clydebank high school - west dunbartonshire...clydebank high school 4 handbook 2016/2017 foreword:...

CLYDEBANK HIGH SCHOOL

HANDBOOK

2016/2017

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HANDBOOK

2016/2017

All educational establishments within West Dunbartonshire Council are members of a Local Learning Community (LLC). These LLC’s are made up of one secondary school and its associated primary schools and include a number of Early Education and Childcare Centres and Partnership Nurseries. Clydebank High School is a member of the (Clydebank High Local Learning Community). The five Learning Communities in West Dunbartonshire have been established as part of West Dunbartonshire’s educational improvement strategy. This strategy has a clear focus to raise educational aspirations, achievement and attainment of all pupils while improving the skills and knowledge of all staff involved in the education of children and young people. Miss Lynam represents Clydebank High School on the Clydebank High LLC; however other members of staff may attend meetings in support of improvement work. The meeting is led by Mr Matthew Boyle Educational Services Manager who is assisted by the school’s Quality Improvement Officer Mrs Susan Gray. Updates on the work of the LLC’s will be made available through parent council meetings and through Standards and Quality reporting.

United Nations Convention on the Rights of the Child Article 3: The best interests of the child must be top priority in all actions concerning children

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Section 1

CONTACT DETAILS

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FOREWORD: Dear Parent/Guardian

The purpose of this handbook is to give you a clear picture of Clydebank High School. In it we have combined factual information with a flavour of the character of the school. I hope you will find the details we have provided useful.

Most of us find change difficult to cope with at times, but I hope that your child will find the transition from primary to secondary an exciting and enjoyable process. We will certainly do all that we can to achieve this and to help your child to settle quickly and happily into first year.

The staff expect high standards from all pupils and they work hard to provide opportunities to enable every child to achieve success. If you already have children at the school, you will know that we are committed to providing a high quality of teaching and learning, as well as a range of clubs and activities. Please encourage your child to join in the varied opportunities available.

I strongly believe that a close partnership between parents and the school is of a great benefit to the pupils and I look forward to working closely with you. In the meantime, if I can be of any further assistance to you, please do not hesitate to contact me at the school. Jacqui Lynam

Head Teacher

@clydebankhigh

You can find out all you need to know about Clydebank High School by logging on to:

www.clydebankhigh.org.uk

You can also follow us on Twitter


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THE MANAGEMENT SENIOR MANAGEMENT TEAM

The management of the school, the policy making, the long-term planning and the day to day administration are in the hands of a Senior Management Team which is composed of the Head Teacher, 4 Depute Head Teachers and a Business Manager.

The Senior Management Team is: Head Teacher Miss J Lynam Depute Head for S3 & S6 Mrs M Rooney Depute Head for S2 & S5 Mr J Hand Depute Head for S1 & S4 Mr D Docherty Depute Head for Pupil Support Mrs W McInally Business Manager Mrs L Young

While the Head Teacher has overall responsibility for the management of the school, various duties and responsibilities are allocated to each member of the Senior Management

Team. Each Depute Head is in charge of a 2 year groups through which pupils progress from S1 – S6.

Miss J Lynam - Head Teacher

Mrs M Rooney Mr D Docherty Mr J Hand

Mrs L Young Mrs W McInally


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THE SCHOOL Name of school: Clydebank High School Address: Janetta Street Clydebank G81 3EJ

Telephone number: 0141 533 3000 Fax number: 0141 533 3039

E-mail: [email protected]

Website: www.clydebankhigh.org.uk

Description: Six year comprehensive Non-denominational Co-educational

Area served: Clydebank and surrounding area

Current roll: S1 – 209 S2 – 230 S3 – 218 S4 – 215 S5 – 207 S6 – 150

Likely intake for future years (excluding placing requests) 2016 = 239 2017 = 225


mailto:[email protected]

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STAFF LIST

SMT Miss J Lynam

Mrs M Rooney

Mrs W McInally

Mr J Hand

Mr D Docherty

Ms L Young

Art Mr S Borland

Mrs E Gormley

Mrs J McGoldrick

Mrs J Reilly

Ms M Neilson

Mrs G Fletcher

Biology Mrs T Bain

Mrs M Cowan

Mrs C Burns

Mrs A Davie

Bus. Studies

Mrs C Russell

Mr T Barrie

Mrs D O'Neill

Ms S Lees

Chem Mr M Hunter

Dr G Simpson

Ms K Thumath

Mrs T George

Mrs J Curtis

Ms A Duncan

Comp Mrs F Sabba

Mrs C Lumsden

Mr E Anderson

Ms M Dornan

Mrs S McNeil

Eng-

lish

Mrs A Thorn

Miss S Lockhart

Mrs LJ Konstantinou

Ms D Mathieson

Mrs D R-Quinn

Mrs S Ryan

Miss Y Young

Mrs M Pimley

Ms P Paterson

Geog Mrs L McNiven

Mr R Bradley

Mrs L Conway

History Mrs A McGuffie

Ms J Irvine

Mr P Hamilton

RE Mr B Stansfield

Mrs C MacKenzie

Home

Ec

Ms J Nicolson

Mrs L Farrell

Mrs J Macrae

Maths Mrs Ciaran Shannon

Mr J Cairns

Miss F Haxton

Miss M Murdoch

Miss K McCairns

Mr D McInnes

Mrs C McIntyre

Ms T Wallace

Mr G Tripney

Mr J Gordon

Mod Lang

Mrs C Lopez

Mrs J Chappelle

Mr J Moore

Miss E Prowse

Mrs M Gordon

Miss A Brogan

Mod-ern Stud-ies

Mr G Glen

Mrs E Tindal

Mr J Beattie

Ms N Strang

Music Mr M Kelly

Ms C McCormick

Ms E Hunter

Miss E Oates

Mrs L Hawthorn

PE Miss C Smith

Mr G Rae

Mrs M Banks

Mrs K Dunlop

Miss K MacColl

Mr E Leahy

Mr C Jewell

Phys-

ics

Mr M Wood

Mr A Fraser

Mr S Hamill

Mrs E Waddell

Tech Mr W Reid

Mr D Paton

Mr J McClements

Mr T Manley


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SMT REMITS

Remit 1 : J Lynam – Strategic Development

Remit 2 : M Rooney – Learning Community

Remit 3 : W McInally – Welfare

Remit 4 : J Hand – Senior Phase

Remit 5 : D Docherty – BGE & Timetable

Remit 6 : L Young – Resources

Year Group/House Responsibilities

M Rooney S3 & S6 J Hand S2 & S5

D Docherty S1 & S4 W McInally Pupil Support

Departmental Links

J Lynam English, Maths

D Docherty Art, Music, PE

J Hand Modern Languages, Sciences

M Rooney Geography, History, Modern Studies, RMPS

W McInally Business Studies, Computing, Home Economics, Technical

All DHTs Year Group Responsibilities

Preparation and dissemination of year group information

Assemblies and liaison with Chaplains

Organisation of procedures for pupils reports

Tracking and monitoring of pupil progress

Parental liaison and arrangements for parents’ evenings

House Teams

Arran T George & G Rae

Bute K Thumath & P Hamilton

Cumbrae J Curtis & D Paton

Davaar T Bain & K McCairns

High Tariff L Simpson

MCMC Coordinator/High Tariff Team G Simpson

Behaviour Support L Simpson


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PASTORAL CARE / DHT CONTACT

This partnership between the home and school is vital in ensuring that we give our young people the best possible start in life.

There is nothing more confusing to a child or young person than mixed messages so parents/carers and teaching staff must work closely together to deliver the same messages i.e. the importance of attendance, timekeeping, uniform, excellent behaviour and 100% effort.

Nothing less than the very highest standards will do. Without them our young people will not be competitive in the real world when they come to look for a job or university/college place.

A crucial part of this partnership is clear lines of communication. There may well be times when you want to contact us for advice or for information or simply to discuss your child. In these situations you need to know who to call.

Generally speaking, your first point of contact should be your child’s Pastoral Care teacher who has responsibility for his/her welfare e.g. you might want to report illness, explain absences or share a problem. If you are unsure who your child’s Pastoral Care teacher is, please note the correct name from this list:

1A1 Mrs T George

1A2 Mr G Rae

1B1 Ms K Thumath

1B2 Mr P Hamilton

1C1 Mrs J Curtis

1C2 Mr D Paton

1D1 Ms T Bain

1D2 Miss K McCairns

2A1 Mr G Rae

2A2 Mr G Rae

2B1 Mr P Hamilton

2B2 Ms K Thumath

2C1 Mr D Paton

2C2 Mrs J Curtis

2D1 Ms T Bain

2D2 Miss K McCairns

3A1 Mr G Rae

3A2 Mrs T George

3B1 Mr P Hamilton

3B2 Ms K Thumath

3C1 Mr D Paton

3C2 Mrs J Curtis

3D1 Ms T Bain

3D2 Miss K McCairns

SA1 Mrs T George

SA2 Mrs T George

SA3 Mrs T George

SA4 Mrs T George

SA5 Mr G Rae

SA6 Mr G Rae

SB1 Mr P Hamilton

SB2 Mr P Hamilton

SB3 Ms K Thumath

SB4 Ms K Thumath

SB5 Ms K Thumath

SB6 Mr P Hamilton

SC1 Mr D Paton

SC2 Mr D Paton

SC3 Mrs L Simpson

SC4 Mrs J Curtis

SC5 Mrs J Curtis

SD1 Ms T Bain

SD2 Ms T Bain

SD3 Miss K McCairns

SD4 Ms T Bain

SD5 Miss K McCairns


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INFORMATION IN EMERGENCIES We make every effort to maintain a full education service, on some occasions circumstances arise which may lead to disruption. We may be affected, for example, by severe weather, temporary interruption of transport, power failures or difficulties of fuel supply. In such cases we shall do all we can to let you know about the details of closure or re-opening. We shall keep in touch with you by using letters, Parent Call, notices in local shops and community centres, announcements in local churches and in the press and on local radio. It is normal practice within West Dunbartonshire Council to operate a help line when emergencies arise. Details will be made available when an occasion arises.

EMERGENCY CLOSURE PROCEDURES

1. As far as possible with input from DHTs, the Head Teacher takes the decision to close the school.

2. 2 text messages are sent to parents: (a) “CHS is closing at [10am] today” (b) “Supervision of pupils will continue as necessary until 3.50pm “ 3. The same message is put on the school website. 4. Classes are brought down by their class teacher to the assembly hall, corridor by corridor, to be addressed by the Head Teacher. 5. Pupils are told that: (a) the school is closing because of …. (b) they must phone their parent/carer to confirm that they can make their way home or to an agreed place (or the school can do this, if necessary) (c) they must make their way home without delay and take care on treacherous pavements and roads (d) they must wait in the dining hall if they are unable to leave (immediately) (e) there will be an update of the situation on the school website, the WDC website and the Radio Clyde website 6. If the situation demands a quick evacuation, the above can be done via the school’s tannoy system. 7. Once it is clear that only a few or no pupils are left in the building in need of supervision, staff are informed by their line manager of the arrangements that apply to them. 8. Staff know to check the school website, the WDC website and the Radio Clyde website for updates. There is also a cascade system of passing on information during a closure, namely: SMT > PTs > departmental colleagues.

Please note also the following 2 points from WDC:

1. “The expectation for staff is that, if an individual establishment requires to close for pupils, then staff would either continue to work within the school, if the school was accessible and appropriate accommodation is available or, if the school is closed for a full day or more, would report to another education establishment within WDC”. 2. “Should all schools be required to close, and police advice is that only essential travel should be under taken, staff will only be required to report to their place of work if it is decided that there is a business need for them to do so”.


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Section 2

SCHOOL ETHOS

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LEARNING FOR LIFE We will work together to ensure that everyone in our community is valued and has the opportunity to learn for life and to achieve their potential.

To enable everyone in West Dunbartonshire to become:

Successful learners

Confident individuals

Responsible citizens

Effective contributors

Create and deliver courses, activities and events which will motivate and excite learners

Develop innovative ways to support learning

Value diversity, promote equal opportunities and foster inclusion

Promote partnership and community participation

Value achievement and celebrate success

Continually reflect on and aim to improve the quality of our services


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CLYDEBANK HIGH SCHOOL’S VALUES:

We promote the core values of the school among our students, staff, parents, and other partners and they are central to the relationships at the heart of the learning community of Clydebank High School.

Our Core Values are:

Respect Tolerance Honesty Peace Commitment

By following these values we will continue to build a learning community at the heart of the town of Clydebank that values all members of that community equally, challenges all to achieve their best and equips our young people with the skills needed to take their place in a modern Scotland and in the wider global community.


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OUR VISION: Our vision for Clydebank High School is to work continuously to develop a community of people committed to academic and personal excellence and to maximise the potential of all students in the school. We do this through the provision of dynamic and challenging educational opportunities and active learning experiences for all. This is done in a caring, inclusive and safe community. Pupils are encouraged to work in a manner which promotes mutual respect for their peers and others within the multi-cultural society in which they live. Clydebank High School also works to develop close links with parents and other partners to enhance and continually improve the work of the school. Learning within the school community is personalised according to need. Difference and diversity are valued and young people are prepared to become Successful Learners, Confident Individuals, Effective Contributors and the Responsible Citizens of the future. Everything will be done to ensure the greatest impact on learners and learning in the school.


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EQUAL OPPORTUNITIES AND SOCIAL JUSTICE The school seeks to provide the opportunity for all pupils to fulfil their potential. In S1- S3 pupils follow a broad general education under the national Curriculum For Excellence. Register classes are mixed in terms of gender, race and ability. There is access for all pupils to the course options in S4 provided that they have achieved pre-entry requirements. Pupils are encouraged to choose subjects which reflect their strengths and which will allow them to maximise their achievement in school. Parents are encouraged to be actively involved in all aspects of their child’s course choices throughout their school career.

SPIRITUAL, SOCIAL, CULTURAL AND MORAL VALUES

Each year group has its own Assembly held during morning registration once a week. A number of Assemblies are attended by a member of the Chaplaincy team. Each Chaplain is allocated a different year group. Extended Assemblies are held for each year group at Christmas and Easter. Other extended Assemblies are held to support the school’s values, Commitment, Honesty, Peace, Respect, Tolerance, in some way. At regular intervals throughout the session, year group Assemblies are replaced by House Assemblies led by the House Depute Head and Pastoral Care Staff. Assembly is also used as an opportunity to keep pupils informed of school activities. Parents from ethnic minority religious communities may request that their children be permitted to be absent from school in order to celebrate recognised religious events. Only written requests detailing the proposed arrangements are considered. Appropriate requests are granted on not more than three occasions in any one school session and the pupil noted as an authorised absentee in the register. All pupils experience Religious Education classes which centre on living in a plural society.


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SCHOOL COMMUNITY LINKS Clydebank High School is committed to developing and extending the links it has with the community it serves. The school has the support of an active and committed Parent Council drawn from the local community. In addition to involving parents in working with the school to promote attainment we encourage an exchange of activity between school and the community. Where numbers permit, adult students can join senior classes for SQA National

Courses and Units or quite simply for interest and enjoyment. All school leavers undertake a work experience placement. This is supported by the

industrial and business community in and around Clydebank. The school supports a wide variety of charities. There are regular activities and

events run to raise money to support charities. The School premises are extensively used for clubs from the community in the evenings and at weekends.


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PREVENTION OF BULLYING POLICY

“All Clydebank High School pupils are entitled to be educated in a supportive, positive

atmosphere in which they are able to achieve their potential without concerns about

physical or emotional pressure”.

In Clydebank High School we emphasise the following principles in our policy and approach towards the prevention of bullying:

Clear messages must be given that bullying in any form is not acceptable. Parents and young people must be reassured that the school is taking the

mater of bullying seriously and is dealing with bullying effectively. A partnership should be developed with parents in dealing with bullying across

the school. A climate of openness should be established in the way that issues and

incidents of bullying are addressed.

These principles support the ethos of Clydebank High School which is firmly based on:

equality of opportunity mutual respect and co-operation.

STRATEGIES FOR DEALING WITH BULLYING ENCOURAGE THE REPORTING OF BULLYING

Clydebank High School: ensures that pupils know to whom they can speak about any aspect of bullying provides opportunities for pupils to communicate concerns about bullying ensures that all pupils know how important it is to report any bullying they have

witnessed encourages parents to contact the school by phone or email if you have any

concerns involves the Campus Police when appropriate eg Cyberbullying.

MAINTAINING AWARENESS Clydebank High School:

conducts bullying surveys; analyses and responds to findings displays pupils’ anti-bullying posters and poems discusses anti-bullying with P7 as part of primary/secondary liaison regularly highlights anti-bullying as an issue at school assemblies features anti-bullying items in school newsletter and magazines uses 6th Year buddies to be a visible presence in school, listens to issues about

bullying raised at pupil voice focus groups.


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LINKING THE FORMAL AND INFORMAL CURRICULUM Clydebank High School:

deals with bullying issues through work in Social Education

uses opportunities in all curricular areas to promote a positive anti-bullying ethos.

Stresses respect for all through the Saltire on display throughout the school SUPPORTING BULLIED CHILDREN Clydebank High School:

has developed systems for early identification of vulnerable pupils

links Pastoral Care teachers to bullied pupils to provide immediate and appropriate support

acknowledges the distress of the bullied pupils

assures the victims of bullying that they are not to blame

provides additional support through a Buddy system and group work.

provides a quiet area in Pupil and Family Support for our most vulnerable pupils CHANGING THE BULLYING BEHAVIOUR Clydebank High School:

makes pupils who are bullies accountable for their behaviour and informs their parents

has developed sanctions which enable pupils to think about their misbehaviour

helps children to be aware of alternative positive choices and solutions.

uses restorative justice/mediation meetings where appropriate DEALING WITH PROBLEM AREAS AND TIMES Clydebank High School:

encourages a positive climate in and around the school

identifies sources of problems e.g. queues at lunchtime

has improved supervision at break times all round the school

provides alternative activities at lunchtime e.g. clubs

uses CCTV to cover any areas of concern THE COMMUNICATION OF POLICY AND STRATEGY Clydebank High School:

ensures that pupils, and their parents, know what to expect if they are bullied or are caught bullying

ensures that everyone in the school knows what to do if they come across bullying

ensures that new members of staff are introduced to the school’s approach to bullying

refers to its anti-bullying strategy in the school handbook and on the website

ensures that there are designated staff with clear roles and responsibilities with respect to the anti-bullying strategy

has clear procedures in place to follow up bullying incidents. MONITORING AND EVALUATION Clydebank High School:

monitors and evaluates the effectiveness of its anti-bullying strategy

has implemented a systematic approach to checking and analysing the level of bullying incidents in the bullying log every six months

ensures that staff, parents and pupils are involved in reviewing and evaluating the anti-bullying strategy

includes checks on problems which occur while pupils are travelling to and from school by responding and involving the Campus Police Officer

provides feedback to staff, pupils and parents based on the information gathered in the monitoring and evaluating of its strategy.


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SCHOOL UNIFORM The agreed clothing for Clydebank High School is:

Blazer White shirt or blouse School tie (available from the school office) Black trousers or skirt Plain black jumper or sweatshirt (available from the school office)

Pupils attending schools within West Dunbartonshire Council are strongly encouraged to wear a school uniform and an appropriate PE kit, excluding football or rugby tops. Our contact with parents in recent years has also made us aware that the vast majority are in favour of uniform. The wearing of school uniform helps promote the identity of the school in the local community and helps create an ethos of sharing and pride in the school.

Most people tend to form opinions about a school by the appearance and behaviour of the pupils. West Dunbartonshire Council supports the wearing of the uniform in all of its schools because it: improves school security by making it easier to identify intruders builds a sense of identity and belonging to the school gives pupils an equality of appearance thereby discouraging competition

The forms of dress which are unacceptable in school are items of clothing which: potentially encourage faction (such as football colours) could cause offence (such as anti-religious symbolism or political slogans) could cause health and safety difficulties, such as loose fitting clothing, sportswear

made of flammable material and body piercings/jewellery for PE and sport could cause damage to flooring carry advertising, particularly for alcohol or tobacco could be used to inflict damage on other pupils or to be used by other to do so are valuable or expensive items of clothing or jewellery which present a security issue

for the school

The colour scheme and certain items of dress that comprise an individual school’s uniform should be determined, through a consultation process which is appropriate to each school. This consultation process should involve pupils, parents and staff. A range of options for this uniform may be considered including, for example, different items of clothing for summer, or for different year groups such as S5 and S6.

Parents receiving income support, job seekers allowance (income-based), housing benefit or council tax rebate will normally be entitled to monetary grants to assist with clothing and uniform. Those in receipt of working tax credit with an exemption certificate from NHS costs and an income of £14,600 or less will also normally be entitled to such a grant. Approval of any requests for such grants made by parents in different circumstances are at the discretion of the Director of Educational Services. Application forms may be obtained from schools and from area registration offices or the Educational Services Department. (www.west-dunbarton.gov.uk/education-and-learning/schools) West Dunbartonshire Council is concerned at the level of claims being received regarding the loss of pupil’s clothing and/or personal belongings. Parents are asked to assist in this area by ensuring that valuable items and unnecessarily expensive articles of clothing are


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PROMOTING POSITIVE BEHAVIOUR The school places a high priority on the creation of an atmosphere of good teaching and learning. We place an emphasis on hard work, organisation, orderliness and good manners. By encouragement and by setting the standards of discipline required to support a good learning environment we encourage self-discipline and a desire for learning in every pupil. Each pupil is given a copy of the school rules at the start of each session. The relationship between teacher and pupil should be similar to that of parent and child. It is a relationship which requires mutual respect and understanding. A school has to be more strictly organised that a home and the structure of discipline is therefore more formally laid out. Breaches of school rules my involved any one of the following sanctions:- verbal warning parental alert demerits removal from class to work elsewhere detention period by period conduct reports referral to senior staff letters to parents exclusion from class/school in the interest of others Exclusion from school is a sanction of final resort when a pupil has failed to comply with reasonable school standards of conduct. In law parents are held to be responsible for a pupil’s non-attendance as a result of exclusion. The school does not accept bullying in any form and has a formal policy for the prevention of bullying. Pupils or parents who have concerns about any bullying issues should contact the Head teacher or a senior member of staff. The school operates a ‘Buddy’ system where senior pupils accept direct responsibility for monitoring the welfare of First Year pupils. The good name of the school is the responsibility of all pupils and good behaviour is expected at all times both within and outwith the school. Parents have an important part to play in supporting and helping maintain the ethos of good learning and discipline. To support parents, staff in school notify them at an early stage of any concerns about their child’s progress in school. If difficulties with pupil conduct persist parents are invited into school to meet with the appropriate staff to discuss the issue. The school believes that staff, parents and pupils working together is the most effective way of ensuring good discipline.


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RAISING ATTAINMENT The school is committed to doing the best we can to ensure every child is given the opportunity to achieve his/her potential. Initiatives throughout the school include the following: Broad General Education (S1-S3) :

Staff have high expectations of all pupils in all areas of their school life – class work,

homework, effort, behaviour.

Staff set pupils challenging targets.

Departments have the opportunity to set classes by ability.

Teachers share good practice in their teaching.

Pupils’ work is put on display in classrooms and corridors.

All teachers display in their classrooms the standards needed to achieve success in

their subject.

Staff praise pupils, as appropriate

Staff encourage a positive attitude through a system of rewards

Pupils have regular opportunities to talk about their learning through Pupil Voice

meetings throughout the school.

Pupils are encouraged to take on responsibilities and make a positive contribution to the

life and ethos of the school.

Homework is encouraged to raise academic standards. The school issues a guide

outlining the type and frequency of homework used by each department.

Pupils make their first subject choice at the end of S1, thus increasing their contact with

subjects that they like and feel confident in. Senior Phase (S4-S6) :

Pupils and parents sign an Agreement to show that they will meet the school’s expectations

Teachers monitor pupil progress and SQA presentation levels rigorously

SQA Alerts are sent out to give parents early warnings of concern

SQA markers events are organised throughout the year.

Pupils are offered an exhaustive range of Supported Study and mentoring opportunities,

both at lunch times and after school.

Peer support is organised to help youngsters in need

Pupils are given practical study support.

Homework is organised through websites and blog notes.

Motivational speakers encourage pupil engagement.

The school has increased the range of courses on offer to engage all pupils e.g. Duke

Of Edinburgh

The school uses consortium arrangements and Clydebank College to enhance the

curriculum and deliver additional courses.

The school re-introduced a Careers Convention to help pupils understand their

careers options earlier on and the importance of certain subjects and grades.


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Section 3

PARENTAL INVOLVEMENT

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HOMEWORK

Recent research has shown that one of the main factors in determining the success of a school is the school’s attitude to homework. This Homework Policy is a part of Clydebank High School’s overall approach to Learning and Teaching. Homework is an important part of each pupil’s education and a valuable contributor towards our school’s stated aim of maximising each pupil’s performance. Principles of homework A homework policy will be successful if the following principles apply: homework is an integral part of the Learning and Teaching process homework tasks should be related to the abilities and needs of individual pupils homework tasks should be varied homework tasks should be explained clearly and pupils should know what is required

and when it is to be completed effective and prompt feedback should be given, where appropriate heads of department have a key role in the implementation, monitoring and evaluation

of homework within their department the beneficial results of homework depend on an effective partnership between pupils,

parents and teachers.


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HOMEWORK

Purposes of homework The varied purposes of homework, which should be clearly understood by pupils, parents and staff, are as follows:

to encourage pupils to take responsibility for their own learning to consolidate previous learning to reinforce classwork to provide opportunities for individualised work to develop effective study skills, such as planning ahead to encourage pupils to make use of additional resources and to develop research skills to help pupils, parents and teachers monitor the effectiveness of Learning and

Teaching to create opportunities for home-school dialogue

Organisation of homework Every pupil is issued with a Homework Diary Planner at the beginning of each session. This is used to enter agreed dates for the completion of homework tasks. Subject departments provide a statement of the homework issued for each course. Teachers allow sufficient time for the completion of homework tasks. This helps pupils to plan the completion of different homework tasks on time. For an extended piece of work – eg a project, teachers will be responsible for producing reminders on a period by period basis. Teachers log each occasion a pupil fails to submit homework. A referral system operates on the non-completion of homework. Parents are asked to read and sign their child’s Homework Diary Planner weekly. (S1/S2 only)


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ASSESSMENT POLICY Pupils are assessed by means of continuous assessment, in accordance with Curriculum for Excellence guidelines. In this way the pupils’ progress is carefully monitored throughout the session. A full report card and a tracking report are issued each session. These give parents an indication of the levels of achievement reached by their child. In S4-S6 pupils are assessed by means of both formal examinations and continuous assessment in preparation for the National Qualifications. A full report card and an interim report are issued each session. Parents’ Nights are held regularly throughout the session in order to provide an opportunity for parents to come to the school to discuss their child’s progress. It is important that parents should take the opportunity to attend on these nights so that the school and parents work together for the good of each child. If a parent is unable to attend a Parents’ Night, he/she is invited to make an appointment with his/her child’s Pastoral Care teacher to discuss the pupil’s progress. At Clydebank High School we strongly believe that a partnership between parents and teachers will benefit our pupils.

REPORTING TO PARENTS

Each subject report issued indicates, amongst other things, the level of attainment achieved by the pupil in a number of skill areas, his/her attitude to work and the number of attendances. While the skills tested vary from subject to subject, the basic format of these reports is the same. Reports are issued using the following timescale: (although this is subject to change) September S1 Tracking Reports October S3 Tracking Reports, November S2 Full Reports December S4 Tracking Reports, January S2 Tracking Reports February S5/6 Full Reports March S3 Full Reports, S5/6 Tracking Reports May S1 Full Reports Progress monitoring letters are sent to parents of pupils in S2/S3 in autumn, advising parents of their children’s general progress. In S1 progress is reported in the autumn by means of a progress report card. S4/S6 pupils are monitored on a monthly basis. Early Warning letters are sent where the school feels that pupils are under-achieving or making insufficient effort. In all cases, Pastoral Care staff retain copies of report cards and are responsible for overseeing the progress of each pupil. In addition to individual comments from class teachers, the Pastoral Care teacher writes an overall comment on each pupil’s performance.


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PARENTS’ EVENINGS The school places a high value on regular contact with parents and Parents’ nights are held for each year group as follows:

Parents of P7 during the month of May Parents of S1 during the month of February Parents of S2 during the month of May Parents of S3 during the month of January Parents of S4 during the month of October Parents of S5 during the month of August Parents of S6 during the month of October

If parents wish to contact Pastoral Care Staff or Senior Staff, they should make an appointment by telephone or by letter. If an urgent matter arises, please do not hesitate to contact the school. Information Evenings are also held in the school. These give explanations of systems in the school and are opportunities to consult with parents and involve them in decisions affecting their children. These include:

October/November P7 General Information Evenings in all primary schools

January S4/5 course choice May S1 course choice

May P7 transfer from primary to secondary school


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THE PARENT COUNCIL The Scottish Schools (parental involvement) Act 2006 requires that: a) Local Authorities prepare a strategy which must cover their duties under the Act

during the transition year 2006/7 and which sets out their policies on parental involvement.

b) Every parent is automatically a member of the Parent Forum for his/her child’s school, may be represented by a Parent Council.

c) Every parent will be notified by the Local Authority of its intention to prepare a scheme for establishing a Parent Council.

d) The members of the Parent Forum decide the structure, membership, aim objectives and and constitution of the Parent Council.

e) Other members of the Parent Council may be co-opted.

f) Parent Councils are to be involved in the appointment of a Head and Depute Head Teacher.

g) Parent Councils, the Local Authority and Schools should play an active role in supporting parental involvement in the school.

h) Parent Councils have the right to represent the views of parents.

i) Parent Councils are accountable to the members of the Parent Forum and should establish arrangements for reporting to the Parent Forum.

j) The needs of and arrangements for all children and young people involving parents, carers and those who look after children are met.

k) The school development plan takes account of the Local Authority’s strategy and includes objectives relating to parental involvement.

l) A complaints procedure which covers how the Local Authority carries out its functions under the Act should be established.

m) Local Authority must provide reasonable funding to enable the Parent Council to carry out its functions.

n) A combined Parent Council may be established to cover two or more schools. The parent representatives elected to the Clydebank High School Council are currently:

Lorraine Bonnar - Chairperson Stephen McCauley – Vice Chair

Karen McCubbin – Minute Secretary Gary Bowers

Karen Bacchetti Karen McKinlay

Scott McEwan Pamela Stormonth

Wendy Christie Elizabeth Waddell


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PARENTAL INVOLVEMENT POLICY Introduction Clydebank High School genuinely welcomes all contact with parents. We have the strongly held belief that we can maximise our young people's potential only if there is a strong sense of partnership and cooperation between the home and the school. This theme, introduced in the School Handbook for P7 parents, is picked up and continued in the letterhead used in all communication with parents: “PARTNERSHIP FOR SUCCESS. Pupils, parents and school working together”. The School's Role The school has a proactive role to play in the development of this partnership. We must reach out to parents by:

1 involving them at every opportunity 2 keeping them well informed 3 establishing regular contact, positive as well as negative 4 inviting them into school, for positive as well as negative reasons 5 responding promptly and courteously to their concerns 6 ensuring that all school literature is attractive as well as informative

To ensure that such partnership can develop successfully, parents must:

1 sense a welcoming atmosphere in the school at all times 2 feel that they are working on an equal footing with staff and have a meaningful contribution to make to their child's education 3 feel confident about expressing enquires, concerns or problems, and know that

these will be dealt with promptly and efficiently 4 be confident that they know the appropriate staff to contact and the correct channels

of communication. The school’s “Service Standards” leaflet, published twice per year and available on the school’s website, gives parents important reassurance in these areas. Parents are asked regularly to comment on the Service Standards and propose any amendments (APPENDIX 1). The school’s complaints policy is published alongside the Service Standards (APPENDIX 2).


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Parental Involvement ……..to support pupil attainment Section 1 1 School-Home Literature To engender a sense of pride in the school and a sense of belonging to the Clydebank High School community:

the school regularly reviews all publications for: • language • presentation • accessibility the school Handbook is professionally printed every autumn and is issued to all P7

pupils in December and to all new pupils who come to the school.

a series of leaflets, "Moving Up", is issued to P7 pupils throughout the year, giving information on the issues that concern primary youngsters most about moving to secondary.

a Parents' Newsletter is issued to all pupils on a six-weekly basis. This is desk-top

published in-house and contains important factual information about events as well as celebrating the successes of youngsters at Clydebank High.

All of these documents are also available on the school's web site.

To support parents who wish to be actively involved in their children's education, a summer mailing is sent out to all S1 homes in early August every year and includes:

a copy of the school calendar for the new session (including reporting arrangements)

a copy of the school’s Uniform Policy and Prevention of Bullying Policy

names of Pastoral Care staff and Senior Management Team

details of who to contact, how and when

(In addition, a year specific homework leaflet, outlining the nature and frequency of

homework for each subject in that year group is issued on the first day of the new session). This same information is handed out to all pupils in S2-S6


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Parental Involvement ……..to support pupil attainment In addition, our school website contains up-to-date information about all key education issues e.g. Policies: Prevention of Bullying, Child Protection, Promoting Positive Behaviour, Health Education, Equality and Fairness, Uniform. Parents are contacted automatically in potentially sensitive situations e.g. sex and relationship education As new learning and teaching initiatives are introduced (e.g. Assessment Is For Learning) details are sent home to parents and are also posted on the school’s website. Parents are invited to attend workshops in school, to help them support their child meaningfully at home. 2 Reports/Parents' Evenings

To inform parents accurately and regularly about their child's progress and how they can become involved with their child’s learning to ensure continuous improvement:

the school regularly reviews the format of its reports

the time gap between reports is kept to a minimum, to ensure that there is not enough of a time lapse for the pupils to go "off the rails"

all year groups receive two reports: • a tracking report indicating general progress and comparing pupils’ “on track” predictors • a full report including a detailed teacher comment and detailed grades

an additional early concern report is issued, if necessary

all full reports provide opportunities for parents, as well as pupils, to give feedback

all full reports include an idea of "Next Steps" and "Strengths"

To maximise parental attendance at parents' evenings and to make these events as meaningful as possible:

parents’ evenings are sometimes end-on to the school day and sometimes in the evening.

parents are consulted about any proposed changes to the arrangements for these meetings

the layout of each event ensures maximum confidentiality

parents and staff are encouraged to maintain an appointment system. Parents who wish to discuss difficulties more fully are invited to come back to complete the discussion at a later date

specific parents (e.g. of underachieving pupils) are targeted to attend

a coffee bar in the foyer area is intended to make parents feel more "at home" in the school environment

parents are encouraged to complete a questionnaire, the main purposes of which are to find out:

• how useful and informative the evening has been • if they now have a clearer idea how to support their responses are followed up and acted upon


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Parental Involvement ……..to support pupil attainment

Parent Council

To make the Parent Council and its members an integral and obviously valued part of the school: the school involves the Parent Council in open discussion of basic school

issues (such as discussion of new policy statements and new initiatives) there are regular informal meetings between the Chairperson and the Head

Teacher a wide range of staff is invited to come and speak at Parent Council meetings SMT minutes are sent to Parent Council for information Parent Council members attend each Parents' Evening and speak to

interested parents, and potential future members, about their role in the school

Publicity

To engender a sense of pride amongst all members of the school community and to share our youngsters' successes with parents and friends: a number of staff volunteers have formed a Media Group which meets

regularly in the school sub-groups have been set up with responsibility for: • achievement board/activity boards • development of the school web-site • reading and creative writing groups • publicity in the community contacts with the local press ensure ongoing coverage of the good work

carried out by pupils at Clydebank High School

Parents' Focus Groups To involve parents who are keen to have a deeper and more involvement,

Clydebank High School has a network of interested and supportive parents who help with the development and monitoring of new policies such as Homework, Learning and Teaching, Parental Involvement. Currently, Curriculum for Excellence provides the main focus for this activity.


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Parental Involvement ……..to support pupils with difficulties Section 2

Contact Staff

For general matters concerning a pupil's welfare, wellbeing, progress or attainment, parents contact the pupil's Pastoral Care teacher. Such enquires usually concern absence, attendance, timekeeping, health, curricular progress, homework, attitude etc.

Where pupils have a specific learning difficulty which causes difficulties for

them in the classroom situation, parents contact a member of the Support for Learning department.

For more serious matters parents contact the member of the Senior

Management Team best placed to assist. In most cases this will be the appropriate Head of House who has responsibility for all matters relating to pupils in that House. The Head Teacher is also available for very serious matters

Contact Parents

Similarly, members of the Senior Management Team may wish to contact parents about matters relating to pupils. Such contacts usually concern attendance, timekeeping, behaviour and curricular progress. In the most serious cases of misbehaviour, the Head Teacher may decide that a pupil should be excluded from school for a period of time. Parents are automatically informed according to procedures laid down by West Dunbartonshire Council. No pupil is sent home before the parent has been contacted (eg by telephone or by text). When a pupil is excluded, he/she is given a letter signed by the Head Teacher. This letter informs parents of the length of the exclusion and the reason for it. The letter also contains information for parents on how to appeal against the exclusion. A meeting is arranged with a member of the Senior Management Team to discuss the situation with the parent. Before the pupil is re-admitted, parents are asked to sign a declaration of cooperation.


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Parental Involvement ……..practical day to day guidelines Section 3

Contact In Person

Parents arriving in school normally have an appointment to see a member of the Senior Management Team, Pastoral Care or Support for Learning Staff.

The names of all visitors and the times when they are expected are noted on the whiteboard in the main school office.

Parents are not normally given access to members of staff other than those mentioned above.

If a parent arrives without an appointment, office staff contact the relevant member of staff mentioned above to see if they are available or arrange an alternative time.

If a parent arrives wishing to see a pupil, contact should be made with the appropriate member of the SMT who will decide if the pupil is to be released from class.

Parents should never be allowed to go directly to a classroom to see a pupil. If they insist on doing so the Head Teacher should be alerted at once.

If a parent is aggressive or offensive, office staff should not engage in dialogue but contact a member of the SMT immediately.

Contact By Telephone

Parents should not normally be allowed to speak directly to members of staff, other than those listed above. Office staff should offer to pass the call to a member of the SMT or the Pastoral Care team and ask for the pupil's name.

If the telephone call concerns a pupil's involvement in extra-curricular activities, the appropriate member of staff may be contacted if he/she is not teaching. Otherwise, a message will be left for them by the office staff.

If a parent telephones and requests that a message be passed to a pupil, this should be done only in an emergency e.g. hospital/dental appointment, house keys left, adverse circumstances at home etc.

Class teachers should not normally telephone parents directly (although Heads of Department increasingly do). If there is a valid reason for doing so, the member of staff should consult the appropriate member of SMT.

If a parent is abusive on the telephone, office staff should contact a member of the SMT, or, in extreme cases, put the receiver down.

Contact By Letter

Letters to parents are normally dealt with by members of the SMT and Pastoral Care staff. A range of standard letters exists and these are regularly sent home to provide routine information.

Letters to parents on curricular matters should be copied to the relevant member of the SMT and sent only after consultation with them.

Letters to parents should be sent by Pastoral Care staff, Heads of Department or members of the SMT. Class teachers should not normally write directly to parents.


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Parental Involvement ……..practical day to day guidelines

Contact Electronically

The school texts parents: if there are immediate concerns about attendance to remind parents about school events such as parents’ evenings, SQA

exams. if a pupil is unexpectedly late for school


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APPENDIX 1


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APPENDIX 2 - HOW TO MAKE A COMPLAINT

CUSTOMER STANDARD

In the unlikely event that you are unhappy with the level of service that we provide you might wish to make a complaint. If so, here is the process: Step 1 Phone us or visit our school office. A member of staff will try to sort things

out for you on the spot. Step 2 If you are still not satisfied, you may complete a complaint form (available

from office). If you are phoning the office, the member of staff you are speaking to will send the form to you to complete and return. You can write a letter to us if you prefer.

We will make sure that: we treat your complaint fairly and thoroughly investigate it. we tell you the name of the member of staff handling your complaint. we send you a written acknowledgement within 5 working days. If possible, we will give

you a full reply at this stage. we respond to your complaint within 20 working days. If your complaint is very complex

or if we need to contact other organisations it may take longer, but we will let you know. Step 3 If you are still unhappy once you have a final reply from the school you can

contact: Department of Educational Services Council Offices

Garshake Road DUMBARTON G82 3PU


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Section 4

CURRICULUM

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THE BROAD GENERAL EDUCATION - CURRICULUM MAP

United Nations Convention on the Rights of the Child

Article 3: The best interests of the child must be top priority in all actions concerning children

(Cho

ice)

(C

ho

ice)

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THE SENIOR PHASE During the broad, general education (S1-S3) pupils gain a firm foundation for progress into the Senior Phase (S4-S6). At this stage the school remains committed to the principles of Curriculum For Excellence and the continuing need to develop the 4 capacities in all of its pupils. It is very aware of the wide range of needs and abilities of its senior pupils and has developed a structure that endeavours to ensure positive destinations for all of its young people.

In the Senior Phase pupils in S4 to S6 are timetabled as a single cohort. The main benefit of this arrangement is that it allows for the creation of a wider range of viable classes at National 5 level and below which can be accessed by S5 and S6 pupils. It should also bring timetabling efficiencies that will ‘pay’ for the cost of introducing some course choice a year earlier at the start of S2. On entering S4 there are a number of pathways that pupils can follow :

Route A involves up to 6 options with 5 period allocations and is intended for pupils studying at levels National 1, 2 , 3 or 4. PE and RE are timetabled for all pupils. Courses started at these levels in S4 tend to last for one year and are followed by another course of a different nature but usually at the same level.

Route B allows for the choice of up to 6 courses at levels National 5, 6 and 7, with an allocation of 5 periods per week each. Courses started at these levels in S4 last for 2 years, with assessment and certification at the end of S5. There will be 1 year courses, mainly for S6 pupils, but these could also be accessed by talented individuals in S4 and S5.

In practice, routes A and B represent 2 ends of the spectrum and many pupils take a combination of A and B courses as appropriate to their needs and abilities.

Pupils with additional support needs are considered on an individual basis. The flexibility of the structure and good partnership working have resulted in imaginative and rewarding pathways with positive destinations.

PE and RE are timetabled for all pupils in S4. Most courses will be certificated using National Qualifications. However, the use of

other qualifications, especially to recognise achievement, is being developed. Good progress has been made so far with ASDAN, Duke of Edinburgh and Sports Leadership, and other awards are being investigated.

Please note: This information is currently under review. There will be regular Information Evenings while your child is in secondary school to discuss year-on-year refinements of the structure.


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Section 5

TRANSITIONS

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TRANSITION: Mrs Sabba, PT Computing, with responsibility for the transfer from P7 to S1, will be available to attend all the P7 parents’ evenings. October 2015 P7 pupils in each cluster primary school visit Clydebank High

for 2 periods December 2015 Distribution of school handbooks May/June 2016 Information evening for the parents of children who will enrol

in August to enable them to see the facilities, meet senior staff and discuss areas of interest or concern with their son’s or daughter’s future Pastoral Care teacher.

May/June 2016 P7 pupils visit Clydebank High School to familiarise

themselves with the building (dates: May 23rd, 24th, 25th and 26th) Primary and secondary teachers will work together to ensure a smooth handover. A series of explanatory leaflets about the move from primary to secondary is issued in the course of each session by Clydebank High School to all P7 pupils in the associated primary schools.


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CAREERS - Skills Development Scotland Clydebank High School has daily contact with a Careers Adviser. The Careers Adviser works closely with the Pastoral Care Team to ensure pupils have access to all the help and support they need to make well informed decisions. Pupils usually have their first contact with the Careers Adviser in S3 when they choose their subjects for S4. Other important times are in S4, S5 and S6 when pupils may need the Careers Adviser’s help to decide about suitable careers, how to train for a particular job, which course/college/ university to apply for and how to find employment training and modern apprenticeships. Pupils have their first appointment with the Careers Adviser in S4 with priority being given to those who wish to leave school at the end of S4. The Careers Adviser prioritises appointments as some pupils need to be seen more urgently e.g. university applicants and winter leavers. The Careers Service also offers: Training on using My World of Work (My WOW) an online careers management

website (www.myworldofwork.co.uk) which provides information on: school subject choice in relation to specific careers.

CV preparation. Interview skills. Modern apprenticeships / training opportunities. A bespoke programme of support for S4 / S5 /S6. The Careers Adviser attends key Parents’ Evenings to give advice to parents and pupils. Pupils can also get advice at the Drop-In Clinic held in the school library. Parents are always welcome to contact the Careers Service for help and advice. This can be done through the Pastoral Care teacher or by contacting the local Careers Office. Careers Scotland Centre Opening Hours Clyde Shopping Centre Mon – Thurs 8 45 – 16 45 5 Carinthia Way Friday 8 45 – 16 00 Clydebank G81 2UA 0141 952 1454 Clydebank High School’s Careers Adviser Mrs Debi Moran-Smith


http://www.myworldofwork.co.uk

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Section 6

SUPPORT FOR PUPILS

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PASTORAL CARE The Pastoral Care Team consists of 4 Houses, each with a Depute Head Teacher and 2 Principal Teachers, Pastoral Care. Pupils remain with the same Pastoral Care Teacher throughout their school career ensuring continuity and the building up of positive relationships. Younger brothers and sisters enter the same House to strengthen family and Pastoral Care teacher ties Additional support is provided by a further Depute Head and 2 Principal Teachers Pastoral Care. MAIN OBJECTIVES OF PASTORAL CARE to ensure that each child knows and is known well by a least one member of staff to ensure that each child knows where to get help to foster good relations between teachers, pupils, parents and the community. to respond quickly and effectively to the specific needs of individual pupils to encourage each child to be aware of his/her own potential to encourage each child to accept responsibility for his/her own development to record information which is relevant to the welfare of individual children Towards the end of S1 and S3 pupils are offered subject choices. Before decisions are made, pupils are given advice by subject and Pastoral Care Teachers as well as by the Careers Service. Parents who wish to discuss any aspect of the education or welfare of their child are invited to write or to telephone the school to make an appointment with the Pastoral Care staff. PASTORAL CARE TEAMS

ADDITIONAL SUPPORT Mrs W McInally- Depute Head Teacher Mrs L Simspon - Principal Teacher Pastoral Care Dr G Simpson - Principal Teacher Pastoral Care

ARRAN Mrs T George – Principal Teacher (PC) Mr G Rae – Principal Teacher (PC) BUTE Mr P Hamilton – Principal Teacher (PC) Ms K Thumath – Principal Teacher (PC)

CUMBRAE Mrs J Curtis – Principal Teacher (PC) Mr D Paton – Principal Teacher (PC) DAVAAR Mrs T Bain – Principal Teacher (PC) Miss K McCairns – Principal Teacher (PC)


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PASTORAL CARE ARRAN HOUSE BUTE HOUSE

CUMBRAE HOUSE DAVAAR HOUSE

Mr G Rae Mrs T George

Mr P Hamilton Ms K Thumath


Mr D Paton Mrs J Curtis

Mrs T Bain Miss K McCairns

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WIDER PUPIL SUPPORT STRUCTURE Clydebank High School provides a positive and safe environment which actively promotes child welfare. We make sure that all pupils have appropriate programmes of health and personal safety as part of our overall curriculum provision. We keep parents/carers informed about the health and personal safety programme in the school. Through our School Councils, regular pupil surveys and pupil forums we ensure that we respect and listen to our young people. All staff in school are required to be aware of our child protection procedures and are provided with regular information on West Dunbartonshire Council’s Child Protection Policy and Procedures. All staff have a responsibility to report concerns regarding the welfare or safety of a young person to the head teacher. If the head teacher is of the view that there may be grounds for concern, he will immediately contact the duty senior social worker and advise him/her of the circumstances. The school has close working relationships with all other relevant agencies. The Joint Agency Team (JAT) is the recognised forum for sharing information and collaborative working.


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SUPPORT FOR LEARNING Clydebank High School is committed to providing an appropriate education to meet the needs of all pupils. Pupils of all abilities can experience learning problems and when this occurs the Support for Learning Department can help.

The Support for Learning Department consists of specialist members of teaching staff and Learning Assistants. The school also has visiting specialists from the Hearing Impaired Service, Visual Impaired Service, English as a Second Language Service, the Language Unit and Network Support. There are close links and regular meetings with the School Educational Psychologist.

The Support for Learning Department has many roles in the school: identifying individual pupil’s needs assisting in the delivery of the curriculum through cooperative teaching and tutorial

work monitoring pupil progress with class teachers and the Pastoral Care team transferring of information between primary and secondary encouraging the use of technology to help individual pupils promoting staff development.

When a pupil receives help from the Support for Learning Department, he or she has a Support Plan drawn up, which identifies their particular needs and maps out a programme of intervention. Such plans are monitored regularly and parents are informed of progress.

Pupils whose needs are of greater concern can have Individual Educational Plans drawn up. These plans have closely defined short and long term targets, with regular parental involvement.

In addition to their many roles, the Support for Learning Department organises a Support Club at lunchtime. Pupils can visit the Support for Learning Base to ask for advice, as well as practical assistance in completing homework.

Senior pupils are also encouraged to play a role in supporting pupils’ learning by becoming involved directly in classes to support reading, writing and general discussion. This contribution is valued by both pupils and teachers.

The Support for Learning Department encourages parents to become involved in their children’s learning in an active way. Parents are encouraged to visit or telephone the school to discuss their child’s progress.


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SUPPORT FOR LEARNING Enquire - the Scottish advice service for additional support for learning.

Operated by Children in Scotland, Enquire offer independent, confidential advice and information on additional support for learning through:

· a telephone helpline - 0845 123 2303 · an email enquiry service - [email protected] · an online enquiry service · two websites - www.enquire.org.uk (for parents/carers and practitioners) and

www.enquire.org.uk/yp (for children and young people)

Enquire also provide a range of clear and easy-to-read guides and fact sheets ex-plaining everything from ‘additional support in the early years’ to ‘what planning should take place for moving on from school’.

Mrs L Simpson Mrs M McNicol

Ms G Beedie Mrs M Alexander Mr R Coates

Mrs W McInally - Acting Depute Head


mailto:[email protected]

http://www.enquire.org.uk/

http://www.enquire.org.uk/yp

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Section 7

SCHOOL IMPROVEMENT

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OUR SCHOOL IMPROVEMENT PLAN


Raising Attainment 5.1

Identification of cross Cut-ting Themes

Part Achieved. Audit existing courses taken place courses /IDL activi-ties across all stages to identify cross cutting themes such as sustain-ability, enterprise, creativity and citizenship Identify and build more opportunities and challenge into curriculum for cross cutting themes.


Attainment in Literacy

Achieved. JH met with each PT analysis of SQA/GL data. Depart-ments making use of data from Insight and GL for tracking and pro-gress. Aspects of Literacy identified. All pupils experience an exam literacy day with focus in each subject on literacy within paper. Recip-rocal teaching rolled out to all departments. Sharing strategies with staff on-going Department modifications of reciprocal posters published and displayed in classrooms. Gary McIlree booked to deliver reciprocal teaching for Feb In service.

Attainment in Numeracy

Ongoing. New Coordinator to be appointed following move to second-ment. Maths PT meeting with primary. Further actions delayed pending appointment of responsibility.


Pupil Experience in BGE Part Achieved. Most departments fully implemented pupil voice. Par-ent voice engaged with S2/S3 year groups. House Councils have all met and report back through house assembly. Rights Respecting Schools Committee has met and positive feedback received on S3 learner’s experiences. Feedback to pupils planned December/January.


Introduce centralised BGE tracking

Part Achieved. All departments have tracking in place and introducing use as tool for interventions. Master of critical whole school S1 track-ing to be introduced. Planned visits to other schools to identify best fit model. Tracking tool to be extended throughout BGE.

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Increase consistency of pupil support practises in classrooms

Part Achieved. Peer observation in practice. Teach meet group estab-lished to identify good models and actively taking differentiation for-ward for own classrooms. Planned extension of practise across staff.


Introduce more challeng-ing target setting for/by pupils.

Part Achieved. Pastoral Care and subject teachers engage learners in dialogue for target setting (based on materials produced by STARs). Overseen by STAR teachers.


Improve learners experi-ences as indicated from observations.

Part Achieved. Language in learning intentions and success criteria has been focus of peer observations. More work ongoing in further observations and department dialogue. Revising the range of strategies in the classroom is planned with SG. Pupil voice has extended throughout departments beginning to have impact in positive change and feedback to pupils.


Homework Policy review Part Achieved. Feedback to pupils in place. Feedback staff and parent incomplete. Surveys and results filtered through Rights Respecting School committee and department DMs. Changes and policy and still to be agreed and finalised.


Extend School pro-gramme for self -evaluation

Part Achieved. First phase observations taken place few treachers observed beyond working department. Teach meet New topics and developing topics introduced. All staff engaged. Not introduced as yet HGOS 4


Extend and develop part-nership working

Part Achieved. Parent focus group S2/3 taken place. STAR planned project is to involve parents in celebrations of achievement. CLD working with various groups of pupils to extend achievement op-portunities. Also offers increased accreditation opportunity.


Establish more opportuni-ties for staff and pupil leadership roles.

Part Achieved. All staff engaged in professional update. Many staff have assumed leadership roles. Programme of aspiring PT and leadhership embedded within school. More leadership within house council. Some leadership within subjects and school events. Still to be widely recognised.

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Increase opportunities to celebrate pupil achieve-ment.

Achieved. 2 class groups successfully working towards youth achievement with CLD. Third group of seniors supporting vulnerable young pupils and encompassing youth achievement within. Part Achieved Database available and some information being fed in. More data required directly from pupils and parents. House Captains taken up request to establish system of celebrating achievement and investigating possibilities with house council.


Parent/Carer Engage-ment

Not Achieved. Re-launch of Parental Engagement group to take for-ward WDC revised parental engagement through Audit current level/quality of parental engagement and surveys.


Revitalise House Sys-tems

Not Achieved. Early appointments of house captains ran until late September rather than proposed start of June/August. Part Achieved. House captain Profiles created and formal application forms were completed. Interest was poor and pursuing individuals time consuming. All house captains now appointed and committed. Combined house meeting laid out expectations, discussed responsibil-ities and presented programme of events to lead.


GIRFEC named person. Ensure all pupils know and understand the terms Named Person and Pasto-ral Care teacher.

Part Achieved. Pupils aware of named person through Pastoral care interviews with pupils. Posters to be made and displayed. Parents in-formed. Information sent out to parents. Also to be added onto web page. Update also shared with staff on in-service day.


Digital Exams Assistive Technology Continue to implement Rights Respecting School Award (RRSA)

Part Achieved. Laptops purchased, set up and being out and used by pupils. Laptops on-going being used and extended to wider groups of pupils and working with digital format papers. Increasing department knowledge of responsibility through Depart-mental meetings. Part Achieved. On-going actions and awareness embedding CHS as a RRS. Level 2 Award visit taken place and awaiting assessment re-port.

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Developing the Young Workforce

5.1

Review assessment plans to increase efficiency and variety of assessment

On-going review of assessment plans and progression routes. Work-ing with Pastoral Care and Employability officer to increase pupil awareness of vocational options. Review of school and college cours-es widespread coverage with on-going adjustments in planning to meet needs of next cohort. All departments making use of employabil-ity language and skills with dedicated skills for work week across school.

Assessment Moderation, Literacy, Numeracy

5.2

Assessment Aspects of whole school provision, policy and mechanisms for Literacy and Numeracy

Not Achieved. Reciprocal teaching methodology rolled out with further in service planned. Some work underway in some department. School priority to begin in Term 2 reviewing provision and policy across school.

Tackling Bureaucracy 9.4

Set up a cross-curricular working group to identify unnecessary bureaucracy

Part Achieved. D Docherty leading WDC working group within learning community.

Make recommendations for implementation in Au-gust 2016

Not Achieved. Will follow on from working group outcomes.

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STANDARDS & QUALITY REPORT Quality Indicator 5.1: The Curriculum

Strengths:

Our S1-3 Broad General Education curriculum has been carefully constructed to ensure the principles of curriculum design are embedded in courses.

BGE courses are continually monitored to ensure they are fit for purpose and prepare almost all pupils well for progression. Strategic unit planning sheets and the existing departmental tracking allow validation of progression to take place.

All pupils in the BGE phase experience a programme of Literacy across the curriculum which includes key assessment points to monitor progression. Regular cross-marking workshops support the development of a consistent standard across the school; a literacy spreadsheet is used to track the progress of all pupils from a Primary 7 baseline onwards; literacy reports are sent home to parents

All pupils in the BGE phase experience a programme of IDL through both the CHS360 and cross-curricular IDL ‘events’. IDL planning sheets and pupil evaluations confirm the additional impact of working in a cross-curricular way.

S1 personalisation provides the opportunity for all pupils to specialise in some curricular areas while retaining breadth of experiences and outcomes. There is a resulting increase in pupil motivation, focus, progress and enjoyment. Pupil voice activities regularly confirm the positive benefits of S1 personalisation.

The school caters well for all pupils entering the senior phase to maximise attainment.

The CHS Senior Phase ‘model’ has removed the previously established S4 progression barrier of SQA presentations for most pupils, allowing many more to have the opportunity to aspire to greater levels of qualification than previously. Our current session SQA entry numbers show a marked increase when compared to previous sessions.

Almost all pupils are attaining at higher levels than previous year groups as indicated by prelim analysis data.

More pupils than in previous years are being provided with lateral progression routes where upwards progression is not appropriate for them. These pupils are achieving an increased number of qualifications at National 3, 4 and 5 over the course of S4/5.

An increasing number of pupils have the opportunity to study towards an increased range of course choice including more ‘traditional’ subjects, increased vocational options, consortium options and the use of bespoke in-house courses to suit the needs of the pupils.

Areas for Development :

Incorporate further the principles of curriculum design into the Senior Phase to ensure that the courses we use meet the principles and contexts of CfE as well as SQA requirements.

Embed further Numeracy policy and practice within the school to include all subject areas in its delivery and assessment.

Incorporate the recommendations of ‘Developing Young Workforce’ into the work of the school, in both BGE and the Senior Phase, to ensure pupils experience a planned programme of learning for work and continue to achieve positive post-school destinations.

Develop a consistent approach to the language of employability skills in all curricular areas

Examine opportunities to link IDL to employability skills from S1-S6

Develop IDL opportunities in the Senior Phase


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STANDARDS & QUALITY REPORT Quality Indicator 2.1: Learners’ Experiences

Strengths :

Our Quality Assurance activities show that most young people are motivated through a variety of strategies, including : AifL ; coop learning ; Bloom’s taxonomy ensuring pupils are increasingly challenged in their learning.

There is clear evidence of the positive impact that these strategies have on learning. Challenge in learning has increased for most learners as a result of the

implementation of key strategies, with a focus on : literacy across departments, high profile of literacy as a skill + whole-school approach

to assessment teaching strategies : increased variety of engaging teaching strategies in most

classrooms pace and higher order thinking skills : increased pace and challenge IDLs (e.g. CSI, S3 ; Disaster, S2 ; Newspaper In A Day, S1) : increased opportunities

in all departments for learning in unfamiliar contexts, leading to “confident individuals” and “effective contributors” ; rigorous planning and clear visioning of outcomes to ensure impact

Through learner-led activities more young people are actively involved in their learning most of the time, evidenced through regular feedback, pupil voice and statistical evidence showing increased merits and a lower rate of pupil exclusion.

Many pupils contribute actively to the life of the school and community e.g. through certain IDLs, business links, fundraising, a wide range of S6 community involvement opportunities.

In accordance with the school’s values, all pupils are treated equally, fairly and respectfully :

These key messages are delivered and reinforced at assemblies, House Council meetings, in all paper work and put into practice on a regular basis

SHANARRI indicators form the foundation of all pupil-related paper work completed by Pastoral Care

All pupils’ progress is tracked and appropriate supports are put in place according to

Areas for Development :

Introduce more challenging target-setting for/by pupils, supported by mentoring and the work of the STARs

Ensure increased consistency of learning and teaching approaches within and across departments, especially in relation to AifL, coop learning and the use of Bloom’s. (Effective questioning and AifL strategies are to become the methodological default in every classroom)

Extend the IDL programme into the Senior Phase Involve more parents more meaningfully in their children’s learning.


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STANDARDS & QUALITY REPORT Quality Indicator 5.3: Meeting Learning Needs Strengths:

An extended Pupil Support Team provides excellent all round support in conjunction with all staff. They actively encourage all parents/carers to be involved in supporting the full range of pupil needs.

At transition points – primary to secondary, year to year and positive leaver destinations – there is carefully planned progression and personalisation, ensuring pupils are settled, confident and placed in appropriate classes to meet their needs. This is evident from pupil voice, parent voice, pupil motivation and achievement.

In the identification of any additional needs so that appropriate arrangements can be made and staff informed through the school’s Confidential File. Current legislation is closely adhered to and all relevant paperwork is GIRFEC compliant. A range of extra support is available - through the Pupil Support Base, the Pupil and Family Support Base, in-class support, and within most departments supported study, online support and ‘drop in’ facilities.

Pupils’ needs are increasingly met through the sharing of strategies and supports in learning and teaching. Most course plans outline the tasks and activities which provide appropriate support and challenge so that all pupils maximise their learning. Some departments have now established support groups and many departments are reviewing course programmes in consultation with Support for Learning, literacy and numeracy experts.

Strong and varied communication avenues –cycle of reporting, review meetings, information events, text messages, surgeries, parent voice and individual dialogue with Pupil Support Team, SMT and partner agencies – ensure that the majority of pupils are more informed about their learning and most parents/carers are more informed and have the opportunity to be supportive and active partners in their child’s development.

The range of data available to staff has allowed them to match the teaching and learning activities to pupils’ prior levels of attainment and achievement.

Relevant data is gathered, and where appropriate issued to all departments, from: enhanced primary/secondary liaison, GL Assessments, profiling data, tracking and monitoring.

Teaching staff and support staff work together in a reflective, collaborative way to develop strategies to meet the full range of pupils’ needs e.g. professional dialogue amongst colleagues, the literacy team and the extended support team; classroom observation and self-evaluation programme; development of support groups in English, Maths and Social Subjects.

Pupils’ progress in all year groups is tracked and where appropriate, intervention/support is provided by Pupil Support, mentoring and partner agencies.

There is extensive involvement of specialist provision in both the planning and supporting of young people’s learning:

school-based eg: MCMC, SDS, Counselling, Psychological Services and Employability Skills Transition Officer.

beyond school eg : West College Scotland, Employers, Health and Social Work, Tullochan, Y-Sort-It

resulting in addressing many of the targets identified in Developing the Young Workforce. Areas for development:

The engagement of a wider range of parents/carers.

Consistency of practice across all departments in how they deliver support.

An audit of course plans to ensure appropriate and consistent differentiation is built in to meet the needs of all.


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STANDARDS & QUALITY REPORT Quality Indicator 5.9: Improvement Through Self-Evaluation

Strengths : All staff are engaged in a range of reflective Quality Assurance activities, with a focus

on learning and teaching and attainment : Our new model of classroom observations has peer observations which emphasise

reflective practice, resulted in openly sharing practise and improving learners experiences.

A variety of pupil voice activities ensures that pupils feel valued and confirms ongoing improvements in the classroom, as experienced by pupils

A sustained high level of positive destinations confirms that engaged learners are well prepared for life after school

All staff take part in the ongoing monitoring of data to ensure pupil progress : Most departments have a robust system for tracking in the Senior Phase monitoring

progress and interventions. Effective in the standards achieved formally by S5 pupils in their prelims.

A structured programme of Insight activities enabled all staff to talk about results openly with colleagues from different departments and share good practice.

Staff experience of SQA verification has delivered increased confidence of standards through professional dialogue, and moderation experience has been positive.

Scrutiny of the use of GL data has led to a review of key aspects of the BGE courses setting pupils appropriate targets and tracking progress ; differentiating courses. Departments are better able to meet pupil needs.

All staff approach the new model of Professional Update in a positive way with professional learning having a higher profile amongst staff. Almost all staff are open to personal reflection and to sharing practice through Teachmeets sessions.

All student teachers, NQTs and new staff take part in a mentoring programme

receiving a breadth of experience; take on whole-school leadership roles, including responsibility for specific IDLs in S1 and fund-raising; engage in regular Professional Dialogue in preparation for interviews.

All staff continue to be involved actively in the development and implementation of the

School Improvement Plan and Departmental Improvement Plans : Areas for Development : Continue the embedding and progressing of the school’s new Quality Assurance

procedures Involve partners more in evaluating and setting the school’s improvement priorities. Increase the level and consistency of scrutiny of GL data by departments Ensure more proactive use of Insight by all staff Extend the current pilot tracking programme to include all pupils in the BGE Implement more rigorous recording and celebration of achievement.

Clydebank High School Handbook 2015/2016


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STANDARDS & QUALITY REPORT

Quality Indicator 1.1 : Improvements In Performance Strengths :

Information gleaned from SQA data reveals evidence of good overall performance in RMPS

HIGHER:Twenty-eight pupils passed Higher RMPS this year. This correlates to a 72% overall pass rate, our highest percentage pass rate out of the last four years. The number of passes is the second highest total since we moved to the new building.

NATIONAL 4: We continue to perform well as a department, with 114 course awards in S4, delivered as part of core RME entitlement.

NATIONAL 3: Twenty seven awards were attained by pupils in S4, also as part of core RME entitlement.

This means that overall 60% of pupils who did not choose to do RMPS as an optional course, still succeeded in attaining a course qualification.

Data relating to option choices reveals that 54 pupils have opted in to RMPS Higher/Nat.5 in S6. We now run 4 option classes altogether, with 2 one-year courses, and 2 two-year courses. The total number of pupils opting in to do RMPS courses is 83. This indicates that there is a growing number of pupils who value RMPS, and an RMPS course qualification in senior school.

SUPPORTED STUDY: We continue to attract pupils to supported study sessions at lunchtimes and after schools at selected times during the year.

VERIFICATION: Samples of pupil work drawn from our Higher and National 4 courses successfully passed national verification checks by SQA, revealing that our methods of assessment and marking are ‘fit for purpose.’

TRACKING: We now have in place, sophisticated but accessible electronic tracking grids for pupils in BGE. This enables us not only to observe patterns of attainment, but also to recognise achievement in Literacy skills. Eg oral assessment records recognise the achievement of speaking out in front of a class.

Areas for development :

Initiate staff intervention routines to support selected pupils in attaining higher levels in B.G.E.

Introduce YPI with S5 pupils. This should create a greater awareness of citizenship values, and ‘world of work’ skills.

Introduce an interactive facility to our web-site. This should enable ‘parent voice’ to assist us in identifying ways of increasing attainment for their children.

Improve our profile for vocational opportunities via RME. This information will be recorded in our unit overview folders, and be integrated, where appropriate, into our schemes of work.

Sample more frequently from ‘Understanding Standards’ web-site. Particularly when cross-marking. This again should assist us in supporting our pupils to structure their answers better.

Increase the number of successful National 5 candidates.


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STANDARDS & QUALITY REPORT Quality Indicator 9.4 : Leadership of Improvement and Change

Strengths : The leadership of the school is committed to promoting continuous improvement

and excellence for all learners Ongoing commitment to planning and implementing/supporting strategies for im-

provement Self-evaluation stronger and more robust than before, although still inconsistent The vision for the future is clear and the majority of stakeholders buy into this Innovative approaches aimed at improving the quality of learning and teaching and

outcomes for learners are encouraged Staff are focused on improving outcomes for learners Leaders are developed at all levels and play a role in improving learning and teach-

ing Staff have opportunities to take on lead roles Change is managed effectively and in consultation with stakeholders Good communication

Areas For Development : Ongoing encouragement of innovative practice Self-evaluation needs to be more rigorous and have more consistent impact Classroom practice needs to be shared more effectively Consistent standards of leadership Involvement of more staff in leadership roles


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Section 8

SCHOOL POLICIES &

PRACTICAL INFORMATION

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SCHOOL DAY STRUCTURE SESSION 2013/2014 School begins at 8.50 am and finishes at 3.50pm (Wes/Thurs/Fri) and 3pm (Mon/Tues) with lunch from 12.35 pm until 13.20 pm. The day is divided as follows:

Warning bell 8.48 Lunch 12.35 - 13.20

Registration 8.50 - 9.00 Warning Bell 13.18

Period 1 9.05 - 9.50 Period 5 13.20 - 14.10

Period 2 9.50 - 10.40 Period 6 14.10 - 15.00 (Finish Wed/Thurs/Fri)

Interval 10.40 - 10.55 Period 7 15.00 - 15.50 (Finish Mon/Tues)

Period 3 10.55 - 11.45

Period 4 11.45 - 12.35


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TERM & HOLIDAY DATES 2016/2017


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SCHOOL MEALS Clydebank High School has a large dining hall offering lunch on a self-service cafeteria basis. It is supervised by teaching staff. Packed lunches brought from home may be eaten in the dining hall. Hot and cold packed lunches are also available at lunchtime and a range of snacks can be bought before school and at the morning interval. Snacks plus hot and cold drinks are also available from vending machines located in the dining hall. Every effort is made to encourage pupils to consider eating healthier food. Salads and fresh fruit are always available in the dining hall. Parents should inform the school if special diets are necessary. We require all pupils to clear away all dishes and cutlery at the end of their meal, leaving the table fit for the next pupil who may use it. In the interests of safety, parents are requested to discourage their children from going to the local shops during the short lunch break of 50 minutes. Parents please note that Clydebank High School operates a cashless catering system in all of its dining halls. This system means that pupils do not have to carry money on a daily basis. All pupils are issued with their own swipe card. Children of parents receiving income support are entitled to a free midday meal. Information and application forms for free school meals may be obtained from school and from area education offices and the Education and Cultural Services Department. (www.west-dunbarton.gov.uk/education-and-learning/schools)


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EXTRA CURRICULAR ACTIVITIES

Computer Games Design Netball Singing Eco schools Wind Band Fiddle Group Chess Scrabble

Football (Including Girls) Media Film Cookery Science Ski Club Internet Badminton

Basketball Judo Fitness Rugby Dance Table Tennis

A range of other activities may be offered at various times during the session. Inter schools sports festivals for different age groups are held with other West Dunbartonshire schools throughout the session in a variety of activities.

Venues, days and times of all clubs are dependent on availability of facilities and staffing. Notices regarding all clubs are passed to pupils via class communication folders or posters in the PE Dept.

Further information on clubs or other activities can be obtained from Mr Hand DHT.


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ENROLMENT Head Teachers of the Associated Primary Schools advise parents of pupils in Primary 7 of arrangements for transfer to secondary school. Parents who move into the catchment area should contact the school in order to arrange for an appointment to deal with the enrolment process. Pupils are normally transferred between the ages of eleven years, six months, and twelve years, six months, so that they have the opportunity to complete at least four years of secondary education. Parents outwith the catchment area who wish information regarding placements should contact:

Cheryl Murray Support Services Section Department of Educational Services Council Offices Garshake Road DUMBARTON G82 3PU

Please note : West Dunbartonshire Council does not provide transport for those pupils in receipt of a placing request other than in exceptional circumstances.

DATA PROTECTION ACT AND THE INTERNET Information relating to pupils, parents and guardians is stored on the school’s administration computer system and may be used for teaching, registration, assessment and other administrative duties. This information is protected by the Data Protection Act 1984 and may only be disclosed in accordance with the Codes of Practice. Parents wishing further information should contact the school. The school has a comprehensive INTERNET system which is available to staff and pupils throughout the school. The use of the INTERNET involves careful screening to ensure that only appropriate material is accessed in school. All parents will be asked to sign an undertaking that they accept the regulations governing use of INTERNET by pupils


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ANNUAL CENSUS DATA 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. What pupil data will be collected and transferred? Data on each pupil is collected by local authorities and the Scottish Government. The data collected and transferred covers areas such as date of birth, postcode, registration for free school meals, whether a pupil is looked after by his/her local authority, additional support needs including disability, attendance, absence and exclusions from school. Pupil names and addresses are collected by their school and education authority but they are not passed on to the Scottish Government. Your postcode is the only part of your address that is transferred. Data is held securely and no information on individual pupils can or would be published by the Scottish Government. Providing national identity and ethnic background data is entirely voluntary. You can choose the ‘not disclosed’ option if you do not want to provide this data. However, we hope that the explanations contained in this message and on our website will help you understand the importance of providing the data. Why do we need your data? In order to make the best decisions about how to improve our education service, the Scottish Government and Education authorities 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 the Scottish Government, education authorities and schools 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

Your data protection rights The collection, transfer, processing and sharing of ScotXed data is done in accordance with 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 only give a brief description of how we use data. Fuller details of the uses of pupil data can be found on the ScotXed website (www.scotxed.net). The Scottish Government works with a range of partners including HM Inspectorate of Education and the Scottish Qualifications Authority. 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 and prior agreement of the Data Sharing Panel in the Scottish Government, which will ensure that no individual level data will be made public as a result of the data sharing and that these data will not be used to take any actions in respect of an individual.


http://www.scotxed.net/

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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, the Scottish Office, the Scottish Government, Area 1B, Victoria Quay, Leith, EH6 6QQ. Alternative versions of this information is available, on request from the ScotXed Support Office, in other languages, audio tape, Braille and large print.

What more information? Further details about ScotXed data exchanges are available on the ScotXed website, www.scotxed.net. The website also contains answers to commonly asked questions about ScotXed.

The Annual Electronic Staff Census Individual level staff data is vital for use by the Scottish Government in education workforce planning. As a consequence of receiving this staff information, the Scottish Government will be better able to

plan more accurately the number of new staff to be trained each year identify shortages in particular sectors and subjects monitor movements in and our of the profession at a national level.

The information yielded from the analyses of this data is also of great interest to local authorities and teachers’ unions. They were involved in drawing up the list of data fields to be sent to the Scottish Government. Following the recommendations of the Currie Report, date of birth and gender data about Educational Psychologists are now collected in order to carry out workforce planning.

Your data protection rights The collection, transfer, processing and sharing of ScotXed data is done in accordance with Data Protection Act (1998), the National Statistics Code of Practice requirements and other legislation related to safeguarding the confidentiality of data relating to individuals. The Data Protection Act gives you the right to know how we will use your data. This message can only give a brief description of how we use data. Full details of the uses of pupil data can be found on the ScotXed website (www.scotxed.net).

The Scottish Government will not publish or release any information that allows individual members of staff to be identified, nor will data be used by the Scottish Government to take any actions in respect of individuals. The information we collect will be anonymous. We will not be collecting your name or address. No information on individual members of staff can or would be published by the Scottish Government. The individual data collected by the Scottish Government is used for aggregate statistical and research purposes only. Providing national identity and ethnic background data is entirely voluntary; there is a ‘not disclosed’ option. However, we hope that the explanations contained on the ScotXed website will help you understand the importance of providing the information.

Concerns If you have any concerns about the ScotXed data collections you can email Peter Whitehouse, the senior Statistician, at [email protected]/gov.uk. Want more information? Further details about ScotXed data exchanges are available on the ScotXed website, www.scotxed.net. The website also contains answers to commonly asked questions about ScotXed.


mailto:Peter.Whitehouse@scotland/gsi.gov.uk



mailto:[email protected]/gov.uk


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SCHOOL ATTENDANCE AND PUNCTUALITY Section 30 of the 1980 Education Act lays a duty on every parent of a child of ‘school age’ to ensure that their child attends school regularly. Attendance must be recorded every period. Pupils therefore should be punctual and regular in their attendance. Regulation 7 of the Education Regulations 1993 requires each child’s absence from school to be recorded in the school register as authorised, that is approved by the authority or unauthorised, that is unexplained by the parent (truancy) or temporarily excluded from school. The reasons for absence should be given in writing by the parent or guardian of the pupil and should be given to the Register teacher on the day of return to school. Telephone calls are not acceptable in place of letters signed by the parent or guardian. If absence is liable to exceed two days, parents should advise the school in writing. If there is no explanation of absence from the parent then this is recorded as unauthorised absence (truancy). Clydebank High School has an automatic communication system that will contact you directly on the first day that your child is recorded as being absent from school. This will ensure that we know the reason for the absence as soon as possible and alert you if your child is not in school when they should be. In addition, this system will be used to contact you with reminders about important events and to notify you quickly should the need to do so arise. When a parent or guardian knows in advance that a pupil will be absent or will arrive late, permission for such absence should be obtained previously from the Register Teacher.


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HEALTH AND MEDICAL CARE Routine medical and dental inspections take place at regular intervals and parents will be advised on relevant immunisations. Parents are also requested to inform the Pastoral Care Teacher of any health problem or medication a child may have which could affect schooling. It is especially important that the school be informed in the case of disability, for example fainting, where danger might arise in practical work in science, Home Economics, Technical subjects etc. Parents are asked to inform the Pastoral Care Teacher if their child has to take medication during the school day. (Note: Staff will issue only prescription medication). Staff deal with minor accidents and illnesses within the school. In the case of serious accidents or illness, parents/guardians will be contacted at their home or place of business and requested to come to school or go to hospital if necessary. An emergency contact telephone number is also required. Pupils cannot be exempted regularly from Physical Education classes except on the production of a medical certificate. However, exemption on a single occasion may be granted on a written request from the parent or guardian. At all times pupils should come fully equipped and properly dressed on the appropriate day.


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TRANSPORT West Dunbartonshire Council has a policy of providing free transport to all secondary pupils who live more that two miles from their local school by the recognised shortest walking route. This policy is more generous than the law requires. This means that the provision of transport could be reviewed at any time. Parents who consider they are eligible should obtain an application form from the school or Education and Cultural Services Department. These forms should be completed and returned before the end of February for those pupils beginning the school in August to enable the appropriate arrangements to be made. Applications may be submitted at any time throughout the year but may be subject to delay whilst arrangements are made. The appropriate Service Manager has discretion in special circumstances to grant permission for pupils to travel in transport provided by the authority where spare places are available and no additional costs are incurred. Where free transport is provided it may be necessary for pupils to walk a certain distance to the vehicle pick-up point. Walking distance in total, including the distance from home to the pick-up point and from the drop-off point to the school in any one direction, will not exceed the Council’s limits (see above paragraph). It is the parent’s responsibility to ensure that their child arrives at the pick-up point in time. It is also the parent’s responsibility to ensure the child behaves in a safe and acceptable manner while boarding, travelling in and alighting from the vehicle. Misbehaviour could result in your child losing the right to free transport. Parents should ensure that their child knows what to do in the event of the transport not arriving at the pick-up point, if the child is not accompanied by an adult. Transport may be cancelled for example due to adverse weather conditions. West Dunbartonshire Council does not provide transport for those pupils in receipt of a placing request other than in exceptional circumstances.


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POLICY ON LEARNING & TEACHING High quality learning and teaching is at the heart of the improvement agenda. We aim to improve the life chances of our pupils, particularly those from disadvantaged backgrounds. Consequently, equality and fairness is at the heart of the learning and teaching process. Curriculum for Excellence provides a coherent, flexible and enriched curriculum from 3-18 (Building the Curriculum 3, 2008). Clydebank High School endorses the principles of curriculum design, i.e. breadth, coherence, challenge and enjoyment, depth, relevance, progression, personalisation and choice. Skilled and creative practitioners will deliver exciting experiences for learners. Reflective teachers with a commitment to continuing professional development will learn collaboratively and share good practice. In partnership with learners, parents, carers and the wider community, self-evaluation will improve outcomes for pupils. LEARNING ENVIRONMENT: GETTING IT RIGHT FOR EVERY LEARNER It is the responsibility of all members of the school community to ensure that every learner feels safe, healthy, respected, valued and included. The learning environment will be welcoming and inclusive to support the individual needs of all pupils. All members of the school community will be treated with equality, fairness and respect. Good working relationships at all levels will ensure successful learning for our pupils. We will use the following reflective questions to gauge our success:-

What steps have been taken to create a positive learning environment both inside and out-

side of the building? How do we know?

Do teachers use a variety of teaching methodologies?

Does the classroom environment and physical layout support this flexibility?

How do we ensure that learners have a shared responsibility in developing the ethos with-

in the class/school?

How does the classroom environment and physical layout support flexible learning oppor-

tunities for all pupils?


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LEARNERS’ EXPERIENCES

Pupils are entitled to experience learning that embodies the seven principles of Curricu-lum for Excellence. Learning will be promoted within an engaging, collaborative and active environment. Staff will ensure that the learning experiences are motivating, stimulating and enjoyable. We will use the following reflective questions to gauge our success Depth

Breadth

Relevance

Coherence

Challenge and Enjoyment

Are our pupils being given opportunities to develop their full capacity for different types of thinking and learning?

To what extent do we vary our contexts for learning both within the classroom and other aspects of school and community life?

How do we make sure that our pupils understand the value and the purpose of their learning? How well do we relate this learning to meaningful real life situations which have rele-vance to their life?

Do the pupils in Clydebank High School see the clear links between the different aspects of their learning?

In what ways do we encourage high aspirations and ambitions? What strategies do we use to make the learning in our classes challenging, engaging, creative, active and motivating?


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Progression

Personalisation and Choice

FORMATIVE ASSESSMENT Assessment will always inform the learning and teaching process to help raise attainment and achievement. The five important strategies of Formative Assessment are:-

Clarifying and sharing learning intentions and success criteria

Effective classroom discussion through skilful questioning

Providing meaningful feedback that moves the learner forward

Involving students in their own learning through target setting and self-assessment

Allowing learners to become resources to help each other with their learning through

peer assessment and feedback Teachers will reflect on their practice and use these strategies in their teaching and when planning. We will use the following reflective questions to gauge our success

To what extent do we consider the prior learning and achievement of the pupils who come into our classes/ school, and at transition stages throughout their schooling? How do we ensure that our pupils experience continuous progress in learning within the 3-18 frameworks?

Is the curriculum we provide flexible enough to allow opportunity for personal, informed choices? How do we ensure that the pupils in Clydebank High School are able to make informed

To what extent do learners understand how learning takes place? What opportunities do learners have to think and reflect? In seeking to improve achievement, how well do we know how deeply learners are en-gaged in learning? In encouraging pupil voice, in their own and each others’ learning, to what extent have we considered how we will access the voice of those with significant learning needs?


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METHODOLOGY Clydebank High School teachers will provide opportunities for pupils to engage in active and purposeful learning by using the following strategies:-

Classroom routines

Sharing success criteria

Recapping from previous lesson(s)

Displaying learning intentions

Using the 5 AiFL key strategies to engage the

learner in their own and others’ learning

Co-operative learning

Peer marking and assessment

Active and experiential learning

Use of ICT

A variety of activities

Literacy, numeracy and health and wellbeing

activities

Research, investigation and problem solving

activities

Providing feedback and setting targets

Some teacher led activities

Reinforcement of vocabulary and facts

Effective questioning

Referring to learning intentions

Using effective questioning

issuing homework Teachers will explore and reflect on their methodology on a regular basis. All staff will engage in purposeful self-evaluation of learning and teaching to ensure continuous improvement. We will use the following reflective question to gauge our success

Do teaching approaches encourage individuals to take responsibility for organising their learning with others, work collaboratively in groups and teams and give presentations to their peers?

At the end of the lesson

During the lesson

At the start of the lesson


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RESOURCES Staff, pupils, parents/carers, authority and partner agencies will have a voice in education and an important role to play in our learning community. We will continually review and where possible augment resources to enhance learning and teaching. We will use ICT as an effective tool for learning and teaching. We will use the following reflective question to gauge our success

CREATIVITY AND INNOVATION To fully implement CfE, we will develop the thinking skills of our pupils to develop creative, enterprising and innovative learners. Learners will experience a curriculum that is flexible enough to offer creativity and challenge. We will use the following reflective question to gauge our success

EXPLORING AND USING LEARNERS’ VIEWS The views of the entire learning community will direct innovation and improvement. Our pupils will be encouraged to express their views on their learning. These will be valued and used to inform next steps. Our pupils will have opportunities to become involved in the wider life of the school and community and actively involved in decision making. Parents will have a key role in their children’s learning and their views will be gathered and acted upon. All staff will be fully involved in self-evaluation to ensure an informed impact on learning and teaching. We will use the following reflective questions to gauge our success

To what extent does the management of resources in Clydebank High School effectively support learning and teaching?

How do we build on the creative ideas which may emerge from our learners?

Are learners in Clydebank High School able to influence decisions about their learning experienc-

es?

What choices do they have about lesson priorities and their preferred approaches to learning?


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EXPECTATIONS AND PROMOTING WIDER ACHIEVEMENT

Pupils will gain in confidence and have their motivation increased when recognition is given for their achievements within the school community and beyond. We will ensure that approaches are developed and promoted that will recognise the personal achievements of all learners. We will use the following reflective questions to gauge our success

SELF EVALUATION

Learning improves when all those involved show commitment to improvement through robust and rigorous self-evaluation. Staff at all levels will take ownership of the improvement process. They will work collaboratively, share effective practice and engage in professional dialogue within the school and beyond. Pupils, parents and partners within the community will be included and their opinions valued. The head teacher and senior staff will have a key role in ensuring that the professional development of learning occurs. They are accountable for ensuring the overall impact of the learning they lead. Self-evaluation will triangulate the evidence from three main sources – people’s views, direct observation of learning and teaching and quantitative data. We will use the following reflective questions to gauge our success

How effectively do we make use of learners’ views about pace or challenge, active learn-ing or learning independently to improve learning and teaching? What do learners think about the quality of teacher-learner or learner-learner interactions and relationships? How do we value and use the views and contributions of parents? How can we show we have used parents’ views constructively to improve learning?

How well do we recognise and value the learning experiences that our pupils achieve in their community? To what extent do we consider how wider achievement in the community can support learning in school?

How well do the processes currently in place for self-evaluation impact on learning and teaching? In what ways do we gather information on learners’ progress?


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OUR SCHOOL SHOW


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Clydebank High School Handbook 2015/2016

clydebank high school - west dunbartonshire...clydebank high school 4 handbook 2016/2017 foreword:...

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