NOTES

Eaglesham Primary School

New EntrantsInformation Booklet

Strathaven Road, Eaglesham, G76 0LFTel. no. 0141 570 7160

E-mail: schoolmail@eaglesham.e-renfrew.sch.uk

CONTENTSPage No.

1. New Entrants Information

5. P1 Gym Kit

6. Healthy Packed Lunchbox

8. I’m Hungry – What Can I Eat?

11. Encouraging Positive Behaviour

14. Helping Your Child With Reading

16. Additional Support Needs

19. Homework

21. Assessment is for Learning

Some children and young people will start learning at these levels earlier and others later, depending upon individual needs and aptitudes. The framework is however designed to be flexible in order to permit careful planning for those with additional support needs, including those who, for example, have a learning difficulty and those who are particularly able or talented.

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Shows initiative Strives for fresh, inventive plots/situations Can offer novel and unique

interpretations/solutions to particular problems Displays flair, imagination and originality Is curious, inquisitive and always asking

questions

Primary 5 to 7

Children who are identified in Primary 4 are offered the opportunity to take part in a Thinking Skills Group in their 3rd or 4th term. This group is taken by one of our ASN teachers and consists of the children using critical thinking materials or teaching thinking through a philosophical enquiry programme.

The children have the choice if they want to attend this group but if they choose not to opt in then they will not be offered the opportunity again until the next year. Encouraging children to develop their thinking benefits them in all areas of the curriculum, both academically and personally as they can take their thinking to a higher level when working on other activities.

A Curriculum for Excellence – Stages for Learning

Assessment is a key strand of work in implementing Curriculum for Excellence. A Framework has been devised as part of the staged approach to ensure that Assessment meets the needs of all learners and is an integral part of the new curriculum. Below, is an outline of the various stages of learning:

Level StageEarly The pre-school years and P1, or later for some.First To the end of P4, but earlier or later for some.Second To the end of P7, but earlier or later for some.

Third and Fourth

S1 to S3, but earlier for some. The fourth level broadly equates to Scottish Credit and Qualifications Framework level 4.

The fourth level experiences and outcomes are intended to provide possibilities for choice and young people's programmes will not include all of the fourth level outcomes.

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NEW ENTRANTS INFORMATION

Dear Parents

Welcome to Eaglesham Primary School. All the items in this booklet will be discussed with you at the P1 induction meeting held in June, before your child starts school.

In August/September when your child has settled in, you will be invited to a curriculum meeting. These meetings are an opportunity for you to find out about the school and ask any questions you may have.

We hope that you find this booklet helpful.

The school also has a very useful website:- www.ea.e-renfrew.sch.uk/Eaglesham

Nursery Contact

To help with your child’s transition to Primary School, staff and pupils from the school visit our own Nursery on a regular basis.

The children also visit the school in their groups with their teacher at least four times in the final term.

Staff will visit children who attend other nurseries and all of those children are invited for

group visits within the school.

Most children will have had up to five visits in all.

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What To Bring To School School bag (big enough for a large book) Sharp pencils/coloured pencils Shoe bag/sandshoes/outside trainers Shorts/socks/t-shirt/joggers for gym (can wear polo

shirt) Snack for playtime – fruit or a plain biscuit (try to

discourage sweets) Drink if not having milk – no fizzy/no glass Packed lunch/dinner money UniformFurther details are in the School Handbook, but please ensure that all belongings are clearly labelled. School sweatshirts/polo shirts/fleeces are available from Man’s World, Fenwick Road, Giffnock, Glasgow.Coming and GoingOn the first week of term, we ask parents to bring P1 pupils to school at 9.15am and collect them at 2.45pm as a busy playground can be quite overwhelming for a newcomer. If this is not possible for you, please contact the school to make alternative arrangements for your child.There are school staff in the playground from 8.45am to supervise the children. These are the only adults allowed in the playground. This is to ensure the health and safety of your children. Parents should wait for their children at the playground boundaries.If the weather is fine, school bags are put down at class lines and pupils play with their friends; however, on wet days pupils come straight into the cloakroom/classroom area from 8.50am. We recommend the use of the back gate (at the back gate/bowling green) as it is less busy than Strathaven Road or the car park. Parents are responsible for the safety of their children coming and going to school.After the first few days, if your child arrives late for school please use the entry system at the main door of the school, as all other doors are self-locking once the lines are in.If you know that you are going to be late collecting your child PLEASE PHONE THE SCHOOL BEFORE 2.50PM. If parents are not at the pick up point, pupils are told to return to school and wait at the office. A member of staff will ensure that they are looked after.

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Primary 2 Screening

This is carried out at the end of Primary 2 by a Principal Teacher (PT), SFL staff and the class teachers. Class assessments are carried out in reading, writing, spelling, maths, talking and listening. The children are observed in classroom situations.

Standardised Tests – Reading and Maths

These tests are used across East Renfrewshire schools at Primary 3, Primary 5, Primary 7 and S2. They are administered by Senior Management and corrected centrally. This information is then used by the school to ensure that each child is working to potential.

More Able Screening

This assessment is carried out during the last term of P4. It involves Additional Support Needs (ASN) teachers and Primary 4 class teachers assessing the children in a variety of tests of identify children who demonstrated skills in critical thinking and creative thinking and children who display high interpersonal or intrapersonal skills. Identified children may have exhibited one or more, or any combination, of these skills or abilities.

Critical Thinking And Creative Thinking

Children who are identified as creative or critical thinkers may demonstrate some of the following:

Has original ideas; is creative, imaginative Is a good “abstract” thinker Uses his/her own strategies and is able to explain

and justify them Can apply information and skill to novel

situations Chooses unusual and controversial issues to

work on Is flexible in approach and thought, e.g. will

adapt in the light of new information Is perceptive, shows insight Responds quickly to new ideas and situations Is sensitive to subtle or implied meanings

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Effective Questioning

We vary our questioning styles, e.g. no hands up, traffic lights, extended waiting time. These techniques encourage more active participation and more quality responses.

Quality Feedback

We make sure that the pupils know which success criteria they have achieved and also where improvement can be made. The pupils’ active involvement in making these improvements increases confidence and self-esteem.

Self/Peer Assessment

The pupils are given the opportunity to identify for themselves their strengths as well as their areas for improvement. Pupils enjoy setting their own targets and, when working with peers, giving and receiving feedback.

Summative Assessment

Summative assessment is the attempt to summarise student learning at some point in time, for example, at the end of a level. Types of summative assessment are National and Standardised Tests.

Baseline

This assessment is carried out in the first term of Primary 1. It involves Nursery/Primary 1/Support For Learning (SFL) staff assessing the children’s basic knowledge of literacy and numeracy. This assessment is given to every P1 child in East Renfrewshire. The results are collated centrally. The school uses the information to ensure that all children are progressing at an appropriate level

Primary 1 Screening

This is carried out by Primary 1 staff in tandem with SFL staff. It may be carried out with the whole class or specific children. This involves the class/SFL teacher doing simple assessments on a one-to-one basis across the curriculum.

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NEVER TAKE ANOTHER CHILD HOME WITHOUT PRIOR ARRANGEMENT – much time can be wasted looking for “lost” children.

Social Skills

Knowing their name and address

Knowing how to put on and fasten their coats/shoes/boots

Knowing how to change into their gym clothes

Knowing how to change back into their school clothes

Knowing how to fasten and unfasten their school bag

Knowing how to go to the toilet

Knowing how to wash and dry their hands

Knowing how to share/tidy up

Knowing how to use a knife and fork

How Can You Help Your Child Prepare for Schoolwork?

Read them lots of stories Recite lots of poems and nursery rhymes Encourage them to talk to you Try to answer their questions Encourage them to “write”, draw and colour Encourage correct pencil grip (triangular pencils will

help) Play counting games/language games Play memory games (I-Spy, etc) Encourage them to play with children from both

classes

Above all, give them lots of praise and encouragement – success breeds success!

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CarIf coming by car, we suggest the use of the back gate parking space. Please note that the car park is essentially a Staff and Visitors Car Park. Parents can use the dropping off point ensuring that children get out on the path side, but they should not park in the car park. BusWaterfoot pupils are picked up by a contract bus at approximately 8.35am, and can take the contracted bus home from school at 3.00pm. There is no special provision for transport at 12.35pm, though bus passes are valid on lunchtime buses.

BUS PASSES SHOULD BE KEPT IN A SAFE PLACE – replacement passes costs £3.00. Families who live on the outlying farms should contact the school if they require further information on transport arrangements.

CommunicationsOn general school matters, we communicate with all our parents by letter and e-mail. Please check school bags

regularly as family letters are sent home with the eldest child attending the school.

On specific matters – for example, if your child is feeling unwell – we will telephone you. If you are not at home, we will contact the emergency number you have provided. PLEASE ENSURE THAT THE EMERGENCY CONTACT NUMBER AND YOUR PLACE OF WORK INFORMATION ARE KEPT UP TO DATE.Please contact the school by telephone if your child is going to be absent. If you have not informed the school of an absence/late arrival by 9.30am, a member of the

school’s staff will contact you.

Pupils MUST have an emergency contact that lives in the catchment area as, in extreme emergencies, someone must be available to collect the pupil as soon as possible.

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ASSESSMENT IS FOR LEARNING

Formative Assessment

What?

“Assessment refers to all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. “Such assessment becomes “formative assessment” when the evidence is used to adapt the teaching work to meet the needs”

(Black & William, 1998)

Why?

Research shows that learners learn best when:

They understand clearly what they are trying to learn, and what is expected of them.

They are given feedback about the quality of their work and what they can do to make it better.

They are given advice about how to go about making improvements.

They are fully involved in deciding what needs to be done next, and who can give them help if they need it.

How?

At Eaglesham Primary School we use a variety of Assessment is For Learning (AiFL) strategies:

Sharing Learning Intentions and Success Criteria

We make sure that we tell our pupils exactly what they are about to learn and what the teacher will be looking for in their work. Pupils are more focused and attainment and achievement are raised.

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“I haven’t got any homework” – do I believe my child when they say this?

Check your child’s homework diary/ school bag. If there is no written homework, practise oral work.

Out of school activities can interfere with homework – what should I do?

Build a routine and times suited to your circumstances.

My child is having difficulty – what should I do?

All work should have been previously taught in school. Stay calm, stick to time guidelines then speak/write to teacher. This means that any problems can be identified quickly and acted upon

Homework activities will cover different curricular areas and will vary accordingly to stage/ability. Careful consideration has been given to the parental audit and tasks will continue to be varied to encourage pupils to actively participate and take responsibility in their own learning.

HOMEWORK GUIDE

P1-3 Reading, phonics, spelling, paired reading, number work/bonds, discussion, handwriting,

simple research tasks, and bring an object to school.

P4-5 Reading, spelling, paired reading, handwriting, maths work, tables practice, research tasks,

prepared talks, and language tasks.

P6-7 Independent reading, book reviews, maths, handwriting, language activities,

research and investigations.

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Meetings With Teachers

Please remember that, unlike the Nursery, you cannot drop in to meet with the teacher, as she has to supervise all children at all times.

If you wish to talk to your child’s teacher, please contact the office and ask for an appointment. It is not normal practice for teachers to speak to parents on the phone.

Above all, if you have any questions or worries, please do not hesitate to contact the school.

PRIMARY 1 GYM KIT

We are very proud in Eaglesham Primary of our reputation as a health promoting school. All children participate in PE lessons for at least two hours per week. This involves both outdoor and indoor activities. We participate in outdoor PE throughout the year regardless of weather (unless extreme). Your child, therefore, requires both outdoor and indoor PE kit. If your child is wearing a white school shirt, please provide a polo shirt for that day. If children are wearing tights they should have a change of socks in their gym bag (also handy for wet feet!).

* Gym bag * Jogging trousers * Outdoor trainers * Slip On Gym Shoes (as velcro ones can be dangerous!) * Polo shirt * Shorts * Socks

All items should have your child’s name and class noted inside.

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A HEALTHY PACKED LUNCHBOX

When starting school it is very exciting to be able to take your own packed lunch. It is a sign of growing up to be able to choose what you want to eat first from the selection that is in front of you.

At the same time, many parents/carers worry that they will not give enough to eat when away from home for so long. This often results in a lunchbox packed with so many goodies that the child will not be able to get through it all in the short time available. This can lead to children eating slowly and being overwhelmed with the choice. Putting in too many treats can result in the nutritious part of the lunch being ignored.

Advice

Choose a lunch box that can be opened easily Choose a drinks container that can be easily

opened and closed to prevent leaks NO glass bottles should be included Practice having packed lunches over the

summer holiday and teach your child the order food should be eaten in – e.g. sandwich first, then yoghurt/fruit and finally crisps or biscuit. Try to emphasise the important of always finishing the drink.

Encourage your child to help prepare their lunch each day, although you should make the main decisions about the content

What Can I Give?

Try to make the meal well balanced – include a sandwich, fruit and a drink. Biscuits can be given but try not to give chocolate ones.

Bread – try a variety of different breads such as sliced, crusty, French sticks, wholemeal, rolls, seeded rolls or pitta bread.

Fillings – cold meat, salad, tuna, grated cheese – try not to use jam or chocolate spread too often. Some children prefer plain bread and butter and will take cold meat, cheese, etc separately.

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HOMEWORK

The purposes of A Curriculum for Excellence include helping children to become successful learners, confident individuals, responsible citizens and effective contributors. A Curriculum for Excellence encourages the promotion of children’s learning both at school and at home and it encourages their wider learning and achievement. Homework has an important part to play in this.

How can you help?

Encourage your child to have a homework routine

Choose a time when your child is not tired and avoid distractions

Discuss the task before starting Encourage neat, tidy work (best efforts) Oral homework is also important (tables, number

bonds, sounds) Check work and encourage your child to self-

correct Use a diary for appropriate comments to your

child’s teacher Please sign homework

Frequently Asked Questions

Should I correct my child’s work?

Encourage your child to self-correct. Contact your child’s teacher if you have concerns.

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Recommended Times

Monday to Thursday only

P1-3 10 to 15 minutes P4-5 15 to 20 minutes P6-7 25 to 30 minutes

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Fruit – oranges can be difficult to peel – cut into sections and wrap in cling film. Good fruits are seedless grapes, apples, nectarines, bananas, peaches, pears, kiwis and raisins.

Raw vegetables – carrots (sticks or grated), cherry tomatoes and chunks of cucumber are popular.

Desserts & Packets – tubs of jelly, prepared fresh fruit, low fat yoghurts (remember a spoon!) or fromage fraise, squeezy yoghurt drinks, reduced fat crisps, savoury biscuits, breadsticks, dried fruit

Biscuits – some cereal bars are healthy (check the label). Biscuits and cakes should only be given occasionally.

Drinks – water of milk (especially semi-skimmed milk) are the best drinks to give. Sugar free juice, fresh fruit juice (can be diluted with water) or cartons of low fat milkshake/smoothies can be used too. Fizzy drinks not only can damage teeth, but can fill your child up so they won’t want to eat.

Even fun sized chocolate is best avoided on a daily basis. It is better to give sweets only along with a main meal – so if given, after tea is best.

What if My Child’s Lunch Is Not Eaten?

Try to find out why – the most common reason is lack of time because of the enthusiasm to get out to play.

Are you giving too much? – cut down the number of items and cut out the biscuits, crisps and sweets. Young children will generally bring home what they do not eat, so you will have a good idea if you are giving too much.

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A Packed Lunch Should Be

Varied and interesting Tasty and enjoyable Filling Hassle-free East to pack Good value for money

Try to discourage swapping food from lunchboxes.

Food allergies are becoming more common and a child could eat something they shouldn’t. As we have children in school who have a severe allergy to nuts there should be NO NUTS in school. We are aware that many foodstuffs contain traces of nuts and we would ask that you be as vigilant as possible. Please do not give your child anything to bring to school which obviously contains nuts.

ALWAYS ENCOURAGE HANDWASHING BEFORE LUNCH IS EATEN

I’M HUNGRY – WHAT CAN I EAT?

A guide to suitable snacks between meals

Many children like to have a snack between meals. Often it is a habit they have become used to or their friends all have snacks at playtime or they don’t want to be left out. Sometimes the children have not been eating very well at mealtimes and are hungry.

Many of the snacks eaten today (such as sweets or crisps) are very high in sugar and fat and can contribute towards a weight problem if given too often. It is a good idea to look at the meal pattern over the day and monitor your child’s eating habits before stopping or cutting down on all the snacks between meals. Keep a note of how many times a day your child snacks between meals, especially how often sweets or crisps are eaten.

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Additional Support Needs Teachers

These are teachers identified to support children with their learning. They will often work in tandem with the class teacher in a general observation capacity. They will often give teachers advice or material to support learning. Support teachers work with children on an individual/group basis depending on individual needs. They work within the class or withdraw when necessary.

Psychological Services

The Educational Psychologist is available to staff and parents for advice and support. Children may be referred through the Joint Support Team (school referral) or by parental request.

Joint Support Team

This is when the specialists mentioned meet with the school to discuss the way forward for individual children. No child’s name would initially be brought to the attention of the JST without prior consultation with the parents/guardian.

JST comprises the School Nurse, School Doctor, Speech Therapy, Physiotherapy, Occupational Therapy, Hearing Impaired Teacher, Visual Impaired Teacher and IT Assessor are all involved in school life at various times.

Staged Intervention

Stage 1 Identification of difficulties by class teacher.

Stage 2 Involvement of school’s ASN co-ordinator. Parents will be contacted by letter or phone. Referral to JST may be discussed at this time.

Stage 3 Referral to other agencies outside Education, e.g. Educational Psychologist, Social Work, Health staff.

Stage 4 Additional Support provided by extended multi-agency team. Consideration of a CSP.

Stage 5 Additional Support provided by extended multi-agency team. Opening of a CSP.

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ADDITIONAL SUPPORT NEEDS (ASN)

Additional Support Needs (ASN)Most children will require additional support at some point in their school life. This can be for various reasons, e.g. bereavement, family circumstances, illness, learning difficulty, or more able.ASN Co-ordinatorThe Depute Head Teacher is the Co-ordinator for ASN. Through close liaison with the class teacher and parents, children will be identified for ASN through observation, class work and assessment, both internal (school) and external (East Renfrewshire Council or National Tests).Senior Management TeamAt various times, a member of SMT may work with an individual/group/class on a particular aspect of maths, reading or writing.Class TeacherThe teacher may make provision within the classroom situation to reinforce work which has previously been taught. The child may work with a Pupil Support Assistant (PSA) to reinforce work through games, flashcards, etc.ParentsParents will always be kept informed if there is a problem through the Class Teacher, Parents’ Meetings, and letter or by telephone. Parents are encouraged to help support their child through assistance with homework and ensuring regular attendance at school. Parents are welcome to contact the school at anytime.Pupil Support Assistants (PSA)We have several PSAs who work between fourteen classes. PSAs sometimes work with identified children with regard to specific areas of concern, e.g. behaviour, exercises, personal care, scribing, keeping children focused.

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Can you recognise why they are taking a lot of snacks?

Do you regularly buy sweets when meeting the children from school?

Do you give in while you are making the meals and let them eat “just to keep going” until tea is served?

Do the children help themselves to food in the cupboards or fridge without asking?

If the answer to any of the above is “yes” then the children may be into the habit of eating between meals without being really hungry.

Try to get them to wait for the meal without letting them fill up on biscuits and bread.

Have a set day (preferably only once a week) for buying sweets, so that they are more of a treat than an every day extra.

Try to set a rule that children are not allowed to help themselves to food – they should always check with an adult first, then you can decide what can be given and if they really need it.

If you find that sweets of crisps are eaten more than once a day then this should be reduced. It is difficult to cut down on these, but they should not be regarded as an every day item, rather a treat. At first, try reducing crisps or sweets to not more than once a day. Once your child has become used to that, then give either sweets or crisps every second day. Eventually, aim to use these as a treat.

Initially you could substitute any of the following:

A portion of fruit – any kind is suitable Plain popcorn – without sugar or salt added Raw vegetables such as carrots or cucumber

sticks, cherry tomatoes, slices of peppers Portions of dried fruit such as raisins A plain biscuit such as a digestive or tea biscuit Diet drinks

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Information from:

Dietetic DepartmentRoyal Hospital for Sick ChildrenYorkhillGlasgow

If your child is a home and feeling hungry, then other alternatives are available:

Homemade vegetable soup using any vegetables, but missing out broth mix and lentils

Plain breakfast cereal with skimmed or semi-skimmed milk

Sugar free jelly Homemade ice lollies made with sugar free

diluting juice Plain low fat yoghurt with fruit added Fresh fruit salad or a selection of vegetable

sticks kept in tubs in the fridge

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Reading aloud:

You can help your child by reading aloud to him/her every day. It is an important to share books. It is a good idea to join the local library. Continue to read aloud even when your child has

begun to read independently.

Non-fiction - Show your child that we read for information – TV Times, DIY manuals, street maps, carry out menus, etc. Encourage your child to occasionally choose non-fiction books.Paired reading - your child will sometimes bring home a special book to share.DIY books - sometimes your child will want to make a book of their own.

Your child may not bring a “reading book” home in the first term. They will bring a Paired Reading book. They will be concentrating on their phonics programme.

They will be introduced to all 26 initial sounds and begin blending 3 letter words, e.g. c-a-t. They will have homework.

Learning to read should be fun and enjoyable – if it becomes a chore, speak to the teacher!

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HELPING YOUR CHILDWITH READING

Sharing Books

At school:Your child is learning to read with Heinemann Storyworld. This involves reading words in context, recognising and matching individual words and sounds. The class teacher will prepare and discuss your child’s homework. They will give your child a marker/jotter which will detail homework to be done.

At home:We hope that you will find time to help your child with reading. This is every bit as important as what happens in school. Children whose parents become involved with reading make the best progress. Children need an audience.

Games – play memory games, rhyming games and I-Spy. Environmental prints – encourage your child to read signs, notices,

etc as you are walking/driving around.

Sharing a new book:

Discuss the cover and title – what is it about? Discuss the pictures and story. At the end of each page encourage your child to

say what they think might happen next. Sometimes share the reading – take turns.

Sharing a book you have read before:

Encourage your child to join in – repetition, known words.

Discuss favourite parts of the story. Sometimes your child may be able to “read” the

book word for word. Point to the words as they “read” them. Read favourite books as often as your child

likes.

Rereading stories is an important part of learning to read.

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ENCOURAGING POSITIVE BEHAVIOUR

Our Ethos

At Eaglesham Primary School and Nursery Class we have a long-standing tradition of encouraging the development of the whole child through cultural, sporting and learning activities which extend beyond the guidelines of the core curriculum. Citizenship, creativity and diversity are promoted, whilst differences are not just tolerated but celebrated. In short, the ethos of the school is warm and inclusive. The conditions are not suited to a bullying culture.

Rights of the Individual

Each person has a right to be whom and what they are. As such, our school community believes that everyone has the right to participate in an education, free from fear and intimidation.

Bullying is not tolerated in Eaglesham Primary School and Nursery Class.

What is Bullying?

Bullying is defined as repeated incidents of deliberate persecution, intimidation or intention to hurt directed towards an individual or group. It is however a secret activity, which can be difficult to detect. In order to ensure that no student should suffer in this way, communication between the home and the school is most important.

How To Make Contact With The School

We recommend that contact with the school is made either by telephone, e-mail or letter. From there, an appointment can be made with the appropriate person. Turning up in person can put additional pressure on the situation.

When parents and the school work together, bullying is less likely to happen.

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How Will I Know?

The following signs/symptoms may suggest that bullying is taking place:

A happy, enthusiastic pupil loses interest and may even see deterioration in their performance.

They are anxious about travelling to/from school or worried about the route, requesting parents now drive/collect them.

They are reluctant to attend. There is unexplained damage to or loss of

personal property, e.g. clothing, books, bikes. They are returning from school in a very bad

mood, but unwilling to say why. There are unexplained changes of mood, e.g. at

the end of the weekend or a holiday. There are frequent minor illnesses, e.g.

headaches, stomach aches, or difficulty sleeping, not eating. There are increased requests for money. There are unexplained cuts/bruises. There are recurrent nightmares. Bed wetting occurs.These signs do not mean that your child is being bullied. If they are repeated or happening in combination however, these signs do need investigated.

What Will I Do? Firstly, reassure your child that the problem lies with the bully and not

them. This will remove the guilt many children feel when they are victims of bullying.

Keep a written log of incidents, including dates, times, people and brief details. Written evidence validates a case.

What Can I Do To Help My Child?Pupils with high self-esteem are much less likely to be the victim of long-term bullying. Parents can help build self-esteem in their children by encouraging them, making them feel good about their appearance and by getting them involved in activities both in and out of school. Any activities which lead to a sense of achievement will help build self-esteem.

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Sometimes children can be over sensitive. They need to learn to tell the difference between the kind of treatment everyone is subjected to on occasion and behaviour which is deliberately and repeatedly intended to hurt.

Thankfully, the vast majority of pupils at school are unaffected by bullying behaviour. Please try not to worry unduly about your child.

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Anti-Bullying Code

In our school, everybody is valued. We are all different – that’s what makes up special. The people in this school have the

right to be themselves and the responsibility to treat others as they

would like to be treated. Silence allows people to suffer.

We speak out when we know we should.