General Information School Roll 3
Contacting the School 3
Organisation of the School House Groups 5
The School Day 5
School Lunches 5
The School Year 5
Support for Pupils Guidance 6
Pupils with Learning Difficulties 6
Behaviour Policy 7
Anti-Bullying Policy 7
Anti-Racist Policy 8
Drugs and Alcohol Policy 8
Child Protection 8
The Curriculum Aims 9
Equal Opportunities 10
Global Education 10
Religious Education 10
Drugs Information and Education 11
Internet Access 12
Assessment and Reporting 12
Extra-Curricular Activities 15
Pupil Dress (including PE kit) 17
Classroom Code 18
Health Care 18
Employment of Children 19
School Transport 19
Adverse Weather Conditions 22
Staff List 25
Parent Council 26
S3 Option Form 27
S4 Option Form 28
S5/6 Option Form 26
Accuracy of Information
At the time of compilation (August 2007) the information in this
prospectus was accurate. It is, however, subject to changes in roll, staffing and resources in the future.
Drugs and Alcohol Policy
Fortrose Academy operates a zero tolerance policy on the misuse of drugs and alcohol. This includes
any equipment associated with drugs.
Pupils caught with drugs, drugs equipment or alcohol in or around the school or on any school trip or
school function will be suspended from school and the police will almost certainly be involved.
There may be further repercussions including the pupil being banned from future school trips.
We have mercifully few incidents of substance abuse but will continue to operate the above policy for
the protection of our pupils and staff.
The Rector is always pleased to receive parental views on such issues.
J D Simpson
Tel: 01381 620310 / 620171
Fax : 01381 621699
I am very happy indeed to introduce this prospectus which I hope you will find helpful and
There has been a school at Chanonry, associated with the ecclesiastical establishment at Rosemarkie,
and later in Fortrose, since the early medieval period but the Academy itself dates from 1791 and the
school celebrated its bicentenary in June 1991. The earliest part of the present school was erected in
1891 but little now remains of the original part of the present building apart from the clock tower.
Extensions were built in 1966 and 1973, with August 2002 seeing our move to a very significant new
extension with a library and theatre. Over the years Fortrose Academy has mirrored the life of the
community it serves and it has produced many pupils who have made valuable contributions to society
This prospectus, however, is not just concerned with the past. It is also concerned with the
responsibilities we have for our present pupils and how we equip them to cope with the needs of a
rapidly changing world. At Fortrose Academy we value highly the concept of excellence and, like
all the other great “Academies” in our history, we also emphasise the development of the whole
person through a well-rounded education. That form of education will not come solely from the
school. It will come from a partnership of school, pupils, parents and the community at large.
Each of us will learn from the others.
It is within that philosophical framework that we enrol pupils at Fortrose Academy and we can, I
believe, look forward to the future with confidence.
J D Simpson
Tel No 01381 620310 / 620171
Use of Computers, the Internet and e-mail in Fortrose Academy
In line with Highland Council policy, we are required to issue information about the use
of computers, the Internet and e-mail in the school.
The school currently has approximately 200 networked computers.
The Council connection and the school connection to the Internet both have filtering
software installed to avoid pupil access to inappropriate materials.
Please read the information, complete the permission form and have your son or
daughter complete the user agreement, then send the completed sheet back to the
school. Pupils should hand the sheet to their form teacher who will send it down to the
office in the register folder.
Every school has a set of aims, which provides the basis on which it organises itself for the benefit
of the pupils. The general purpose of this school is to enable our pupils to enrich their lives by
engaging in work and activities which will assist them to make sense of their society, to make
more sophisticated appraisals of their own roles in the world and to cope with demands and
pressures which that world imposes.
To this end emphasis will be placed on developing a sense of responsibility and self reliance in all of
our pupils. Within this broad, general purpose, the more specific aims of the school may be defined as:
1. to identify and develop fully the talents of all our pupils by ensuring for every stage that an
appropriate range of structured, properly developed, relevant courses is available; that
assessment techniques adopted are valid and reliable and that supportive, perceptive and
informed guidance advice is provided;
2. to influence the emotional and social development of our pupils by seeking to foster an
atmosphere of diligence, tolerance, co-operation and mutual respect at all times, both within the
classroom and the wider community of the school;
3. to ensure each member of staff fully recognises the central importance of his or her individual
contribution to the effectiveness of the school and to encourage this by including consultative
participation in the decision-making process;
4. to ensure all school activities and arrangements - curricular, extra-curricular and administrative
- are subject to the ongoing scrutiny and evaluation necessary to maintain their relevance to the
requirements of pupils, parents and staff;
5. to maintain satisfactory lines of communication within the school and between home and
school to ensure all of us - teachers, parents and pupils - are sufficiently well informed to work
together for the welfare of the pupils and the effectiveness of the school;
6. to encourage links between the school and the community at large - local, national and
international - as part of our commitment to prepare pupils for the various roles life and work
in our society entail.
Fortrose Academy is a comprehensive, six-year secondary school which serves the Black Isle area
of Ross-shire. It draws its pupils from seven associated primary schools – Avoch, Cromarty,
Culbokie, North Kessock, Munlochy, Resolis and Tore. Pupils from outside the catchment area
can apply to enrol at the school.
The Black Isle Leisure Centre is available for school use between 9 am and 5 pm and has made a
significant improvement to the facilities available within the school.
The roll for the present session (2007/2008) is:
Boys Girls Total
S1 65 74 139
S2 71 69 140
S3 69 70 139
S4 70 76 146
S5 54 65 119
S6 38 28 66
Total Roll 749
Contacting the School
Parents are warmly welcomed to contact the school at any time. The role of Guidance staff is explained
elsewhere and, in many cases, the Guidance staff will be the first point of contact. However, if there are
any other issues you would like to discuss please do not hesitate to contact the Rector or any other
member of the School Management Team.
A monthly newsletter is issued by the Rector to keep parents informed of school news and
important dates. There is also a ‘drop in’ session offered by the Rector in the evening of the first
Monday of each month.
What to do if your child is absent from school.
The school currently uses a system called ‘Groupcall’ which alerts parents if their child is not in
school. This system sends a text or voicemail message to parents telling them that their
son/daughter is not in school and asks for parents only to contact the school if they are concerned.
It also reminds parents that a written note explaining the absence is necessary.
There have been, and probably will be, a few mistakes when parents are contacted unnecessarily –
for example if a member of staff is absent and registration is late – but generally we have had a
very positive response from parents about the use of this system and we are continuing with it for
the session 2007/8.
If your child is absent from school we have to have a written note explaining the absence (even if
you have phoned or e mailed an explanation). We have to mark an absence as “Unexplained”
until we have a written explanation from a parent or Guardian. This could be brought in by your
child on their return to school or you could post it to the school. (Our 6th year pupils are allowed to
write their own notes.) If your child is absent from school for 3 or more days please let the school
Prolonged unexplained absence could result in the absence being recorded as truancy, or with
social work becoming involved.
If your child has to leave school during the day – for a medical appointment for example – they
should hand a note into their registration teacher in advance. The school office then informs staff
that a pupil will not be in for part of the school day.
If your child is transferring to another school – for instance if you move away from the area – you
should inform your Guidance teacher and leave a forwarding address. You must now fill in a
Highland Council Pupil Transfer Form and your child will also be asked to complete a school
leavers form to check that books etc have been returned.
Absence procedures have been revised by the Highland Council and we are bound by law and
Child Protection Procedures to implement these.
Please get in touch if you want more information or have any suggestions or observations
ORGANISATION OF THE SCHOOL
The basic organisation of the school is in house groups named after birds of the Black Isle – Curlew,
Dunlin, Fulmar, Heron, Kestrel and Merlin. In each year group there are six house groups giving a total
of 36 house groups in the school. Each group is allocated a registration teacher who usually remains
with the class until the pupils leave school. Pupils see their house group teachers every morning before
The School Day
The organisation of the school is now six periods of approximately 55 minutes each day. The school
day starts with a bell at 8.58 am and ends at 3.40pm.
Pupils in S1 to S4 are not allowed to leave the school grounds during the morning interval except
by written parental request.
A cafeteria system is in operation in the dining room with a wide selection of food for sale. Senior
pupils have lunch first and S1 to S3 have lunch thereafter by rota. Pupils can pre-order food in the
canteen from 8.30 – 9.00 am. Pupils may also eat packed lunches in the dining room when their
year group is called. Application forms for free meals are available from the School Office or
from the Area Education Office, Castle Street, Dingwall. A Smart Card system is an option for
buying meals. Details and application forms are made available to all new pupils.
The School Year
Session dates 2007/2008
School opens on School closes on
Monday 13 August 2007 (staff only)
Tuesday 14 August 2007 Friday 5 October 2007
Monday 22 October 2007 Thursday 20 December 2007
Monday 7 January 2008 Thursday 20 March 2008
Monday 7 April 2008 Friday 27 June 2008
February Weekend Friday 8 & Monday 11 February 2008
Monday 18 August 2008 (staff only)
Tuesday 19 August 2008
Four days staff in-service training : Monday 13 August 2007; Monday & Tuesday 5 & 6
November 2007; Thursday 7 February 2008; Monday 7 April 20087.
Any changes in session dates will be intimated to parents by the Rector as quickly as possible.
SUPPORT FOR PUPILS
A school is essentially a community within a community, composed of many different people and
subjects, interests and abilities. In order to function smoothly there has to be a sense of harmony and
care, and it is with these important principles in mind that guidance systems exist in secondary schools.
While pupil guidance is a whole-school responsibility, specific responsibilities for the personal,
curricular and vocational guidance of pupils are devolved to a promoted guidance team. Each
guidance teacher has responsibility for all pupils from S1 to S6 in one particular group. The
guidance teachers’ first priority is to get to know all pupils in their care as quickly as possible so
that there is one person keeping an over-view on each pupil’s progress from S1 to whenever
he/she leaves school. All members of the same family are in the one house which should make it
easier for parents to establish links with the pupil’s guidance teacher. We encourage parents to
contact guidance staff about any aspect of their child’s schooling which is causing them concern,
however minor that concern may be.
The guidance team is:
Mr Keith Lorraine Principal Teacher of Guidance
Mrs Deirdre Mackenzie Principal Teacher of Guidance
Dr Elizabeth Mann Principal Teacher of Guidance
During the school year members of the Careers Service attend weekly to conduct interviews with
pupils from S4 upwards. They work closely with the Librarian and Guidance staff of the school to
promote effective careers information for all pupils. A well-stocked careers section in the library
is available. If you wish to consult a Careers Adviser, please contact your child’s Guidance
teacher who will arrange an appointment.
Pupils with Difficulties which affect their learning
Initial identification of pupils with difficulties affecting learning is usually made in the primary
school. All teachers are responsible for all pupils but those with difficulties are given special
attention by specialist staff to ensure that they are able to benefit from the secondary school
curriculum. All teachers are notified of pupils with any difficulty, together with its nature and
extent, so that all pupils can make progress in mixed ability groups. Staff in the Learning Support
Department are involved in team-teaching with the subject teachers, and are available for
consultation by all staff in the interests of the children. It is policy to integrate pupils with special
educational needs by offering as much support as possible to individuals within mainstream
classes. These pupils have various barriers to learning and a broad range of intellectual abilities.
Parents are very welcome to contact Learning Support if they are at all concerned about their
One of the current national priorities in Education is "inclusion and equality" - the opportunity of
every individual to achieve their full potential. At Fortrose Academy we endeavour to have
structures in place to achieve this.
Our starting point is that the vast majority of our pupils are well-behaved and motivated.
However, we must recognise that a small minority of pupils are affected by social factors which
can contribute to indiscipline and disaffection. These factors will include changing family
patterns and home difficulties, uncertain economic climate, as well as other disadvantages.
Some pupils find that the traditional academic style courses are not particularly accessible,
relevant or motivating and the school is looking at how it can introduce more vocationally
orientated courses for these pupils.
Nevertheless, we must recognise that all pupils are entitled to be educated in a safe and ordered
environment, with no disruption to learning and teaching. The school will have support structures
in place to minimise disruption to learning, as well as supporting individuals whose behaviour is
unacceptable. This will involve the Pupil Support departments, staff, parents and other agencies
such as Social Work and the Health Service.
Expectations on conduct are communicated to pupils and parents by a variety of methods and on a
regular basis. Pupils and parents know what sanctions will be applied should pupils choose to
step beyond what is deemed to be acceptable.
Our behaviour policy is reviewed on a regular basis to ensure that it is effective and supports ALL
the pupils who attend Fortrose Academy.
We welcome the current high profile given to anti-bullying initiatives across the country. Within
the school, all staff – teaching and non-teaching – are asked to be alert for any signs of bullying
throughout the school day. The issue is supported by a written policy (copies available on request
or you can read this on the school website), a first year unit on bullying run by the English
Department and Lifeskills lessons. Apart from the obvious benefits of discussing issues openly,
the unit includes a confidential questionnaire which provides us with an annual update on the level
of bullying and pupils’ perception of it.
The school promotes the concepts of multi-cultural and anti-racist education. There is no
indication of any racist incident having occurred in Fortrose Academy to date. Should such an
incident occur, those responsible would be severely dealt with. We make it very clear that Racial
Discrimination will not be tolerated and has no place in the education of our pupils. Fortrose
Academy will always promote equality of opportunity for all its pupils. Further information can
be obtained via document “Equal Opportunities in the Curriculum 1994”, available from the rector
Drugs and Alcohol Policy
Fortrose Academy operates a zero tolerance policy on the misuse of drugs and alcohol. This
includes any equipment associated with drugs.
Pupils caught with drugs, drugs equipment or alcohol in or around the school or on any school trip
or school function will be suspended from school and the police will almost certainly be involved.
There may be further repercussions including the pupil being banned from future school trips.
We have mercifully few incidents of substance abuse but will continue to operate the above policy
for the protection of our pupils and staff.
The Rector is always pleased to receive parental views on such issues.
From time to time incidents can occur within the school setting which cause concern and could
indicate that a pupil is suffering some form of abuse.
In terms of Highland Child Protection Committee Inter-agency Protection Guidelines, Education
Service staff must report such incidents to Social Work Services which can lead to a joint Social
All agencies involved in Child Protection are obliged to make the welfare of children their
paramount consideration and this will be the priority for Education Service staff.
More information about Child Protection Procedures within Highland can be obtained from the
Child Protection Development Officer, Highland Child Protection Committee, Kinmylies Building,
Leachkin Road, Inverness IV3 8NN - Telephone 01599 566305 - Fax 01463 713237.
The school has a large and well equipped Library and an Open Learning Base.
Our philosophy is that these facilities should be fully available for community use and have put
this into practice during the past year during which the community have had full access to the
library during the school day. This seems to have operated very successfully. We intend to run
our newly equipped Open Learning Base using the same principles, ie maximum community use
to promote lifelong learning.
At Fortrose Academy we aim to foster high academic achievement commensurate with the ability
of the pupil. We also aim to provide a relaxed and caring organisation to promote a good learning
environment which will equip pupils for work, leisure and citizenship. Particular emphasis and
staff resources are given to improving the literacy and numeracy of the less able, to ensure that all
pupils leave school with adequate competence in these basic skills.
The first two years of secondary education are intended partly as a period of orientation. Pupils
who have spent seven years in an environment where they have been taught for a year or longer by
one teacher who has covered the whole curriculum with limited assistance from practical
specialists, have to adjust to a completely different, subject-based organisation. They are also
given time to sample most of the subjects which they will pursue further in the upper school.
During this time they can be assessed by the teachers who will recommend the types and levels of
courses which the pupils will be able to tackle in S3 onwards.
S1 and S2
In the first two years there is a common curriculum: Art, English, Geography, History, Home
Economics, Mathematics, Modern Language(s), Music, Physical Education, Religious Education,
Science, Technical Subjects, Lifeskills, and short courses in ICT (S1).
S3 and S4
The first major change in the curriculum takes place at the end of S2 when pupils make their
choice of subjects for S3 and S4. The organisation is based on a maximum of eight examination
subjects. These subjects are all certificated by the Scottish Qualifications Authority at Standard
As the choice of subjects in S3 is very important, pupils are carefully prepared for this choice, and
staff and parents are consulted during the second term of S2. Please see page 28 for details of the
proposed 2007-2008 S3 choice.
S5 and S6
In S5 and S6, pupils who have obtained good passes in Standard Grade subjects and/or Int II
exams, are prepared for Higher Grade presentation with a view to gaining the necessary entry
qualifications for Further and Higher Education. Most subjects taken in S3/S4 can be continued to
Higher Grade provided there are enough pupils to form viable teaching groups.
Besides the Higher Grade subjects we offer a variety of Intermediate Units in the following
departments – Art, Biology, Business Studies, English, Geography, Home Economics,
Mathematics and Technical.
In S6 we intend to offer a variety of Advanced Higher courses. Sixth year pupils are also able to
take further Higher Grade subjects along with a variety of Intermediate Units.
A recent innovation has been the introduction of Open Learning courses which allow senior pupils
and adult returners to follow courses not available in the current curriculum by using external
Equal Opportunities Policy
In accordance with the Highland Council Equal Opportunities Policy, the school is committed to
maintaining a curriculum intended to develop the individual pupil’s potential, irrespective of gender,
race or disability.
At Fortrose Academy preparing pupils to take their place in an ever-changing world is given a
high priority. We aim to put the global dimension at the heart of learning, supporting subject
departments and also cross-curricular learning. By doing this, we hope all pupils will leave
school as well-prepared global citizens who :
are aware of the wider world and have a sense of their own role as a world citizen
respect and value diversity
have an understanding of how the world works economically, environmentally and socially
participate in and contribute to the community at a range of levels from the local to the global
are willing to act to make the world a more equitable and sustainable place
take responsibility for their actions.
Such global citizens will be of lasting benefit in an age of enhanced global awareness.
All pupils follow a planned programme in RE throughout their time in the Academy. Religious and
moral education helps pupils throughout their whole school career to reflect on and respond to the
religious and spiritual beliefs, practices, insights and experiences that are expressed in the human search
for meaning in life and are directed towards
developing a knowledge and understanding of the broad cultural, religious and spiritual
heritage of our entire community and its changing character; enabling pupils to confirm,
deepen or come to their own approach to the meaning of life; fostering in pupils a respect for
the commitment, beliefs and practices of others; developing an appreciation of religious faith
and the varieties of faith including those well established ethical traditions that are present in
our society; appreciating the part played by religion in determining individual and community
values, standards, behaviour and conduct.
The school chaplains are currently Rev R Burkitt, Rev W Buchan and Rev Alison Grainger. They
are involved not only in assemblies, but also in the wider work of the RE Department. Parents who
wish to extract their children, on religious grounds, from religious education, should advise the
rector in writing.
Personal and Social Education (PSE) is a key element in the curriculum of modern secondary
schools. At Fortrose Academy it is delivered via a core programme known as Lifeskills and
through syllabus inserts which permeate the general curriculum.
The Lifeskills programme is as follows:
S1/2 “Your Life” is the basis of the work covered by classes supplemented by school
units, Progress Files and material from ‘The Learning Game’. This material forms a
course which seeks to develop skills such as interpersonal and group skills; self-
awareness, self-reliance and self-confidence; task management skills;
and the ability to seek and use appropriate knowledge. The S2 programme includes a
unit on S2/S3 options. Drugs Education, Sex Education, Study Skills, Citizenship
and ‘Breath of Life’ resuscitation course are covered in both years.
S3/4 Careers Education, including S4 Options Day; Sex Education; Study Skills; Work
Experience; Highland Council Health Education programme covering sex and
HIV/AIDS Education; Alcohol and Drugs Education; aspects of ‘The Learning Game’;
“You and the Law”; “You and Your Money”.
S5/S6 A fortnightly timetabled class alternating with a year group assembly with speakers,
videos and debates covering careers information, health issues, moral/religious topics,
current affairs and money matters.
Parents who wish to have more details of the courses should contact Mrs D Mackenzie, PT
Guidance, in the first instance.
Drugs Information and Education
As part of our Lifeskills Programme, we cover Drugs Education with each year group in the
S1 pupils learn about: 1. What is meant by a DRUG
2. About the legality, the effects, risks and consequences of
This is done through a range of three activity sheets, discussion and a quiz.
S2 pupils learn about: 1. Some of the myths and truths regarding alcohol,
tobacco and other drugs.
2. Some of the reasons why people use drugs.
3. Ways of saying “NO!”
4. How and where people are offered drugs.
S3 pupils learn to: 1. Recognise the skills needed to make informed
2. Consider the legal implications of possessing and/or
S4 pupils learn to: 1. Consider the possible fatal effects of drugs.
2. Examine the physical effects of a variety of drugs.
3. Consider the effects on others of a drug fatality.
4. Consider the reasons why young people take drugs.
Outside speakers are used to enhance this programme for S1 to S4 wherever appropriate.
S5/6 pupils: A planned programme of guest speakers.
Pupils are given controlled access to the internet. An explanatory note for parents and an appropriate
permission form will be issued with the enrolment form or can be obtained from reception and returned
there when completed.
ASSESSMENT AND REPORTING
In line with current trends in education regular assessment of pupils’ progress is made in a variety of
ways. Assessment is used to evaluate pupils’ knowledge, skills and development, and the efficiency of
the teaching and learning strategies used. Continuous assessment is maintained for all years, with the
addition of preliminary examinations in December and February for SQA Standard and Higher Grade
subjects. Progress reports for each pupil include written comments from each subject teacher and are
issued once per year, with the exception of S1, where a preliminary report is issued in November,
giving an indication of how pupils are “settling in”, and S5/6 where an interim report is issued in
Learning is not confined to the classroom, and studying at home can help to encourage a habit of lasting
benefit to pupils. Homework provides pupils with opportunities to develop further interests in
particular subjects and may take a variety of forms: project work; completion/consolidation of class
work; home reading; formal exercises; practical/physical exercises; preparation for class talks;
redrafting written work; researching a topic; reading; reviewing notes; watching and reporting on a
relevant television programme.
Parental interest in pupils’ homework is encouraged. In particular, it is important that time is set aside
for homework and that adequate facilities (television-free unless for specific homework purposes) are
made available. Pupils’ homework diaries should be checked at least once a week.
The following information represents rough guidelines for each school stage but it would be a cause for
concern if the "upper limits" were being exceeded.
S1/2 Up to 5 hours per week giving a 32 hour working week
S3/4 8 - 10 hours per week giving a 35 - 37 hour working week
S5/6 10 - 13 hours per week giving a 35 - 37 hour working week
A reasonable amount of time should be given for the completion of major pieces of homework, say one
week. Where it is necessary to give homework for the next day it should involve no more than 20
Homework should always be seen as relevant to the class work and every attempt should be made to
suit the needs of individual pupils. The situation must be avoided where the less able are continuously
catching up on class work at home. Homework tasks should be varied, and a "fun" element should be
included wherever possible. Variation in homework styles might include :
a) Project work
b) Formal exercises/"ink exercises"
c) Completion of class work
d) Consolidation/learning class work
e) Home reading - class library
f) "Core/extension" homework sheets
g) Watching and reporting on appropriate TV programme
h) Wordsearch/puzzle homework sheets
i) Example sheets
j) Practical/physical exercises
k) preparation for class talk
l) Redrafting written work
m) Researching a topic.
Wherever possible the situation should be avoided where homework is issued right at the end of a
lesson causing a last minute rush for pupils to note down the relevant details. Non-completion is much
more likely under such circumstances.
Homework can only be successful if it is checked carefully, although it would be unrealistic to expect
teachers to check each individual's work on every occasion and the type of checking required will
depend on the nature of the subject.
Record of Homework
A record of assessment of homework should be kept by teachers for both diagnostic and summative
purposes, ie to help identify areas of weakness or strength and to provide materials for comments in
reports to parents.
All pupils in S1 - S4 are given homework diaries and they are available on request to senior pupils.
Teachers should actively encourage their use. It would also be very helpful if house group teachers
could check these on a regular basis during registration but it is accepted that this will only occur where
Non Completion of Homework
If a pattern of non-completion occurs, appropriate steps should be taken. Such steps should involve
contact with parents/guardians with a copy of any correspondence to Guidance for information.
Homework should be seen by parents, teachers and pupils as a positive part of school life, developing a
discipline which will be of lasting benefit.
Homework which actively encourages parental participation has much to commend it, eg in preparation
for a test, parents might be informed that the test is imminent and their co-operation sought to
encourage revision at home.
Extra Curricular Activities
A large number of sporting opportunities are available to pupils at lunchtimes and after school,
including football, dance, rugby, hockey and badminton. Pupils are told about these activities during
Monday lunchtime Woodwind
Wednesday after school Band
Thursday after school Orchestra
Friday lunchtime Drummers
Friday after school Rock bands
See Music staff for more information - times and days may change.
During term time the Library is open for all pupils and members of the public from 9.00 – 5.00 pm
daily; Saturdays 10.00 – 1.00 pm. Also open to the public from 6.00 – 8.00 on Wednesdays and
Thursdays. During school holiday periods different opening hours apply – contact Mrs S Paterson,
Librarian, for further information. Pupils are welcome to help as library assistants.
After School Study every Wednesday until 5.00 pm. Many teachers stay to offer pupils extra time and
help with their subjects. See Mr Ferns if interested.
Cruise (previously known as Scripture Union)
Meets one lunchtime every week in Room 11.
Room 14 open each lunchtime between 1.05 and 1.55 pm for games and TV.
Young Enterprise/Business Game
A large number of our senior pupils participate in the Young Enterprise scheme and in the European
Business Game. Staff from the Business Studies Department co-ordinate these activities.
The school expects a high standard of dress from pupils and strongly recommends that all pupils wear
school uniform, which has been simplified to black trousers or skirt with a plain black top with sleeves
and/or white shirt or blouse with sleeves. For more formal occasions or when representing the school,
pupils may be expected to wear more formal clothes. Pupils can now order reasonably priced items of
school dress from the school office.
Denim jackets, denim skirts, jeans and T-shirts with offensive logos are not allowed.
Sportswear in School
According to a recent health and safety report, the manufacturers of shell suits and lightweight
sportswear have indicated that their sportswear was not suitable for use in workshops or laboratories.
Such garments should not be worn.
For safety reasons all pupils should wear stout shoes in the wood and metal workshops.
In the Art Department pupils often come into contact with materials which can stain and damage
clothing. All pupils coming to Art should provide protective clothing, such as a smock or old shirt.
Shell suits are dangerously flammable and should not be worn.
For hygiene reasons all pupils should bring an apron and, if necessary, a hair band. For the same reason
as mentioned for Science, shell suits should not be worn.
Physical Education Kit
Pupils follow a planned programme in PE throughout their time at the Academy. All pupils should try
to have the following kit:
a) a pair of track shoes
b) a pair of football boots or hockey boots or old trainers which can be used for outdoor use
c) a pair of shorts
d) a pair of white socks
e) a white tee-shirt
f) a tracksuit or tracksuit bottoms (preferably black or navy).
1. I will show respect for staff and fellow pupils by:
doing nothing which will interfere with learning in the classroom, eg:
talking while the teacher is talking,
shouting out answers,
eating, drinking or chewing,
and by giving maximum effort at all times.
2. I will arrive at each lesson punctually and not ask to leave the class
unless absolutely necessary.
3. I will enter the classroom on the teacher’s instruction (or as agreed with the teacher)
4. I will remove outdoor clothing and organise the appropriate materials for the subject in order to
start work promptly,
eg pencil, rubber, pen, ruler, sharpener.
5. I will pack up only on the teacher’s instruction at the end of the lesson,
I tidy away all books/materials,
put chairs behind desks where appropriate,
leave the room as I found it.
6. I will complete all homework on time and to the best of my ability.
School Doctor School Nurse
School Health Department Donna McNicol
Royal Northern Infirmary Fortrose Health Centre
Inverness (01463) 704000 Fortrose (01381) 621811
(In school occasionally)
The doctor and nurse see pupils who have ongoing health problems which may affect their education.
All pupils aged 14 are seen by the doctor or the nurse and pupils may also self refer. The doctor or
nurse are also happy to receive referrals from parents, pupils and teachers. BCG immunisations are
offered to all S1 pupils, and tetanus, diphtheria and polio immunisations to all pupils aged 14. Parental
consent forms are issued prior to immunisation. Meningitis C immunisation will be offered as
The school dentist examines pupils regularly.
The school operates a ‘sick bay’ under the care of Mrs Ann McGhee/Mrs Margaret Smith for pupils
who take ill during the school day. If, after a short time, the pupil shows no sign of recovery, parents
may be contacted to take the pupil home. In more serious situations, eg accidents which need hospital
treatment, pupils will be taken to Raigmore Hospital, Inverness and parents will be contacted at the
earliest opportunity. Where appropriate, Mrs McGhee will hold medicines on behalf of parents, eg
asthma inhalers, and medicines to be taken during the school day. Any such requests should be clearly
labelled. (Please note: No medication can be given without parental permission - this includes
medicine such as paracetamol and cough medicine.)
EMPLOYMENT OF CHILDREN
The employment of school children is covered by byelaws which can be summarised as follows:
1. No child under the age of 13 may be employed (except by his parents, and under
2. Between the ages of 13 and 15, a child must have a work permit (available from the
Area Education Office, Castle Street, Dingwall) before starting work.
3. Once the child is 16, these rules no longer apply.
4. The conditions of the work permit allow a child to work for a maximum of 2 hours on a
school day and only between 7.00 – 8.30 am and between 3.45 – 7.00 pm.
5. If paid work interferes with the child’s schooling, or if the pupil truants, the permit
may be revoked. It is illegal for any pupil to work on a school day if he or she is absent
If your youngster wishes to take a job and you are concerned about the possible effect on school work,
please do not hesitate to contact the relevant Guidance teacher.
The great majority of pupils of Fortrose Academy travel to the school by bus, our main transport
providers being Scotbus and C Fraser.
The Education Act states that it is the duty of the local education authority to provide free transport for,
or pay the travelling expenses of, any pupil of compulsory school age for whom a place at a day school
is provided by the local education authority if his/her home is not within walking distance of the school.
Walking distance is defined as two miles for children aged under eight and three miles for children aged
eight or over, although transport is provided for Avoch because of the nature of the road. The transport
must be provided for, or the fares paid must cover, the journey from a point reasonably near the child’s
home to a point reasonably near the school. There is a qualification in that should a child attend, at
his/her parents’ wishes, a school which is not the nearest available school to his/her home then the
authority is under no obligation to provide free transport or pay travelling expenses.
The safety of pupils using transport made available by education authorities is the responsibility of the
authority concerned. Section 51 of the Education (Scotland) Act 1980 specifically states that the
arrangement for the provision of transport for school children is a matter for education authorities to
decide themselves. Authorities also have a duty of care arising under Regulation 3A of the Safety and
Supervision Regulations (for those travelling on school transport) and under the common law.
Guidelines are issued by the Scottish Executive Education Department.
While pupils are travelling on school transport they must follow any instructions given by the driver ,
who will report any cases of misbehaviour to the school. Great care must be taken when boarding or
leaving the bus and under no circumstances should pupils get on or off the bus while it is moving.
Standing during the journey or chatting to the driver is also very dangerous and not permitted.
Pupils are asked to help us to make our school transport as safe as possible by always behaving in a
sensible and considerate manner on school buses.
Routine concerns about school transport (eg lost bus passes) can be addressed to Mrs Christine Baird,
our Administrative Assistant. However, any concerns about more serious issues (safety, discipline etc)
should be addressed to the Rector.
Concerns about bus timings, condition of the buses, etc., should be taken up with Scotbus (01463
224410) and Charlie Fraser (01463 811219, or with the Area Education Office (01349 863441).
ADVERSE WEATHER CONDITIONS
The procedures outlined below are based on Highland Council guidelines:
1. Pupil Safety
The decision as to whether a pupil should attempt to travel to school in adverse weather conditions,
whether by transport or on foot, lies with the parents. While recognising that education should be
interrupted as little as possible, the Education Authority accepts that in severe weather conditions the
safety of the pupils is paramount.
2. Pick Up Points
For pupils using school transport, weather conditions and availability or otherwise of shelter at the
pick-up point will dictate just how long a child should wait and parents are asked to advise children
appropriately in relation to prevailing conditions. During difficult weather conditions, no pupil is
expected to wait longer than twenty minutes past the normal ‘pick-up’ time. Later in the day, where
parents are sufficiently concerned about conditions at ‘drop off’ points, they should contact the
school as early as possible.
3. Contract/Public Service Buses
Parents are advised of the different circumstances affecting drivers of contract vehicles and public
service vehicles. Drivers of contract vehicles are advised that they should not drop off children
where there is any doubt that they may not safely reach home or other acceptable place of shelter.
Drivers of public service vehicles, however, must travel by specified routes in accordance with
scheduled time-tables and cannot make special provision for the individual needs of passengers.
In either case, but more especially where public service transport is involved, parents should
arrange to have children met at the ‘drop-off’ point if it is felt that prevailing conditions so demand.
4. Emergency Address
Parents should advise schools of an alternative address which may be used by their children in
Some parents and pupils are often particularly concerned that important examinations may be
missed but this consideration should not over-ride good judgement. Arrangements can be made
regarding examinations which are missed.
6. Early Closure
The school will tend to err on the safe side if weather conditions worsen during the day. A decision
on whether or not to close will be made as early as possible to allow the bus drivers as much time as
possible to deliver pupils home during daylight hours.
7. Radio Announcements
Local Radio Stations will issue news and weather bulletins conveying appropriate information
regarding traffic conditions, school closures, etc. While it is recognised that such transmissions
may not cover all households, they will be helpful to many families.
BBC Radio Highland
News 6.55 – 7.00 am
7.50 – 8.00 am
12.55 – 1.00 pm
4.55 – 5.00 pm
In extreme conditions Radio Highland will interrupt Radio Scotland transmission, usually
on the hour, to carry emergency bulletins.
Moray Firth Radio
Normal hourly news bulletins will carry local information on weather, roads and conditions
In severe conditions normal programmes will be interrupted to carry emergency bulletins.
Radio stations request that, since telephone lines are busy at such times, parents should not
phone in for advice but listen to appropriate broadcasts.
Telephone 0870 054 6999 then 041040 on days when adverse weather conditions may cause
You will hear information relating to the school if it is affected by or likely to be affected by
STAFF LIST 2007/2008
SENIOR MANAGEMENT ENGLISH
Rector Douglas Simpson Head of Department Fiona Watson
Depute Rector Donnie MacKenzie APT Rona Mackintosh
Depute Rector Susan High Senior Teacher Brian Johnston
Depute Rector Alistair Ferns Teacher Alison Massie
Teacher Michael Devaney
Teacher Chris Schneider
ART & DESIGN Teacher Eleanor Treanor
Head of Department Tom Mabon
Teacher Elizabeth Walker GEOGRAPHY
Teacher Doreen Green* Head of Department Alison Stewart
Teacher Jamie Carcary
Head of Department Alastair Laidlaw GUIDANCE
Teacher Iolanda Calder Dunlin Keith Lorraine (also History)
Teacher Allison McArthur Heron Deirdre Mackenzie (also History)
Merlin Elizabeth Mann (also Chemistry)
Head of Department Mrs J Ross HISTORY
Teacher Mrs K Dawson Head of Department Allan Thomson
Teacher Mrs M Rhynas Teacher Tracy Rennie
Teacher Mrs M MacIver * Teacher Keith Lorraine
Teacher Deirdre Mackenzie
Teacher Elizabeth Mann
Teacher Allison McArthur HOME ECONOMICS
Teacher Jeananne Somerville Senior Teacher Sheena Johansen
Teacher Emma Speirs Teacher Anna Walker
Teacher Catherine Murray*
LEARNING SUPPORT MUSIC INSTRUCTORS
Head of Department Sue Phillips Strings Isobel Grant *
Teacher Donald Balfour Brass Heather Hook*
Teacher Glenys Geddes * Woodwind Anna Aalders *
Teacher Moira Dillon Piping Jim MacGregor *
Teacher Rena Maclean *
Assistant Wilma Downie PHYSICAL EDUCATION
Assistant Chrisanne Finlay Head of Department Steven Holmes
Assistant Susan Grant Teacher Eileen Foster
Assistant Corinna MacFarlane Teacher Sheila Junor
Assistant Catherine Cuthill Teacher Jared Simpson
Assistant Frances MacKay Teacher Marc Windsor
Assistant Carola Martin-Smith
Assistant Margaret Reid PHYSICS
Head of Department Nick Forwood
MATHEMATICS Teacher Michael Sharkey
Head of Department Jill Gruer
Teacher Rhona Fenn RELIGIOUS EDUCATION
Teacher Bill Prentice * Head of Department Donnie Maclean
Teacher Claire Stephenson
Teacher Ross Wight TECHNOLOGICAL EDUCATION
Teacher Ruth MacKay Head of Department Nino Meehan
Teacher Alex Fraser
MODERN LANGUAGES Teacher Duncan Campbell
Head of Department Peirre Boyer
Teacher Elaine Adamson
Teacher Anne Boyer
Teacher Fiona Evans
Head of Department Aileen Fraser
Teacher Penny Calvert
NON-TEACHING STAFF CLEANING STAFF
Admin Assistant Christine Baird Caroline MacKenzie *
Clerical Asst/Typist Moira MacNaught Lynne Daphne *
Clerical Asst/Typist Moira Strachan
LEARNING SUPPORT Linda Finlayson*
Head of Department AnnPhillips *
Sue McGhee Sarella Gallie *
Teacher Margaret Smith
Donald Balfour Lorna Gilbert*
Teacher Nicola Skinner* *
Glenys Geddes Linda Kershaw *
Moira Paterson Sharon McLoughlin*
Teacher Allan Maclean *
Rena Paterson David MacKenzie*
Wilma Downie Sandra Patience *
Assistant Chrisanne Hogg
Assistant Helen Donald
Assistant John Skinner
Cleaner Parents Copuncil is being
Assistant Frances MacKay
CANTEEN STAFF Carola Martin-Smith*
Assistant Shona MacKay *
Head of Department Jill Gruer
Teacher Joan Fenn
Teacher Bill Prentice *
Teacher Claire Stephenson
Teacher Ross Wight *
Teacher Ruth MacKay *
Alison Ross *
Head of Department Pierre Boyer
A new Parent Council is being established which will replace the PTA and School Board –
Details to follow when we know them