Self respect.
           A sense of physical, mental and emotional wellbeing.
           Secure values and beliefs.
           Ambitions.

      Responsible Citizens with:
           Respect for others.
           Commitment to participate responsibly in political, economic, social
      and cultural life.

      Effective Contributors with:
            An enterprising attitude.
            Resilience.
            Self-reliance.
            The ability to meet the demands of our changing world




                                                                                    5
 Strone Primary School

 Strone Primary School is situated in the village of Strone on the Cowal Peninsula 8
 miles from Dunoon.

 The school serves the villages of Ardentinny, Blairmore, Strone and part of Kilmun.
 The catchment area stretches from Tea Caddy Lane in Kilmun to Sligrichan which
 is past the last farm in Ardentinny. Strone Primary is in an elevated position and
 has magnificent views of Loch Long, the Firth of Clyde and the Holy Loch.

The school has a large Hall which is used as a gym and also as a Dining Room. A
new Entrance Area, Office and Staffroom were built onto the school in August 1998.
The school has been completely rewired to a very high standard and smoke
detectors are fitted throughout. A new roof was put onto the hall and kitchen in
January 2005 after storm damage. Recent DDA (Disability Discrimination Act) work
has seen a big improvement in access to Strone Primary School. New railings and
banisters have been fitted. A toilet which complies with the Act has been situated in
the main entrance hall and replaces the original staff toilet. A loop system is to be
fitted to assist the hearing impaired. A stair lift was fitted in December 2007 for use
by wheelchair users.

Our Expectations and Aspirations

We want to provide the best education opportunities for our pupils, parents and staff.
As part of our “Journey to Excellence” we are striving to provide as broad a range of
learning opportunities as possible. We aim for everyone to be successful learners,
confident individuals, effective contributors and responsible citizens.

Strone Primary aims to foster a caring, happy atmosphere conducive to the overall
development of your child.




                                                                                          6
SCHOOL INFORMATION

      Strone Primary School
      Strone
      By Dunoon
      PA23 8RU
      Tel/Fax: 01369 840242
      E-mail: enquiries@strone.argyll-bute.sch.uk

At present the school has a roll of 43 pupils. The maximum roll is 121 pupils and has
a capacity of 1:33.

Parents and Carers should note the working capacity of the school may vary
dependent upon the number of pupils at each stage and the way in which the
classes are organised.

Strone Primary is a Non-denominational School and accepts Boys and Girls between
the ages of 4 and a half and 12 years (Primary 1 to 7).

Applications for letting the school must be made to:

      Area Community Education Officer
      Edward Street Community Centre
      Edward Street
      Dunoon
      PA23 7PH


TEACHING STAFF

Strone Primary School’s present Teaching Staff entitlement is 3.75FTE (including
Head teacher). This is divided into 3 Full-time members of staff (3.0FTE) and one
Part-time member of staff (0.8FTE).

We have an Early Intervention Pupil Support Assistant (0.6FTE). In addition we
have two ASN Assistants.

Mrs M. Witherow     Acting Head Teacher         1.0    (FTE)

Ms F. Maclean       P1-3                        1.0    (FTE)

Ms A. Morrison      P4-5                        1.0    (FTE)

Miss K. Taylor      P6-7                        0.8    (FTE)

Mrs F. Maclean      Physical Education          0.05




                                                                                    7
CLERICAL AND SUPPORT STAFF

Mrs J. Webb                Clerical Support

Mrs M. Pierson             Pupil Support Assistant/Early Intervention

Mrs C. Kerr                ASN Assistant

Mrs L. Daw                 ASN Assistant

Mrs D. Brayshaw            ASN Assistant

Mrs J. Anderson            Janitor

Mrs G. Rodger              Catering Manager

Mrs M. Campbell            Catering Assistant


SCHOOL HOURS

School opens at 9am and closes at 3.30pm for all pupils – P1 to P7.
Bus passes are issued to show entitlement to travel.
Some children are transported by Argyll & Bute Council Transport while others are
transported by West Coast Motors.

From the beginning of the session in August until the October Holiday, P1 pupils
attend in the mornings only from 9am to 12 noon. They may wait for lunch before
being collected if Parents/Carers so wish at 1pm.

School Opens         9.00am
Morning Interval     10.30am – 10.45am
Lunch                12.00pm – 1.00pm
Afternoon Interval   2.15pm until 2.30pm
School Closes        3.30pm

THE SCHOOL YEAR

The session normally begins in mid August and continues until late June of the
following year. There are main holiday breaks in October, Christmas and Easter. In-
Service days for staff are arranged throughout the year and these are holidays for
pupils. Details are given in the Appendix.




                                                                                    8
ENROLMENT

The dates for registering Infant Beginners in Primary Schools are advertised in the
local press, usually in mid to late January. Parents who wish to enrol their child in
Strone School should make arrangements to visit the school by telephoning or E-
mailing the Head Teacher.

A placing request form is available from all schools and requires to be submitted to
Argyll House, Alexandra Parade, Dunoon, Argyll, PA23 8AJ.

Curriculum Assessment and Arrangements for Reporting to
Parents and Carers
As part of our ‘Journey to Excellence’ Strone Primary is implementing the Curriculum
3 -18 in accordance with national and authority advice.

The curriculum is the totality of experiences which prepares our children and young
people for adult hood and life long learning.
A Curriculum for Excellence aims to:
    Focus classroom practice upon the child and around the four capacities of
       education
          o Successful learners,
          o Confident individuals,
          o Responsible citizens
          o Effective contributors
    Create a single framework for the curriculum and assessment 3-18
    Ensure that all children and young people develop the attributes, knowledge
       and skills they will need if they are to flourish in life, learning and work

Principles of Curriculum Design
We as a school have clear expectations for learning, leading towards high levels of
achievement. To accomplish this our curriculum is based on the following principles.
     Challenge and enjoyment
     Breadth
     Progression
     Depth
     Personalisation and choice
     Relevance
     Coherence




                                                                                        9
Curriculum Levels
There are 5 curriculum levels:
      Early Level                 Pre-School and P1
      First Level                 P2 to P4
      Second Level                P5 to P7
      Third and Fourth Level      S1 to S3
      Senior Level                S4 to S6 and beyond

Curriculum Areas
The experiences and outcomes are organised into eight curricular areas. Learning
in each area has been reviewed and updated to emphasise the contributions it can
make in developing the four capacities. Teachers have the freedom to think
imaginatively about how the experiences and outcomes might be organised and
planned for in creative ways which encourage deep, sustained learning and which
meet the needs of our children.
The Curriculum areas are:
      Literacy
      Numeracy
      Health and Wellbeing
      Expressive Arts
      Sciences
      Social Studies
      Religious and Moral Education
      Technologies

Within Strone Primary these areas are all introduced to pupils through both discrete
subject teaching and interdisciplinary themes, which places pupil learning into active
situation.


Literacy
The school language programme covers:
    listening and talking,
    reading
    writing

Language is taught through all areas of the curriculum. In listening and talking,
children and young people are encouraged to extend their vocabulary through
books, stories, rhymes, discussion, debate, presentation and co-operative working.
In learning to read children are systemically taught the mechanics of reading and the
skills to enable them to read critically and appreciatively. Reading for enjoyment is
encouraged through the provision of a wide range of books and library access. In
our written work we aim to achieve high standards. At the early level children will be



                                                                                    10
provided with experiences to help them understand the purposes of writing and to
help them develop mark making skills. As children progress development is
supported through the provision of opportunity to write meaningful about real life
events, frequently in the context of interdisciplinary themes. Good spelling and
correct grammatical structuring are important components of our language
programme.


Numeracy
The school mathematics programme covers:
    number, money, measure
    information handling
    shape and movement

From the early stages onwards our children and young people will be encouraged to
experience success in mathematics and develop the confidence to play with and
explore numbers in a whole range of interesting interactive situations. They will be
encouraged to apply their learning to help and solve everyday problems. At all
stages, an emphasis on collaborative learning will encourage children to reason
logically and creatively through discussion of mathematical ideas and concepts. In
this school we aim to make mathematics fun for every child.


Health and Wellbeing
In Health and Wellbeing we cover:
      mental, emotional, physical and social wellbeing
      planning for choices and change
      physical activity and sport
      relationships

In this school we promote health and wellbeing through the provision of opportunities
to:
           o take part in activities such as play, recreation and sport which
             contribute to healthy growth
           o be heard and involved in decisions which affect themselves
           o play active and responsible roles within the school with guidance and
             supervision
           o overcome social, educational, physical and economic inequalities
             within our school and to value differences

In promoting health and wellbeing we seek to provide our children with:
           o protection from abuse, neglect and or harm
           o access to attaining the highest standards of physical and mental health
             with access to health care and support in learning and to make healthy
             and safe choices




                                                                                     11
          o support and guidance in learning and in the development of their skills,
            confidence and self esteem
          o a nurturing, caring family atmosphere

We achieve these goals through provision of a secure, warm and caring environment
where praise is given appropriately and were a sense of humour is encouraged.
Children are made aware of the rules for their safety and know where help can be
sought in cases of worry or upset. They are helped to develop increasing
independence choosing, organising and personal hygiene. They are encouraged to
persevere with tasks which at first may present some difficulties. Children are
encouraged in developing positive relationships and in developing a caring and
sharing attitude towards others. We are an accredited Health Promoting School.

Expressive Arts
In Expressive Arts we cover:
     art and design
     dance
     drama
     music
In this school children and young people explore a wide variety of different materials
and techniques which they can use to express themselves. This includes design and
making models, painting, playing instruments, singing and listening to a variety of
different types of music, dressing up both for imaginative role play and performance.


Science, Technologies, Social Studies, Religious and Moral Education
Through interdisciplinary topics we provide the following:
         Science and technologies – opportunity to explore and experiment, ask
          question and try things out. To use different materials like wood, boxes
          junk bricks and building sets and different ways of making and joining
          things. To also become familiar with computer technology. Understanding
          the importance of sustainability and conservation has a high focus within
          our teaching and learning and is given real meaning through direct
          interaction with and study of our local and global environment.
         Social studies – opportunity to develop ideas and knowledge of their own
          lives past and present, their relationships within a local, national and global
          community.
         Religious and Moral Education – opportunities to share differences,
          experiences, traditions, religious customs and festivals of our own and
          others, and in later stages to participate in ethical debate.




                                                                                      12
HOMEWORK

We aim to establish a link between home and school promoting education as a
partnership between teacher, child and parent. Our objectives are to ensure that
parents and carers are aware of class work and school activities: to consolidate
class work and to improve educational attainment.

Homework will be appropriate to the child’s ability and current level of attainment, it
will be varied in nature to reflect the varied aspects of the curriculum and it will be set
at the individual teachers’ discretion when he or she feels that it may be of value.
More information will be provided as appropriate.

ASSESSMENT

Assessment is a process involving the collection of information, on the basis of which
professional judgement about pupils’ progress and plans for future action may be,
made, acted upon and communicated. Teachers continuously monitor and observe
pupil performance and behaviour in class.

Parent and carer evenings are held twice a year, usually in October and March. In
October we have an informal open evening and in March we operate an appointment
system. These allow for discussion about each child’s progress. At the end of May
we issue an annual written report and following this parents and carers may make an
additional appointment to see individual teachers.

Any parents or carers who have concerns regarding any aspect of their child’s
education are encouraged to make an appointment to discuss their concerns with
the class teacher or Head Teacher.

CURRICULUM for EXCELLENCE

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

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

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



                                                                                        13
Curriculum for Excellence balances the importance of knowledge and skills.

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

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

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

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

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

SPIRITUAL, SOCIAL, MORAL AND CULTURAL VALUES

Religious Observance, within Strone Primary, is managed in a way, which
accommodates the need to provide for the school and its community and to develop
spirituality without compromising the integrity of the individual. Any parental or staff
concerns are discussed and sensitively managed. Parents and carers have a legal
right to withdraw their children from Religious Observance. Such requests should be
made in writing to the Head Teacher giving reasons for withdrawal.

Parents/Carers from ethnic minority religious communities may request that their
children be permitted to be absent from school in order to celebrate recognised
religious events. Only written requests detailing the proposed arrangements will be
considered. Appropriate requests will be granted on not more than three occasions
in any one school session and the pupil noted as an Authorised Absentee in the
register.




                                                                                     14
EQUAL OPPORTUNITIES AND SOCIAL JUSTICE

Within Strone Primary we aim to promote equal opportunities through ensuring equal
access to the whole curriculum for all pupils irrespective of belief, race, culture,
gender and disability. We support the right of every individual to be treated with
equal value and we encourage a sensitive response to individual differences.

SEX EDUCATION

The Authority policy on Health Education about Responsible Relationships and
Sexuality which is part of the Teaching for Effective Learning series is adhered to.
Parents/Carers have the right to withdraw a child from a specific programme of Sex
Education. The school nurse – Nurse McNab – comes to school each year to give a
sex education and puberty talk to P7 pupils.

ADDITIONAL SUPPORT NEEDS

Children who are found to be experiencing some difficulty in coping with work set but
do not have a Co-Ordinated Support Plan may be given extra help by our ASN
Assistants. Some children may be assisted for a short while until their particular
problem can be identified. Referral then is made to the Additional Support Co-
Ordinator, Educational Psychologist, Occupational or Speech Therapist. We have
an Early Intervention/Pupil Support Assistant who works with P1, P2 and P3 children
using Baseline Assessment to identify any pupils who need additional support and
also to support what has been taught. This means that there are two adults in this
class every morning. The class sizes in our school at present mean that the children
can receive extra individual attention where necessary.
Pupils identified as requiring additional support will have an IEP (Individual
Education Plan). The number of pupils with a Co-ordinated Support Plan as at
September 2010 is NIL.

ATTENDANCE AT SCHOOL

i. GENERAL
Section 30 of the 1980 Education Act lays a duty on every parent/carer of a child of
“school age” to ensure that their child attends school regularly. Attendance must be
recorded twice a day, morning and afternoon.

Regulation 7 of Education (School and Placing Information)(Scotland)Amendment,
Etc., Regulations 1993 requires each child absence from school to be recorded in
the school register as authorised i.e. approved by the authority, or unauthorised i.e.
unexplained by the parent/carer (truancy) or temporarily excluded from school.

Parents/carers are duty bound to inform the school by telephone before
9.30am on the first day of an absence and should try and give some indication of
the length of absence. If no telephone contact has been made then the school will



                                                                                     15
telephone the Parents/Carers to obtain a reason for the absence. Anote should be
sent with the child on his or her return to school confirming the reason for absence.

Every effort should be made to avoid family holidays during term time as this both
disrupts the child’s education and reduces learning time. Family holidays during
term time are now categorised as unauthorised absence. In very exceptional
circumstances a family holiday may be categorised as authorised if it is judged to be
important to the well being and cohesion of the family, following serious or terminal
illnesses, bereavement or other traumatic events.

Parents and Carers may request that their children be permitted to be absent from
school to make an extended visit relatives. Only written requests detailing the
destination, the duration and the provision that will be made for their continuing
education will be granted and the pupil noted as an authorised absentee in the
register.

Clearly with no explanation from the parent/carer, the absence is unauthoried. Any
unexplained absences will be investigated by the School Attendance Officer and the
Authority has the power to write to, interview, or prosecute parent/carers, or to refer
pupils to the Reporter of the Children’s Hearings, if necessary.

ii.    ATTENDANCE/ABSENCE DATA

Absence rates are calculated as a percentage of the total number of possible
attendances for all pupils of the school in the stage shown each morning and
afternoon of each school day being a separate possible attendance. Where figures
or percentages based on a number of pupils under any particular heading are
between 1 and 4 no information is given and *** is inserted in place of the figures.
Adults attending day school classes are excluded. The Authority’s and Scotland’s
figures include all Education Authority and grant-aided primary schools, but exclude
all special schools. See Appendices.

SCHOOL/COMMUNITY

The school plays an important role within the community. Our ‘Soup and Sandwich’
events are well attended in the Highgate Hall. Easter and Christmas services are
often held at Strone Church to which all the community are warmly invited. Members
of the community lead a hand bell club at lunchtimes and they are involved with
promoting Scottish Dancing at the school. Blairmore Community Trust are keen to
support our Eco Group and donated money to our Eco Fund.

The pupils lead a carol singing event each year at Blairmore Pier which is always
supported by the community. The school has a very support Parent Council who are
keen to be involved in every area of school life

EXTRA CURRICULAR ACTIVITIES

Throughout the year children will be involved in a variety of activities such as Police
Sports, Inter-school activities, Educational visits or evening activities. On such
occasions parents and carers will be informed and transport arrangements clarified.


                                                                                      16
P6 and P7 pupils are given the opportunity to stay at a residential centre in the
summer term. Previous centres have included Dalguise, Castle Toward and
Ardentinny Outdoor Centre.

SCHOOL DISCIPLINE

In order to achieve high standards of behaviour we promote and practise behaviour
which is based on respect for self and others, regard for people’s space and property
and an acceptance that we all need to live within an agreed framework of rules and
principles. We will advise parents and carers should a pattern of misbehaviour begin
to develop in order that the school and parents and carers can work together to help
the pupil.

SUPERVISION OF PLAYGROUNDS

An adult presence is provided in playgrounds at break times in terms of schools
(Safety and Supervision of Pupils)(Scotland) Regulations 1990. Clear guidelines of
where to play are given to the pupils and we expect them to consider their own
safety and the safety of others.

CLOTHING AND UNIFORM

The education committee recommended at its meeting of 21st August 1997 that –
“the adoption of a distinctive dress code chosen to enhance the ethos of the school
should be encouraged in all schools”.
Given that there is substantial parental/carer and public approval of uniform, schools
in Argyll & Bute are free to encourage the wearing of school uniform. In encouraging
the wearing of uniform account must be taken in any proposal to prevent any direct
or indirect discriminations on the grounds of race or gender. Any proposals will be
the subject of widespread consultation with parents and pupils. Against this
background it should be noted that it is policy not to insist on pupils wearing uniform
or having specialist items of clothing as a prerequisite to their attending and
engaging in all of the activities of the curriculum.

These 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)
             Are made from a 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 pupils or be used by other to
              do so.

Under no circumstances will pupils be deprived of any educational benefit as a result
of not wearing uniform. Parents receiving Income Support, Family Credit, Housing
Benefit or Council Tax Rebates will normally be entitled to monetary grants for


                                                                                     17
footwear and clothing for their children. Approval of any requests for such grants
may be made by parents in difference circumstances is at the discretion of the
Director of Community Services – Education. Information and application forms may
be obtained from schools and from the Education Office. (see appendices for
address).

With regard to loss of pupils’ clothing and/or personal belongings, Parents/carers are
asked to assist by ensuring valuable items and unnecessary expensive items of
clothing are not brought to school. Parents should note that the Authority does not
carry insurance to cover the loss of such items and any claims submitted are likely to
be met only where the Authority can be shown to have been negligent. Strone
School Sweatshirts are bright red and bear the school logo.
These can be ordered from the school. Grey skirts, trousers and jumpers can be
worn. Shirts or blouses are white. Many pupils wear school polo shirts which are
also available from the school. All clothing should be clearly marked with the
child’s name or initials. It is requested that parents/carers provide a pair of gym
shoes for indoor use and suitable clothing (shorts and t-shirt) for use in the school
gym. Gym kits should be available every day.




                                                                                    18
HEALTH AND SAFETY IN PHYSICAL EDUCATION

Jewellery, watches, belts with metal buckles etc may cause injury to the wearer or
others taking part in PE and they must therefore be removed. Jewellery worn as a
result of body piercing must be such that removal is possible and easily undertaken.
It is absolutely essential that children comply with this instruction to avoid
unnecessary injury or cause injury to others.

MEALS

Children of parents/carers receiving income support, income-based jobseekers ‘
allowance or child tax credit (subject to entitlement) are entitled to a free midday
meal. Information and application forms for free school meals may be obtained from
schools and from the Education Office. (see appendix for address). Only those
children whose parents/carers receive income support, income-based job seekers
allowance or child tax credit (subject to entitlement) will be entitled to free milk. Milk
may however be available for purchase in the school during the morning interval and
lunch period. Children may purchase school meals on a daily basis.

Children who wish to purchase school meals for one whole week are
requested to bring the exact amount on Monday mornings in an envelope
clearly marked with the child’s name and details of what meals are being paid
for. Meals may also be paid on a daily basis, prompt payment is appreciated.

Pupils can choose their own meals a day in advance. A menu listing meals may be
issued to parents/carers if required. Two members of staff are always on duty in the
lunch hall. All school meals are prepared on the premises and are of a very high
standard. Vegetarian options are always available. Special Medical Diets may be
provided on production of a diet sheet from a Doctor or Hospital. Our catering
manager is more than happy to discuss details with parents/carers. Please contact
the Head Teacher for further details. A breakfast club is open to all pupils free of
charge on two mornings a week from 8.30am -9am.

Transport

  I. General
The Education Authority has a policy of providing free transport to primary pupils
who live more than two miles from their local school by the recognised shortest
walking route. This policy is more generous that 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 office.
These forms should be completed and returned before the end of February for those
pupils starting 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 Head of Service has


                                                                                        19
discretion in special circumstances to grant permission for pupils to travel in
transport provided by the Authority, where spare places are available and no
additional costs are incurred.

  II. Pick Up Points
Where free transport is provided it may be necessary for pupils 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/carers responsibility to ensure that the child arrives at the pick up point in
time.
 It is also the parent/carer’s responsibility to ensure that the child behaves in a
safe and acceptable manner while boarding, travelling in and alighting from
the vehicle. Misbehaviour could result in your child losing the right to free
transport.

 III. Placing Requests
The Education Authority does not provide transport for those pupils in receipt of a
placing request other than in exceptional circumstances. In the case of under-age
placing requests if the child if offered a place in his/her catchment area then
transport will be provided in accordance with Council Policy stated above.

Pupils who walk home may leave by either school gate. Children who leave by the
front gate are told to walk up the hill a little way until they are past the bus, can see
that no traffic is coming and then told to cross over to the path leading down Strone
Brae. A safety barrier has been erected at the main entrance gate. A “twenty is
plenty” system is in place around the school. Children who travel by car are
generally met by their parent/carers at the main gate and accompanied across the
road to the waiting vehicle.
Parents/carers are requested to park away from the school bus and to be alert to
children crossing to or from school.

MEDICAL AND HEALTH CARE

The school nurse visits the school periodically and parents and carers will be
informed in advance. Parents and carers who wish to be present during
examinations are welcome and should inform the Head Teacher. There is also an
annual inspection of sight and hearing for P1 and P7 pupils.

If a child takes ill at school the parent or emergency contact will be informed where
possible and arrangements made for transport home.

Parents and carers should inform the Head Teacher if there is any change in
the emergency contact advice given on enrolment.

Parents and Carers have prime responsibility for their child’s health and should
provide schools with information about their child’s medical condition.
Parents/Carers must complete, sign and date a consent form available from the
school prior to any medication being administered by staff.



                                                                                        20
Once the parental consent form has been completed and the Head Teacher has
agreed to the administration of the medicine, the parent/carer must deliver the
medication to school. Under no circumstance will an oral instruction be accepted
from a parent or carer. All medication must be delivered complete with the original
pharmacy or dispensed label identifying pupil’s name, date of dispensing, name of
medication and strength, dosage and the frequency, expiry date, quantity, method of
administration and additional instructions. It will be the parents/carers responsibility
to replace time expired medication timeously and dispose of outdated stock.



Where a pupil’s needs have been assessed as significant, parents/carers must, in
collaboration with health professionals and the Head Teacher, reach an
understanding on the school’s role of helping the child’s health care needs and in
drawing up an individual Health Care Plan. Parents/carers cultural and religious
views will be respected. The Head Teacher must seek parents agreement before
passing on information about their child’s health to other school staff. Parents/carers
should appreciate that sharing of information is important if staff and parents are to
secure the most informed care for a pupil.

If a pupil has a serious injury he/she will be taken to the local hospital and the
parent/carer informed.

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
details of closure and re-opening. We shall keep you in touch by using letters,
notices in local shops and community centres, announcements in local churches and
announcements in the local press and on local radio.

SCHOOL RUNNING COSTS

See appendices


PARENT FORUM AND PARENT COUNCIL

The Scottish Parliament has passed a new law called the Scottish Schools (Parental
Involvement) Act 2006 to encourage and support more parents to become involved
in their child’s education.

The main aims of the Act are to:

      Help parents to become more involved with their child’s education and
       learning
      Welcome parents as active participants in the life of the school
      Provide easier ways for parents to express their views and wishes


                                                                                      21
To help achieve these aims, all parents/carers will automatically be members of a
Parent Forum at their child’s school and will be entitled to have a say in what
happens at the school. As members of the Parent Forum parents will have a say in
selecting the Parent council (the representative body) who will work on behalf of all
the parents at the school.

The role of the Parent Council is to:

      Support the school in its work with pupils
      Represent the views of all the parents
      Encourage links between the school, parents, pupils, pre-school groups and
       the wider community
      Report back to the Parent Forum

The new Parent Council will be recognised in law from August 2007. For more
information on the Act or to find out about parents as partners in the children’s
learning, please contact the school or Community Services: Education (01369
708526) or visit the Parent Zone website on www.parentzonescotland.gov.uk

TRANSFER FROM PRIMARY TO SECONDARY SCHOOL

Pupils are normally transferred between the ages of 11 and a half and 12 and a half,
so that they will have the opportunity to complete at least 4 years of Secondary
Education. Parent/carers will be informed of the arrangements no later than
December of the year preceding the date of transfer at the start of the new session.

Pupils from Strone Primary School normally transfer to:

Dunoon Grammar School
Ardenslate Road
Dunoon
Argyll
PA23 8LU
Tel: 01369 705010
Email: enquiries@dunoongrammar.argyll-bute.sch.uk

Head Teacher: Mr S. Shaw

DATA PROTECTION ACT 1998

Information of pupils, parents/carers is stored on a computer system and may be
used for Teaching, Registration, Assessment and other Administrative Duties. The
information is protected by the Data Protection Act 1998 and may only be disclosed
in accordance with the Codes of Practice. For further information, please contact the
school.

IMPORTANT ADDRESSES



                                                                                    22
See appendices


COMPLAINTS FRAMEWORK

Argyll & Bute Council recognises the value of having a well defined complaints
procedure which operates throughout the Education Service. An effective procedure
provides an opportunity to resolve the areas of dissatisfaction with the service on
offer and can lead to improvement in its good running.

The key factors in the procedure are:

      Clear written guidelines on how to register a complaint
      Designated staff to handle complaints
      All complaints are logged and monitored
      Clear timescales for dealing with complaints are publicised
      Local remedy is priority
      Regular analysis at establishment and authority level is undertaken
      The procedures will be adapted in the light of analysis

In operating the framework, targets for response are:

      Acknowledgement of any complaint within three working days of receipt
      Response as quickly as possible where this is appropriate
      A more detailed response within two working weeks

All complaints should, in the first instance, go to the Head Teacher or the officer in
charge of the establishments. Local remedy is the foundation of a well founded
system as it is faster and more likely to be effective. If dissatisfaction remains after
having local contact, staff in the Education Office of Community Services at Argyll
House, Dunoon, will be happy to assist.

CHILD PROTECTION

“All children and young people in Scotland have the right to be cared for and
protected from harm and to grow up in a safe environment in which their rights and
needs are respected. The welfare of children is paramount”.

Child protection is both a professional duty and a core responsibility for all staff in
Strone Primary School. As a school, we subscribe to the authority vision, values and
aims on child protection and are committed to making sure that effective procedures
are in place to ensure best care, welfare and protection of our pupils. The school
actively promotes good relationships between staff and pupils and encourages pupils
to show concern and understanding for others.

To ensure that our child protection procedures are effective, every member of staff
follows guidelines prescribed by the education authority. Staff are updated on these
guidelines at the beginning of every session. As a member of the senior
management team (Mrs Redpath) has been appointed as the child protection co-



                                                                                           23
ordinator and staff have opportunities to undertake additional training in child
protection each session. The school has excellent and strengthening links with other
agencies such as social work, health and police.

MOBILE ‘PHONES

Concern has grown over mobile phone misuse including text bullying, filming violent
incidents, downloading in appropriate material and harassment. There is a broad
consensus of that this needs to be tackled in schools with Scottish Government and
Local Authority support. It is timely to introduce a culture of appropriate and
responsible use.

Imposing an outright ban on bringing mobile phones to school would not be
appropriate. The Authority acknowledges that mobile phones have to play in
securing pupils’ personal safety before and after school and on journeys to and from
school. Moreover, a ban would be difficult to enforce and would not be consistent
with the aim of developing a culture of responsible mobile phone use by pupils.

However mobile phones present a number of problems:

       They are valuable items that may be stolen
       Their use can render pupils subject to bullying
       Even when it is on silent mode texts can undermine classroom discipline
       Mobile phones with integrated cameras could lead to child protection and
        data protection issues with regards to inappropriate capture, use or
        distribution of images

While accepting the value of mobile phone technology, it is essential that pupil use of
mobile phones does not impede teaching, learning and good order in classrooms.
For this reason the following guidance will be incorporated into school policies on the
use of mobile phones in school.

Mobile phones are not to be used within the school building i.e. they are to be
switched off as soon as the pupil enters the school building and may only be
switched on when leaving. This means that pupils can only use the mobile phones
outside the school and break and lunchtimes. The only exception to this would be in
an emergency with the approval of a member of school staff. Head Teachers, may,
at their discretion, allow any member of staff to approve such requests or may
nominate a specific person to consider such requests.

Inappropriate use of a mobile phone in school will result in the phone being
confiscated until the end of the school day when the pupil may retrieve it from the
school office. If another offence is committed by the same pupil then the phone will
be confiscated and only returned to that pupil’s parent or carer in person.

Continued inappropriate use may result in parents/carers being informed that their
son or daughter will no longer be permitted to take a phone to school for a specific
period to be determined by the Head Teacher.




                                                                                       24
Emergency contact to and from parents/carers must always be made through the
school office.

On arrival at school pupils are required to hand in their mobile phone into the
school office for safe keeping.


INTERNET USE IN ARGYLL AND BUTE SCHOOLS

What is the internet?

The internet is a huge network of computers making a worldwide community with
millions of members providing a vast amount of information with great possibilities for
education. All schools in Argyll & Bute will offer pupils supervised and controlled
access to the internet. The internet offers a range of facilities allowing users to
obtain information and resources, to communicate with each other and to publish
information.

Educational benefits of the internet:

Information and Communications Technology (ICT) projects run by Argyll & Bute
Education Service have shown that the use of ICT in schools provides a number of
learning benefits including:

      Improved subject learning across a wide range of curriculum areas as well as
       independent study and cross curricular project work:
      Improved motivation and attitudes to learning
      Development of independent learning and research skills
      Improved vocational training
      Development of network literacy (i.e. the capacity to use electronic networks
       to access resources, create resources and communication with others)
      Social development


Learners have always needed to be able to find relevant and reliable information
quickly and easily, and to select, interpret and evaluate what they find. Searching for
information on the web can help to develop these information skills.




                                                                                    25
SCHOOL WEBSITES IN ARGYLL AND BUTE

This school has its own website. The address is: www.strone.argyll-bute.sch.uk

Many school websites begin as a source of information about the school but can
soon become an activity for learners, providing visitors to the website with up-to-date
information on school activities and an insight into the ethos of the school. Creating
a wide range of digital information that can be seen by teachers, parents, other
pupils and people all over the world and will develop self-esteem.

Parents, both current and prospective will be able to view pupils’ work and activities,
read school newsletters, find out the date and time of events, send email to the
school and learn more about the school community.

Schools can form links with others around the world, and project their strengths and
ethos to all who visit the site.

When learners are involved in web publishing they not only learn to work creatively
with text, graphics and sound, but also develop their ICT skills in a meaningful,
collaborative context. It enables learners to demonstrate understanding of a topic by
presenting it in an accessible and creative way.

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

   a. Before the commencement or during the course of the school year in question
   b. In relation to subsequent school years

                                        **********




                                                                                      26
Appendices




             27
                                                                        APPENDIX 1
                        SCHOOL RUNNING COSTS

                  BUDGET FOR FINANCIAL YEAR 2010/11

                      Total School               School Roll            Cost
                    Running Costs at                 At                  per
                       April 2009              September 2008           pupil
                            £                        £                    £

                         295,145                     49                 6,023
School

Argyll and Bute         27,457,703                  4,578               5,998

Scotland              1,478,797,126                367,146              4,028


                                           Notes

 1. National average relates to Scotland. Authority and National Averages
    calculated over all education authority and grant aided primary and secondary
    schools but excluding special schools.

 2. Financial year = 1 April to 31 March




                                                                                    28
                                                                                   Appendix 2



                Total Number of Possible Attendances (Pupil Half Days 000s)

                   P1        P2           P3           P4          P5       P6       P7          P1-7
                 3,128        **          **          3,332       3,308    3,008    3,008     18,212
SCHOOL

ARGYLL & BUTE    297,093 305,327 299,496 313,055 316,665 336,820 360,749 2,229,205

                19,136,227 19,091,222 18,545,411 18,823,231 19,175,554 19,573,622 20,175,467 134,520,734
SCOTLAND



                           Percentage of Authorised Absences
                           P1     P2        P3      P4     P5               P6      P7             P1-7

                           5.1       **         **          3.3      3.4    4.1     1.8                3.6
SCHOOL


                           3.9      3.7         3.6         3.5      3.6    3.8     3.8                3.7
ARGYLL & BUTE

                           4.3      4.1         3.9         3.8      3.9     4      3.9                 4
SCOTLAND




                            Percentage Unauthorised Absences
                           P1     P2      P3       P4      P5                P6      P7          P1-7

                           0.0      **         **           0.5      0.1     0.3    0.0          0.2
SCHOOL


                           0.8     0.7         0.8          0.7      0.7     0.8    0.7          0.7
ARGYLL & BUTE

                           1.1     1.2         1.1          1.1      1.1     1.1    1.1          1.1
SCOTLAND




                                                                                            29
                                                 Appendix 2 continued

                     Absence recorded         Absence recorded
  Target Measure         (2007/2008)              (2008/2009)
                   Average number of half   Average number of half
                   days absence per pupil   days absence per pupil

Absence SCHOOL             13.6                     14.4

        ARGYLL &           16.5                      17
        BUTE

        SCOTLAND           18.3                     19.4




                                                                     30
                                                                           APPENDIX 3
ScotXed School Handbook Insert

Transferring Educational Data About Pupils

Education authorities and Scottish Government have collected data about
pupils on paper forms for many years. We now work together with schools to
transfer data electronically through the ScotXed programme. Thus Scottish
Government has two functions: acting as a ‘hub’ for supporting data exchange
within the education system in Scotland and the analysis of data for statistical
purposes within Scottish Government itself.
Why do we need your data?

In order to make the best decisions about how to improve our education service,
Scottish Government, education authorities and other partners such as the SQA
and Careers Scotland need accurate, up-to-date data about our pupils. We are
keen to help all our pupils do well in all aspects of school life and achieve better
examination results. Accurate and up-to-date data allows us to:


 plan and deliver better policies for the benefit of all pupils,
 plan and deliver better policies for the benefit of specific groups of pupils,
 better understand some of the factors which influence pupil attainment and
achievement,
 share good practice,
 target resources better.

Data policy

The ScotXed programme aims to support schools and Local Authorities by supporting
the collection, processing and dissemination of statistical information required for
planning, management and monitoring of Scottish education services.

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

The individual data collected by Scottish Government is used for statistical and
research purposes only. We hope that the explanations contained on the ScotXed
website will help you understand the importance of providing the information.




                                                                                       31
     Your data protection rights

     The collection, transfer, processing and sharing of ScotXed data is done in
     accordance with the Data Protection Act (1998). We also comply with the
     National Statistics Code of Practice requirements and other legislation related
     to safeguarding the confidentiality of data. The Data Protection Act gives you
     the right to know how we will use your data. This message can give only a brief
     description of how we use data. Fuller details of the uses of pupil data can be
     found on the ScotXed website (www.scotxed.net).
     Scottish Government works with a range of partners including HM Inspectorate
     of Education and the SQA. On occasion, we will make individual data available
     to partners and also academic institutions to carry out research and statistical
     analysis. In addition, we will provide our partners with information they need in
     order to fulfill their official responsibilities. Any sharing of data will be done
     under the strict control of Scottish Government, which will ensure that no
     individual level data will be made public as a result of the data sharing and that
     these data will not be used to take any actions in respect of an individual.
     Decisions on the sharing of data will be taken in consultation with colleagues
     within and out with Scottish Government.

     Concerns

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


     Want more information?

Further details about ScotXed are available on the ScotXed website, www.scotxed.net.,
which contains a section on ‘frequently asked questions’ at
https://www.scotxed.net/jahia/Jahia/lang/en/pid/220




                                                                                        32
                                            Appendix 4

Important Addresses:

Mr Cleland Sneddon                             Mrs Carol Walker
Executive Director of Community Services       Head of Education
Kilmory                                        Oban Education Offices
Lochgilphead                                   Dalintart Drive
Argyll                                         Oban
PA23 8RT                                       PA34 4EF


Tel: 01546 604112                              Tel: 01631 564908

Mr Christopher Shirley                         Mr Martin Turnbull
Quality Standards Manager                      Area Community Learning & Regeneration Manager
Argyll House                                   Community Education Centre
Dunoon                                         Edward Street
PA23 8AJ                                       Dunoon
                                               PA23 7NY
Tel: 01369 708528                              Tel: 01369 704669
                                               Fax: 01369 706284
                                               Email: martin@comed-adsl.demon.co.uk


Councillors
Bruce Marshall          Tel: 07717 772097      Cowal
Alex McNaughton         Tel: 01700 841391      Cowal
Ron Simon               Tel: 07879 228303      Cowal

Leader of Council
Councillor Dick Walsh   Tel: 01369 701072      Dunoon




                                                                                           33
                                               Appendix 5

Strone Primary School (PTA) Members:

Mrs Diane McCheyne               Chairperson
Ms Anne Campbell                 Secretary
Mrs Lorraine Whitton             Treasurer
Mrs J. Forbes
Mrs C. Stewart
Mrs J. Maclean
Mrs K. Ingle
Mrs H. Doherty
Mr F. Smith
Mrs R. Smith

Anyone wishing to join or to offer to help should contact the Head Teacher.

Co-Opted Members:

To be confirmed – Mr D. Mill - Minister

Advisor to the School Council:

Mrs C. McKirdy                   Head Teacher

Clerk to the School Council:

Mrs J. Webb                      Clerical Assistant




                                                                              34
                                                                                 APPENDIX 3

                                    5-14 ATTAINMENT


      For 5-14 attainment, the figure is the percentage of the P3, 4, 6 and 7 roll attaining or
      exceeding the minimum 5-14 levels for their stage.

      As 5-14 data is no longer collected by the Scottish Executive Education Department
      (SEED) no Scotland data is available. However, Argyll and Bute is part of a
      consortium of eighteen Scottish authorities who have agreed to share 5 - 14 data for
      benchmarking purposes. ** Consortium data not available


                                      Previous level        Present level      Target level of
                                      of performance      of performance        performance
          Target Measure               (June 2008) %       (June 2009) %       (June 2009) %
                                      P3, P4, P6 & P7     P3, P4, P6 & P7     P3, P4, P6 & P7
                                       Roll attaining      Roll attaining     roll attaining or
                                        or exceeding        or exceeding         exceeding
                                      minimum 5-14        minimum 5-14         minimum 5-14
                                      levels for their    levels for their     levels for their
                                            stage               stage               stage
                                             87                  88                  89
Reading           SCHOOL


                  ARGYLL &                   86                  87                  87
                  BUTE


                  CONSORTIUM*                83                   **                 n/a

Writing                                      88                  85                  86
                  SCHOOL


                  ARGYLL &                   81                  80                  82
                  BUTE


                  CONSORTIUM*                76                   **                 n/a

Mathematics                                  89                  88                  89
                  SCHOOL


                  ARGYLL &                   88                  88                  89
                  BUTE


                  CONSORTIUM*                85                   **                 n/a



                                                                                            35
36

								
To top