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TABLE OF CONTENTS
Page
1. Letter from the Rector 4
2. School Contact Details 5
3. Mackie Academy School Aims 6
4. Working Together 7
5. Section One – Curriculum 8
6. Section Two – Attainment 12
7. Section Three – Learning and Teaching 13
8. Section Four – Support for Pupils 18
9. Section Five – School Ethos 31
10. Section Six – Resources 51
11. Section Seven – Management, Leadership and Quality Assurance 61
Appendices
A. Staff List 64-69
B. Associated Primary Schools 70
C. The School Year 71
D. ”Meals to Go” Sample Menu 72-73
E. The Parents‟ Charter 74
F. Transferring Educational Data About Pupils 75-82
2
WELCOME TO MACKIE ACADEMY
Dear Parents and Pupils
Welcome to the Mackie Academy “Guide for Parents and Pupils”.
Mackie Academy is a school with a long tradition of providing an excellent all round education
for the young people of Stonehaven and the surrounding area. This tradition continues today
with the school achieving consistently high levels of attainment in certificated examinations
and at the same time providing a breadth of experiences beyond the subject curriculum which
help to develop the whole child. Mackie Academy is once again included in the Sunday
Times list of top 50 Secondary Schools in Scotland and there are many examples of
achievement in sport, music, enterprise and citizenship, as well as a consistent record of
generous support for a range of charities.
It is the hallmark of a very good school that it caters for the needs of all its pupils and here at
Mackie we pride ourselves that not only do we have an excellent track record of academic
achievement with our many pupils, that we have a wide range of support services which
enable youngsters of all abilities to achieve their best and be part of the school community.
We do this in a caring and supportive environment which ensures that all pupils are safe and
develop good relations with other pupils and staff. We cannot achieve this without
partnerships with parents and we place a high value on establishing and developing these
with all parents from the time pupils come to the school.
All of the experiences which we provide for pupils at Mackie Academy both within and outwith
the classroom help to create a responsible, confident and effective young person who is
ready to cope with the wider world when leaving school whether it be going into employment
or, going on into further and higher education at college or university.
Please take the time to read this booklet. I hope you find it a useful guide to all aspects of
Mackie Academy and that it gives you all the information you need to help you make the most
of your time with us. If there are still questions that you have then please don‟t hesitate to
contact the school and we will do our best to answer them.
Andrew Griffiths
Rector
3
GUIDE FOR PARENTS AND PUPILS
This handbook has been prepared as an introduction to Mackie Academy, to inform you about
the aims and organisation of the school and about what is expected of pupils in respect of
attitude, behaviour and standard of dress.
Every effort has been made to ensure that the information contained in this booklet is
accurate at December 2010. By the date of issue, some slight variation may have occurred.
Should you seek clarification about any of the information in this booklet, please contact the
school.
Address Mackie Academy
Slug Road
STONEHAVEN
AB39 3DF
Telephone 01569 762071
Fax 01569 767287
Website www.mackie.aberdeenshire.sch.uk
e-mail mackie.aca@aberdeenshire.gov.uk
There are three main ways of contacting the school:
1. TELEPHONING
Tel. 01569 762071 (direct) or 01569 785720 (answerphone) The school office is
open from 8.15 am until 4.30pm. A member of the office staff will normally answer
your call. There are a limited number of lines into the school – you may have to wait
for your call to be answered, particularly at busy times. If you telephone at other times,
you will be asked to leave a message on the answering machine.
2. CALLING IN PERSON
Please telephone the school in advance to arrange an appointment with the Rector or
with other members of the Senior Management Team or the Guidance Staff.
In an emergency, or a very urgent matter, a telephone call before you come to the
school will give you a better chance of seeing the member of staff to whom you wish to
talk.
3. WRITTEN CORRESPONDENCE
Any written correspondence which is not sent by post, should be handed in to
reception.
4
AIMS OF MACKIE ACADEMY
Mackie Academy is a learning community whose duty is to provide the highest quality
education for each learner.
SCHOOL AIMS
1. To provide a high quality curriculum which is well-planned and offers breadth, balance
and choice appropriate to the needs of each learner.
2. To provide the opportunity for learners to gain the highest possible achievement in
coursework and qualifications in accordance with their abilities.
3. To provide high quality learning and teaching which meets each learner‟s needs, builds
on prior learning, is effectively assessed and clearly reported.
4. To provide high quality pastoral care and support for learning for all learners according
to their needs.
5. To support high quality learning through the provision of qualified staff, good
accommodation and resources with a particular commitment to staff development.
6. To provide a positive and welcoming ethos in the school based on mutual support,
equality, fairness, healthy living and respect for others, their property and the
environment.
7. To provide opportunities for learners to develop self-esteem, responsibility, personal
effectiveness and consideration for others through a wide range of curricular and extra-
curricular activities.
8. To prepare learners for life beyond school through the development of core skills,
active citizenship, education for work and an appreciation of learning as a vital lifelong
experience.
9. To value and promote partnership, teamwork and leadership among staff, learners,
parents, the wider community and other agencies.
10. To provide a safe and secure environment in which the health & safety of all members
of the school community is ensure at all times.
11. To ensure that these aims are achieved through ongoing evaluation and development
involving the whole school community.
5
WORKING TOGETHER
Our school aims are intended to develop all pupils to their fullest potential. To benefit from the
opportunities we offer in Mackie Academy, we expect pupils to accept that they have certain
responsibilities relating to themselves, their relationships with others and to the life of the
school. These expectations are summed up in our Code of Conduct called “working
together”.
WORKING TOGETHER
WE ALL HAVE A COMMON PURPOSE
TO BRING THE BEST OUT IN EACH OTHER
TO WORK TOGETHER, WE NEED TO BE
CONSIDERATE OF EACH OTHER
1. Be on time, so that work is not missed or interrupted. Apologise if you are late and
explain immediately.
2. Be carefully prepared for every lesson with the correct books, equipment and
homework to give yourself a fair chance
3. Be polite and helpful to staff, fellow pupils and members of the public and you can
expect politeness in return.
4. Always make thorough effort to do your best in every subject.
5. Be clean, safe and tidy in your clothing and follow the guidelines for school dress.
6. Take care of your property, other people‟s property and the school environment.
7. Follow all rules relating to health and safety ~ these are intended to protect yourself
and others
6
CURRICULUM
The courses and activities offered to pupils at all levels are designed to develop a body of
useful knowledge and a range of appropriate skills and to provide opportunities for continuing
personal development.
In preparing pupils to meet the challenges of the modern world in a time of rapid technological
change, the school aims to foster important personal qualities such as flexibility, self-
motivation and self-discipline, and to instil good study habits which will enable pupils to carry
the learning process into adult life.
Successful learning and teaching is the result of a three-way partnership involving pupils,
parents and teachers.
Mackie Academy is fully committed to a policy of curriculum development. New and revised
courses are being introduced at all levels, using a variety of teaching methods and resources
appropriate to different subject areas and to a range of abilities.
The systems of assessment and reporting in these courses are intended to give information
about progress and attainment to parents, pupils and teachers, to assist in identifying and
overcoming problems and to enable parents and pupils to make informed decisions about
course choices and careers.
As pupils move through school, they are offered increasing choice in the curriculum, and they
are expected to take more responsibility for their own progress and actions.
FURTHER INFORMATION
The school produces detailed letters/booklets on the following topics:
· Guide to S3/S4 Courses
· Guide to S5/S6 Courses
These are available on request from the School Office.
7
FIRST AND SECOND YEARS
S1 / S2 CURRICULUM
Our S1 pupils follow a curriculum which is in line with national developments led by the
Scottish Government called Curriculum for Excellence. Our developments at Mackie
Academy are also directly informed by Aberdeenshire‟s 3-18 Curriculum Framework.
Curriculum for Excellence aims to achieve a transformation in education in Scotland by
providing a coherent, more flexible and enriched curriculum from 3 to 18. The curriculum
includes the totality of experiences which are planned for children and young people through
their education. The purpose of Curriculum for Excellence is encapsulated in the four
capacities – to enable each child or young person to be a successful learner, a confident
individual, a responsible citizen and an effective contributor.
Our curriculum is based on providing clear entitlements, outcomes and experiences for young
people which build on their experiences in primary school and support the development of
each young person as they move through the secondary school.
Our broad curriculum is based on learning experiences in: Expressive Arts; Languages and
literacy; Health and wellbeing; Mathematics and numeracy; Religious and moral education;
Sciences; Social Studies; and Technologies. The curriculum is designed on appropriate
challenge and enjoyment; breadth; progression; depth; personalisation and choice;
coherence; and relevance. Curricular areas and subjects are important, including
opportunities for personal achievement and interdisciplinary learning. Our S1 curriculum also
includes broad experiences which develop a range of skills covering a range of curricular
areas. Each young person is at the heart of the learning experiences.
We are currently finalising our arrangements for a revised curriculum in S2 for August 2011
which will include appropriate discussion and consultation with staff, parents and pupils.
8
THIRD AND FOURTH YEARS
SUBJECTS
In the third and fourth years pupils have a much wider choice of subjects and pupils study for
eight Standard Grades or National Courses. There are currently seven categories or modes
of study and consequently all pupils must study English and Mathematics and at least one
subject from each of the following categories: Social Subjects, Modern Foreign Languages;
Science; Creative and Aesthetic Subjects and Technological Subjects. The eighth Subject
can be selected from any of the modes. In addition, all pupils study Personal and Social
Education (PSE); Religious and Moral Education (RMPS) and Physical Education (PE). We
are currently reviewing our curriculum in schools inline with local authority and national
policies.
Course Choices for third year are made in February / March following the second year
assessments. A curriculum balance check is carried out by Guidance Staff for each pupil in
their House Group to ensure that each pupil has selected at least one subject from each of
the seven modes. Some pupils, for whom 8 certificate subjects would be too demanding,
may study a reduced number at the discretion of the Rector.
There are two Parents‟ meetings for S2. One is an Information Evening intended to provide
parents with information about the process of course choice. A course information guide is
produced each session at the time of this first Parents‟ Evening with details of the courses on
offer in S3 and guidance about course choice. The second Parents‟ meeting gives parents
the opportunity to discuss progress and course options with Subject and Guidance Staff.
Both meetings are held before the completed course option form is handed in.
STANDARD GRADE LEVELS
Standard Grade Courses are certificated on three levels - Credit, General and Foundation.
Pupils who do not satisfy the criteria for any of these levels may be awarded “course
completed”. These levels are divided into grades:
Credit Level grades 1 and 2 Foundation Level grades 5 and 6
General Level grades 3 and 4 Course Completed grade 7
For Standard Grade subjects, the assessment pattern is similar to that of the first and second
year with a combination of continuous assessment and final examination leading to an award.
Pupils are required to work individually and in groups, and the continuity of the learning
process is very important. Assessable elements are identified and assessed according to
nationally agreed criteria. The final certificate will show a grade for each element and a single
aggregated grade for each.
Pupils will embark on these courses at the appropriate level of study as determined by their
performance in second year in that subject. However, it is an important principle of Standard
Grade that pupils will have the opportunity to move up or down from one level of study to
another as the course progresses, depending on ability and application.
NATIONAL COURSES
There are Intermediate 1, Intermediate 2 and Access level courses in some subjects. Access
3 is broadly equivalent to Foundation level, Intermediate 1 is equivalent to General level and
Intermediate 2 is equivalent to Credit level.
Access courses are externally assessed and externally moderated. There is no end of course
examination.
Intermediate 1 and 2 are made up of a number of units, at the end of which, there is a formal
assessment. To achieve a full award on SQA certificate, pupils must pass all unit
assessments and final course examination. Grades are awarded A-D where applicable, SQA
certificates will show information about partially completed courses.
9
FIFTH AND SIXTH YEARS
SUBJECTS
In the fifth and sixth years pupils study National Courses. Pupils in S5 are expected to study
five subjects that are certificated by the Scottish Qualifications Authority. In addition all pupils
study Personal and Social Education, Physical Education for a period each, two periods of
Enrichment activities and a period of private study. Pupils in S6 are expected to study at least
three subjects at Higher or Advanced Higher level. When choosing subjects for study in S5
and S6 pupils are expected to progress to a higher level of study in subjects which they wish
to continue and which they have previously studied at Standard Grade, Intermediate or
Higher Grade. Certain pupils mainly S6, may opt to follow “crash courses” in subjects which
they have not previously studied. Course choice is made in consultation with Guidance and
Subject Staff and takes account of the “entry requirements” for each subject / level of study
which are detailed in the Senior Course Choice Guide. Course choices for S5 and S6 are
made following the issue of S4 and S5 reports respectively.
There are two Parents‟ meetings for S4 and S5. One of these is an Information Evening
intended to provide parents with information about the process of course choice. A course
information guide is produced each session at the time of this Information Evening with details
of the courses and levels of study on offer in S5 and S6 and information about the “entry
requirements” for each subject / level of study. The second Parents‟ meeting gives parents
the opportunity to discuss progress with Subject and Guidance Staff.
For S4 the second Parents‟ meeting follows the issue of the Prelim Report. For S5 the
equivalent Parents‟ meeting follows the issue of the Interim Report.
NATIONAL COURSES
There is a range of levels of study within the National Framework. Not all levels are offered
for each subject. The senior course guide contains information about the levels of study on
offer in each subject in Mackie Academy.
The levels are:
Intermediate I
Intermediate II increasing difficulty
Higher
Advanced Higher
These courses are made up of a number of units and, at the end of each of which, there is a
formal assessment. In nearly all courses there is also a final course examination. To achieve
full certification and a graded award on the SQA certificate pupils must pass all unit
assessments and the final course examination. Where applicable, SQA certificates will show
information about partially completed courses. In these cases, there is no graded overall
course award.
10
ATTAINMENT
ATTAINMENT
One of the aims of Mackie Academy is to enable and encourage all pupils to perform to the
best of their ability.
To achieve this aim, we are committed to develop effective learning and teaching, at all levels
in all subjects and to enable and encourage all pupils to develop skills of self-motivation and
self-discipline.
Each year in school, an analysis of the SQA results is undertaken and this is discussed with
each subject department/faculty as part of our quality assurance procedures. Areas for
improvement are identified and progress toward these targets is reviewed. Performance in
terms of 5-14 levels of attainment in English (Reading & Writing) and Mathematics is also
reviewed.
Evaluation of these results is intended to help us identify how well we are succeeding in
achieving these aims and what we can do to improve in order to achieve our single general
school aim – to provide the best possible education to all our pupils.
It is pleasing to note consistent levels of attainment in almost every level from Standard
Grade through to Advanced Higher and significantly high attainment in 5 – 14 English and
Mathematics.
Much hard work and sustained effort by pupils and staff lie behind these results. We are not
complacent about our achievement and always aim for further improvement.
The Scottish Government has supplied the statistics for SQA attainment in 2010 for the
information of parents. They are contained in the Appendix F of this Guide.
11
LEARNING AND
TEACHING
In Mackie Academy, we aim to provide high quality learning and teaching which meets every
learner‟s needs, builds on prior learning, is effectively assessed and clearly reported.
Differentiated materials are used where appropriate to cater for different levels of ability.
These are designed to cater for the needs of pupils who require more support coping with the
curriculum and to provide challenge for more able pupils.
In all subjects, a variety of methodologies are used. These include pair and group work, whole
class teaching and discussion, use of information technology and audiovisual resources. A
variety of resources are also used.
Some pupils with identified needs may receive additional support with learning in the Support
for Learners Department. This support may be provided by the ASN (Additional Support
Needs) teacher working in the class with the pupil(s) or by pupils having tutorial time in small
groups supported by an ASN teacher.
The school day is divided into 6 periods, five of 53 minutes in length and one of 55 minutes in
length with a 10 minute registration at the start of the day.
SCHOOL DAY
8.40 a.m - 8.50 a.m Assembly/Registration
8.50 a.m - 9.43 a.m Period 1
9.43 a.m -10.36 a.m Period 2
10.36 a.m - 10.51 a.m Interval
10.51 a.m -11.44 a.m Period 3
11.44 a.m -12.37 p.m Period 4
12.37 p.m -1.27 p.m Lunch
1.27 p.m -2.22 p.m Period 5
2.22 p.m - 3.15 p.m. Period 6
12
HOMEWORK
Homework makes an important contribution to pupils‟ education. Not only does it encourage
good study habits, it also enables pupils to assume responsibility for their own learning.
Homework may be given in a variety of forms such as written exercises, research, reading,
learning vocabulary and revision of class work. All pupils are provided with a homework diary
each session in which all homework should be recorded. Guidance for Parents on Homework
is issued at the start of each session.
Homework is used to promote, develop and reinforce learning and the support of parents is
appreciated in ensuring that homework tasks are completed by the due date.
As pupils progress through school, they are increasingly encouraged to take responsibility for
their own learning. Senior pupils who are following certificate courses leading to Standard
Grade, Intermediate 1, Intermediate 2, Higher and Advanced Higher are expected to go over
class work regularly at home, in addition to completing any formal homework set by the class
teacher.
INVESTIGATIONS, PROJECTS AND SPECIAL STUDIES
In many Certificate courses an investigation, project, or special study is required. Pupils are
expected to work on this independently with advice from teaching staff when required. This
work is assessed internally and then sent to the Scottish Qualifications Authority for
moderation. Pupils are informed of the deadlines for the submission of rough drafts and final
versions and a letter containing details of these deadlines is issued to parents early in the
session. This is an integral part of these Certificate courses.
NATIONAL COURSES
In National Courses, certification is achieved through successful completion of all associated
Unit Assessments, usually 3, throughout the course, together with a pass in the external
course examination. If a pupil fails to pass a Unit Assessment they can be re-assessed once.
Aberdeenshire Council guidelines do not permit a second re-assessment except under
exceptional circumstances e.g. family bereavement at the time of the re-assessment.
All pupils should work hard to ensure that they pass the Unit Assessment and even harder if a
re-assessment is required.
Pupils who fail a re-assessment and wish to request a second assessment in light of
exceptional circumstances should complete a form which is available from the school office.
Failure to meet set deadlines for the ongoing and final assessment of such work
may lead to no award being made in the subject concerned.
13
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
The school‟s ICT Network and within it Internet access is an extremely valuable tool to
support the education of all pupils. The school values the use of Information and
Communications Technology (ICT), and seeks to promote its inclusion in all curricular areas,
and curricular stages, to enhance educational provision and achievement. To this end the
school has made significant investment in the construction and implementation of the
necessary infrastructure to make access as straightforward as possible.
However this ease of access presents opportunities for both use and abuse. To this end there
is a policy in place that identifies the key principles of acceptable use and the issues relating
to them.
The school has an extensive ICT network with computers in almost all teaching areas. Many
of these are linked to data projectors and interactive whiteboards. All pupils and staff have
access to the Internet and email. There are trolleys of laptops and net books providing
flexible teaching and learning resources. This is fully supported by a wireless network.
Specialist ICT facilities are available in specific departments including computing, technical
and music. There are dedicated ICT classrooms and additional clusters of computers.
All pupils and staff have access to Glow, the online resource to support learning and teaching
throughout Scotland. This national initiative is led by Learning and Teaching Scotland and
provides the first national intranet for education. It gives tools that underpin the delivery of all
aspects of the curriculum. An increasing number of school resources including lesson
materials and homework are being made available to pupils using this medium.
USE OF THE INTERNET
Although ICT brings many different opportunities it also brings responsibilities. This is
particularly true in the case of the use of Internet and e-mail.
On-going monitoring takes place to ensure that pupils are using the facilities in a responsible
manner. This monitoring process takes various forms:-
the class teacher/Librarian directly monitors use.
remote monitoring takes place by checking the internet „hits‟ and e-mails sent/received
by pupils.
filtering and alert systems.
Parental support is vital in ensuring that pupils use ICT facilities responsibly. Inappropriate
use of the ICT network is subject to the normal disciplinary procedures of the school.
14
ASSESSMENT, REPORTING AND CERTIFICATION
ASSESSMENT
At all stages we attempt to provide information which will help teachers, pupils and parents to
assess progress and attainment and to make appropriate decisions for the future.
REPORTING
Progress Update Reports are produced for each pupil in S3, S4,S5 and S6. A full, formal
report is produced for each pupil at an appropriate stage in each session, giving information
about attainment / attitude effort, and attendance.
A report from Guidance Staff is included in the annual full formal report for every pupil.
PARENTS‟ MEETINGS
Contractual time allows for five Parents‟ meetings each session as well as time for
ad hoc contact between parents and teachers by arrangement with the school.
Parents‟ meetings are arranged on an appointments basis and are intended to provide
parents with the opportunity to discuss progress with Subject and Guidance Staff.
Parents‟ meetings follow the issue of Progress Update Reports for S3 and for S5/S6 and
follow the issue of the full formal report for S2, and S4. The parents‟ meeting for S1 is early in
Term 2 but there is no formal report issued at this time.
In addition to the Parents‟ meetings for each year group based on appointments, there are
two Parents‟ Evenings for the parents of Primary 7 pupils who are due to transfer to Mackie
Academy (the following session) in August. One of these is in late November and is intended
to provide initial information about the school and the transition process with the opportunity
to meet members of the Senior Management Team and to have a tour of the school. The
other is in June, where parents have the opportunity to meet Guidance Staff.
There are also course information evenings for the parents of S2, S4 and S5 pupils prior to
course choice.
CERTIFICATION
Certification is mainly through the Scottish Qualifications Authority (SQA).
Pupils are presented for the National Qualifications Certificate of Education examinations at
appropriate levels.
15
CALENDAR OF ASSESSMENT AND REPORTING AND PARENTS‟ MEETINGS
2010 – 2011
MONTH YEAR GROUP TYPE OF REPORT/OTHER ACTION
October 2010 S3 Parents‟ meeting
S1 Parents‟ meeting
November 2010 P7 Preliminary P7 Parents‟ meeting
S5/6 Parents‟ meeting
December 2010 S4 Progress update report
February 2011 S4/5 Course Information Evening
S2 S2 Reports
S2 Course Information Evening
S2 Parents‟ Meeting
S4 Prelim Report
Parents‟ Meeting
March 2011 S4 Course choice submitted
S4 Letters re non-completion of internally
assessed component of Standard Grade
subjects
S5/S6 Prelim Report
Letters re non presentation
S5 Course choices (new S6)
May 2011 S3 S3 Report
June 2011 S1 S1 Report
P7 Parents‟ Evening
(Note: programme for 2012-13 will be issued within the school calendar at the start of new
Autumn session).
16
SUPPORT FOR PUPILS
PASTORAL CARE
In Mackie Academy, we aim to provide high quality pastoral care and support for learning for
all learners according to their needs.
There are 6 Principal Teachers of Guidance who are responsible for supporting the pupils in
their Guidance group and their parents/carers. They deal sensitively with pupils‟ needs and
concerns and address any needs identified at an early stage, involving parents/carers and
other sources of expertise as appropriate. They keep other staff informed of relevant
background information concerning individual pupils.
The Guidance staff aim to support the development of pupils through contact with individual
pupils and by means of the Personal and Social Education programme. Personal, curricular
and careers guidance is given by the Guidance staff and a close liaison with parents is
encouraged. Parents are invited to arrange appointments with Guidance staff and to be
present during interviews with the Regional Careers adviser. Parents may request an
appointment with Guidance staff outwith Parents evenings.
There are 6 Houses, each of which is clearly identified with one of the Guidance teachers. A
range of interhouse activities take place throughout the school year to promote House identity
and encourage inter house competition.
Support for Learners staff provide support for pupils across the range of identified learning
difficulties; this includes tutorial and cooperative teaching and input into the development of
coursework.
SUPPORT FROM EXTERNAL AGENCIES
Through the „Children Services Network‟ (CSN) team there is access to additional support for
both pupils and/or families. There is a close link with Guidance staff and other external
agencies to plan specific programmes of support across the Stonehaven Children Services
Network and within Mackie Academy where a need has been identified. Examples of areas
where support can be given include prevention of bullying, self-esteem/peer relationships,
anger management, school absenteeism and social skills. Consent to share information with
external agencies is requested where their involvement is considered appropriate.
CHILD PROTECTION
Everyone has a responsibility to protect children from harm. School staff are in a unique
position to contribute to the protection of children and must share concerns with appropriate
colleagues and agencies.
Every school has a designated Officer who has been specially trained to listen to concerns
and act on them as necessary. In Mackie Academy this is one of the Depute Rectors.
Unless satisfied that a child has not been harmed or is not at risk of being harmed, the school
must relay their concerns immediately to the social work service and/or the police. Social
work and the police will determine when and how the child‟s parents/carers and other
services are to be informed of the concerns.
The local Social Work office is Carlton House, Arduthie Road, Stonehaven Tel 01569 768450
17
CONFIDENTIALITY
Children have a legal right to confidentiality, for example where they visit a doctor or nurse.
They have the right to consent to or refuse medical treatment, including contraception, as
soon as they are considered to be able to understand what the treatment involves and the
risks and benefits. The medical person who treats the child makes this decision. Whatever
their age, everything a child says to a doctor or nurse is treated in confidence. Only if there is
an indication that they are at risk of significant harm will the doctor or nurse decide they
cannot keep this confidential but they will discuss this with the child before breaking
confidentiality. At the age of 16, the child legally becomes an adult and has the full right to
make decisions about treatment.
VIDEOS, PHOTOGRAPHS
The written permission of parents is required for photographs featuring their child to be
displayed and for their child to be video recorded or photographed at school events. This
includes school photographs taken by commercial photographers.
In some subjects, such as Drama and PE, video cameras are used to record performance to
identify where pupils can be helped to improve. If there is no written permission from parents,
the selection of subjects for these Standard Grade, Intermediate or Higher Grade courses
may not be available.
PERSONAL AND SOCIAL EDUCATION
Personal and Social Education is part of the core curriculum for all pupils. The aim of the
programme is to introduce pupils to issues which they face as children and young persons
and will face as adults when they leave school. Information is given, and the pupils are
encouraged to learn how to make informed decisions. The current programme is a skills-
based course and is designed to develop self-awareness, self-esteem, self-confidence, and
inter-personal skills. From S1 to S5 Personal and Social Education is taught by Guidance
Staff working with the pupils in their own House Group. In S6 there is a programme of talks
delivered by outside speakers on topics of interest and relevance to senior pupils in relation to
preparation for life beyond school.
RELIGIOUS AND MORAL EDUCATION
Many of the topics dealt with in Personal and Social Education contribute to the moral
dimension of Religious and Moral Education. Other subjects in the curriculum also contribute
to moral education by dealing with ethical issues as they relate to specific topics in the
coursework.
Religious and Moral Education as a discrete subject in the curriculum of pupils deals with the
development of the person in relation to self-awareness, relationships with others and the
area of beliefs, values and practices which go together to make a religious outlook on life. As
such it makes an important contribution to the personal and social development of pupils and
helps provide a balanced curriculum.
If parents have any concerns regarding their child‟s participation in RME they should write to
the Rector in the first instance.
18
SCHOOL ASSEMBLIES
Assemblies are normally held in the Assembly Hall at 8.40 a.m. (unless the hall is required for
other purposes such as school examinations).
S1 MONDAY
S2 TUESDAY
S3 WEDNESDAY
S4 THURSDAY
S5 FRIDAY
S6 FRIDAY
This is a short assembly which sometimes has a religious element. Parents who wish their
child not to attend the assembly on religious grounds should request this by writing to the
Rector. From time to time House Assemblies will be held involving all pupils (S1 – S6) from
the same House. These assemblies are led by Guidance teacher and pupils in the
Housegroup.
The school has 4 chaplains:
Rev R Duncan Stonehaven Dunnottar Church
Rev M Jackson St James Episcopal Church
Rev D Stewart Stonehaven South Church
Rev F Blair Stonehaven Fetteresso Church
CAREERS EDUCATION
Skills Development Scotland (SDS) provides a career planning service to the school. Careers
Advisers are attached to the school and can be contacted at the Centre in Aberdeen when
she is not in school – telephone number 01224 285200. The input of Careers Scotland is
negotiated annually with school staff to meet the needs of pupils within the available time
resource.
Skills Development Scotland offers a career planning service with particular support for young
people at key transition points. The focus is on group work to develop the life long skills of
career planning and decision making. To support this, Skills Development Scotland has
developed resources including Career Box which includes materials for use in schools for all
years from Primary through to Secondary 6th year and enterprise activities such as „Make It In
Scotland‟. In addition, the Skills Development Scotland website allows young people to
research career ideas, access on-line vacancies, explore links to job areas, further and higher
education – and work towards reaching well informed realistic career decisions. There is
also a parent support area. The website address is - www.skillsdevelopmentscotland.co.uk
Young people should be able to self help from the resources available. The colour coded
sections of the school‟s recently updated careers library have been developed to match the
equivalent sections in the Skills Development Scotland website Resource Centre.
When young people require further help and support, they can complete and return a contact
request form to the school office or their guidance teacher. This is available from the school
office or guidance staff. Support can be in the form or group work, drop in clinic sessions,
short assisted interviews or, in some cases, a more intensive individual career planning
meeting. Where necessary, a short „Next Steps‟ can be issued or a more detailed Career
Plan of Action. Parents are welcome to attend meetings or to follow up the issues discussed.
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Pupils with a Coordinated Care Plan / Individual Learning Plan will normally have a meeting
with the Careers Adviser prior to Future Needs Assessments. The Careers Adviser may also
attend Future Needs and other reviews where appropriate.
Young people leaving school for employment can discuss and register their job choices and
access help in job seeking skills, creating a CV and completing application forms. Where
appropriate, they can be submitted to a „Get Ready for Work‟ training place if further help and
support is required before entering the job market.
Career Planning is not a one-off event which ceases when the young person leaves school,
but is a life-long skill to help people of all ages cope with change. Young people are
encouraged to contact Skills Development Scotland if circumstances change – perhaps after
the publication of exam results or after a period of employment or further/higher education.
WORK PERMITS
The Children (Protection at Work) (Scotland) Regulations 2006 has amended the legislation
which governs the number of hours per week, and circumstances, under which young people
at school are able to work in paid employment during school term time. Previously the
Children and Young Persons (Scotland) Act 1937 allowed young children under the age of 15
to work a maximum of 17 hours per week.
The new regulations specify that a new limit of 12 hours per week applies as follows:
2 hours allowed per school day
2 hours allowed on a Sunday
8 hours (over 15 years of age) and 5 hours (under 15) on a Saturday
The new regulations specify that children wishing to work for an employer within school term
time should apply to their school for a work permit. Information concerning children‟s work
permits and the bye-laws relating to them are available on the Council‟s web site and from
Guidance staff. Parents should consider the possible disadvantages to a pupil‟s studies of
after-school employment.
STATUTORY LEAVING DATES
The following are the earliest dates at which pupils may leave school in order to enter Further
Education or seek employment:
Age 16 by 30.09.2011 Earliest Statutory Leaving Date 31.05.2011
Age 16 by 28.02.2012 Earliest Statutory Leaving Date 22.12.2012
For those whose earliest statutory leaving date is December, it may be possible to gain
“exceptional early entry” to College courses beginning on September. Priority for places on
college courses is given to those who are entitled to leave in May. Any available places are
then notified to December leaver applicants.
CHILDREN‟S RIGHTS - SENIOR PUPILS WHO MOVE OUT OF THE FAMILY HOME
If a pupil over the statutory leaving age moves out of the family home, parents must inform
the school in writing of this change of circumstances and provide the new address, telephone
number and details of emergency contact.
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TRANSFERRING EDUCATIONAL DATA ABOUT PUPILS
Education authorities and the Scottish Government have collected data about pupils on paper
forms for many years. We are now working together 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 the 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 exam 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 that influence pupil attainment and achievement,
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.
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.
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 fulfil their official responsibilities. Any
sharing of data will be done under the strict control of Scottish Government, which will ensure
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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 outwith 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.
The website also contains answers to commonly asked questions about ScotXed.
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EDUCATION MAINTENANCE ALLOWANCE (EMA)
Pupils who are 16 and 17 attending school or a further Education College are entitled to apply
for an Education Maintenance Allowance. This is a means tested weekly allowance paid
fortnightly in arrears during term time. The household income of the pupil determines their
eligibility for an EMA. Where taxable income is £0 - £20,351 and there is 1 dependant in the
household the award is £30 and where taxable income is £0 - £22,403 and there are 2 or
more dependants in the household the award is £30. Pupils who are in receipt of an EMA
sign a contract which details requirements with regard to their curriculum, their progress and
their attendance. Payments may be withheld where there are concerns about any of these
areas.
ATTENDANCE
The Education (Scotland) Act 1962 requires parents to ensure that their children attend
school regularly. Schools are required to keep an attendance register by law, and to record an
attendance in respect of each morning and afternoon of every school day. New regulations
stipulate that the attendance register must now show whether an absence is authorised or
unauthorised.
Parents/carers are asked to telephone the school as early as possible whenever a pupil is
absent. If on the first day of absence, parents/carers know that the absence will last longer
than 1 day, they are asked to advise the school of the duration of the absence when they
telephone on the first day. If an absence extends beyond the expected duration,
parents/carers are asked to notify the school of this.
On the day on which they return to school from absence all pupils must produce to the
Register Teacher a note written by their parent or carer giving the reason for absence. S6
pupils are required to produce a note giving their reason for absence countersigned by a
parent/carer.
A note is still required on the pupil‟s return to confirm the reason for and duration of the
absence.
Please note: Emails to the school are not accepted as absence notes.
Where a pupil has an unacceptably high rate of absence, the parents will be notified by letter
in the first place, and the school may arrange for the pupil to be examined by the School
Medical Officer.
PUNCTUALITY
Pupils must make every attempt to arrive at school in good time. Any pupil arriving too late to
attend registration must report to Reception and obtain a Late Arrival Form. This will be taken
home to be signed by the parent/carer and returned to the Register Teacher. After three late
arrivals, the parent/carer will be informed in writing.
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PERMISSION FOR ABSENCE
Parents/carers who wish their children to be excused attendance for any reason, other than
illness, which is included in the list of reasons for authorised absence, should write to the
school to request permission, at least three school days in advance. Permission for absence
from school for S1 – S5 must be requested by the parent/carer and by no other person. For
S6 pupils, requests must be countersigned by a parent.
Permission for Absence notes should be handed into the office. Absence notes should,
however, be handed to your child‟s Register Teacher in the first place.
CATEGORIES OF AUTHORISED ABSENCE
The category of Authorised absence includes absence due to:
· Sickness
· Medical and Dental Treatment
· Bereavement
· Short term exceptional domestic circumstances
(e.g. serious or critical illness of a close relative)
· Religious Observance
· Meetings prior to and in court
· Attendance at, or in connection with, a Child in Care Review
· Attendance at, or in connection with, a Children‟s Hearing
· Weddings of immediate family
· Agreed debates, sports, musical or theatrical productions etc. not arranged by, or in
conjunction with, the school
This is not an extensive list.
MEDICAL AND DENTAL APPOINTMENTS
Where possible, medical and dental appointments should be made outwith school hours.
Requests for permission for absence to attend medical and dental appointments during
school hours must be made in writing to the Mrs J Macdonald, Depute Rector prior to the
appointment. If an emergency appointment is arranged, parents should telephone the school
to request permission for the pupil to be excused attendance.
For safety reasons, pupils will not be permitted to leave school to attend medical and dental
appointments unless permission has been requested in writing and granted.
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HOLIDAYS
Pupils taking time off from school to accompany their parents on holiday is NOT a legal right
in Scotland.
Guidelines on authorised / unauthorised absence have been produced by the Scottish
Government. These state holidays taken during term time must be categorised as
unauthorised absence. However, it is acceptable under exceptional circumstances for
schools to authorise a family holiday during term time. Such circumstances may include a
family holiday judges to be important to the wellbeing and cohesion of the family, following
serious or terminal illness, bereavement or other traumatic events. It does not include such
reasons as the availability of cheap holidays, the availability of desired accommodation, poor
weather experienced during school holidays, holidays which overlap the beginning or end of
term, or parental difficulty obtaining leave (with local judgement applied in cases where
evidence is provided by the employer that it cannot accommodate leave during school
holidays without serious consequences).
Parents are asked to consider carefully the effect on their child‟s education if they take family
holidays during term time. In most classes, learning involves practical work, group work;
resource based learning and continuous assessment. A period of absence will affect
continuity of learning: pupils may miss vital areas of coursework and consequently find
difficulty in catching up on their return.
Future holiday dates can be viewed on the Aberdeenshire webpage:
http://www.aberdeenshire.gov.uk/schools/information/term_dates.asp
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PUPILS WITH ADDITIONAL SUPPORT NEEDS
A child or young person may need additional support if they
are being bullied
have learning difficulties
are deaf or blind
are particularly talented
have been bereaved
do not attend school regularly
All children and young people may need support at some point to help them benefit from
school education. Most of the time the class teacher is able to provide the help that many
children and young people need. However, if additional help over and above this is needed
then there is a process that we follow to ensure the right help is given. Please ask for more
details if necessary.
There may be a few children and young people who may need more help than the school can
give. They may need significant help from, for instance, health services or social work
services. In these cases a Co-ordinated Support Plan will be written which will state the help
that is being given.
The Academy‟s response to pupils‟ additional support needs is a whole-school response
which ensures appropriate education for all pupils during their time at Mackie Academy.
Support to many pupils will be given by the Support for Learners Teachers adopting one of
several roles. The multi-purpose role will involve the Support for Learners Teacher in:
(a) co-operating with Subject Teachers to offer supportive help, in the normal class, to
pupils in any area of the curriculum.
(b) providing personal tuition and support for pupils with severe learning difficulties in the
process of communication and computation.
(c) acting as a consultant to staff on matters relating to learning difficulties
(d) providing, arranging for, or contributing to special services within the school
(e) giving individual help to any pupil who, by reason of absence, emotional upset etc.
experiences short-term problems
The Support for Learners staff are deployed to meet:
(a) the requirements laid down in the „Individual Education plan‟ of specific pupils
(b) the needs of individual pupils with specific identified problems
(c) the needs of pupils within departments through team-teaching and/or curriculum
development
Subject departments will mainly be responsible for providing extension work to enhance the
education of more able pupils. The Support for Learners staff, Guidance Staff and the Senior
Management Team work together with outside Agencies to support pupils with additional
support needs. If it is considered appropriate the Academy will arrange for and implement
special arrangements for pupils when they sit their external examinations.
SUPPORT FOR PUPILS WITH EMOTIONAL AND / OR BEHAVIOURIAL ADDITIONAL
SUPPORT NEEDS
All staff at Mackie Academy support pupils who have these additional support needs. Within
the Support for Learning department there are specific types of support to pupils with
emotional and / or behavioral difficulties which may include support in class, advice to staff
and the pupils to achieve their targets, time out of class with a specialist behaviour support
26
teacher, withdrawal to a quiet area to complete tasks and flexibility of curriculum where the
pupil may have changes to their timetable to allow for specific support or additional tuition.
Decisions about the level and type of support provided are taken after consultation with
Guidance Staff, PT Support for Learning, the Educational Psychologist and Senior
Management.
EDUCATIONAL PSYCHOLOGIST
The school‟s educational psychologist works in partnership with school staff to help children
and young people achieve their full potential. The educational psychologist supports this by
offering schools a number of services including training, research, project work, intervention
work, assessment and consultation.
During planned visits to the school, the educational psychologist meets with staff to discuss
whole school and class issues and how best to meet the needs of children and young people.
These informal consultations aim to develop strategies the teacher can use to bring about
positive change. The educational psychologist may also spend time observing in the
classroom or playground to support teachers in assessing how different circumstances and
teaching approaches affect learning and behaviour.
When concerns persist, the school and educational psychologist may feel that a more formal
meeting would be helpful. If the concern is about a child, the school will ask the parents‟ or
carers‟ permission to hold a consultation meeting. This is a problem-solving discussion led by
the educational psychologist, with parents or carers, school staff and sometimes other people
who can helpfully contribute. The child or young person can also be supported to attend the
meeting or contribute in some other way if appropriate. The aim is to agree a plan of action to
bring about positive changes for the child or young person.
If parents or carers have concerns about their child‟s education it is best to share them with
school staff first, as most problems can be solved in school without the involvement of an
educational psychologist. School staff will contact the educational psychologist if they feel
that s/he would be able to help.
Further information about the Educational Psychology Service is available from the school or
the Educational Psychology Service website on www.aberdeenshire.gov.uk.
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SCHOOL ETHOS
In Mackie Academy we aim to provide a welcoming and positive ethos for pupils, staff,
parents and other visitors to the school.
Relationships between staff and pupils are positive and high standards of behaviour are
expected. We expect pupils to identify with the school in the wearing of school dress.
There are arrangements for consulting with pupils through pupil councils and there is a wide
range of extra curricular activities on offer.
Parents and staff are involved in the Parent Council and in the PTA, both of which provide an
opportunity for parents to be involved in discussions about and to support developments and
activities.
News about school events and the achievements of pupils and staff are acknowledged in
various ways. A weekly column of school news entitled Mackie Matters is written for
publication in the local paper, the Mearns Leader; academic achievement and effort is
rewarded at the annual school Prizegiving; information is included in the newssheet which is
read to pupils each morning and achievements are announced at the appropriate year group
assemblies which are held most weeks throughout the session and at end of term House
Achievement Assemblies.
CONTACT WITH THE SCHOOL
Parents are encouraged to contact the school on any matter.
In the first instance, you should normally contact your child‟s Guidance teacher, by telephone
or in writing. If you have more serious concerns, please contact the Rector who will deal with
the matter himself or he may involve another member of the Senior Leadership and
Management Team (SLMT) or your child‟s Guidance Teacher. This applies both to telephone
calls and to letters. In either case, your concern will be dealt with as quickly as possible.
If you are in any way dissatisfied with the manner in which the school has dealt with your
enquiry, please contact the Rector directly. In his absence one of the Depute Rectors will be
happy to assist you and will inform the Rector of your call.
In all our contacts with parents, our aim in Mackie Academy is to provide whatever support we
can to enable your children to benefit as fully as possible from the education provided.
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ENROLLING AT MACKIE ACADEMY
Pupils enrolling from Associated Primary Schools
Pupils who attend any of the Associated Primary Schools are enrolled automatically into S1 at
Mackie Academy. Pupils are visited in Primary Schools in the three months prior to transfer
by Senior Staff, and by Guidance Staff. Pupils in Primary 7 spend two days in Mackie
Academy in June.
Two meetings are held for the parents of Primary 7 pupils in the year prior to transfer to
Mackie Academy. The first is a preliminary information evening which takes place in late
November. The second is in June and gives parents the opportunity to meet the Guidance
Teacher of the House Group to which their child has been allocated. The Principal Teacher
of Support for Learners and the School Nurse also attend this meeting. School ties are
available for purchase at this meeting.
On their first day at Mackie Academy, new pupils are met by their Guidance teacher who
introduces them to their classes. S6 peer support pupils are available to support pupils during
the transition process in August.
A list of the associated Primary Schools is to be found in Appendix B.
In Zone Pupils enrolling during the session:
Parents who enquire by telephone, by letter, or in person, about enrolling their children at
Mackie Academy receive a copy of “A Guide for Parents and Pupils” and any other relevant
materials. An appointment for interview is made with the Depute Rector with responsibility for
enrolment of new pupils following which the enrolment procedures are carried out. Pupils
cannot be admitted to classes until this interview has taken place.
There is an interval of a minimum of two school days between the enrolment and interview
and the admission of pupils to classes. This enables arrangements to be made by the
Guidance teacher to whom the new pupil is allocated.
Out of Zone Requests for places
Parents who live outwith the catchment area of the school must complete a placing request
form. This is available from the school or from the Area Education Office, Queens Road,
Stonehaven (tel: 01569 766960). Once completed the form is sent to the Education Network
Manager at the Area Office.
Placing requests are considered by the Education Network Manager in accordance with
Aberdeenshire Council‟s list of priorities which are listed on the reverse of the placing request
form.
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PARENT COUNCIL
The Parent Council is set up in accordance with the provisions of the Scottish Schools
(Parental Involvement) Act 2006 which details the functions required of the Parent Council
The objectives of Mackie Academy Parent Council are:
1. To work in partnership with the Academy to create a welcoming school that is inclusive for
all parents
2. To promote partnership between the Academy, its pupils and all its parents
3. To develop and engage in activities which support the education and welfare of the pupils
4. To identify and represent the views of parents on the education provided by the Academy
and other matters affecting the education and welfare of the pupils
Mackie Academy Parent Council: Members
(as at December 2010)
Parents:
Andrew Jones (Chair)
Derek Samson (Vice Chair)
Alyson Bodman (PTA Liaison)
Margot Fairclough
Sarah Gear
Moira Grimshaw
Pam Kelly
Angus Mackintosh
Lorraine Mann
Roderick Paisley
Kathy Quinn
Sue Randall
Malcolm Ritchie
Mark Woodfin
Geoff Woodger
Staff:
Senior Pupil:
Cherish Bodman
Advisor:
Andrew Griffiths (Rector)
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PARENT TEACHER ASSOCIATION
The Parent Teacher Association exists to encourage a closer liaison with parents and staff at
Mackie Academy by social activities and involvement in certain school functions, and also
assist in providing desirable facilities and amenities by fund-raising efforts. Membership is
open to all parents and carers of children at Mackie Academy and to current members of
staff.
The Secretary keeps parents and staff informed of the activities of the PTA.
The following is the current PTA Committee:
Parent Representatives:
Mrs Alyson Bodman (Chairperson)
Mrs Diane Dart, (Treasurer)
Mrs Anneke Day
Mrs Jenni Cameron
Mrs Gillian Cheyne
Mrs Carol Spence
Mrs Christina Kirkwood
Mrs Pat Whyte
Mrs Sheila Lanning
Mrs Trisha Speirs
Mrs Kathleen Matheson
Mrs Julie Arthur
Mrs Karen Jackson
Staff Representatives:
Mr A Griffiths, Rector
Mrs Jennifer Macdonald, Depute Rector (Secretary 01569 762071) – Mackie Academy)
Mrs Felicity Katsaitis, Teacher of Mathematics
Mrs Lynne McLaren, ASN Auxiliary
Mrs Elaine Strother, ASN Auxiliary
Mrs Alison Young, Teacher of Mathematics
If you wish information about PTA activities and events, please telephone the Secretary, Mrs
Jennifer Macdonald, at Mackie Academy
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SCHOOL DRESS CODE
Mackie Academy‟s school uniform is in the final stage of review at the moment. Any changes
will be communicated to all P7 and Academy parents/carers by January 2011.
Pupils of Mackie Academy are expected to wear school dress. We believe that there are
benefits for pupils as individuals in the wearing of school dress. By underlining the fact that
there is a difference between clothes worn for leisure and clothes worn for work, pupils
become aware that a high standard of personal presentation helps them gain self-discipline
and self respect. The divisiveness which can result from the competitiveness to wear the best
– and most expensive – designer labels is avoided.
School dress encourages pupils to show their commitment to Mackie Academy. The sense of
identity created by school dress helps all individuals to feel part of the school which is
important especially for pupils drawn from a widely scattered catchment area. For this reason
pupils going on school outings wear school dress, unless it is agreed that other dress would
be more appropriate due to the nature of the activity. The support of parents is vital in
ensuring that the highest standards of school dress are maintained.
SCHOOL DRESS
Plain navy or black pullover/cardigan/sweatshirt with school badge
White shirt/blouse which can be buttoned up to the collar
School tie
Plain navy or black skirt/full length trousers
Plain black/navy/dark brown shoes
School ties may be purchased at the school office – price £3
Hooded tops may not be worn in school
Tee shirts if worn under shirts/blouses must be white
The following may NOT be worn to or in school:
Denim, cord or leather jackets, trousers or skirts
Football scarves, headgear or any garments bearing slogans or badges
Cult emblems or “alternative uniforms” which may lead to internal rivalries or
disagreements
Trainers. These may only be worn for indoor PE/Games.
Items deemed dangerous to Health and Safety including studded belts and
wristbands – these are banned on non-uniform days also.
For security and safety only a minimum of jewellery may be worn
The practice of body piercing is strongly discouraged for health & safety reasons
CLOTHING GRANTS
Aberdeenshire Council can, in some circumstances, make a grant towards the costs of
clothing and footwear for children who attend the school. Grant awards are considered to be
an entitlement of families who are in receipt of benefit for more than three months or where
there are exceptional circumstances. The maximum grant per child in one year is £50, which
is paid directly to the parent by cheque.
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KIT FOR PHYSICAL EDUCATION
BOYS Indoor Programme
navy or black shorts
games socks in house colours
gym shoes or training shoes
T-shirt in House Colours
Outdoor Programme
navy or black shorts
sports jersey
studded boots or strong training shoes
sweatshirt or tracksuit top during cold weather (no
hoods)
T-shirt in House Colours for Athletics
games socks in House Colours
towel
GIRLS Indoor Programme
navy or black shorts
games socks in House Colours
gym shoes or training shoes
T-shirt in House colours
Outdoor Programme
navy or black shorts
sports jersey
studded boots or strong training shoes
sweatshirt or tracksuit top during cold weather
T-shirt in House colours for athletics
games socks in House Colours
towel
SWIMMING traditional swimming gear (trunks/swim shorts for boys,
single piece costume for girls)
towel
ALL ITEMS OF KIT MUST BE MARKED WITH THE OWNER‟S NAME
ALL ITEMS CAN BE PURCHASED AT INTERSPORT, MARLET SQUARE, STONEHAVEN
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GENERAL
Aerosol deodorants are not permitted in school for Health & Safety reasons. Pupils should
ensure that deodorant is roll-on.
Pupils may be excused physical education only for medical reasons and must produce a
note from their parent/carer. To be excused for a prolonged period pupils may be asked to
produce a medical certificate.
Tracksuit bottoms may be worn at the discretion of Staff and relevant to the activity and/or
prevailing weather conditions. Training shoes, which are worn out-of-doors, are not
acceptable for indoor work.
Pupils are encouraged, for reasons of Health & Safety, to remove body jewellery for PE
lessons but if these cannot be removed they must be covered with sticking plaster. It is
the pupil‟s responsibility to bring the sticking plaster.
Valuables should never be left in changing areas. The school is not insured for the loss of
pupils‟ property.
HOUSE COLOURS
HOUSE NAME HOUSE COLOUR
COWIE GREEN
DUNNOTTAR RED
FETTERESSO BLUE
RICKARTON ORANGE
SWANLEY PURPLE
URY YELLOW
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EXTRA CURRICULAR ACTIVITIES
The following activities are offered on a regular basis at Mackie Academy. Information about
these clubs and activities is notified to pupils in the daily newssheet and on pupil
noticeboards.
Activities Available:
Debating and Public Speaking
Theatre Trips
Film Club
Grampian Book Award
Maths Club, Maths Challenge
Scriptive Union
Strategy Games
Plant Charity Club
Science Club
Mock Trial
Eco Group
Orchestra, String Ensemble
Senior Choir, Samba Band, Guitar Group
Junior Choir, Concert Band
Art Club
Netball
Young Enterprise
Robotics
Rock Challenge
Rugby
Fit for Girls
Chess
Badminton
S1 Drop-In Club
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Many of the clubs meet during the lunch hour but pupils wishing to stay after 3.15pm can
obtain late passes from the School Office. At the beginning of the session, pupils are
provided with a handout detailing the days and times of the various activities.
INTER-HOUSE ACTIVITIES
Every session, there is a programme of Inter-House competitions with points awarded for
each activity. Activities are sporting and non-sporting.
Non sporting competitions have included a spelling bee, a quiz, a „countdown‟ style activity
and a Cheerleading Contest. An Inter-House activities committee, involving staff and senior
pupils, meets regularly to plan, co-ordinate and review activities. Pupils are encouraged to
suggest activities.
House points for each activity are publicised via the pupil newssheet and on the Inter-House
noticeboard. The running total for all activities is publicised in the same way.
ACTIVITIES DAYS
Activities Days take place for all pupils in S1 – S3 for two days at the end of May. These days
offer the opportunity for pupils to experience wider aspects of education beyond our normal
curriculum by:
- fostering independence and co-operation in a group
- developing a particular interest or skill
- developing positive relationships between pupils and between staff and pupils
- engaging in new activities and learning new experiences in an enjoyable way
There are residential, two day and one day activities. This year some of the activities on offer
are Thorpe Park, Eurodisney/Park Asterix, Glasgow, Edinburgh and London. Outdoor
education, paintball, musical madness, art and craft activities, tennis, badminton, watersports,
trips to Dundee, Blair Drummond and many more.
Pupils whose behaviour gives cause for concern may be restricted in their choice of activity.
Leaders will always have the final say in determining which pupils are admitted to an activity.
FOREIGN TRIPS
In recent years many pupils in Mackie Academy have benefited from foreign trips organised
by school staff. These trips have included Field Trips to Norway, Iceland, Morocco, Poland
and Germany; Ski-ing trips abroad; United States and South Africa.
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BEHAVIOUR MANAGEMENT
The main purpose of the school‟s behaviour management policy
is to support the teaching and learning process for pupils.
The great majority of pupils in Mackie Academy behave very well. For them, our behaviour
management policy provides support and encouragement in their work.
Good behaviour is maintained by example, encouragement, praise and incentives.
Departmental systems of reward and incentives are used to reinforce praise and
encouragement. Staff are encouraged to keep Guidance staff informed of the achievement of
particular pupils.
Where pupils misbehave, the school seeks to improve behaviour by supporting self-discipline,
by encouraging partnership with parents, and by involving other agencies as appropriate.
Clearly, we would prefer to work with you and your child to improve behaviour and attitude so
that it does not become necessary to exclude any pupil from school.
Exclusion is a serious step and is used only as a last resort where all other attempts to
provide support have failed.
Parents are welcome to come to school to
discuss any matter of behaviour which concerns them.
In the first instance, contact would normally be with
the appropriate Guidance teacher.
1. POLICY STATEMENT
The main purpose of school behaviour management is to support the teaching
and learning process for pupils in the school.
It is intended that all pupils will be motivated by the facilities provided and the learning
experiences offered, and that they will adopt the high standards set by the school as
their own.
The most powerful type of discipline is "self-discipline". The methods used to
encourage and develop self-discipline include a consistent approach by teaching staff,
an agreed Code of Conduct, and Expectations of Pupils, the development of teaching
methodologies which motivate pupils and involve them in their own learning and a
clearly defined system for identifying and dealing with discipline problems as they
arise.
Standards of behaviour will not be maintained without consistent hard work by staff.
Behaviour problems must be identified quickly and dealt with effectively to prevent
more pupils becoming involved.
Each member of staff has a duty to maintain discipline in the classroom and throughout the
school. In the classroom, effective teaching, good classroom management and consistently
applied standards are the basis for sound discipline. Outwith the classroom, teachers should
observe what pupils are doing and must take the necessary action to enforce school
discipline whenever necessary.
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The main strands of the Behaviour Management policy at Mackie Academy are:-
(1) Agreed high standards, consistently applied
A copy of the "Code of Conduct", is displayed in all teaching rooms along with a copy
of the „Expectations of Pupils‟
(2) Rapid communication to provide early identification of problems
The three-part referral form is used to inform parents or carers of behaviour issues on
the same day, and Senior Management and Guidance staff quickly thereafter, of any
incident which has occurred on a particular day and the action taken by the person
issuing the referral. Further action or advice may be added to the referral form, by
Principal Teacher and/or Senior Management
Any of the recipients may react to the referral; either because of the severity of a
particular incident or because of a pattern of misbehaviour by the pupil is emerging.
Enquiries by parents or carers are welcome, and Guidance Staff or Senior
Management may contact the parents or carers to discuss the referrals.
(3) Effective support for pupils, parents, carers and staff
Before a referral form is submitted, staff will already have taken action to reprimand
or punish the pupil as necessary. The next priority is to find ways of assisting the
pupils to alter their behaviour pattern, and to restore an element of self-discipline.
Parents or carers may be invited to the school, and will be kept informed of
developments. Behaviour and Attitude check cards and Attendance and
Punctuality check cards are used to support pupils in restoring self-discipline.
Targets are set by the Senior Management and Guidance staff and pupils are
expected to discuss these targets with the aim of dispensing with the check cards.
Full use is made of external support services, such as the Educational Psychology Service,
Social Work Department and the Family Psychiatry Clinic in Aberdeen.
(4) Decisive action supported by clear evidence
Where the attempts to provide support for improving behaviour have failed, or where a
very serious incident has occurred, it is necessary to act decisively in the interests of
the well-behaved pupils in the school.
The ultimate sanction available to the school is exclusion. Pupils and their parents or
carer have the right of appeal against a decision to exclude. It is therefore essential
that the documentation supporting the exclusion is clear and correct, and that regional
procedures are rigidly adhered to.
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(5) Evaluation and review
Mrs Jennifer Macdonald, Depute Rector, has responsibility for behaviour management
and procedures in the school, and is open to suggestions for improving and refining all
aspects of the discipline system.
From time to time ad hoc committees may be set up with specific remits to improve
particular aspects of behaviour management. A group of staff is involved in the
ongoing review and monitoring of the Behaviour Management Policy.
2. REPORTING – EXAMPLES OF REPORTABLE OFFENCES
Behaviour constituting a hazard to safety (e.g. interfering with equipment, running,
snowballing).
Defiance / Insolence
Deliberate non-participation in lessons (e.g. failing repeatedly to bring materials/kit)
Destruction of property
Disruption of teaching
Distraction of fellow pupils
Persistent failure to complete homework
Persistent lateness
Smoking / solvent abuse
Use/possession of illegal substances
Stealing
Use of offensive language
Verbal and physical assault
Truancy
Wilful dishonesty
Once a pupil has been dealt with for a "reportable" offence a report should be made on the
three-part referral form, giving details of the incident and of the action taken by the teacher.
The top copy is taken home by the pupil for the parent's signature and the remaining copies
are handed in to the school office for processing. The Guidance copy (blue) is passed to the
Principal Teacher of the subject in which the incident occurred on receipt of the referrals.
These reports will enable Senior Management and Guidance staff to identify persistent
troublemakers and to intervene promptly. This intervention may take the form of interviewing
the pupil, involving the parents or carer or issuing to the pupil a Behaviour and Attitude Check
Card. Three of the Depute Rectors are each the links for 2 Principal Teachers (Guidance).
There is a weekly meeting between the Depute Rector and the Principal Teacher (Guidance)
to review pupil issues and discuss action to be taken. Behaviour and Attitude Check Cards
are taken home each day for the parent's signature, issued by and returned to Reception.
Staff mark each period as S - satisfactory or U - unsatisfactory. Any occurrence of U may
result in further intervention. Where U is entered, a referral slip should also be completed
giving details of the unsatisfactory behaviour and the action taken.
So that this system of reporting may have maximum effect, pupils should be informed of the
procedure which is being used and aware that to be reported several times is serious. Any
pupil who is reported often and whose behaviour does not improve with the close monitoring
of a Behaviour and Attitude Check Card, may eventually be excluded from the school.
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3. SANCTIONS
The sanctions open to teachers in Mackie Academy are as follows:-
A. Ticking off
B. Punishment exercises
C. Detention - If detention is to be imposed after 3.15 pm the teacher imposing the
punishment, giving twenty-four hours notice, must inform the parent/carer of this. The
referral form is designed to act as a Detention Form where necessary.
D. Tasks of a nature beneficial to the school
E. Restitution - It is Regional Policy that damage done should be made good. In the
case of admitted accidental damage, only partial restitution may be required. In the
case of deliberate damage full restitution will be required and the matter may be
referred to the Police.
F. Involvement of Parents or carer - This is arranged by the appropriate Depute Rector in
consultation with Guidance staff.
G. Withdrawal of Privileges - A pupil may be denied the right to go on a school trip or to
participate in extra-curricular activities. This should first be discussed with the Rector.
Removal of pupils from class - A number of departments operate a system of "internal
exclusion" for pupils who are causing unacceptable disruption. This is a short-term measure
intended to give immediate support within the department to members of staff facing difficult
and disruptive pupils, and then to develop an appropriate strategy for managing the pupil's
behaviour and attitude for the benefit of both staff and pupils.
The teacher of the class from which they have been removed provides pupils with appropriate
learning materials.
The incident(s) leading to this action and the action taken must always be reported using a
Referral Form as quickly as possible.
J. Exclusion from school - This can only be imposed by the Rector or in the
absence of the Rector, one of the Depute Rectors.
Exclusion
Following the Education (Scotland) Act, 1981, pupils may be excluded from school where "the
Education Authority consider that in all the circumstances to allow the pupil to continue
attendance at the school would be likely to be seriously detrimental to order and discipline in
the school or the educational well-being of the pupils there".
Decisions to exclude pupils are not taken lightly. They often follow protracted attempts to
deal with persistent misbehaviour within the school and in consultation with parents or carer
and support agencies.
An immediate exclusion will be considered in extreme cases, such as violent behaviour,
outright defiance or verbal abuse of teachers and actions which put the safety of pupils or
staff at risk.
In Aberdeenshire, there are 3 types of exclusion:-
Short-Term Exclusion
At the discretion of the Head Teacher - automatic re-admission within 6 days on a specified
date.
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Conditional Exclusion
At the discretion of the Head Teacher - re-admission conditional upon parent/carer and pupil
signing a set of agreed conditions.
Request for Removal from the Roll
At the discretion of the Head of Service - following a recommendation by the Head Teacher,
the pupil does not return to the school
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4. CODE OF CONDUCT FOR PUPILS – EXPECTATIONS OF PUPILS
The "Code of Conduct" and „Expectations of Pupils‟ is displayed in all classrooms and is
intended to provide a general statement which is amplified by the rules listed below. Copies of
the Code of Conduct & Expectations of pupils are included on the following pages of the
handbook. Rules tend to limit the freedom to deal on an individual basis with instances of
misbehaviour or anti-social behaviour. However, there are certain basic rules which must be
observed.
THE FOLLOWING ARE NOT PERMITTED
Fighting
Smoking in any part of the school premises
Possession/use of illegal substances
Gambling
Use of offensive language
"Ducking" and other mistreatment of fellow pupils on their birthdays, or for any other
reason
Football emblems or other dress identifying with a group or cult
Snowballing
Having in school, pea-shooters, water pistols, laser pens or other similar weapons
Running in corridors
Cycling on the payment outside the school or on the paved areas inside
Unauthorised use of radios, personal music systems, mobile phones, camera phones
Theft
Vandalism
Pupils sitting on workbenches or desks where there is no good reason for this
Pupils out of the classroom without good reason
Eating and drinking anywhere other than on the ground floor
OUT OF BOUNDS
The front car park and the West Door car park
Upstairs on the A,B and C floors at interval and lunchtime, except for pupils going to
the Library or Clubs or under the supervision of a member of staff.
A map showing the areas of the school grounds which are designated as out of
bounds is displayed in every teaching area.
Pupils are not allowed to leave school grounds during morning interval.
PUPILS OUT OF CLASS
As a general rule, pupils are not allowed to leave the classroom during lessons. If a pupil has
a good reason for leaving the classroom, they are issued with an "Orange Slip",
countersigned by the teacher to whom the pupil has been sent.
MOBILE PHONES & MP3 / iPod / Personal Technological DEVICES
If these are brought to school, they must be kept switched off and in school bags during the
school day except for interval and lunchtime.
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OUR EXPECTATIONS OF PUPILS
The following are our expectations of pupils in Mackie Academy. Pupils are reminded of
these at the beginning of each session.
We expect pupils to:
Move directly from one class to another. Do not eat or drink when moving between
classes or in the classroom or in the library.
Arrive on time or give a reason to the teacher – either a school form or a letter.
Line up quietly outside the classroom.
Sit in a seat which you normally occupy.
Remain in your seat unless instructed to do otherwise.
Remove your jacket, take out your books and materials and get prepared for the start
of the lesson.
Be quiet and listen when addressed by the teacher or another pupil.
Put up your hand when you wish to attract the teacher‟s attention and to answer or ask
a question. Do not speak when anyone is addressing the whole class or the group in
which you are working.
Carry out the instructions of the teacher without question.
Address teachers and other pupils politely. Do not use offensive or obscene language.
Show respect for, and be considerate to the teacher, other pupils and yourself. Do not
disrupt the work of, or distract, other pupils.
Observe school, classroom and practical room rules for safety.
Tidy up at the end of the lesson when instructed by the teacher.
Leave the classroom in an orderly manner when the teacher directs.
Show respect for the fabric, furniture and equipment belonging to the school or any
other pupil. Do not drop litter.
Keep your mobile phone and personal stereo switched off and in your bag during the
school day except for interval and lunchtime.
Make the most of the opportunities for you to learn by focusing on work tasks at all
times.
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ANTI BULLYING POLICY
1. Why do we have this Policy?
The single general aim of Mackie Academy is to provide the best possible education for all of
our pupils. We aim to provide a caring, supportive and safe community for all pupils and to
enable and encourage each pupil to care for, support and serve other people.
If a pupil is being bullied, he/she will not be able to take advantage of the education being
offered, and he/she will not feel part of a caring, supportive and safe community.
The main purpose of school discipline is to support the teaching and learning process for
pupils in the school. The main strands of the discipline policy at Mackie Academy are:
Agreed high standards, consistently applied
Rapid communication to provide early identification of problems
Effective support for pupils, parents or carer and staff
Decisive action, supported by clear evidence
Evaluation & Review
Our Anti-Bullying Policy should have the same criteria.
2. About Bullying
Children and young persons have a right to receive their education free from humiliation,
intimidation and abuse. No child deserves to be bullied. Bullying is a wilful, conscious
attempt to hurt or to threaten or to frighten someone else. Such behaviour is unacceptable
at Mackie Academy.
Bullying may involve hitting or kicking. However, threats, teasing and taunting can be more
difficult to detect and can be more damaging. The important thing is the effect on the victim.
The most important action any pupil can take is to tell someone - a parent, a friend or a
member of staff. If we don't know what is going on, we can't stop it. The most important
thing that parents or carer and staff can do is to make it possible for children to tell us about
bullying. Children need to be confident that we will listen to them and that we will do
something to stop the bullying.
3. Who needs to tell? - Advice to Pupils
If you are being bullied, you need to tell. This can be very hard if you are very frightened.
But the bullying won't stop unless you tell. If you are doing the bullying, you also need to tell.
You know it's wrong. It is hard to own up and apologise, but if you do, and if you have the
right attitude, you deserve support to help you to stop bullying. Most people being bullied just
want the bullying to stop.
If you know that someone else is being bullied, you need to tell. By telling, you help to stop
the misery of being bullied. You also help the bullies by stopping them from getting into
worse trouble.
Pupils are issued with a laminated card which gives advice as to what to do if they are
being bullied or if they know of someone else who is being bullied.
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4 Working together - Advice for Parents or Carers
All children and young people have a right to receive their education free from humiliation,
intimidation and abuse. No child deserves to be bullied.
Bullying is a wilful, conscious attempt to hurt or threaten or frighten someone else. Such
behaviour is unacceptable at Mackie Academy. We need your support as parents or carer in
identifying bullying and in dealing with bullies.
Bullying may involve hitting or kicking. However, threats, teasing and taunting are more
difficult to detect and can be more damaging. The important thing is the effect on the victim.
We are trying to involve all members of our school community - pupils, parents or carer,
teachers, non-teaching staff, in working towards a written policy and procedures against
bullying.
If you think your child may be involved in bullying other pupils, please contact the school at
once to give us the opportunity to deal with the problem before it becomes more serious.
Persistent bullying and intimidation may lead to exclusion from school if it is not dealt with at
any early stage.
If you think that your child is being bullied, please contact the school so that we can discuss
the best course of action. Signs of bullying may include: - being unwilling to go to school;
damage to clothes or school books; unexplained bruises, scratches, cuts; possessions going
"missing"; schoolwork going downhill; your child becomes unusually quiet or withdrawn.
The action taken by the school will depend on circumstances. The important priority is to
stop the bullying. Punishment of the bully may help, but it may be counter-productive without
further support and advice for both victim and bully. You will be asked to be patient and
understanding, but to inform the school at once if the bullying continues or starts again.
If your child sees another pupil being bullied, they should report this to a member of staff in
the school. If they do not feel able to do this, we would welcome a telephone call from you,
as their parents or carer, to help us to deal with this matter. We would treat the information
provided as sensitively and confidentially as possible.
If you are concerned about bullying or if your child is affected by bullying (as a victim or as a
bully) you may wish to borrow some of the materials available in the school, which offer good
advice to parents or carer and pupils: -
Video : Hands on Bullying
Booklets : Bullying and How to Fight It
Kidscape - Stop Bullying!
Bullying - a positive response
Please do not hesitate to contact the school for advice and support.
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5. Working together - Advice to Staff
Any pupil can go to any member of staff (teaching or non-teaching) to talk about bullying.
Pupils will choose someone they trust to help them.
It is the school policy that a member of the Senior Management Team must be informed at
once of any reported bullying.
This is important in ensuring a consistent approach and in monitoring the extent of bullying in the
school. This does not mean that the member of staff should not deal with the incident
him/herself. It means that he/she can discuss the best way of dealing with it and will have the
necessary support. If it is appropriate for the member of the Senior Management Team to take
over the investigation, he/she must continue to involve and inform the member of staff who made
the report.
The parents or carer of all pupils involved - bullies and victims must be informed. A
referral form should be issued to both, ticking the "information" box.
The member of the Senior Management Team or the appropriate Principal Teacher
(Guidance) will invite the parents or carer of the bullying pupils to the school to discuss the
most appropriate action to be taken. This may include:-
• sanctions such as extra work, written apology, detention
• referral to the Educational Psychologist
• exclusion from school for extreme violence or persistent bullying or
intimidation.
The following guidelines are intended to support staff in responding to a report of bullying.
1. Listen to the pupil. Take the report seriously.
2. Ask if the pupil has told his/her parents or carer or Guidance Teacher.
3. It is best if the pupil can report the incident personally to his/her Guidance Teacher or a
member of the Senior Management Team. They may be prepared to do this if you go
with them. They know you are required to report it anyway, and they may be satisfied
with this.
4. Confidentiality is essential. Keep the pupil fully informed of everything you intend to do.
5. As soon as possible, contact a member of the Senior Management Team.
6. It is important to warn the pupils who are accused of bullying that they and their friends
must do nothing which would make the situation worse. They must stay away from the
pupil who made the report. The action to be taken will depend on their behaviour as a
result of this warning.
7. The priority is to stop the bullying. Punishment may or may not be appropriate or
necessary. Any punishment should not be so harsh as to alienate the offending pupil.
6. Monitoring & Review
A record of all reports of bullying is maintained.
The incidence of bullying and the required action will be discussed annually by the Prefects
and the Pupil Consultative Committees. The Guidance Staff will be asked to consider the
feasibility of using Social Education classes to conduct small-scale surveys on an annual
basis.
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RESOURCES
THE SCHOOL
Mackie Academy is a school which has enjoyed a reputation for excellence for more than 100
years. It was opened in 1893, built as a result of a legacy from William Mackie, a licensed
grocer in Stonehaven. It moved to the present site in 1969, when the building on the original
site in Arduthie Road became too small to accommodate the Primary and Secondary
departments.
Since the opening in 1969, the school has undergone a considerable amount of refurbishment
and expansion to enhance the original building and boasts many facilities. The school is built
around an attractive quadrangle, which is a popular social area for pupils with grass, trees
and shrubs, lock blocking and benches. Three of the ground floor Art department rooms have
windows which look out on to this quadrangle.
There are extensive sports fields behind the main building which complement the indoor
sports facilities-- a swimming pool and a multipurpose Games Hall and 2 gymnasia.
Aberdeenshire Council has provided additional teaching accommodation in the form of re-
locatable units as a result of the rising roll. This has been built on to the main teaching block,
with access from the ground floor corridor and is finished to a high specification. The
Guidance Base and Careers interview room are located in this area as well as History,
Modern Studies, Geography and RME.
There is a purpose built Drama Studio complete with changing rooms and a well resourced
Music Department with individual practice Rooms. Both departments are located close to the
Assembly Hall, which has a stage, theatre lighting and a newly installed improved sound
system.
Biology, Chemistry and Physics each have dedicated laboratory accommodation and there is
also an open plan science laboratory with 3 teaching areas set up for the resource based
learning approach used in S1 and S2. These are all located in the Main Block as are
Mathematics, Computing and Modern Languages.
Two lifts provide access to the upper floors for the disabled.
Two classrooms have been equipped as Additional Support Needs/Support for Learners
teaching areas and there are additional SFL tutorial rooms for work with groups and/or
individual pupils as required.
The Dining hall and Cafeteria, are open-plan providing a flexible resource and a facility to
cope with the large number of pupils who choose to have lunch in this area.
A number of areas have been recently refurbished. These include the Business Studies
department, Computing department, The Technical department, the Library/Resource Centre,
the Home Economics Department, a number of staff bases, the Reception area and the Sixth
Year Common Room
The school is fortunate in being very well resourced in all areas, including the latest
technology and in being wireless enabled, all departments have at least one computer for
pupil and staff use and there are a number of areas which are equipped with sufficient
computers for use with a class or group of pupils to support course work. Multimedia
projectors and whiteboards have been purchased for most areas to enhance learning and
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teaching. Computing facilities are used in the Support for Learners and ASN to support
learning through the Successmaker programme and other appropriate software.
ACCESSIBILITY
2 lifts are installed for ease of access to staff and pupils. One lift serves the main block while
the other serves D block. They provide access to 95% of the accommodation for pupils with a
physical impairment (whether permanent or temporary).
During the spring and autumn of 2009 Mackie Academy had a large amount of refurbishment
carried out across the school to ensure the building met current disability legislation. This has
seen improvements to areas such as toilet provision, classroom access and external fire
doors and exit ramp upgrades. In addition a new glass sliding front door has greatly improved
the school entrance and is complemented by new corridor doors fitted with magnalocks that
enhance efficient movement along corridors
Several new areas providing specialist facilities have also been included in the refurbishment
to meet future needs of primary pupils arriving in session 2010-2011 including a new „care‟
facility and a „Braille‟ workroom.
STAFFING
The staffing complement for Mackie Academy is determined by Aberdeenshire Council. A full
list of the staff of Mackie Academy is contained in the Appendix.
There is a balance of experience among staff and individual members of staff are well
qualified. They have range of qualifications, skills and training relevant to their responsibilities
and the needs of Mackie Academy and the pupils.
Teaching staff are complemented in their work by various categories of non-teaching staff
who are responsible for administrative, technical and janitorial duties. There are also
auxiliaries who support particular pupils with identified needs.
Every effort is made to obtain appropriately qualified supply staff when required. National and
local shortages cause serious difficulties in achieving this in schools across Aberdeenshire.
In allocating staff to classes, account is taken of the qualities, experience and expertise of
teachers. The deployment of support for learning staff is carefully planned.
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School Plan
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HEALTH & SAFETY
SAFETY
Every effort is made to provide a safe and healthy environment for pupils, staff and visitors,
and to teach safe practices to pupils, particularly in practical classes.
Fire regulations are distributed to staff at the start of the session, and pupils are informed of
the evacuation procedures at the start of each term. Organised Fire Drills are held twice per
year to show pupils how to act in case of fire.
Parking & Dropping Off
The following rules in respect of parents who transport their child to and from school are
necessary for the protection of the school pupils.
The car park is reserved for the use of staff and visitors to the school who are on
official business. As a safety precaution, the car park is out of bounds to pupils at all
times. Cars must be parked within the marked bays in the front car park. There are two
spaces for disabled drivers. Visitors are requested not to park in the spaces marked
reserved. There is an overflow car park which is reached via the West entrance to the
school.
The bus bay is for the use of buses only. Cars entering or leaving the car park have
priority and the exit from the bus bay has a “stop” sign which must be observed.
U-turns within the entrance of the school car park are extremely dangerous and are
not permitted.
In the interest of safety, car drivers must not park near entrances or within school
grounds.
Parents who bring their children to school by car or collect children from school by car are
requested not to park near the school entrance and the car parks must not use the
car parks for this purpose. However, in the morning and at lunchtimes parents may use
the bus bay for collecting/depositing pupils. Great care must be taken. There is a 5mph
speed limit in this area and in the car parks.
There is a 20mph zone in the vicinity of the school which operates at certain times
of day.
Pupils should cross the Slug Road only at the official crossing point.
Senior pupils who wish to bring their car to school must obtain a permit from the
school office. The number of parking spaces is very limited.
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SICKNESS AND ACCIDENT IN SCHOOL
Where pupils have been ill during the night / early morning, parents should not send them to
school that day unless they are fully recovered.
When a pupil becomes unwell in school every effort will be made to make the pupil as
comfortable as possible in the hope that the problem is temporary and that the pupil will be
able to return to class after a short time.
Phone calls
In cases of continuing indisposition, parents will be contacted to arrange for the pupil
to be taken home. It is, therefore, essential that the school can contact parents or an
emergency contact.
In the case of an injury occurring in school or when there is serious concern about a pupil, the
school will, at its discretion, either seek help from the local doctors‟ group practice or summon
an ambulance and will contact parents as soon as is practicable.
Grampian Healthcare Trust employs a nurse who is based at Mackie Academy. The nurse‟s
work involves: protecting children from avoidable illness; encouraging children to take an
interest in their own health; promoting healthy living at school and at home, and co-ordinating
care, support and advice for children with special needs. The nurse‟s duties do not extend to
dealing with pupils who are unwell or injured (although she may do so on occasion).
The school employs two Nursing Assistants who work across the week to support pupils who
are unwell or injured.
The school is unable to provide drugs or medicines of any description (including analgesics).
HEALTH CHECKS
Routine compulsory medical, dental, hearing and eye examinations are carried out during the
session by the School Health Team.
Periodic innoculations are available for BCG and Tetanus, Diphtheria and Polio. Parents will
be asked for written consent before these are given.
Routine health care reviews are carried out by the school nurse.
SPECIAL MEDICAL HISTORIES
As the nurse is not employed by Aberdeenshire Council and is not, therefore, accountable to
the Rector, parents should not assume that the school is aware of information conveyed to or
by the nurse.
Parents should let the school know of any medical problems affecting their children
and of any medication they have to take while at school so that appropriate
arrangements can be made.
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SECURITY
There is an Intruder Alarm which is in operation outwith school hours and CCTV is in
operation at all times. All visitors must report to the school office to sign in and collect a visitor
badge. A new security system is being installed at the time of preparation of this Guide.
Details of revised arrangements will be distributed once the system is fully operational.
PUPILS‟ PROPERTY
Pupils are responsible for any personal property brought to school.
Valuables should not be taken to school. Property should never be left unattended.
Any items of clothing, kit or special equipment should be clearly marked with the name of
the owner.
LOCKERS
Lockers are available in the school for the use of all pupils. Normally it is necessary for two
pupils to share a locker. The charge for a half-share of a locker is £6, with £2 being refunded
when a locker key is returned.
If a key is lost, the pupil should take his/her partner‟s key to Reprographics. A replacement
key will be provided for a charge of £2.00. If this is not done and both keys are lost, the pupils
will then be required to pay for the replacement of the lock at a cost of £10.
Keys must be surrendered for the return of the deposit when the locker is given up.
CYCLES
Pupils who cycle to school must use the cycle racks. It is recommended that the cycle be
secured by a Kryptonite lock since the school cannot accept responsibility for security of
cycles.
In the winter months pupils must ensure that bicycle lights are fitted and used.
Parents should ensure that cycles are covered under domestic or other insurance policies.
INSURANCE
No insurance is held by Aberdeenshire Council Education, Learning and Leisure Service to
automatically compensate school pupils for personal accident, whether an accident occurs
within or outwith the boundary of the school. Insurance of this nature e.g. personal accident,
life, private medical, is seen by Aberdeenshire Authority as a parental responsibility. The
Authority does hold 3rd party liability insurance.
52
TRANSPORT TO SCHOOL
Buses and Taxis
Pupils who live in the catchment area for Mackie Academy but more than three miles from the
school qualify for school transport. Normally this is by bus. Buses arrive and depart from the
bus bay at the school. Some pupils from outlying areas are transported to pick up points by
minibus or taxi. Pupils are issued with season tickets, which must be carried at all times and
shown on request to the driver or representative of the bus company. Loss of a bus pass
must be reported to the school office. Pupils who remain in school after 3.15pm to take part in
extra-curricular activities must obtain a late pass from the office, which enables them to use
their bus pass to travel on service buses for their homeward journey.
Pupils must behave responsibly while travelling on buses to and from school. Discipline is the
responsibility of the bus operators, and pupils must obey the instructions of the bus driver at
all times. The school fully supports the bus operators and any pupil reported as causing
difficulties on the buses may have their name removed from the list of bus travellers. In this
situation it remains the responsibility of parents to ensure that their child continues to attend
school. The pupil‟s name may be restored to the list of bus travellers if both the pupil and their
parents provide a guarantee of future responsible behaviour. A school transport policy is
issued to parents and pupils each session.
School Transport Pick Up Times
St Cyrus 7.45am Johnshaven 7.45am
Gourdon 7.50am Inverbervie 7.55am
Kinneff 8.05am Catterline 8.10am
Drumlithie 8.00am Netherley 7.55am
Note: the above times are approximate and are liable to change at short notice. Parents
should confirm pick-up times with bus operators.
School Transport – Useful Telephone numbers
Stagecoach Bluebird Stonehaven 01569 763333
A& I Taxis 01569 765000/764333
Stagecoach Bluebird Aberdeen 01224 591381
Bervie Taxis 01561 361110
MW Nicoll (Laurencekirk) 01561 377262
Strathtay 01674 672805
Aberdeenshire Council Public Transport Unit 01224 665194
Bus tickets for pupils who require to pay for transport to school are available as „ten journey
tickets‟ sold by bus drivers. Pupils who are entitled to free school meals but who are required
to pay for transport are eligible for a 50% reduction in the price of these „ten journey tickets‟.
Alternatively, they can purchase term bus passes with the same discount.
53
ADVERSE WEATHER PROCEDURE
The North East of Scotland occasionally experiences adverse weather conditions and
consequently pupils and parents should be prepared for such an occurrence. Should you
live in an area of special risk and there is adverse weather in the morning, then you should
consider whether it is advisable to send your child(ren) to school.
If road conditions have deteriorated overnight, the transport operators may use their
professional judgement not to run buses to school in the morning. In such cases, it is
worthwhile to tune into Northsound or Radio Scotland, who will normally communicate the
decision.
Aberdeenshire schools now have a telephone information service which can be used if there
is a risk of closure due to adverse weather. This allows parents to listen to a recorded
message from the Head Teacher.
When severe weather warnings are received the school will endeavour to keep the system
updated. It is an enhancement to the present service and does not replace existing methods
of giving out information, such as radio broadcasts.
HOW TO USE THE INFORMATION SERVICE
Telephone
Dial Aberdeenshire Council‟s access number – 0870 054 4999
Then enter Mackie Academy‟s pin number 02 10 80. You have two attempts to enter the
pin number and you will be disconnected after a second failed attempt. If this happens,
check the number and redial. If you still have a problem check with the school.
You will then hear the school‟s name. Ensure that this is correct before going on.
You will now be taken to the MAIN MENU where you will be given certain options then:
Press 1 to hear the school‟s message about the adverse weather for example whether
or not the school is to close or if transport arrangements have been affected.
Press 4 to enter the pin number for another school within the authority. Parents may
have children who attend different schools. This option allows you to move from one
school‟s messaging service to another without having to dial in again.
Website
In addition to the telephone information service Aberdeenshire Council operate a school
closure website which allows all parties to access information regarding the status of the
school. To use this facility you should log on to the Aberdeenshire Council - School Closures
website at http://www.aberdeenshire.gov.uk/schools/closures and follow the online
instructions to check the closure status of the school.
It does happen on occasions, however, that after the pupils have arrived in school, the
Rector, after consultation with the transport operators, and sometimes with the police, takes a
decision to send certain travellers home before the usual closure time. There are times when,
in the interests of the safety of the children, such a decision has to be taken very quickly.
Since the school does not have the resources to inform parents that their children are being
sent home early, it is vitally important that you ensure that there is access to the house for
your child.
If you are concerned about the ability of your children to reach home, you may call at the
school to request their early release. Should you be concerned about the safety of your
54
children after they have alighted at a road-end then you should consider an alternative
destination in the event of adverse weather.
Although weather conditions may improve after your children have been sent home, they
must not then return to school that day as the usual means of transport will no longer be
available at the end of that school day.
IF SCHOOL TRANSPORT IS NOT OPERATING, YOU SHOULD NOT BRING YOUR CHILD
TO SCHOOL BY ANY OTHER MEANS OF TRANSPORT
It may happen, however, that adverse weather conditions or an associated accident may
result in one or more of the roads out of Stonehaven being closed to traffic thus preventing
pupils from travelling home. It is, therefore, a regional requirement that all travelling pupils
have a “storm address” in Stonehaven, where they may be boarded in an emergency. Your
children may arrange to stay with a relative, a friend of the family, or with the parents of a
classmate. Early in the first term your child will be helped by the relevant Guidance Teacher
to arrange a storm address. Offers of accommodation from parents living within the
Stonehaven boundary are also requested for use by pupils whose families are newcomers to
the area and have no local contacts.
You are asked to ensure that you have a note of your child‟s storm address and the telephone
number (if any) and to telephone the storm address in the first instance if your child has not
arrived home as normal in adverse weather conditions.
The safety of the children is the main consideration at all times,
and no child will be allowed to leave school individually.
55
SCHOOL MEALS
There is a cafeteria system where pupils pay for food selected. A standard two course meal
can be purchased for about £2. A sample menu is contained in Appendix E
„MEALS TO GO‟
MEALS2GO is a feature of the canteen food service which allows pupils to pre-order and pre-
pay food. This allows pupils to collect food in a bag at lunchtime and avoid the long queues!
Pupils may order a “packed lunch” consisting of a sandwich (various fillings) and a selection
from Tray Bake, Muffin, Yoghurt or Fresh Fruit and a choice from a selection of drinks.
This is ordered pre-school at morning interval and can be collected at lunchtime.
A sample list of items is contained in Appendix E
At lunchtime the order is collected in a bag with the pupil‟s name on it from a table near the
West door. The meal can either be eaten it in the canteen or taken away.
FREE SCHOOL MEALS
Free School Meals are available to children whose parents are in receipt of Income Support
or Pension Credit; Job Seekers Allowance (income based); receiving Child Tax Credit (but not
Working Tax Credit) and their annual income is less than £16,190; receiving Child and
Working Tax Credit and their annual income is less than £6,420. Application forms can be
obtained by calling 08456 08 01 49 or the school office.
PACKED LUNCHES
Pupils who bring a packed lunch to school may eat this in the Dining Hall.
All hot food purchased in Dining Hall must be consumed in the Dining Hall.
56
MANAGEMENT, LEADERSHIP AND QUALITY ASSURANCE
MANAGEMENT AND LEADERSHIP
The current structure in Scottish schools involves two levels of management.
The Senior Leadership and Management Team (SLMT) in Mackie Academy consists of the
Rector, 4 Depute Rectors and the Community Schools Network Support Services Co-
ordinator.
The management of subject departments is by Principal Teachers and Faculty Heads.
There are 6 Principal Teachers of Guidance who are responsible for managing the Guidance
entitlement of the pupils in their House. They have the support of the Register Teachers
allocated to their House. The Principal Teacher of Support for Learning is responsible for all
aspects of learning support for pupils.
The work of non-teaching staff is managed by the Support Services Co-ordinator in
conjunction with the respective team leaders.
Regular meetings are scheduled throughout the session to review progress with projects in
the Improvement Plan and attainment in National Examinations.
Every member of staff in a promoted post at both departmental and whole school level is
expected to demonstrate a high level of professional competence and commitment. This
requires the ability to initiate, direct, communicate and evaluate, to manage staff supportively,
delegate effectively, create confidence and inspire others, to develop teamwork and good
relationships and to take difficult decisions when necessary.
The overall aim is to ensure the highest quality of learning and teaching for the pupils
of Mackie Academy.
QUALITY ASSURANCE
Each member of the teaching and non-teaching staff is involved in on-going review of the
effectiveness of his/her work. Principal Teachers Faculty Heads and Senior Leadership and
Management support this process in a variety of ways.
The principal focus is on the quality of learning and teaching and attainment to ensure that all
pupils achieve their potential. We will also gather the views of pupils and parents as
appropriate to support our approaches to improvement.
IMPROVEMENT PLANNING
Mackie Academy produces an annual improvement plan in common with all schools in
Aberdeenshire. The purpose of the plan is to prioritise work each session at school and
departmental levels and to match what is practicable in development work with the available
resources of time and financial budgets.
The improvement plan is put together following consultation with staff, parents (via the School
Board) and pupils (via the pupil councils) and taking account of the priorities identified by
Aberdeenshire Council and the Scottish Executive. The plan is constructed to cover a three-
year period with evaluation and review at the end of each year. Once the plan is agreed and
in place, promoted staff at departmental and senior levels monitor, support and review the
57
progress and effectiveness of the projects in the plan throughout the session. Officers of the
Authority are also involved in monitoring the progress and effectiveness of the plan.
Each year a Standards and Quality Report is produced. The full report is available on the
school website.
HMIE INSPECTION
In 2010 Mackie Academy was inspected by HM Inspectorate of Education as part of a
national sample of secondary education. The inspection covered key aspects of the work of
the school at all stages.
The inspectors reported that Mackie Academy was a successful school which was ensuring
that pupils were reaching high standards of attainment.
Key strengths were identified as:
High levels of performance in national examinations
The positive role of partners in supporting learning
The commitment of staff and their willingness to provide opportunities for wider
achievement
The vision for the school set by the headteacher
58
APPENDICES
Page
A Staff List 64-69
B Associated Primary Schools 70
C School Calendar 71
D School Meals 72-73
E Parents Charter information for Parents 74 - 82
Examination and Certificate Results
Attendance & Absence Statistics
School Leaver Destination
Budgeted Running Costs
Targets
59
APPENDIX A
MACKIE ACADEMY - STAFF LIST
All members of the teaching staff have an appropriate teaching qualification as required by
the General Teaching Council for Scotland.
SENIOR MANAGEMENT TEAM
Rector Andrew Griffiths MA.
Depute Rector Jennifer Macdonald, M.A.
Depute Rector Lizbeth Paul, M.A.
Depute Rector Kieran Kenny, M.A.
Depute Rector Fiona Robertson, B.A.
Support Services Co-ordinator Louise Coleman, B.A
GUIDANCE STAFF
Cowie House Janice Stalker, B.Ed., M.Ed.
Dunnottar House Douglas Watt, B.Ed.
Swanley House Lesley Cruickshank, Dip.P.E.
Rickarton House Ewen Ritchie, B.Mus
Fetteresso House Katie Arthur, M.A.
Ury House Fiona Beeley, B.A.
ENGLISH
FACULTY HEAD Andrew Gallie, M.A.
Kay Clare, B.A.
Mary Dey, M.A.
Danielle Paul, B.A.
Keith Strachan, M.A.
Andrew Urquhart, M.A.
Gail McNeill, M.A., Ph.D.
Joanne Holland, B.A
Rachael Hartland-Mahon, M.A. (Part time)
Kay Samson, B.Ed (Part time)
Probationer Teacher Steven Dornan, M.A., Ph.D.
Principal Teacher (Guidance) Fiona Beeley, B.A.
Principal Teacher (Guidance) Douglas Watt, B.Ed.
MATHEMATICS
FACULTY HEAD Iain Macdonald, BSc
Teachers Paul Banfield, B.Sc.
Jane Ferguson, B.Sc.
Felicity Katsaitis, M.A.
Wesley Leith, B.Sc.
Amanda Nicoll-Stuart, B.Sc.
Irene Ritchie, B.Eng.
Joan Cargill, B.A. (Part-time)
Eleanor Henderson, B.Sc. (Part time)
Alison Young, B.Sc. (Part time)
Kristine Winter, M.A. (Part-time)
60
Staff List (Continued)
MODERN LANGUAGES
FACULTY HEAD Sue Smith, B.A.
Teachers Amanda Cavanagh, B.A.
Tracey Munro, M.A.
Heather Stevenson, M.A.
Gladys Duncan, M.A. (Part-time)
Eileen Dunn, B.Ed. (Part-time)
FACULTY HEAD –
SOCIAL SUBJECTS Patricia Coleman, M.A.
GEOGRAPHY
Teachers Laura Mairs, M.A.
Hannah Foubister, M.A. (Part time)
HISTORY
Teacher Joanne Smith, M.A.
Laura Mairs, M.A.
Karen McClymont, M.A.
Depute Rector Lizbeth Paul, M.A
Depute Rector Fiona Robertson, B.A.
Faculty Head
(Humanities) Lynda Swanson, M.A.
MODERN STUDIES
Teachers Gerard Lock, M.A.
RME
Teacher Elaine Pardoe, M.A. (Part time)
Probationer Teacher Dieter White, M.A.
Depute Rector Kieran Kenny, M.A.
61
Staff List (Continued)
FACULTY HEAD – SCIENCE Anne Sharpe, BSc
(Biology, Chemistry, Physics)
BIOLOGY
Teachers Alison Bethel, B.Sc.
Mhairi Smith, B.Sc.
Katrina Millar, B.Sc.
CHEMISTRY
Teachers Sheila Archard, B.A.
Eileen Oatey, B.Sc.
Nicola Stephen, B.Sc.
Probationer Teacher Damian Hardacre, B.Sc.
PHYSICS
Teachers Simon Kennedy, B.Sc.
Stephen Appleton, B.Sc.
Carl Boyd, B.Sc.
ART & DESIGN
Principal Teacher Jenni Nicholson, D.A.
Teachers Sylvia Hall, D.A.
Gail Mitchell, D.A.
Pauline Murray, D.A. (Part-time)
DRAMA
Principal Teacher Gina Barron, B.A., Dip.Sp.D.
Teachers Katie Berker, B.A.
Probationer Teacher Lorraine Johnston, B.A.
MUSIC
Principal Teacher Andrew Cheyne, M.A., A.R.C.M.
Probationer Teacher Lindsay Bray, B.Mus.
Principal Teacher (Guidance) Ewen Ritchie, B.Mus
Instructors:
Brass Bruce Wallace, L.G.S.M.
Piano Vacancy.
Guitar/Bass Guitar Andrew Johnson, L.T.C.L.
Percussion Fiona Ewen, B.A.
Woodwind Sarah Gove, B.Mus., P.G.R.N.C.M., L.T.C.L.
Double Bass Peter Wiltshire, A.L.C.M., L.L.C.M., L.C.M.T.D.
Cello Helen Matthews, G.L.C.
Violin / Viola Sandra Thomson, L.R.A.M.
62
Staff List (Continued)
PHYSICAL EDUCATION
Faculty Head (Health) Graham Cowie, B. Ed
Teachers Laura Hoggan, B.Ed.
Julie Keenlyside, B.Ed
Craig Thomson, B.Ed
Principal Teacher (Guidance) Janice Stalker, B.Ed., M.Ed.
Principal Teacher (Guidance) Lesley Cruickshank, Dip.P.E.
HOME ECONOMICS
Teachers Janet Owen, Dip. HE. (Part time)
Fiona Lamont, B.Sc. (Part time)
Lynn Petrie, B.Sc (Part time)
Helen Mackie, B.Sc
BUSINESS STUDIES
Teachers Irene MacLean, B.A.
Teachers Joan Macdonald, Dip.Comm
COMPUTING STUDIES
Principal Teacher Lorraine McNeill, B.A.
Teacher Caroline Dykes, B.Sc.
TECHNICAL EDUCATION
Principal Teacher William Groucott, B.Sc
Teachers Alan Craig B Eng
Daniel Connolly, B.Sc
Blair Findleton, B.Tech.Ed
SUPPORT FOR LEARNERS
Principal Teacher Sandra Sutherland, M.A
Teachers Suzanne Birrell, B.Sc. Dip Ed.
Jennifer Johnstone, Dip. Prim. Ed.
Patricia Robertson, B.Ed.
Vacancy
Fiona Stark, B.A.
Philippa Stephens, Dip. Prim. Ed.
Vacancy
Daniel Blacker, B.Ed., M.Sc.
Mairi Logie, M.A.
Sheila Dick, Dip.H.E. (Part-time)
Eleanor McLuckie, B.Ed. (Part-time)
Christina Gowie, M.A., B.Ed (Part-time)
63
Staff List (Continued)
Auxiliaries Mavis Coull
Sheila Emery
Pat Godfrey
Shona Hutcheon
Vicki Logan
Lynn McLaren
Alison Nicholson
Paula Ogilvie
Audrey Ramage
Dennis Robertson
Gillian Simpson
Elaine Strother
Jennifer Reid (Part-time)
LIBRARY
Network Librarian Rosie Dredge, M.A. MCILP
Library Assistants Elaine Colliar, B.A. M.LIT.
Jill Paterson, BSc
CLERICAL STAFF
Administrative Assistant Gemma McWilliam
Senior Clerical Assistant Aileen Duff, H.N.D.
Clerical Assistants Elaine Smith, M.A, MSc (Part-time)
Ashley-Claire Clark (Part-time, temporary)
Karen Donald (Part time)
Lynne McKellar, M.A. (Part-time)
Anita Lawson, BSc (Part-time)
Liz Souter (Part-time)
64
Staff List Continued
TECHNICIANS
Whole School Technician Aileen Walker, O.N.C.
Ashok Mehta
Technician Mary Crothers, H.N.C.
Technical Assistants Nancy Anderson
Jan Fielding
Deborah Cormack
Greg Davidson
Anne-Marie Punchard
JANITORIAL STAFF
Supervisory Janitor James Laird
Janitors Arthur Pearson
Dennis Smith
Steve Hart
NURSE
Vacancy
NURSING ASSISTANTS
Alison Dyson (Part-time)
Ashley Clark (Part-time)
LIFEGUARD
Jonathan Brier
____________________________________________________
SCHOOL CHAPLAINS
Stonehaven Dunnottar Church Rev. R. Duncan
St James Episcopal Church Rev. M. Jackson
Stonehaven South Church Rev. D. Stewart
Stonehaven Fetteresso Church Rev. F. Blair
65
APPENDIX B
ASSOCIATED PRIMARY SCHOOLS
Ten primary schools send their children here, namely:
Arduthie Primary School, Stonehaven
Bervie Primary School, Inverbervie
Catterline Primary School,
Dunnottar Primary School, Stonehaven
Glenbervie Primary School, Drumlithie
Gourdon Primary School
Johnshaven Primary School
Kinneff Primary School
Mill O‟Forest Primary School, Stonehaven
Lairhillock Primary School
ASSOCIATED SPECIAL SCHOOLS
Carronhill School
66
APPENDIX C
THE SCHOOL YEAR
Summer Term 2010/11 2011/12
Term Begins 17 August 2010 16 August 2011
In Service Closure
October Holidays 11 – 22 October 2010 10 – 21 October 2011
In Service Closure 15 – 16 November 2010 14 – 15 November 2011
Christmas Holiday 22 December 2010 23 December 2011
- term ends
Winter Term
Term begins 5 January 2011 9 January 2012
Holiday
Mid Term 14 February 2011 13 February 2012
In Service 15 -16 February 2011 14 – 15 February 2012
Term Ends 1 April 2011 30 March 2012
Summer Term
Term begins 18 April 2011 16 April 2012
Holiday 22 April 2011
Holiday 2 May 2011
In Service 3 May 2011 7 May 2012
Term ends 1 July 2011 29 June 2012
Three “occasional day” holidays and four In-Service Closure days for 2011/2012 have yet to
be decided by the School Board and the Education Authority accordingly. Parents will be
notified of these dates once they are known.
Future term dates can be viewed on the Aberdeenshire webpage:
http://www.aberdeenshire.gov.uk/schools/information/term_dates.asp
67
APPENDIX D
“MEALS TO GO” - SAMPLE LIST OF MENU
Please note:
Select a Sandwich or Main Option & Drink –
Then any other choice of items available
Fillings Price
Plain Cheese Sandwich £1.10
Plain Cheese Baguette £1.10
Plain Salad £1.10
Cheese & Tomato £1.10
Cheese & Coleslaw £1.10
Egg Mayonnaise £1.10
Tuna Mayonnaise £1.10
Chicken Mayonnaise £1.30
Chicken & Salad £1.30
Chicken Tikka £1.30
Main Option
Chicken Wrap £1.10
Chicken Baguette £1.10
Breads – Bread is included in the price of your sandwich
White Bread Brown Bread Baguette Bun
Drinks
Fruit Juice or Fruit Drinks – from 35p
Flavoured Water - from 35p Plain Water - from 30p
Yoghurt
Available daily – 35p or Fruit Corners – 65p each
Fresh Fruit
Apple Banana Orange Grapes – from 20p each
Prepared Fruit – 35p
Home Bakes
Brunch Bar - 40p Chocolate Chip Cookies - 40p Muffins - 40p
Caramel Shortcake - 45p Fudge Squares - 45p
Popcorn – 30p
A Healthy Lunch to Support a Healthy Lifestyle
MEALS 2 GO is not SNACK 2 GO
68
APPENDIX E
THE PARENTS‟ CHARTER
INFORMATION FOR PARENTS
The following pages provide information about:
Examination and certification results
Attendance and absence rates
School Leaver Destinations
Budgeted Running Costs
The Scottish Executive has a website called parent zone with information about school
education in general and up to date news.
The web address is: www.parentzonescotland.gov.uk
69
INFORMATION FOR PARENTS 2010
SECONDARY SCHOOLS
School: Mackie Academy Id No.: 110 - 5251931
Leaver Destinations
Number Of Pupils Leaving In School Year 2009/2010 And Percentage With Destination
As:
Total Number of Leavers (=100%) 185
Higher Education 41
Further Education 27
Training 1
Employment 19
Other Known 12
Not Known 0
Key to symbols:
Percentages for schools where the number of leavers is greater than 0 but less than 5 have been replaced by
asterisks (**) because they could be misleading or lead to identification of individuals.
The symbol (##) indicates that the data are not available or comparable with other years because the school has
recently opened or merged with another school, or is temporarily closed.
Budgeted Running Costs For Financial Year 2010-2011
School Roll at September 2009 1,114
Total School Running Costs at April 2010 (£) 5,826,620
Cost per Pupil (£) 5,230
Key to symbols: The symbol ## indicates that the data are not available.
70
INFORMATION FOR PARENTS 2010
SECONDARY SCHOOLS
School: Mackie Academy Id No.: 110 - 5251931
Attendance And Absence For School Year 2009/2010
Stage
S1 S2 S3 S4 S5 S1-5
Total Number
of Possible
78,553 69,514 84,501 77,676 62,810 373,054
Attendances(P
upil Half Days)
Percentage
Authorised 4.5 6.1 5.0 5.5 3.4 4.9
Absences
Percentage
Unauthorised 0.6 2.0 1.9 3.4 4.3 2.4
Absences
Key to symbols:
Asterisks (**) have been inserted instead of figures for some schools and categories:
Counts and percentages based on data for more than 0 but fewer than 5 pupils, because they could be
misleading or lead to the identification of individuals.
In other cases, it is not possible for the school to have any data for the category, for example, cases
where the relevant year group roll figure is zero.
The symbol (##) indicates that the school has recently opened or merged with another school and this
information is not available.
71
INFORMATION FOR PARENTS 2010
SECONDARY SCHOOLS
School: Mackie Academy Id No.: 110 - 5251931
Estimated S5 January Roll As A Percentage Of The S4 Roll
In September Of The Previous Session
2007/2008 2008/2009 2009/2010
66 61 67
Examination Results (within Scottish Credit and Qualifications Framework)
(2009/2010 results are pre-appeal)
Percentage of the relevant September S4 roll achieving:
By end 5+ @ level 3 or better 5+ @ level 4 or better 5+ @ level 5 or better
of S4 2007/20 2008/20 2009/20 2007/20 2008/20 2009/20 2007/20 2008/20 2009/20
08 09 10 08 09 10 08 09 10
99 96 98 92 88 93 46 46 55
Percentage of the relevant September S4 roll achieving:
By end 1+ @ level 6 or better 3+ @ level 6 or better 5+ @ level 6 or better
of S5 2007/20 2008/20 2009/20 2007/20 2008/20 2009/20 2007/20 2008/20 2009/20
08 09 10 08 09 10 08 09 10
50 47 52 35 30 31 16 16 15
Percentage of the relevant September S4 roll achieving:
By end 3+ @ level 6 or better 5+ @ level 6 or better 1+ @ level 7
of S6 2007/20 2008/20 2009/20 2007/20 2008/20 2009/20 2007/20 2008/20 2009/20
08 09 10 08 09 10 08 09 10
36 43 37 24 32 24 17 20 16
Key to symbols:
Counts and percentages for year groups which contain more than 0 but less than 5 pupils are replaced by
asterisks (**) because they could be misleading or lead to identification of individuals.
The symbol (##) indicates that the data are not available or comparable with other years. Possible reasons for
this include: the school has recently opened or merged with another school; S5 and S6 results for S1-S4
schools; S4, S5 and S6 results for S1-S2/S3 schools; cases where the relevant year group roll figure is zero.
72
INFORMATION FOR PARENTS 2010
SECONDARY SCHOOLS
School: Mackie Academy Id No.: 110 - 5251931
Minimising Overall Absence
Absence recorded Absence recorded
(2008/2009) (2009/2010)
Average number of Average number of
half days absence half days absence
per pupil per pupil
Absence 29.2 27.8
Where schools have 9 openings per week, please note that all local authority and national figures are based on
10 openings per week, and so are not directly comparable.
Key to symbols: The symbol (##) indicates that the data are not available or comparable with other years.
For Information:
Scottish Credit and Qualifications Framework (SCQF)
levels:
Level 7 CSYS at A-C; Advanced Higher at A-C
Level 6 Higher at A-C
Level 5 Intermediate 2 at A-C; Standard Grade at 1-2
Level 4 Intermediate 1 at A-C; Standard Grade at 3-4
Level 3 Access 3 Cluster; Standard Grade at 5-6
73
INFORMATION FOR PARENTS 2010
SECONDARY SCHOOLS
Education Authority: Aberdeenshire
Leaver Destinations
Number Of Pupils Leaving In School Year 2009/2010 And Percentage With Destination
As:
Total Number of Leavers (=100%) 2,745
Higher Education 40
Further Education 25
Training 2
Employment 25
Other Known 8
Not Known 1
Key to symbols:
Percentages for schools where the number of leavers is greater than 0 but less than 5 have been replaced by
asterisks (**) because they could be misleading or lead to identification of individuals.
The symbol (##) indicates that the data are not available or comparable with other years because the school has
recently opened or merged with another school, or is temporarily closed.
Budgeted Running Costs For Financial Year 2010-2011
School Roll at September 2009 15,001
Total School Running Costs at April 2010 (£) 91,111,351
Cost per Pupil (£) 6,074
Key to symbols: The symbol ## indicates that the data are not available.
74
INFORMATION FOR PARENTS 2010
SECONDARY SCHOOLS
Education Authority: Aberdeenshire
Attendance And Absence For School Year 2009/2010
Stage
S1 S2 S3 S4 S5 S1-5
Total
Number of
Possible
1,043,897 1,020,669 1,060,671 1,043,905 785,303 4,954,445
Attendances
(Pupil Half
Days)
Percentage
Authorised 4.9 5.6 6.4 5.6 5.0 5.5
Absences
Percentage
Unauthorise
1.0 1.3 2.0 2.3 2.2 1.7
d
Absences
Key to symbols:
Asterisks (**) have been inserted instead of figures for some schools and categories:
Counts and percentages based on data for more than 0 but fewer than 5 pupils, because they could be
misleading or lead to the identification of individuals.
In other cases, it is not possible for the school to have any data for the category, for example, cases
where the relevant year group roll figure is zero.
The symbol (##) indicates that the school has recently opened or merged with another school and this
information is not available.
75
INFORMATION FOR PARENTS 2010
SECONDARY SCHOOLS
Education Authority: Aberdeenshire
Estimated S5 January Roll As A Percentage Of The S4 Roll
In September Of The Previous Session
2007/2008 2008/2009 2009/2010
64 64 69
Examination Results (within Scottish Credit and Qualifications Framework)
(2009/2010 results are pre-appeal)
Percentage of the relevant September S4 roll achieving:
By end 5+ @ level 3 or better 5+ @ level 4 or better 5+ @ level 5 or better
of S4 2007/20 2008/20 2009/20 2007/20 2008/20 2009/20 2007/20 2008/20 2009/20
08 09 10 08 09 10 08 09 10
94 95 94 84 85 83 41 39 41
Percentage of the relevant September S4 roll achieving:
By end 1+ @ level 6 or better 3+ @ level 6 or better 5+ @ level 6 or better
of S5 2007/20 2008/20 2009/20 2007/20 2008/20 2009/20 2007/20 2008/20 2009/20
08 09 10 08 09 10 08 09 10
44 44 45 27 27 26 12 12 12
Percentage of the relevant September S4 roll achieving:
By end 3+ @ level 6 or better 5+ @ level 6 or better 1+ @ level 7
of S6 2007/20 2008/20 2009/20 2007/20 2008/20 2009/20 2007/20 2008/20 2009/20
08 09 10 08 09 10 08 09 10
35 35 35 23 25 24 16 17 16
Key to symbols:
Counts and percentages for year groups which contain more than 0 but less than 5 pupils are replaced by
asterisks (**) because they could be misleading or lead to identification of individuals.
The symbol (##) indicates that the data are not available or comparable with other years. Possible reasons for
this include: the school has recently opened or merged with another school; S5 and S6 results for S1-S4
schools; S4, S5 and S6 results for S1-S2/S3 schools; cases where the relevant year group roll figure is zero.
76
INFORMATION FOR PARENTS 2010
SECONDARY SCHOOLS
Education Authority: Aberdeenshire
Minimising Overall Absence
Absence recorded Absence recorded
(2008/2009) (2009/2010)
Average number of Average number of
half days absence half days absence
per pupil per pupil
Absence 27.9 28.0
Where schools have 9 openings per week, please note that all local authority and national figures are based on
10 openings per week, and so are not directly comparable.
Key to symbols: The symbol (##) indicates that the data are not available or comparable with other years.
For Information:
Scottish Credit and Qualifications Framework (SCQF)
levels:
Level 7 CSYS at A-C; Advanced Higher at A-C
Level 6 Higher at A-C
Level 5 Intermediate 2 at A-C; Standard Grade at 1-2
Level 4 Intermediate 1 at A-C; Standard Grade at 3-4
Level 3 Access 3 Cluster; Standard Grade at 5-6
77
INFORMATION FOR PARENTS 2010
SECONDARY SCHOOLS
National Data
Leaver Destinations
Number Of Pupils Leaving In School Year 2009/2010 And Percentage With Destination
As:
Total Number of Leavers (=100%) 54,097
Higher Education 36
Further Education 27
Training 5
Employment 19
Other Known 13
Not Known 1
Key to symbols:
Percentages for schools where the number of leavers is greater than 0 but less than 5 have been replaced by
asterisks (**) because they could be misleading or lead to identification of individuals.
The symbol (##) indicates that the data are not available or comparable with other years because the school has
recently opened or merged with another school, or is temporarily closed.
Budgeted Running Costs For Financial Year 2010-2011
School Roll at September 2009 302,921
Total School Running Costs at April 2010 (£) 1,695,802,434
Cost per Pupil (£) 5,598
Key to symbols: The symbol ## indicates that the data are not available.
78
INFORMATION FOR PARENTS 2010
SECONDARY SCHOOLS
National Data
Attendance And Absence For School Year 2009/2010
Stage
S1 S2 S3 S4 S5 S1-5
Total
Number of
Possible
20,375,279 20,601,741 21,076,798 20,825,660 15,739,991 98,619,469
Attendances
(Pupil Half
Days)
Percentage
Authorised 5.3 6.2 7.0 6.4 5.8 6.2
Absences
Percentage
Unauthorise
1.5 2.2 3.0 3.5 2.8 2.6
d
Absences
Key to symbols:
Asterisks (**) have been inserted instead of figures for some schools and categories:
Counts and percentages based on data for more than 0 but fewer than 5 pupils, because they could be
misleading or lead to the identification of individuals.
In other cases, it is not possible for the school to have any data for the category, for example, cases
where the relevant year group roll figure is zero.
The symbol (##) indicates that the school has recently opened or merged with another school and this
information is not available.
79
INFORMATION FOR PARENTS 2010
SECONDARY SCHOOLS
National Data
Estimated S5 January Roll As A Percentage Of The S4 Roll
In September Of The Previous Session
2007/2008 2008/2009 2009/2010
65 67 72
Examination Results (within Scottish Credit and Qualifications Framework)
(2009/2010 results are pre-appeal)
Percentage of the relevant September S4 roll achieving:
By end 5+ @ level 3 or better 5+ @ level 4 or better 5+ @ level 5 or better
of S4 2007/20 2008/20 2009/20 2007/20 2008/20 2009/20 2007/20 2008/20 2009/20
08 09 10 08 09 10 08 09 10
91 91 92 76 78 78 34 35 35
Percentage of the relevant September S4 roll achieving:
By end 1+ @ level 6 or better 3+ @ level 6 or better 5+ @ level 6 or better
of S5 2007/20 2008/20 2009/20 2007/20 2008/20 2009/20 2007/20 2008/20 2009/20
08 09 10 08 09 10 08 09 10
39 41 43 22 23 24 10 11 11
Percentage of the relevant September S4 roll achieving:
By end 3+ @ level 6 or better 5+ @ level 6 or better 1+ @ level 7
of S6 2007/20 2008/20 2009/20 2007/20 2008/20 2009/20 2007/20 2008/20 2009/20
08 09 10 08 09 10 08 09 10
30 31 33 20 21 22 13 14 14
Key to symbols:
Counts and percentages for year groups which contain more than 0 but less than 5 pupils are replaced by
asterisks (**) because they could be misleading or lead to identification of individuals.
The symbol (##) indicates that the data are not available or comparable with other years. Possible reasons for
this include: the school has recently opened or merged with another school; S5 and S6 results for S1-S4
schools; S4, S5 and S6 results for S1-S2/S3 schools; cases where the relevant year group roll figure is zero.
80
INFORMATION FOR PARENTS 2010
SECONDARY SCHOOLS
National Data
Minimising Overall Absence
Absence recorded Absence recorded
(2008/2009) (2009/2010)
Average number of Average number of
half days absence half days absence
per pupil per pupil
Absence 34.2 33.9
Where schools have 9 openings per week, please note that all local authority and national figures are based on
10 openings per week, and so are not directly comparable.
Key to symbols: The symbol (##) indicates that the data are not available or comparable with other years.
For Information:
Scottish Credit and Qualifications Framework (SCQF)
levels:
Level 7 CSYS at A-C; Advanced Higher at A-C
Level 6 Higher at A-C
Level 5 Intermediate 2 at A-C; Standard Grade at 1-2
Level 4 Intermediate 1 at A-C; Standard Grade at 3-4
Level 3 Access 3 Cluster; Standard Grade at 5-6
81
