Bannockburn High School

Handbook 2018

Winners of the Scottish Government

Quality Improvement Award

'Most Innovative or Inspiring Project'

Stirling Council Education Services 3rd Wolfcraig, Stirling FK8 2LJ

01786 404040

info@stirling.gov.uk

www.stirling.gov.uk

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Contact details

Email bannockburnhs@stirling.gov.uk

Web www.bannockburnhigh.org.uk

Tel 01786 813519

Twitter @BannockburnHigh

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Contents

Page Contents

3 Contents

4 Letter from Chief Education Officer

5 School Aims

6 Our Staff

9 Parent, Families and Carers/

Parent Council

10 Senior Leadership Team

11 School Year | 2017/18

12 Moving from Primary to Secondary

13 Our School Uniform

14 Conduct at Bannockburn High School

15 Our School Day

16 Curriculum at BHS

18 Pupil Support

20 Homework and Study

21 Assessment

22 Health & Safety Matters

23 Attainment and Achievement

29 Community Partnership Working

31 Statutory and Other Information

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Welcome to Bannockburn High School. Our school is a comprehensive secondary school situated in the village

of Bannockburn, on the southern side of the historic city of Stirling. At present, our school community has

around 600 pupils, with our catchment encompassing our associate primary schools of Bannockburn Primary

School, Braehead Primary School, Cowie Primary School and East Plean Primary School. We also have pupils in

our school community who join us from Borestone Primary School and from Allan's Primary School.

As such we are committed to the education of the whole person – moral, intellectual, social and physical. We

welcome all who wish to be part of our school and we aim to create in our school a community of learning in

which values such as those on the Scottish Parliament’s Mace:

Compassion, Justice, Wisdom and Integrity – permeate everything we do.

We are extremely proud of the school and our positive ethos which promotes community engagement. This is

reflected in Parent Council and Pupil Councils, as well as in our local community councils, where the school is

represented by our school captains. Our school values were redefined recently to reflect the ambitious nature

of our school. The values are clearly visible from our school badge:

aspire@bannockburnhigh

Our curriculum reflects the key principles of curriculum design and provides breadth and depth across both the

Broad General Education (BGE) and Senior Phase, within a coherent structure with clear links to skills based

learning. Towards the end of the BGE and in the Senior Phase there are opportunities for pupils to personalise

and focus in their learning. Our curriculum challenges our pupils to aim high, in their targets and also in the

standards that they achieve in our ABOUT categories - Attendance, Behaviour, Organisation, Uniform and

Timekeeping. Our curriculum is also enhanced by the partnership working that we undertake with Forth Valley

College, with a number of pupils attending the SCOTS programme, the ACE programme and also through pupils

undertaking extended Work Experience placements with a range of local employers including Stirling Council.

The above is indicative of the rich experience our pupils receive within the school, but only gives a flavour of the

overall Bannockburn High School experience. As well as this, our pupils benefit from opportunities such as the

Maths Challenge, ECO committee, Rights Respecting School Group, Stirling Music Groups, Duke of Edinburgh

Awards, Strathcarron Hospice Business Partnership, partnerships with Waterstones and Robertson, sporting trips

including Champions League games and the Ski Trip. Team Malawi are preparing for their next visit to Malawi

and recently hosted our Christmas Fayre - a resounding success. I could cite a host of other experiences that

pupils enjoy within the school!

It is our genuine belief that Bannockburn High School is a stronger school when we work in partnership with pupils,

parents, staff and partners. As stated, we are very proud of our school and hope that this brochure provides an

insight into the life and work of Bannockburn High School. Should you wish further information, please do not

hesitate to get in contact via email, telephone or by visiting the school. We pride ourselves on our community

spirit and are always seeking to enhance our engagement with parents/carers and the wider community.

School Aims

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SENIOR LEADERSHIP TEAM Head Teacher Mrs Karen Hook

Depute Head Teacher Mr Brian Millar

Depute Head Teacher Mrs Vicki Sherry

Depute Head Teacher Mr Graham Boyce

EXPRESSIVE ARTS

Curricular Leader/ Music Teacher Mrs Vicky McKinlay

Music Teacher Mrs Claire Thomson

Music Teacher/ Principal Teacher Pupil Support Mrs Kirsten Gunning

Music Teacher/ Depute Head Teacher Mr Brian Millar

Music Teacher/ Depute Head Teacher Mr Graham Boyce

Art Teacher Mrs Wendy Fleming

Art Teacher Mr Alan McCluskey

Art Teacher Ms Catherine Robertson

Art Teacher Mrs Claire Graham

PE Teacher Mrs Pamela McClune

PE Teacher Mr David Oxburgh

PE Teacher Mr Ross Harkness

PE Teacher/ Principal Teacher Pupil Support Miss Polly Campbell

Swimming Pool Supervisor Mrs Janice Stirling

LANGUAGES & LITERACY

Curricular Leader/ English Teacher Mrs Ruth Sheppard

English Teacher Mrs Molly Rae

English Teacher Mrs Sandra Mackinnon

English Teacher Mrs Mairi Santolin

English Teacher/ PT Pupil Support (0.4) Miss Lisa McGibbon

Modern Languages Teacher Miss Susan Rice

Modern Languages Teacher Ms Elena Raguenet

Modern Languages Teacher Ms Kirstin Gibbons

MATHEMATICS, IT & NUMERACY

Curricular Leader/ Maths Teachers Mrs Suzanne Harris

Maths Teacher Mrs Vivienne Davidson

Maths Teacher Miss Reshma Esmail

Maths Teacher Ms Elaine Del Valle

Maths Teacher Mrs Laura Pickavance

Maths Teacher Ms Natalie Sharpe

Business Education Teacher Ms Suzanne Casey

Business Education Teacher Mrs Elaine Mcphee

Computing Studies Teacher Ms Dale Henry

Computing Studies Teacher Mrs Audrey Blades

Our Staff

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SOCIAL SUBJECTS & RME

Curricular Leader/ Modern Studies Teacher Mrs Donna Millar

Modern Studies & History Teacher Mrs Debbie Kirkwood

Geography Teacher Mrs Jennifer Chalmers

Geography Teacher Mr Callum Renz

History Teacher Ms Charlotte Carlin

History Teacher Mr Andrew Littlejohn

Religious & Moral Education Teacher Mr Darren Watt

Religious & Moral Education Teacher Mrs Jeanette Mackay

SCIENCE, TECHNOLOGIES & H&W

Curricular Leader/ Physics & Science Teacher Mr Jim Timmons

Biology & Science Teacher Mrs Jayne Hamilton

Chemistry & Science Teacher Mr Paul Leitch

Chemistry & Science Teacher Mrs Lorna Mcconachie

Biology & Science Teacher Ms Julie Young

Biology & Science Teacher/ PT Pupil Support Ms Lauren Craig

Physics & Science Teacher Ms Claire Powell

Technological Studies Teacher Mr Neil Watson

Technological Studies Teacher Miss Erin Mcshane

Technological Studies Teacher Ms Katy Macvicar

Home Economics Teacher Mrs Alison Swain

ADDITIONAL SUPPORT NEEDS

ASN Teacher Mrs May Campbell

ASN Teacher Miss Alison Cooke

ASN Teacher/ PT Pupil Support Mrs Emma Fergus

ASN Teacher/ PT Pupil Support Mr Gary Shepherd

ASN Teacher/ PT Pupil Support Miss Lorna Stewart

Health & Wellbeing Officer Mrs Sheonagh Harris

Health & Wellbeing Officer Mrs Caroline Moore

Police Liaison Officer PC Kathy Kirsop

Skills Development Scotland Mrs Rossana Ciccu

Support for Learning Assistant Mrs Margaret Anderson

Support for Learning Assistant Ms Helen Bloomer

Support for Learning Assistant Mrs Lynne Caldwell

Support for Learning Assistant Mrs Rosalia Gentles

Support for Learning Assistant Ms Lindsey Mcintyre

Support for Learning Assistant Mrs Moira Mckay

Support for Learning Assistant Ms Isobel Wyllie

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ADMINISTRATIVE STAFF

School Resources Officer Miss Sharon Kelly

School Administrator Mrs Anne Garvey

Admin Assistant Mrs Yvonne Nicol

Admin Assistant Mrs Glenda Smeaton

Admin Assistant Ms Lyndsay Ramsay

Medical Attendant Mrs Evelyn Duncan

Supervisory Assistant Mrs Teresa Bruce

TECHNICIAN SUPPORT STAFF

Senior Technician Mrs Dorothy Robertson

Technician Mr Chris Terrell

JANITORIAL STAFF

Head Janitor {Acting} Mr Charles Inglis

Janitor Mr Charles Hamilton

Janitor Mr Brian Paterson

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How Parent Councils can make the difference Learning begins (and continues) at home Parents and families are children’s first teachers and continue to

make a difference to children’s learning as they grow older.

Parents and Schools as Partners

There are lots of ways in which the school, parents, families and the community can work together to give our

young people the best possible education. Schools are most effective when they develop positive relationships

with parents and the community they serve.

Giving parents a voice

The Scottish Schools (Parental Involvement) Act 2006 gives parents the right to receive information about their

children’s education and to be represented and have their views expressed through the Parent Council.

More information can also be found on the Parentzone website at www.parentzonescotland.gov.uk.

Bannockburn High School Parent Council Our Parent Council meet regularly and support the work of the school in a variety of ways.

The current members of the Parent Council are:

Robin Mair (Chair)

Fiona McFarlane

Geraldine Wilson

Louise Lawrie

Julie Vannan

Kim Graham

If you would like more information about the Parent Council or wish to contact them, please

e-mail bannockburnhs@stirling.gov.uk

Parents, Families and Carers

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Head Teacher | Mrs K Hook Depute Head Teacher | Mr B Millar Strategic Planning

Policies – National & Local

Pupil Equity Fund

Child Protection (with GB)

Community Liaison

School Staffing (with VS)

SNC & School Calendar

Parent Council

Press Link

Self-Evaluation – Whole School

School Publications & Communication

Standards & Quality Report

School Handbook

School Improvement Planning

School Chaplain Link (with GB)

Health & Safety (with SK)

Pupil Equity Fund

S1 & S2 Year Head & Pastoral (S2 & S3 Aug 2018)

Faculty Link: Science & Tech, HE, Numeracy & IT

Enrolment & Placing Requests S1 & S2

Absence Cover

SQA Co-ordinator

Mock Examinations

Monitoring, Tracking & Reporting

School based examinations & SNSA

Wider Achievement

Assessment, Moderation & Verification

S3 Profiling

Numeracy Coordinator

Attainment [S1 – S3]

BGE Phase Curriculum

BGE Learning & Teaching

School website

SEEMIS

QIs

1.1, 1.3, 1.4, 1.5

QIs

1.4, 3.1, 3.2, 2.3, 2.2

Depute Head Teacher | Mr G Boyce Depute Head Teacher | Mrs V Sherry S3 & S4 Year Head & Pastoral (S1&S6 from Aug

2018)

Faculty Link: Pupil Support, ASN

Enrolment & Placing Requests S3 & S4

Line Management of SLAs & ASN Teachers

Deployment of SLAs

Support Co-ordinator

Absence Cover

PSE

ASL Act & GIRFEC

Child Protection (with KH)

Social Work / Partner Agencies

Primary Liaison / Transition

+’ve Destinations and 16+ Transition

DYW / City Deal Overview

School Chaplain Link (with KH)

UCAS/College/SDS

Work Experience

Pupil Councils

Family Learning

Awards Ceremony

HWB Coordinator

Attendance

S5 & S6 Year Head & Pastoral (S4&S5 from Aug 2018)

Faculty Link: Languages & Literacy, Social Subjects &

RME, Expressive Arts

Enrolment & Placing Requests S5 & S6

School Timetable

VSE

Absence Management & Cover

Parents Evening Arrangement & Analysis

Attainment [S4 – S6]

Senior Phase Curriculum & Learning & Teaching

Staffing (with KH)

ICT Strategy

Option Choice Arrangements

INSIGHT

CLPL

PRD

Probationers & Students, NQTs & RQTs

Improvement Teams

INSET Days

Literacy coordinator

QIs

1.1, 1.2, 1.4, 2.1, 2.4, 2.5, 2.6, 2.7, 3.3

QIs

1.2, 1.4, 3.2, 3.3, 2.6,2.3, 2.2

School Resource Officer | Mrs S Kelly Management of Information Systems

HR& Absence Management

Financial Management (incl School Fund)

Facilities & Resources Management

Health and Safety

Excursions

Coordination of whole school events

Management of Support Staff (excluding SLAs)

PRD – Support Staff

Statistical Returns

Liaison with Janitors, Catering & Cleaning Services

SNC

Senior Leadership Team | 2017/18

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Autumn Term

Starts

Ends

Monday 21 August 2017

Tuesday 22 August 2017

Friday 6 October 2017

Teachers return

Pupils return

October Holiday

Starts

Ends

Monday 9 October 2017

Friday 13 October 2017

Winter Term

Starts Monday 16 October 2017

Staff Development Day

Staff Development Day

Thursday 23 November 2017

Friday 24 November 2017

Ends Friday 22 December 2017

Christmas Holiday

Starts

Ends

Monday 25 December 2017

Friday 5 January 2018

Spring Term

Starts Monday 8 January 2018

Staff Development Day

Staff Development Day

Local Holiday

Local Holiday

Local Holiday

Monday 12 February 2018

Tuesday 13 February 2018

Wednesday 14 February 2018

Thursday 15 February 2018

Friday 16 February 2018

Ends Thursday 29 March 2018

Spring Holiday

Starts

Ends

Friday 30 March 2018

Friday 13 April 2018

Summer Term

Starts Monday 16 April 2018

Local Holiday Monday 7 May 2018

Ends Friday 29 June 2018

Summer Holiday

Starts

Ends

Monday 2 July 2018

Friday 17 August 2018

Session 2018/19 Friday 17 August 2018

Monday 20 August 2018

Teachers return

Pupils return

School Year | 2017/18

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With our partner primaries we aim to develop a strong partnership in three main groups:

1. Young People The move from primary to secondary school is an important event for our pupils. We at Bannockburn High

School wish to make the move as untroubled and smooth as we can. Young people regularly visit

Bannockburn High School throughout their final year in primary school as part of an ambitious liaison

programme which includes a variety of events. The transition programme is led by the Depute Head Teacher

responsible for Pupil Support who regularly visits each primary school to meet with pupils and staff to

coordinate the programme. As well as this, staff from Bannockburn High School deliver curricular experiences,

either within the primary schools or during pupil visits to Bannockburn High School. The experiences have

included aspects of Technical, Home Economics, PE, and Music education, to name but a few.

In May/June of Primary 7, pupils attend the school for three days and get a real insight into what their

secondary school experience will be like. Parents/carers are also invited to attend the school throughout the

course of primary seven, firstly, for the P7 Information Evening. Following the transition to secondary school,

parents/carers are invited to attend the S1 Parents' Evening to gain more detailed information as to how each

pupil is progressing across subject areas.

Young people who require an enhanced level of support for the transition from primary to secondary are

invited to join the Enhanced Transition Group which meets regularly at the High School with learning support

specialist staff.

2. Parents Parents of P6 and P7 pupils are warmly invited to attend special Parents’ Information Evenings which take

place in October/ November. Alternative arrangements can be made by appointment for P7 parents who

cannot make the Information Evenings. In addition to these, there is another Information evening for P7 parents

in June to showcase the work from the transition project and to give practical information just prior to the

children transferring. The Bannockburn High School Newsletter which is published once a Term is available on

our website so that parents/carers of our P7 pupils can keep up to date with life in Bannockburn High School.

3. Teachers The Head Teachers in our cluster meet regularly to discuss transition arrangements and the setting up of

projects involving Primary and Secondary. Teachers from both sectors regularly exchange information with the

Principal Teacher Pupil Support and the Learning Support Teacher. Background information and details of

courses taught and materials used are discussed including any relevant data on for example, attainment

information in Maths and English, in order to ensure a smooth transfer from primary to secondary. Information

about the particular strengths and weaknesses and any additional support needs are also exchanged. We thus

try to ensure that we have a clear picture of each pupil’s individual strengths, aptitudes, special talents or

difficulties prior to them joining Bannockburn High. In this way we hope to be well prepared to help each

young person to settle and to provide continuity with the work done in primary school.

Moving from Primary to Secondary

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The benefits of a formal school uniform are recognised. Wearing the school uniform:

plays a vital role in the safety of all our young people by allowing staff to identify visitors to the

school.

indicates a sense of pride and identification with the school;

helps pupils form or enhance positive attitudes to school and school work;

protects our young people from the damaging impact of social distinction and ‘competitive’

dressing;

promotes the school’s identity in the community;

assists staff in the task of supervising pupils.

Uniform for S1-5 Black BHS badged blazer; white school shirt; BHS striped/plain black tie; black school trousers or skirt.

Uniform for S6 Black BHS badged blazer with blue braiding; white school shirt; black BHS tie; black school trousers or

skirt.

Only formal school shirts (with top buttons) should be purchased for school. Adapting the uniform to

reflect current ‘trends’ is strongly discouraged: eg fashion t-shirts, belts and scarves, leggings, trainers,

jeans/‘jean like’ trousers with studs, shorts, culottes, ¾ length trousers, blouses, gloves or hats (worn

indoors), hooded, leather, denim, parka or ‘zipped’ jackets, inappropriate fashion footwear such as

Converse boots or shoes, Doc Martins, Uggs etc.

Dress Code for PE School blue T-shirt with embroidered school logo for boys and girls, black sports shorts/joggers/Capri

pants.

Unacceptable Dress There are forms of dress which are unacceptable in school, such as items of clothing which:

potentially encourage faction or division (eg football colours, Goth, Emo, Biker, Heavy Metal

or other music related identities)

could cause offence (such as items which display anti-religious symbolism/political

slogans/sexual innuendo)

advertise fashion chains, designer logos or sports’ emblems

could cause health/safety difficulties (such as piercings/large items of jewellery etc)

display advertising, particularly for alcohol or tobacco

display inappropriate lapel badges

Textbooks and Other School Equipment Pupils should be provided with a strong school bag of suitable size and shape to carry large books,

preferably with a separate waterproof compartment for games clothes, in order that books are

given maximum protection. Books should also be covered. All jotters should be covered. All pupils will

need to be equipped with, as a minimum, a pen, pencil and ruler. A pencil bag with pencil, eraser,

colour pencils, protractor is useful, as are pocket English and French/Spanish dictionaries and a

calculator. Care of school equipment is the individual pupil’s responsibility and compensation would

be required for loss or wilful damage to school property. Personal electrical appliances belonging to

pupils – for example, hair straighteners, must not be used in school due to health and safety reasons.

Our School Uniform

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Bannockburn High School strongly believes in the need for positive behaviour and trusts that all parents will co-

operate with the school to achieve this. Our pupils are required to behave well, to show a proper regard for

their own safety and for the safety of others. Only when this has been achieved can we create an environment

in which pupils learn and teachers teach. Our policy on positive behaviour includes several important

elements:

good teaching and effective class management – pupil-teacher relationships based on mutual respect

our effective school rules based on the needs of our school as a community - the use of praise where

appropriate

the quality of Pupil Support in the school - the support of our parents

the clear communication of our expectations to young people, teachers and parents (Expectations &

Consequences below)

Teachers are responsible for the positive behaviour in their own classrooms. They deal with breaches of positive

behaviour in a number of ways: in many cases a quiet reprimand is sufficient though some cases may require a

more serious and formal reprimand. If a pattern of misconduct is seen then parents are called to discuss the

situation. In certain cases pupils may be requested to make up lost work because of misconduct - this may be

during interval or part of a lunch time. It is not our policy to detain pupils at the end of the school day. Serious or

persistent breaches of school rules will result in exclusion from our school in accordance with local authority

guidelines. This is a very rare occurrence at Bannockburn High School.

Our Pupil Support staff are responsible for monitoring the conduct of all of our young people. Teachers may

make referrals to Pupil Support staff for information purposes. The Senior Leadership Team keep the behaviour

of individual pupils, classes and year groups under review and become directly involved in matters of serious or

persistent indiscipline.

Wherever appropriate we work closely with parents and supporting agencies - Psychological Services, Social

Work and Police in order to promote positive behaviour and to support our young people. At Bannockburn

High School we have the greatest confidence in the goodness of the young people in our charge, and in their

desire to contribute positively to the school.

Expectations

In Bannockburn High, young people are expected to:

attend school regularly

take care of their own health and safety and not jeopardise the health and safety of others

show respect for teachers, other members of staff, other pupils & visitors

come to school on time

keep the school clean and tidy and take proper care of books, jotters and materials

behave reasonably at all times in and around school and on the way to / from school

accept the authority of all staff

stay in the school grounds at morning interval

walk at all times inside the school building

wear the school uniform

do their very best at all times

Consequences Breaking any of the school rules may have a number of consequences depending on the gravity and/or

frequency of the action. Some examples are:

verbal reprimand

re-rooming

time sanction

withdrawal of privileges (eg from disco / trips /shows)

referral to a Curriculum Leader

parent(s) being contacted

referral to a Depute Head

referral to the Head Teacher

parents being asked to come up to the school

pre-exclusion letter

exclusion from school

Conduct at Bannockburn High School

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hool day at Bannockburn High School is as follows:

Period Start Finish

Reg 9.00am 9.10am

Period 1 9.10am 10.00am

Period 2 10.00am 10.50am

Interval 10.50am 11.05am

Period 3 11.05am 11.55am

Period 4 11.55am 12.45pm

Lunch 12.45pm 1.25pm

Period 5 1.25pm 2.15pm

Period 6 2.15pm 3.05pm

Period 7 (Mon, Tue only)

3.05pm 3.55pm

Our School Day

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Our new S1 in August 2010 was the first year group to be affected by the implementation of the Scottish

Government’s ‘Curriculum for Excellence’. This means a shift away from what was formally defined as ‘the

common course’ in S1 and S2 with options at the end of S2 to a ‘broad general education’ for S1 to S3. S1 have

a different experience when they approach S3. There have been consequent changes to the S4-6 curriculum

and to the national examination system once pupils reach S4.

Since August 2010 therefore, we have been implementing the new curriculum though aspects of it – more

interdisciplinary working for example – had been implemented earlier. As part of the new ‘broad general

education’ the following subjects continue to be covered:

Art & Design

English

French

Home Economics

Mathematics

Music

Physical Education

Religious and Moral Education

Science

Social Subjects

Technologies

In S1-3 we develop and build on the work done in the later stages of primary school. The emphasis at

Bannockburn High School is very much on pupils as individuals - each moving at a suitable pace to master

content and skills. Pupils are taught in a combination of mixed ability and ability class groups.

A separate section of this handbook describes our policy for helping those with learning difficulties.

Fourth Year All S4 students take courses leading to the new National Qualifications in English and Maths as well as core

Religious and Moral Education (RME) and core PE. In addition almost all S4 will take another 5 courses leading

to new National Qualifications.

The vast majority of our S4 therefore, will take 7 National 5 courses (SCQF Level 5 – equivalent to the old

Standard Grade (SG) ‘Credit’ level). All National 5 courses involve an external examination. Students whose

progress suggests they will not be successful at National 5 may be presented for National 4 (SCQF Level 4 –

equivalent to the old Standard Grade ‘General’ level) or National 3 (SCQF Level 3 – equivalent to the old

Standard Grade ‘Foundation’ level). National 4 and National 3 are internally assessed following SQA

Moderation and do not involve students taking any external exams. S4 students with special needs will follow a

curriculum individually tailored to their needs. Examples of a typical curriculum for a fourth year student taking

7 courses at National 5 might be:

English, Maths, Biology, Music, Business Education, History, French

A major difference between the old Standard Grade curriculum and the new curriculum is that in the past, all

students were presented for 2 levels (SG Credit + SG General or SG General + SG Foundation) which meant

that if they failed the higher level assessment, they could still be awarded the lower level. There is no such

automatic ‘safety net’ in the new system. Thus students who are unsuccessful at National 5 will only be

awarded National 4 if they have met the specific assessment requirements of National 4. In most (but not all)

subjects, success in National 5 ‘Unit’ assessments completed in school in the course of S4, are accepted as

evidence of a pass at National 4. However in some cases (depending on the course) students may be required

to complete National 4 assessments after they have sat the National 5 SQA exam. The SQA are making

changes to the above that will mean there is no retrospective certification at lower level in session 2017-18 due

to the removal of units.

S1, S2 and S3 Broad General Education

Senior Phase Courses

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Fifth Year All S5 students take 5 courses leading to SQA Highers or National Qualifications. All pupils will study these

courses at NAT 4, NAT 5 or Higher Level. In some subjects, a pass at National 5 is a pre-requisite before

embarking on a Higher course. S5 students with ASN will follow a curriculum individually tailored to their needs.

Sixth Year All S6 students must take a minimum of 4 full courses leading to SQA National 4, National 5, Higher or Advanced

Higher Qualifications. The vast majority of our S6 will also choose from a range of ‘Elective’ courses and

activities designed to provide them with opportunities for personal development (including leadership skills)

and service to the school and wider community. In recent years these electives have proved popular and

highly successful.

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In Bannockburn High School we are committed to the education of the whole child and recognise

that each child has intellectual, moral, physical and social needs. In order to meet these needs we

believe that we must provide the best possible conditions for learning for all our pupils. A school ethos

based on values such as respect, love, trust, compassion, justice and integrity is central to our

approach to Pupil Support. We believe that learning is a collective as well as an individual

responsibility and that all members of our school community are responsible for their own

achievements and contribute to the achievement of others. It is essential to have Pupil Support

structures which exemplify and embody our philosophy of valuing all pupils as individuals and as

members of the community of Bannockburn High School.

New Year Group Structure From January 2018 our Pupil Support structures will be year group based since the key experiences of

young people at secondary school – their curriculum and their assessment – are year-group based.

Our system integrates pastoral care and support for learning in an attempt to provide a holistic

approach to supporting individual pupils. Peer group issues which can impact on the progress of

pupils are addressed by teams of Pupil Support Teachers within our year-group horizontal system.

With a strong emphasis on pro-active methods which anticipate the support our pupils will require,

the approaches adopted by our Pupil Support team acknowledge the fact that all young people

need support some, if not all of the time, during their school career. The year group teams are

comprised of the Depute Head Teacher (DHT), Principal Teacher Pupil Support (PT PS), Additional

Support Needs (ASN) Teacher, Support for Learning Assistant(s) (SLA) and Form Class Tutors (FCT). As

each year group moves up the school, the year group teams move up with them.

Principal Teachers of Pupil Support (PTPS) We have increased our PTPS from three to six and each has responsibility for one year group. They

work with the relevant DHT Year Head in relation to routine pupil support issues for their year group

and with the DHT with overall responsibility for Pupil Support particularly in relation to pupils on stage

2-4 of staged intervention and interagency support. Each PTPS is responsible for one year group and

leads a team of Form Tutors each of whom has a registration class. The PTPS has responsibility for the

pastoral care and development of the pupils in his/her year group, ensuring that appropriate support

for learning is available as required and where necessary identifying pupils for whom additional

assessment arrangements may be necessary. One PTPS in the team has overall responsibility for

liaising with Learning Support and for ensuring that support for pupils with learning needs is in place.

Form Class Tutors Our young people meet their Form Class Tutor every morning. Working in year group teams each led

by a Principal Teacher of Pupil Support who reports to a Depute Head, our Form Class Tutors actively

promote good relationships between teachers and pupils and between pupils themselves. Form

Class Tutors are managed by one PTPS for each year group.

Support for Learning Assistants (SLAs) A Support for Learning Assistant (SLA) is allocated to each year group team as resources permit.

SLAs are deployed to support pupils with identified needs. Pupil Support teams also may include

other staff with specialist qualifications in Support for Learning.

Pupil Support

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Additional Support Needs Within our Pupil Support Faculty we have specialists and other staff with additional qualifications in

this area. Pupils of all abilities may experience learning difficulties at one time or another in their

school careers so support for learning is available for all who may need it. This support is provided in a

variety of ways eg a Learning Support specialist teacher from the Pupil Support team may go into a

subject class to support pupils alongside the subject teacher; two subject teachers may work

together with the one class to support pupils; individual/small groups of pupils may be extracted for

specialist help with particular learning difficulties. Pupils with a Child’s Plan will have specific provision

tailored to their needs. These are specifically monitored in relation to the agreed targets included in

their respective plans. This includes regular meetings with parents and support agencies as well as

contact with subject teachers. Special curricular provision is made for specific pupils according to

individual need. This might include specially modified curriculum within school or arrangements with

colleges and/or employers or with ASN Outreach or indeed a combination any of these elements.

Who to contact Please do not hesitate to get in touch if there is something causing concern. Our Pupil Support Team

meets frequently to monitor progress, attendance and timekeeping - they in turn will contact you to

discuss both matters for concern and praise. Principal Teachers Pupil Support should be the first and

main point of contact when parents are contacting the school.

Key DHT Depute Head Teacher SLA Support for Learning Assistant

PTPS Principal Teacher Pupil Support ASN Additional Support Needs

FCT Form Class Tutor

Head Teacher | Mrs K Hook

S1 S2 S3 S4 S5 S6 Depute Head

Teacher

(DHT)

Mr B Millar Mr B Millar Mr G Boyce Mr G Boyce Mrs V Sherry Mrs V Sherry

Principal

Teacher Pupil

Support

(PTPS)

Miss P

Campbell

Mr G

Shepherd Miss L Craig

Mrs E

Fergus (0.6)

Miss L

McGibbon (0.4)

Miss L

Stewart

Mrs K

Gunning

ASN Teacher

(ASN)

Mrs M

Campbell

Mr G

Shepherd

Miss A

Cooke

Mrs M

Campbell

Mrs E

Fergus

Miss A

Cooke

Miss L

Stewart

Mrs E

Fergus

Miss L

Stewart

Support for

Learning

Assistant

(SLA)

VARIOUS VARIOUS VARIOUS VARIOUS VARIOUS VARIOUS

Form Tutor VARIOUS VARIOUS VARIOUS VARIOUS VARIOUS VARIOUS

Assembly

Day Monday Tuesday Wednesday Thursday Friday

Friday (Period 2)

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Bannockburn High School believes that regular, effective homework is an important part of our

school day. Parents are asked to discuss formal and informal homework regularly. As a general rule

pupils from every year group should have homework every night, either prescribed written work or

reading and revision.

The main purposes of homework:

to reinforce work done in the class

to develop good study habits and a sense of personal discipline

to develop areas of interest which can be followed up in later life and become a leisure

pursuit it allows parents to see, help and become involved in the young people’s work.

Broad General Education | S1-3 The amount of homework varies in length, nature and frequency depending on the subject. Parents

who feel that their child is receiving too much or too little homework should contact the relevant

PTPS.

Senior Phase | S4 The amount of homework increases in S4. The amount of homework / study time per subject per

week will be in proportion to the number of periods the subject has on the timetable and will be

issued where meaningful.

Senior Phase | S5 & 6 The amount of homework increases in S5/6 once more. Parents should note that we expect pupils,

especially in S4-6, to take personal responsibility for their own learning by reading / reviewing / re-

writing material covered in class. They should do this whether or not the teacher directs them each

day.

Homework and Study

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In recent years assessment has seen major changes in Scottish schools. In the past young people

were assessed, then ranked from first to last in their class, given percentage marks, and compared

with each other. Today the emphasis is not on comparing young people with each other but on the

young person as an individual.

We now assess our young people to: find out where their strengths are to find out where their weaknesses are and to take positive

action to remedy any weakness to find out if our teaching methods and materials are sound

provide pupils, parents and teachers with accurate information for decision making e.g.

option choices

find out if each pupil is making the progress he or she is capable of.

In Bannockburn HS we use a range of measures to assess our pupils: a series of small tests, usually at

the end of a unit of work; assessment of class work - jotters, notebooks, models in Technical, dishes

prepared in Home Economics, line drawings produced in Art and Design etc. In S1-S3 the focus in the

Broad General Education is on Formative Assessment.

What is formative assessment? Formative assessment involves a range of strategies designed to give both pupil and teacher

feedback about pupils’ understanding of elements of their learning in courses. Formative assessment

builds understanding of small segments of the course, as opposed to summative assessment and the

assignment of grades which checks the amount and quality of the learning that has taken place.

Formative assessment monitors and supports progress and provides feedback on pupil strengths and

weaknesses.

The four keys to formative assessment are:

1. pupils understanding the outcome they are to achieve

2. pupils knowing what they have to produce as evidence of success criteria

3. using good quality questions and other engagement strategies to probe and promote more

thinking

4. specific feedback that allows students to correct conceptual errors and allows teachers to

modify their instructional activities

Formative assessment is designed to guide a pupils learning and is not used to obtain grades, though

research evidence indicates that using formative assessment improves performance and enhances

grades.

Assessment for Excellence The Scottish Government have introduced standardised assessment across all primary and

secondary schools. This will provide the authority with data that can be used for statistical analysis.

The assessments measure both developed ability and curriculum attainment, but are not to be used

for reporting purposes.

Our Internal Examinations Formal practice of the rigour required for SQA Exam success is part of the Bannockburn High School

formula for success. Our young people in S4, 5 and 6 follow an exam timetable and sit a diet of

internal exams. We feel that this gives our young people experience of exams in a formal setting and

an opportunity to pace their work and study. The results of these exams give parents, young people

and teachers an indication of the likelihood of success in SQA courses. Our formal exams take place

in January.

How our young people are assessed

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The school takes positive steps to help our young people protect themselves through the PSE

(Personal and Social Education) programme and through regular assemblies. Issues such as Road

Safety, Substance Abuse, Bullying, School Security, Smoking, Risks of Abuse and Exploitation are all

addressed by the SLT, Pupil Support Teachers and certain subject teachers.

Stirling Council’s policies on Pupil Support, Child Protection and Young People and Substance Abuse

are firmly endorsed by the school. (Copies of these may be obtained from the school or the

education offices at Viewforth).

We do not have a full time nurse but we do have a number of qualified First Aiders. For pupils who

are ill during the day, there are understandable restrictions on the first-aid we are allowed to render.

In cases of serious illness, arrangements are made to contact the parents as soon as possible and to

have the pupil taken to hospital.

In cases where the pupil is so distressed that it is unwise for him/her to remain in school, contact is

made with the parents with a view to having the pupil taken home. Fortunately most cases are

straightforward, and the issue of a plaster for a cut finger allows pupils to return to class almost

immediately. When a pupil is involved in an accident, arrangements are, if necessary, made to have

him/her taken, or sent by ambulance, to hospital. Every effort is then made to contact the parents.

On no account may a pupil leave the school without permission during school hours. It is in the

interests of pupils that we ask parents to inform us of any medical problem or condition affecting

their children. Such information is helpful, for example, to teachers of Physical Education, and

enables us to take prompt and appropriate action if a pupil is suddenly taken ill. Details of this nature

are of course handled with sensitivity and in confidence.

Routine medical examinations are carried out from time to time by the School Nurse and Nursing

Staff. Parents are informed when these examinations are to take place. School staff are required to

report suspicions of abuse to PS staff and the SLT. Where the HT or DHT have reasonable grounds for

suspecting that a child might have been abused, this information will be passed immediately to the

Child Protection Intake Team.

Health Care Appointments Pupils with medical/dental appointments during the school day should bring a note for their PSR

Teacher. This ensures the pupil is marked accurately. Pupils must sign out at the main office.

Information in Emergencies We make every effort to maintain a full educational service, but on some occasions circumstances

arise which lead to disruption. Schools may be affected by, for example, severe weather, dislocation

of transport, power failures or difficulties of fuel supply. In such cases we shall do all we can to let you

know about the details of closure or reopening. We shall keep you in touch by using letters, and

announcements in the press and on local radio. When there is a planned early closure, parents are

informed in advance. In cases where the school has to be closed at short notice (e.g., heavy snow

or power failure), some staff remain until all pupils have embarked on buses, and pupils are advised

to go to a neighbour's house if there is no one at home. If in doubt, parents should telephone the

school. Please also check the school website.

Health & Safety Matters

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SQA Attainment

2016/2017 Last session, we made a significant improvement in the number of pupils attaining five National 5

level qualifications and three and five Higher level qualifications. Improving attainment remains the

key priority of the School Improvement Plan and a key focus for all within our school community. The

attainment statistics for the school are as follows:

S4 Performance

Measure 5@3 5@4 5@5

2013 93 78 26

2014 86 65 25

2015 87 83 31

2016 86 82 25

2017 83 76 33

S5 Performance

Measure 1@6 3@6 5@6

2013 36 22 7

2014 39 18 9

2015 39 20 4

2016 49 16 2

2017 45 21 6

The following ‘dashboards’ from Insight, the National Benchmarking tool, allow us to evaluate how

we are performing within a local and national context. It is also possible to evaluate ourselves against

the ‘Virtual Comparator’, a measure created by examining the data of other pupils from the same

backgrounds as pupils within our school. Each dashboard is included below, with a brief explanation.

For these dashboards, we have used the local measures.

Post-school Initial Destinations

As a school, this year we are above the Virtual Comparator, with initial leavers’ destinations

increased from 93.8% to 96.4%.

Attainment and Achievement

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Attainment in Literacy and Numeracy

At level 5 Literacy and Numeracy we are marginally below the Virtual Comparator however, over

the past three years, we have out-performed the Virtual Comparator and shown consistent

improvement at SCQF levels 4 in Literacy and Numeracy.

Improving Attainment for All

Attainment for the lowest attaining 20% is marginally below the Virtual Comparator. However,

improvement needs to be made for the middle 60% and also the highest 20% of learners, who are

not performing as strongly as the Virtual Comparator or the National average. This continues to be a

key priority and the main aim of our School Improvement Plan.

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Attainment versus Deprivation

Pupils in deciles 6 and 9 have performed better than pupils from the same deciles nationally.

However, pupils in deciles 1, 2, 3, 5, 7, 8 and 10 of this cohort have not performed in line with pupils

from the same deciles nationally. The size of the sphere accounts for the number of pupils (for

example, in decile 1, the orange sphere represents 1 pupil and in decile 5, the orange sphere

represents 36 pupils).

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S1 Learning Mandarin

Skate to Success

Bannockburn High School in Pictures

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S4 Visit to the Scottish Parliament

Site Visit to Robertson Homes

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Christmas Concert 2017

S1 Nurture Group

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Strathcarron Hospice Business Partnership In November 2015, we signed an official business partnership with Strathcarron Hospice. This is a

partnership that we are immensely proud of and we look forward to working and supporting the

hospice in many ways over the coming years. The Strathcarron Hospice group raised funds throughout

the festive season through the sale of Christmas cards and also through their stall at our Christmas

Fayre.

Bannockburn Learning Community Our Learning Community is a vibrant one and we meet together as a group to discuss common issues

and to plan for future improvements across our Learning Community. This facilitates the transition

programme and the work of the support coordinators, who ensure that robust planning is in place to

effectively meet the needs of all learners throughout transitions. We are very fortunate to benefit

significantly from the support we receive from our Learning Community colleagues.

School Improvement Partnership Bannockburn High School is currently involved in the early stages of a School Improvement Partnership

with Bannockburn High School and with Wallace High School. Once again, we are delighted to be

involved in the partnership and enjoying the benefits of joint working.

Rights Respecting School Bannockburn High School is a Rights Respecting School with an active group working within the school.

The Rights Respecting Group meet throughout the academic session and contribute to the school by

ensuring that we continue to focus on the articles included in the United Nations Convention on the

Rights of the Child. Last session, we were delighted to be the first secondary school in Stirling to attain

the Rights Respecting Level 1 award!

Community Partnership Working

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Partnership with Robertson Bannockburn High School benefits from working in partnership with Robertson, a large national business

group based in Stirling. This benefits learners directly through their participation in a number of events

such as the S3 Limitless event, or the S4 Career Speed Dating and Mock Interview event. In addition to

this, learners are often presented with real employment opportunities, as Robertson are committed to

their Youth Employment Strategy. This has resulted in learners achieving positive destinations by

securing employment or apprenticeships with Robertson. Moreover, the school benefitted significantly

from Robertson generously sponsoring the school Awards Ceremony, providing a donation of £2000.

Each session, we are proud to celebrate the achievements of our pupils at the annual Awards

Ceremony, Bannockburn Celebrates. This outstanding event is a highlight of our school calendar and

we celebrate a wide variety of achievements including academic, sporting, musical and artistic.

Bannockburn Celebrates gives an indication of the variety of activity that goes on within our school

over an academic session. We are proud of all of our learners and we celebrate their successes

throughout the year via the school twitter accounts and blog. Please take some time to see the work

that goes on in our school via twitter:

@bannockburnhigh

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Unexpected Closures While schools have contingency planning in place to cope with a number of circumstances,

sometimes it is necessary to close schools or amend the normal school day. e.g., storm damage, power

cut.

In the event of this happening, we have to ensure school record of parents’ place of employment and

childcare arrangements are up to date. Please make sure we have an emergency contact telephone

number and address. We will issue an annual update form to check the accuracy of contact details

and other information held by the school.

Please make sure your child knows who to go to if you are not at home.

Statutory and Other Information

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Stirling Council

Schools, Learning and Education

Enrolment Arrangements : Primary & Secondary School Education in 2018

The 2018/2019 school year starts on 20 August 2018. This is the only date for beginning school education for that year.

All children who are five years old on or before 20 August 2018 are of school age and must start their primary school education on 20 August 2018, children who are five years old between 20 August 2018 and 28 February 2019 may start their primary school education

on 20 August 2018. If your child is starting their primary school education in August 2018 you must enrol him/her at their catchment school by 26 January 2018. Details of school catchment areas and further information on our enrolment procedures can be found by visiting our website

www.stirling.gov.uk or by contacting us on 01786 233185. As part of the enrolment process we check the residency of all parents wishing to enrol their child at their catchment school, please bring your child’s birth certificate, child benefit book/award letter, tax credit award letter, two recent household utility bills and a recent council tax bill with you when you enrol your child.

The list of dates when schools are enrolling pupils will be available on our website www.stirling.gov.uk from 4 December 2017.

Gaelic Medium Provision

Gaelic Medium Provision is available at Riverside Primary School, Forrest Road, Stirling tel: 01786 474128 email: rvrsdeps@stirling.gov.uk . Any parent wishing to enrol their child in our gaelic medium provision should contact the school for further information. Notice to Parents and Guardians of Children due to Transfer from Primary to Secondary School

Children currently in P7 will transfer from primary to secondary education in August 2018. You will receive notification of transfer arrangements through your primary school and your child will be automatically enrolled in their catchment secondary school. Should you wish your child to attend a secondary school that is not their catchment school a placing request must be submitted. Placing Requests for Session 2018/2019

In accordance with the Education (Scotland) Act 1980 as amended, Stirling Council hereby informs parents or guardians who wish to make a placing request for the school session 2018-2019, to do so in writing by no later than 15 March 2018. Your right applies to a

request that your child be placed in a school other than the school which normally serves the area in which you live. It applies to a primary school or, where appropriate, the transfer to a secondary school, including a school providing for children with additional support needs. You can apply online at http://my.stirling.gov.uk/cakeforms/view/placingrequestapplicationform or, alternatively, application forms and guidelines are available from Schools, Learning and Education, Wolfcraig, Dumbarton Road, Stirling on 01786 233185. It is essential that you enrol your child at the school that serves your local area even if you are making a placing request for another school.

Please note that if your placing request is successful school transport will not be provided for your child.

Schools Information

Information on local authority schools in Stirling Council is available on our website www.stirling.gov.uk or by contacting us on 01786 233185. Parents wishing to apply for enrolment to Our Lady’s RC Primary School, St Mary’s RC Primary School, St Margaret’s RC Primary School, St Mary’s Episcopal Primary School and St Modan’s High School should contact the school to discuss enrolment policy. Details are also available on the Council website www.stirling.gov.uk

Stirling Council Schools, Learning and Education October 2017

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ATTENDANCE It is important that the school and parents work together to achieve good attendance as there is a strong link between good attendance and achievement. The school aims to encourage attendance by creating a welcoming and supporting ethos. If there are difficulties with your child’s attendance, the school will contact you to discuss ways of resolving this. If your child is unable to attend school due to illness or for any other reason, we ask that parents should notify the school as early as possible in the school day. Parents should also give careful consideration to the impact on a child’s education of taking holidays during term time. All schools are required to record attendance and absence of pupils and report on these figures to parents, the Council and the Scottish Government. The Scottish Government’s guidance – Included, Engaged and Involved: Attendance in Scottish Schools - issued to all local authorities in December 2007 provides guidance on how attendance and absence at school is recorded. This document clarifies that the majority of family holidays taken during term time will be categorised as unauthorised absence and that schools may only authorise a family holiday during term time under very exceptional circumstances. Regular attendance scans are undertaken by the management team. When a child’s attendance drops below 90%, parents will be notified by letter and asked to come in to talk to the headteacher about how best to support your child’s progress. Persistent latecoming also causes regular interruptions for some classes. It disrupts learning and teaching not only for the latecomer but for the whole class. At no time during the school day should a child be removed by a parent from the school without informing the staff of the school. This includes lunchtime “disappearances”. If a child is reported missing we will try to contact the parents or we will ask for help from the emergency contact or neighbours. If we fail to locate the child the Police will be informed. Please help us to keep your child safe. Poor attendance falls into the Council’s Staged Intervention Framework and action will be taken to address patterns of poor attendance.

CHILD PROTECTION AND SAFEGUARDING All children in Scotland have the right to be protected from abuse or neglect. Schools and nurseries play an important role in the prevention of abuse and neglect through creating and maintaining safe learning environments and teaching children and young people about staying safe from harm and how to speak up if they have worries or concerns.

Effective safeguarding and child protection procedures are in place in school and all staff are aware of their responsibilities to pass on information relevant to child protection concerns.

CLOTHING GRANTS Some families may be eligible for clothing grants. Application forms can be obtained from Stirling Council, telephone 01786 233210 or downloaded from the Council website at http://my.stirling.gov.uk/services/education-and-learning/childcare,-school-and-educational-grants/schools-clothing-grants-and-vouchers Please take your completed application form, along with the documents requested, to your nearest local office, or Customer First, Port Street, Stirling or post to Stirling Council, Teith House, Kerse Road, Stirling, FK7 7QA.

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COMPLAINTS You can complain in person, by phone, email or by letter. We regard a complaint as any expression or dissatisfaction about our action or lack of action, or about the standard of service provided by us or on our behalf. Who can complain? Anyone can complain who is the parent or legal guardian of a child or a person authorised to complain on his/her behalf, for example, a child’s grandparent. This would normally mean a note to show that the person responsible for the child has agreed. What can’t I complain about? Here are some things we can’t deal with through our complaints procedure:

A routine first time request for a service or action e.g. informing the school that your child told you she is being bullied and asking them to resolve this.

Requests for compensation from the Council.

Things that are covered by a right of appeal e.g. exclusion from school which has its own statutory process. In these cases we will give you information and advice to help you.

You have 6 months to make a complaint after the event that you want to complain about takes place. If you first learn of the issue about which you want to complain after this point, you have a further 6 months to complain. In exceptional circumstances, the Service may investigate matters more than a year old, but it is not obliged to do so. We have a 2 stage complaints procedure. Stage One - Frontline resolution In the first instance please complain to your child’s school or nursery, telling them as much as you can about the complaint, what has gone wrong and what you want them to do to resolve the matter. A senior member of staff, either the head of establishment or depute head, will be responsible for looking into the complaint. On occasion, the head of establishment may refer the complaint to the Schools, Learning and Education team centrally e.g. if it is about the conduct of the head of establishment. The school or nursery will provide a response to the Stage One complaint within 5 working unless there are exceptional circumstances. If we need further time we will ask you to agree an extension of up to 5 further days. If the Stage One complaint has been referred to the Schools, Learning and Education team, your response will come from there. Stage Two – Investigation If you are dissatisfied with your Stage One response you can move to Stage Two. Stage Two deals with 2 types of complaints: those not resolved at Stage One and those not appropriate for Stage One, for example, the conduct of a head of establishment or complaints which are too complex for a head of establishment to deal with. To move to Stage Two, you should e-mail (info@stirling.gov.uk) or you can ask the head of establishment of the school or nursery to move the complaint to Stage Two on your behalf.

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EDUCATION STATISTICS PRIVACY NOTICE Annual Data Check On an annual basis schools request that parents and carers update the information that they hold for administrative purposes. It is important that this information contains up to date details as the school may use it in the event of an emergency. This information is also used to submit secondary school pupils for SQA examinations. When you receive an Annual Data Check you should make any corrections or additions in pen and return to your child's school. If you move address or change your mobile phone number please remember to notify the school. Pupil record information is used in accordance with the Council's Data Protection Notification. Transferring Educational Data About Pupils The Scottish Government and its partners collect and use information about pupils in schools (e.g. the number and characteristics of pupils, their attendance, absence and exclusions, their attainment and their destination when leaving school) to help to improve education across Scotland. This note explains why we need this information, how we use it and what we do to protect the information supplied to us. 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 Skills Development Scotland need accurate, up-to-date data about our pupils. We are keen to help all our pupils do well in all aspects of school life and achieve better examination results. Accurate and up-to-date data allows us to:

plan and deliver better policies for the benefit of all pupils

plan and deliver better policies for the benefit of specific groups of pupils

better understand some of the factors which influence pupil attainment and achievement

share good practice

target resources better

enhance the quality of research to improve the lives of young people in Scotland

Data policy Information about pupils’ education is collected through our statistical surveys in partnership between the Scottish Government and Local Authorities through the ScotXed Programme which aims to help schools and Local Authorities by supporting efficient collection, processing and dissemination of statistical information. The Scottish Government then provides analysis of the data to support research, planning, management and monitoring of education services as well as to produce 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 made publicly available by Scottish Government. The individual data about pupils in schools collected by Scottish Government through statistical surveys is used only for the statistical and research purposes for which it is collected.

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EQUALITIES

Everyone deserves to be treated equally, fairly and without prejudice.

Educational establishments create inclusive cultures by working in partnership with the wider community to

agree positive values, by promoting and celebrating diversity and through delivering appropriate learning

opportunities within their curriculum.

Schools and nurseries operate within Stirling Council’s duty under the Equality Act (2010) to:

Eliminate discrimination, harassment and victimisation. Advance equality of opportunity between people by removing or minimising disadvantage, meeting the

needs of particular groups which are different from the needs of others and encouraging participation in public life.

Foster good relations by tackling prejudice and promoting understanding.

The Equality Act 2010 identifies 9 protected characteristics from discrimination, harassment or victimisation:

age disability gender reassignment marriage or civil partnership (in employment only) pregnancy and maternity race religion or belief sex sexual orientation.

Following any prejudice based incident, schools are required to report their investigations and outcomes to the local authority for monitoring purposes.

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GETTING IT RIGHT FOR EVERY CHILD Getting It Right for Every Child is the national approach in Scotland to improving outcomes and supporting the wellbeing and rights of children and young people by offering the right help at the right time from the right people. The approach has been developed over the last ten years and is based on key principles including:

child-focused – ensuring the child or young person, and their family, is at the centre of decision-making

tackling needs early – identifying needs as early as possible to avoid bigger concerns or problems developing.

joined-up working –ensuring services work together with families in a coordinated way.

Wellbeing

A child or young person’s wellbeing is influenced by everything around them and the different experiences and

needs they have at different times in their lives.

Every child or young person should be safe, healthy, achieving, nurtured, active, respected, responsible and

included.

These eight indicators help make sure everyone – children, parents, and the people who work with them have

a common understanding of wellbeing.

Named Person

Most children and young people get all the help and support they need from their parent(s), wider family and

community. Sometimes, families may need a bit of extra help; the Named Person is available to listen, advise

and provide information or help access other services.

Children and young people from birth to 18, or beyond if still in school, and their parents will have access to a

Named Person, normally the health visitor for pre-school children and the head or depute head teacher for

school age children.

A Named Person will only offer advice or support in response to a request from a child or parent, or when a

wellbeing need is identified and there is no obligation to accept the offer of advice or support from a Named

Person. Where a child may be at risk of harm, Child Protection procedures will be followed.

Child’s Plan

The Children and Young People (Scotland) Act 2014 ensures a single planning framework, Child’s Plan, will

be available for children who require extra support that is not generally available to address a child or young

person’s needs and improve their wellbeing.

The Child’s Plan is part of the GIRFEC approach to promote, support and safeguard the wellbeing of children

and young people. The Scottish Government is working with Parliament to agree a timetable to enable

commencement in 2018.

Stirling educational establishments have long established staged intervention procedures which provide

appropriate and proportionate assessment, planning and review to ensure children and young people have

their individualised needs met. Further information is detailed in Staged Intervention Guidance.

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INCLUSION The 2009 Act strengthens the duties placed on Stirling Council Education to identify and meet the additional support needs of children and young people. We continue to do this through the Staged Intervention process. The 2009 Act clarifies the definition of additional support needs and increases the rights of parents and young people in respect of requesting assessments, making placing requests as well as access to the Additional Support Needs Tribunal for Scotland (ASNTS). The Act also places a duty on Stirling Council to provide access to mediation and dispute resolution services free of charge to parents in certain circumstances. A leaflet - A Guide to Getting Help and Resolving Disagreements, is available on the council website. The Act deems all Looked After children to have additional support needs unless the education authority determines otherwise. Stirling Council have procedures in place to assess these needs through the Staged Intervention process, as with all children and young people who may require additional support. We have produced a series of leaflets for parents, carers and young people and these are available from school and other council establishments. The series includes guides to:

Additional Support for Learning in Stirling

Co-ordinated Support Plans (CSPs)

Enhanced Transition for Leaving School

Getting Help and Resolving Disagreements

Going to Meetings

Individualised Educational Programmes (IEPs)

Pre-school Children with Additional Support Needs

Psychological Services

Staged Intervention More information on The Education (Additional Support for Learning) (Scotland) Act 2009 is provided by Enquire – the Scottish advice service for additional support for learning. Operated by Children in Scotland, Enquire offers independent, confidential advice and information on additional support for learning through:

A telephone helpline – 0345 123 2303

An email enquiry service – info@enquire.org.uk

Two websites - www.enquire.org.uk (for parents/carers and practitioners) www.reach.scot (for children and young people)

Enquire also provide a range of clear and easy to read guides and factsheets explaining everything from ‘additional support in the early years’ to ‘what planning should take place for moving on from school’. The Scottish Government have a duty to provide an advocacy service to parents and young people following a reference being made to the Additional Support Needs Tribunal for Scotland (ASNTS). Ministers have also agreed that the advocacy service should also provide support for parents and young people from the time they have grounds to make a reference to the ASNTS. It will be a national service and available to parents and young people on request and free of charge.

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INSURANCE INFORMATION

1 Public Liability Stirling Council has Public Liability Insurance in respect of claims against the Council for bodily injury to any person or for loss or damage to any person’s property for which the Council is legally liable. Negligence or failure to fulfil a statutory obligation on the part of the Council or its employees resulting in injury, loss or damage to property must be established. Pupils’ Property Each session, unfortunately but inevitably, pupils’ property is lost, damaged or stolen in school. Parents should be aware of the following points: a) Parents’ house contents policy may give some measure of cover for personal effects of family

members.

b) It is suggested that parents may wish to consider taking out additional individual personal cover.

c) Pupils should be encouraged not to bring valuables to school. The general rule is that pupils bring property to school at their own risk. There may be situations where the school accepts responsibility for pupils’ property, but otherwise the council is not responsible if property is lost, damaged or stolen in school.

2 Personal Accident/Travel Cover – Educational Excursions

The Council has arranged insurance cover for Educational Excursions organised by the Council. A brief summary of the cover is as follows:

Persons Covered: Organisers, participants, members, employees and others on excursions or trips

organised by or under the auspices of the Council.

When Covered: While participating in any activity organised by or on behalf of the Council beyond the limit of the school grounds.

If you require further information please contact the Council’s Insurance Team on 01786 233437.

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SCHOOL HEALTH SERVICE The Forth Valley NHS has a statutory obligation to provide a health service for all school-age children in the Stirling Council area. The aim of the service is to make sure that all children are in the best possible health to benefit from their education and to provide the education service with advice and support about the spread of infections and the promotion of good health. Parents/carers will be given the opportunity to meet the named nurse for the school when their child starts school in Primary 1. This will involve parents completing a health questionnaire for their child. The nurse may make contact with parents/carers based on the information provided by them. Teachers and parents/carers are encouraged to report any concern about hearing, especially in primary one pupils. Hearing is no longer part of the routine checks done in school. If you have any concerns with your child’s health which may affect their education, an appointment can be arranged with your named nurse (contact details below). School staff, with parents’ permission, can request an appointment with the named nurse at any time. The named nurse will also liaise closely with the Team Leader who has overall responsibility for primary school children. The community paediatric doctor will see children at their clinic who have additional support needs or who have any significant ongoing medical or developmental conditions affecting their education. School staff and parents can contact the named nurse if they have any health concerns regarding children which may affect their educational needs. The nurse will then offer a Health assessment in school or in the child’s home. All children within P1 will receive a toothbrush, toothpaste and leaflet- "Make your smile count" A dentist from the Salaried Dental Service will carry out a dental inspection of your child in P1 and again in P7. Dental treatment can be offered to those children unable to register with a general dental practitioner through the Salaried Dental Service. The School Health Service can be contacted at: Area Community Child Health Department Stirling Royal Infirmary Livilands Stirling FK8 2AU Telephone: 01786 434150 Infectious Diseases Colds, flu and gastro-enteritis are the most common infections affecting children of school age. It is important that you keep your child off school in the early stages of flu and while they still have diarrhoea. Children who have had diarrhoea should stay off school for 48hrs after the last episode of diarrhoea. It is also important that your child understands how to prevent picking up and spreading such infections. You will be able to get further advice about good health from your named school nurse or staff in your Health Centre or GP Practice.

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SCHOOL MEALS Lunches are provided every day for children and young people in all schools. All food and drink provided meets national requirements for nutritional standards as well as guidance aimed at encouraging uptake and removing the stigma attached to free school meals. Meals are provided by the Council’s catering service. Menus are seasonal and are changed twice a year, spring/summer and autumn/winter. All recipes are analysed to make sure that they provide a healthy and well-balanced meal. The catering service tries to suit the majority of tastes by offering choices which include a daily vegetarian option as well as a range of packed lunches. Children having packed lunches are supervised. We encourage parents to ensure home packed lunches are healthy and do not contain fizzy drinks, sweets and Nuts. Pupils and their parents have opportunities to provide feedback and have a say about the content of future menus and the catering service is committed to introducing new products and to promoting healthy food choices. Stirling Council achieved the Silver Food for Life Catering Mark in March 2014. This guarantees that all menus are prepared using non GM ingredients, are 75% freshly prepared, use only free range eggs, avoid additives and trans fats with meat and poultry sourced in a way that ensures animal welfare is taken care of. All milk provided to the children to drink or within their meals is organic. More information about the standard can be found at http://www.sacert.org/catering. Menus and current prices can be viewed on the Council’s website at http://my.stirling.gov.uk/services/education-and-learning/schools/schools-catering. Special diets can be catered for and parents should contact the headteacher to discuss any special dietary requirements. The Catering Service can also provide a healthy packed lunch for school trips. Some families may be eligible for free school meals. An application form is available from the school or can be printed from the Council’s website, http://www.stirling.gov.uk/services/education-and-learning/parental-support/parental-support-schools-and-education/free-school-meals. This form should be completed and returned to Customer First, Port Street, Stirling or post to Stirling Council, Teith House, Kerse Road, Stirling FK7 7QA.

TRANSPORT Stirling Council provides free transport to children who live more than two miles from their catchment school, or where there is no safe walking route available. Further information is available on the Stirling Council website at: http://www.stirling.gov.uk/services/education-and-learning/schools/schools-travel-and-trips/schools-transport.