Welcome from the Head of Primary 3
Aims of the School 4
Clarendon Charter 5
Introduction to Clarendon 6
Primary Staff List 7
School Day 8
Uniform List 9
Additional Support Needs 16
Homework/ Assessment/ Discipline 17
School’s Anti-Bullying Policy 18
The Clarendon Council 19
Safety & Security/ Illness/Absence 20
Lost Property/Lunch/Wrap-Around Care 21
And finally 21
WELCOME FROM THE HEAD OF PRIMARY
It is with pleasure that I extend a warm welcome to all new members of the
It is our hope that each child’s primary years will be filled with great
happiness and each member of our staff team works very hard to create an
atmosphere of ordered freedom in which each child flourishes.
Care, love and emotional security underpin the Clarendon experience and
we are delighted that your child is a part of this.
I hope that you will find this handbook useful in answering any questions you
may have about our routines and educational philosophies but if not I am
always happy to meet with parents and anyone else with an interest in the
education of children. I can be contacted through Mrs Ferguson on
Gavin A Calder
Head of Primary
AIMS OF THE SCHOOL
Lomond School lays particular stress on encouraging each pupil to
achieve the best of which he or she is capable, both in work and in other
activities. We demand high standards of work, manners, honesty and
self-discipline in the belief that these values will produce young men and
women of integrity and worth to the community.
The School should be welcoming and happy, positive, purposeful and
hard-working where encouragement and example are key motivators for
Statement of aims
It is our intention to:
Continue to raise levels of achievement
Provide curricula suitable for all pupils
Establish and sustain good levels of discipline
Ensure good use of time
Give students a broad education relevant to their future
Give pupils responsibility and develop initiative
Involve pupils with the local community
Develop communication skills
Promote tolerance of and respect for all people
This List of Aims was drawn up by the Clarendon pupils.
At Clarendon we try to:
Be good friends
Be helpful and polite
Always listen to other people
Speak quietly using good language
Treat other people how we would like to be treated
Keep the school tidy (and remember to put welly
The Clarendon building and grounds are occupied by the nursery and junior
school, where children from ages 3 – 9 are taught in an environment separate
from the other school buildings, but sufficiently near to allow full use of facilities
such as the gymnasium and dining hall. The Clarendon building itself is a listed
building and as much care as possible has been taken to emphasise the
features both inside and out that make our school unique and that strengthen
the sense of community that we strive to encourage.
The Clarendon grounds provide a host of interesting environments and terrains
for the children to explore during their playtimes, and other than when the
weather is too inclement, they have pretty much a free-run of the garden, under
As a small unit, we positively encourage a happy, family atmosphere whilst
retaining a firm but fair approach to discipline. Good manners and behaviour
are expected from everyone, as is the ability to contribute to the good name of
Clarendon through involvement with local and national fundraising events.
From Junior 1 to Junior 5, we aim for class sizes of approximately 20 and have
no composite classes. This enables us to ensure that each child is treated as
an individual and encouraged to recognise and respond to his or her own
special abilities through our emphasis on the education of the whole child.
Throughout these important early years of education, Lomond School
concentrates on laying a solid foundation of good basic training. Children are
constantly encouraged to learn to work independently, tackle problems
confidently and acquire the necessary skills, which will enable them to progress
smoothly into the Transitus stages and beyond.
PRIMARY STAFF LIST: 2009 - 2010
Head of Primary
Mr Gavin Calder
Mrs Josephine Reynolds Head of Nursery
Ms. Heather Windsor Nursery Nurse
Miss Annette Goram Nursery Nurse
Mrs Janette McArthur Nursery Nurse
Miss Linda Lovell Auxiliary
Mrs Janet Macleod
Mrs Sheila Gardiner
Mrs Violet McLatchie
Mrs Clare Greig
Mrs Leandra Robertson
Mrs Véronique Cassels
Mrs Laura Canero
Mrs Janice Brown Head of Transitus
Mrs Johanne Fullarton
Miss Linda Boyd
Additional Support Needs
Mr Hamish Hunter Head of Department
Mrs Christine Greaves Teacher
Mrs Shirley Bell Teacher
Mrs Judy Ferguson
Mrs Jane Marrison
Mrs Fiona Reid
Mrs Gaynor Thomas
After-School Club Co-ordinator
Mrs Pam Doodey
August – June:
Mon – Fri: 8.30 a.m. – 12.00 noon
August – October
Mon – Fri: 8.30 a.m. – 12.00 noon
October – June
Mon – Thurs: 8.30 a.m. – 2.50 p.m.
Fri 8.30 a.m. – 12.00 noon
August – June
Mon – Fri: 8.30 a.m. – 2.50 p.m.
Junior 3, 4 & 5, Transitus 1 & 2
August – June
Mon – Fri: 8.30 a.m. – 3.25 p.m.
Morning break: 10.00 a.m. – 10.20 a.m.
Lunch break: 11.45 a.m. – 1.00 p.m.
Afternoon break: 2.00 p.m. – 2.15 p.m.
Access to Clarendon in the morning is from 8.20 a.m.
Pre-School care is available from 8.00 a.m.*
After-School care is available until 5.30 p.m.*
*There is a charge for these services.
UNIFORM LIST – J1 to J5
Light blue and white checked dress – any style Light blue polo shirt or
Tie & blue school shirt (short
or long sleeved)
Hair bands and Hair accessories – black or blue Mid to dark grey shorts
White socks Mid-grey ¾ socks
Navy cardigan or jumper with school badge Navy V-neck sweater with
School blazer School blazer
Plain black shoes or sensible blue, black Plain black shoes
or brown sandals
Pupils may wear summer uniform up until the October week. This is not
Blue school shirt (long sleeved) Blue school shirt (long sleeved)
Light blue polo shirt – (J1-3 only on P.E. days) Light blue polo shirt – (J1-3
only on P.E. days)
Grey pinafore or kilt or kilted skirt of any tartan Mid to dark grey trousers or
Mid-grey ¾ socks or grey/navy tights Kilt of any tartan (optional)
Navy cardigan or jumper with school badge Mid-grey ¾ socks
School blazer Navy V-neck sweater with
Navy Jacket with school badge or dark blue coat School blazer
or Navy Blue cagoule
(may be worn over blazer) Navy Jacket with school
badge or dark blue coat or
School or Dark blue scarf (optional) Navy Blue cagoule (may be
worn over blazer)
Dark blue school or navy hat (optional) School or Dark blue scarf (optional)
Plain black shoes Dark blue school or navy hat
Wellington boots Plain black shoes
Hair bands and Hair accessories – black or blue Wellington boots
Earrings – one pair of small stud earrings is permissible for girls.
The children must bring their waterproof jacket and wellington boots with them
All items brought into school must be clearly named.
Clothing and Equipment for P.E.
JUNIOR SCHOOL JUNIOR SCHOOL
1 Navy round necked t-shirt* 1 Navy round necked t-shirt*
1 Pair navy indoor shorts* 1 Pair indoor shorts*
1 Pair white knee length socks 1 Pair navy knee length socks
1 Pair pull-on gym shoes (black) 1 Pair pull-on gym shoes (black)
1 One-piece swimsuit and towel 1 Pair navy swimming trunks and towel
J4 and J5 only J4 and J5 only
1 Navy fleece* 1 Navy fleece*
1 Pair navy jogging bottoms 1 Pair navy jogging bottoms
*only available from the School Shop located on the ground floor of Clarendon
PLEASE CLEARLY NAME ALL PE KIT
Scottish education is currently experiencing a very exciting curricular
change with the advent of the new Curriculum for Excellence.
At Lomond we are confident that our children are all given the opportunity to
meet the four capacities at the heart of this curriculum and that they can all
become confident individuals, responsible citizens, effective contributors
and successful learners.
As mentioned previously in this handbook we are setting down the
foundations for life long learning and place a huge emphasis on the key
skills of literacy and numeracy throughout the primary.
A secure knowledge and understanding of Language skills is essential to all
aspects of a child's education and consequently this area of the curriculum
is given great weight and attention. Language skills with regards to English
consist of reading, writing, talking and listening, each of equal importance.
At Lomond School we aim to teach all pupils to listen carefully, talk
confidently and fluently, read with enthusiasm and understanding and write
with expression and accuracy.
Reading: Pupils are taught to read on an individual basis in Junior 1.
Reading in groups follows in J2-J5, with the same methods being employed
and emphasis being placed on comprehension as well as mechanical skills.
Alongside the reading scheme that is used throughout the junior school,
supplementary reading books are available and novels are studied. Pupils
are encouraged to choose books from the Clarendon Library to read for
Written Language Work: A synthetic phonics-based spelling scheme is
introduced in Junior 1 and 2. This is followed by a structured scheme in
Junior 3 to 5 which aims to meet the individual needs of all pupils.
Punctuation and Grammar are very important strands of our language
programme and pupils are taught to become skilled in these aspects as
they move through Clarendon.
Much work in the primary classroom is cross-curricular and therefore many
types of writing are introduced by means of the thematic or topic approach.
Some examples of these are: letter writing, imaginative stories, descriptive
pieces, reports of experiments, personal stories, advertisements, slogans,
conversations, recipes, book reviews and planning for talks.
Talking and Listening: Pupils are encouraged to give opinions, ask
questions, prepare solo talks and participate in Clarendon productions.
They are also taught to listen carefully and respond to instructions and to
listen with a view to eliciting information from an oral source.
French: French is introduced in Junior Five, with the emphasis being placed
very firmly on oral work, but supported by some writing and reading. The
aim of the programme is to provide an interesting and stimulating
environment in which the children are able to meet a new language. French
is carried on in the Transitus years.
Throughout the five years in Clarendon, pupils will be exposed to various
kinds of mathematical experience:
Shape, Position and Movement
Number, Money, Measurement
Problem Solving: From the Junior 1 stage, pupils learn the skills of problem
solving i.e. planning, carrying out and reporting on a task.
Information Handling: Pupils learn to collect, organise, display and interpret
information. This results in work involving graphs, charts, tables and
Shape, Position and Movement: Pupils learn about the properties of two and
three dimensional shapes and how to make them. They also learn about
position and movement.
Number, Money and Measurement: In this area of the mathematics
programme, the four basic rules are taught and reinforced thoroughly and
work on time, length, weight, area and volume is covered.
It is vital that number bonds and multiplication tables are understood by the
pupils and that this knowledge is used to help to solve the investigative type
of work which is presented to the pupils in the upper primary classes.
Within Clarendon we tackle this curricular area in several different ways,
choosing that which is most appropriate to the content of the topic, the needs
of the class as a whole and the needs of the individual pupils.
Much of the Environmental Studies work is covered through themes and
topics, which cross all curricular boundaries. However, there is scope for
some discrete subject studies especially in Junior 4 and Junior 5.
History: History topics are designed in such a way as to build on the skills
and attitudes developed in the previous year’s work. Research skills are
introduced and developed using CD Roms, Internet sites, reference books,
encylopaedias, and many other resources. In the summer term of Junior 5,
pupils have the opportunity to participate in a residential visit to York.
Geography: Much emphasis is placed in the early years on studying the
local environment spreading out to encompass Scotland and then the United
Kingdom as a whole. Map work is introduced and skills such as using keys,
symbols and scales are taught whilst atlases become familiar reference
Our science programme sets science in the context of children’s everyday
lives and provides exciting and stimulating activities for them, developing
their skills of observation, investigation, interpretation, hypothesis and
The Expressive Arts encompass the following four subjects: Art, Drama,
Music and Physical Education. At all stages of primary education, Music and
Physical Education are taught by subject specialists.
Art: Throughout the primary years pupils will be involved in investigating
materials and media, expressing feelings and ideas and understanding,
appreciating and sharing in the products of others. Much of the Art and Craft
work is an integral part of the project work of any class. Skills of cutting,
sticking, folding, drawing and painting are developed and in the problem-
solving activities, pupils have the opportunity to develop their planning and
Drama: Children’s natural involvement in acting out provides an excellent
starting point for drama classes at the early stages of primary education.
The provision of plentiful opportunities for young pupils to engage in drama
activities, allows the development of confidence and a greater appreciation
and understanding of others and their situations. At various stages pupils
will have the opportunity to take part in the musical and dramatic productions
which take place within the school.
Music: Lessons are provided by a Music specialist and follow a well-
planned programme of development across all areas of the subject. Pupils
from J1-J5 have two class lessons per week. Individual instrument lessons
are on offer to pupils and extra-curricular music activities are also provided
throughout the year. In both assemblies and formal concerts our pupils are
encouraged (but not pressured) to share their talents with an audience.
Physical Education: Physical Education is provided by specialist teachers
who follow a well-planned programme of activities, designed to develop the
children’s co-ordination skills and abilities appropriate to their age and stage.
Throughout the five years in Clarendon, activities include gymnastics,
country dancing, games, new image rugby, tennis and athletics, whilst each
class has some swimming tuition each year. Extra-curricular sports activities
are also available.
Religious & Moral Education:
The aims of religious and moral education are to help pupils to:
develop a knowledge and understanding of Christianity and other
world religions and to recognise religion as an important
expression of human experience;
appreciate moral values such as honesty, liberty, justice, fairness
and concern for others;
investigate and understand the questions and answers that
religions can offer about the nature and meaning of life;
develop their own moral values and practices through a process
of personal search, discovery and evaluation.
Class lessons are enhanced by regular assemblies and special acts of
worship, such as harvest festival etc.
Technology activities are often associated with the application of the science
principles that are encountered, as well as within other thematic activities.
In Clarendon we have a dedicated ICT suite where pupils enhance their
learning through appropriate use of information technology.
Throughout their time in primary, pupils use computers in a number of
different ways to enhance their learning and to gain some of the following
a sense of achievement;
access and correction of own work;
control of their own learning, often being given the opportunity to
try something out and then improve upon it;
a variety of ways of presenting findings and results;
increased proficiency at handling and retrieving information;
experiences and simulations, otherwise unavailable in the
developing co-operation and group dynamics.
Our main teaching aims with Information Technology are to:
introduce pupils to the ways in which computers are used in
provide opportunities for pupils to develop a range of skills to
enable them to use computers effectively (i.e. data handling and
provide opportunities for pupils to develop logical thinking,
problem-solving and control techniques, whilst allowing them to
take control of their learning environment;
use the modelling power of the computer to simulate
environments beyond the normal scope of the classroom;
use specific and relevant software and hardware matched to the
particular needs of an individual or group of children;
develop the wider use of computers across the whole curriculum
and to enhance work already being undertaken.
Health and Wellbeing:
The health and wellbeing area of the curriculum is a fundamental aspect of
the education of the whole child. It is essentially concerned with the
development of life skills and citizenship. All aspects of a child’s experience
at home, in school and outwith school contribute to personal and social
development. In considering PSD our aims are to help pupils to:
have an appropriate positive regard for self and for others and
develop life skills to enable them to participate effectively and
safely in society;
identify, review and evaluate the values they and society hold and
recognise that these affect thoughts and actions;
take increasing responsibility for their own lives.
The achievement of these aims requires pupils to increase their knowledge
and understanding about themselves, others, their immediate environment
and the world in which they live. They will need to learn and practise
processes and skills, which will enable them to:
look after their personal needs;
participate effectively in groups;
make their own decisions;
assess their own abilities and capabilities.
Health Education, in line with the National Guidelines, is provided to all
Clarendon pupils, both as a discrete subject area, through PSD and also
within topic-based studies.
Additional Support Needs
Learning Support is provided to help if necessary to meet the individual
educational needs of pupils.
Within the current framework, the support offered involves assessment,
liaison with parents, personal tuition of pupils, small group tuition; both in and
out of class and consultation with classroom teachers.
Individual needs may include:
Specific Learning Difficulties such as Dyslexia and difficulties with
spelling and maths;
Needs arising from gaps in previous schooling due to illness or
The needs of exceptionally able pupils.
In order to ensure that pupils are catered for throughout their Lomond School
career, the Head of Primary and Miss Nicola Dudley, Assistant Head
(Secondary) liaise closely with all members of the ASL department.
Within the primary school we place great value on our times together and
this is most obvious in our assemblies. Within Clarendon we have two
assemblies per week.
Mostly these are led by either Mr Calder (Head of Primary), Mr Macdonald
(Lomond Headmaster) or the children.
In Transitus we have a weekly assembly led by either the Headmaster, Head
of Primary, School Chaplain, Head of Transitus or the children.
Our end of term assemblies are very important to us taking on the feeling of
a review of the term. At this time all of our children from Nursery to Transitus
One (Primary 6) come together under Mr Calder’s watchful eye.
Homework done in an environment conducive to good work is an excellent
discipline for all pupils and sets a behaviour pattern that will stand them in
good stead as they progress through school. At Lomond homework is
introduced in Junior 1. As children progress through the primary they will
also be expected to complete some written homework as well as any reading
or research that they are set. At each stage, the class teacher will inform
parents as to what is expected and how to administer the set homework.
The amount of homework increases as each child advances in age and a
note of the time allocated for homework will be given out at the parent
gathering at the start of session and from August will also appear on the
school website. If a piece of homework done in the conditions
mentioned above seems to be taking substantially longer than the
appropriate allocation, parents are urged to stop their child, reassure
them and write a small note at the bottom of the page.
In Clarendon there are three main ways of assessing pupils:
1. In the day to day activities of the class, teachers and pupils work
together in the various aspects of the curriculum. Teachers thus
observe, monitor and record progress.
2. Assessment tasks will be set by teachers both during and at the end
of a topic or a unit of work.
3. National Tests are administered, in order to give a national
perspective to the levels of achievement of the pupils. Standardised
tests are also used at various stages, in order to plot pupils’ progress.
The school uses the results of these tests for diagnostic and planning
Appropriate behaviour, good manners and respect for others is always
expected and to encourage this, reward schemes operate within each junior
class at Clarendon.
If a child does act in a way that is considered undesirable, a class teacher
will deal with the situation in the first instance, but will refer the matter to the
Head of Primary if there is continual repetition or if the problem is more
serious. Parents will be contacted when it is considered that their support is
needed to deal with a situation, or when it is felt that they should be informed
of an incident.
Bullying can be defined as “any persistent form of abuse designed to be
deliberately harmful”. It can be verbal or physical. Although rare at Lomond,
it will not be tolerated in any form or at any stage. If you think your child is
being bullied or if she or he tells you of bullying at school, please inform the
school immediately, giving names and details to Mr Calder, Head of Primary,
your child’s teacher or any other staff member. All reports will be
investigated promptly. The senior staff will meet those concerned and
involve everyone in agreeing solutions to the problem.
Parents will only be involved and agreed sanctions implemented should the
problem remain unresolved. Persistent bullies will be excluded from the
school, permanently if necessary.
Bullying is discussed in the PSD Programme. It is regularly tackled at
Assemblies. Staff are on duty at playtime. Pupils’ suggestions are always
encouraged and can be given directly to their teacher or through the
Clarendon Council. Above all, the school creates a positive, caring and
supportive ethos in which the individual has the right to come to school free
from concerns relating to his or her personal safety. This is the norm.
Anything less is unacceptable.
The school regards its reporting on pupils as being of vital importance in
ensuring that motivation remains high and that parents, pupil and staff are all
striving towards the same goals.
The pattern of reporting is such that detailed contact will take place on a
termly basis as detailed below:
September: Introductory Evening
September: Parents’ Consultation Evenings
December: Written report - General Comments
February: Parents’ Consultation Evenings
June: Full written reports
As well as this formal reporting system, staff will always contact parents to
request a meeting if any aspect of a child’s progress and development
The Clarendon Council
At the start of each session the children elect class representatives who
meet regularly with staff representatives. This forum is seen as crucial by Mr
Calder and he undertakes to allocate a budget to the council each year.
General Liaison: At Lomond School we value our communications with
parents and seek to provide many and varied opportunities for dialogue and
passing on of information.
A weekly newsletter provides up-to-date reports on school events, individual
achievements and reminders of forthcoming activities. This can be accessed
on the school website: www.lomond-school.org
Another formal publication is the Lomond Annals, which gives more detailed
accounts of the school year, illustrating well the diversity and quality of the
all-round education that we provide.
We are fortunate to have a very active PTA, which works closely with the
school to raise funds, host social events and to act as a forum for
communication between parents and staff. The PTA has representatives
throughout the staff of the school, as well as parent helpers from different
year groups, and they are always looking for parent helpers who would be
willing to become involved in their many activities. A PTA notice board
hangs at the back of Clarendon in the cloakroom corridor, and information
about year representatives, events and so on, can be found on this board. A
PTA newsletter, Lomond Voice is sent out to parents on a regular basis and
usually proves an excellent read.
Liaison with Class Teacher: Every member of staff in Clarendon is
delighted to meet with parents to discuss any concerns or to answer any
queries that may arise during the course of the year and would rather that
these were addressed as soon as possible, than wait for a Parents’ Evening
when the problem can seem so much worse. Usually, most problems can be
cleared up by a telephone call or a meeting and minor concerns can be
quickly dealt with. However, in order to provide the most professional and
best service that we can, we would ask that if you wish to speak to a
member of staff before, during or immediately after school hours, you would
please make an appointment by phoning in to the school office. Staff do
appreciate it if they are not approached on school business in their own time
before and after school.
Safety & Security
In order to ensure the safety and security of all children and staff in the
Clarendon building the following procedures will apply:
The front inner door will remain locked at all times. A notice will be displayed
asking visitors etc. to ring the bell.
The door will be answered by an auxiliary or a member of the teaching staff.
The back door of Clarendon will be opened from 8.20 a.m. and re-locked at
approximately 8.35 a.m. but please note that class starts at 8.30 a.m.
Late-comers will have to come to the front door to be admitted by the
auxiliary. Anyone arriving before 8.20 am may go to childcare in the nursery.
A small charge exists for this service.
At break times and lunch times where possible there will be two members of
staff in the playground acting as supervisors.
After school, all pupils will be kept in the area between the back door and the
back gate. No-one will be allowed outside the back gate until they have
been collected by parents etc. Any pupil who has not been collected by 10
minutes after their official finishing time will be sent to after-school care and
will be charged appropriately.
Pupils Becoming Ill in School
In the event of illness parents will be contacted immediately and asked to
take the necessary action. It is helpful therefore if you ensure that the school
has a copy of an emergency contact number so that we are able to get
information to you. If parents are not available, the advice of the school
nurse will be sought. In emergencies the school doctor will be consulted. Ill
children will not be left unaccompanied and parents will be kept informed at
Absence/Leave of Absence
Registers are taken by staff both morning and afternoon. If your child is
going to be absent please call us before 9:00 am so that we can account for
all of our children. For normal absence a note to the class teacher explaining
the absence should be handed in on return to school. Session dates are
posted early for parents’ convenience and it is appreciated if absence from
school for reasons apart from illness could be kept to an absolute minimum.
A letter requesting leave of absence or early departure should be sent to the
Head in good time.
Please ensure that all items used at school are clearly named. Every year
there accumulates a considerable stock of unclaimed items. All named
items are returned to pupils. Lost property is collected and left on the trolley
in the cloakroom corridor in Clarendon. Unnamed items, if unclaimed, are
washed and used as spare clothing or given to the local charity shops as is
School catering is by Sodexho Catering. Set lunches are provided for the
Junior pupils and offer a healthy diet with chips being served only once a
week. The menu for the following week is posted on the back window of
Clarendon on Friday afternoon, and displayed in the newsletter the week
before. Class teachers take a daily count of children who require school
lunch and the cost is then billed to parents at the end of each term. Pupils
who wish to bring their own packed lunches are welcome to do so but please
note that we are unable to heat their food.
After School Club
This service is available from the end of school until 5.30 p.m. every day. If
you wish your child to make use of the facility, please complete the daily
booking form at the back door of Clarendon. This gives the staff an
indication of who to expect and an approximate time of collection.
In the morning Clarendon children can be looked after in the nursery from 8
a.m. until the start of school and J1 and 2 can be looked after whilst waiting
for their older siblings until 3:25. Both of these parts of the service are
registered (alongside our nursery) with the CARE commission and any
complaints about the service can be addressed to them via their website:
www.carecommission.com or by telephoning 0141 843 4230.
A record of the time that a child spends in ‘wrap-around’ care is taken, and
charges for this service are billed to parents in retrospect at the end of each
term. Fee details are available for this service from the Business Manager’s
office as are all other financial details pertaining to each child’s education.
Details are also available via the Lomond School website.
As mentioned in Mr Calder’s welcome, we see it as our key purpose to
provide a happy, memorable and worthwhile experience for all of our
children. If you have any concerns with regards to your child’s school
experience please let us know as soon as possible.