Saltersgate SchoolDalkeith Schools Community Campus

3 Cousland RoadDalkeith

MidlothianEH22 2PS

0131 654 4703saltersgate@midlothian.gov.uk

Living to learnLearning to live

School Handbook2019-20

Our School Vision:

A happy school family where everyone works together, supporting each other to grow, learn and take on what comes with each and every day.

Our Values:

We respect everyone unconditionally.

We value what we can do together.

We use creative approaches to take on what comes with each and every day.

We strive to achieve all that we can.

Our School Rules:

Be Safe Be Ready Be Respectful

School Ethos Ethos and Culture statementIn order to achieve the best for and from every learner we will:

1. Celebrate learners’ achievements both in and out of school through assemblies, displays of learners’ work, learning logs and personal profiles.

2. Use a range of total communication methods to engage with learners who have difficulties, e.g. signifiers, symbols, Signalong, PECS and augmentative communication.

3. Provide opportunities for learners to reflect on their own learning and discuss this with others.

4. Develop learners’ personal and social skills and promote health education and healthy living throughout the school.

5. Promote and encourage equality and fairness. Any incidents of inequality, racism, sectarianism, bullying and discrimination are dealt with promptly and consistently.

6. All have high expectations of standards of behaviour and learners are supported to develop skills of self-regulation and appropriate social skills. Positive behaviour is encouraged and supported.

7. Use multi-agency approaches in line with GIRFEC to support learners and their families and to work closely with agencies to ensure positive outcomes for learners.

8. Encourage learners to participate in making decisions that affect the school and to play an active part in putting the values of the school into practice.

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Dear Parent/Carer,

A warm welcome to Saltersgate School in Midlothian.

This booklet aims to provide you with our Vision and Values as well as information about the school that we hope you will find informative and useful.

During your child’s time in our school our wish is that your child will be happy, make the most of their educational opportunities and realise their potential. As well as focusing on their academic development we place great importance on the personal and social development and skills they will need for the future.

The enthusiastic staff in Saltersgate School form a dedicated team of professionals who work together to do their best for the children entrusted to their care.

Our curriculum is built around the learning needs of each individual and offers opportunities for success in all areas of learning and development. Our learners are very important to us and their achievements, however small, make our job worthwhile. However we cannot do it on our own; we need the ongoing support of all our parents.

We hope you will have confidence in us and we will welcome you whenever you wish to talk to us. The door is always open to you and we will work in partnership with you in the important task of developing your child to be all they can be.

During the session there will be meetings for parents to help support their child in their learning and we look forward to meeting you then. However if you have any concern or information you need to share with us please do not hesitate to contact the school either in person, by phone or e-mail.

We look forward to working with you and your child.

Yours sincerely

Stephen BuggyHead Teacher

Contact Details

Saltersgate SchoolDalkeith Schools Community Campus,3 Cousland Road,Dalkeith,Midlothian,EH22 2PS.

Telephone: 0131 654 4703E-mail:saltersgate@midlothian.gov.ukWebsite: www.saltersgate.mgfl.net

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School StructureThe school is organised into four phases; Lower Primary, Upper Primary and Lower Secondary also known as the Broad General Education, and Upper Secondary also known as Senior Phase. During the phases of Broad General Education learners will be given the opportunity to experience a breadth of experiences and outcomes across the eight curricular areas. Choices are made at the end of S3 to progress into Senior Phase where learners are given the opportunity to achieve accreditation through SQA units and courses or other alternative achievement awards as appropriate.

School Staff:Our classes are staffed by a combination of teachers, childcare and development workers (CCDWs) and learning assistants (LAs).

We work in partnership with a wide range of other professionals as well as, of course, with parents/carers. The partners include educational psychologists, social work, a range of medical staff including doctors, nurses, dental, therapists, psychiatric staff, careers advisor, transition support worker and college staff. Therapists include speech and language therapist, physiotherapist and occupational therapist. The school also works closely with health staff from the Community Learning and Disability Nursing Team (CLDN) and Child and Adolescent Mental Health Service (CAMHS).

Key Staff in SchoolHead Teacher: Mr Stephen Buggy

Depute Head Teacher (Primary): Mrs Kim DarlingPrincipal Teacher (Primary): Mr Gavin O’HanlonPrincipal Teacher (Primary): Mrs Lynn Gaffney

Depute Head Teacher (Secondary): Miss Donna ThomsonPrincipal Teacher (Lower Secondary): Miss Laura Young Principal Teacher (Senior Phase): Mrs Amanda Burns

Community Link Team: Mrs Nicola MalinowskaMrs Jane SmythMrs Maria Glen

School Business Manager: Mr Malcolm Pendreigh

Office Staff: Ms Nicki MacKay and Mrs Grace Wilson

Specialist Occupational Therapist Inclusion/AccessLinda Poustie is Midlothian’s Occupational Therapist whose remit is to promote and enable children’s access in the school environment which is inclusive and supportive, by identifying specialised equipment, promoting good posture, building confidence, self esteem and promoting success through accessible environments.

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Linda can be contacted at:Specialist Teaching TeamPenicuik High SchoolEH26 9EP0131 271 4805Linda.poustie@midlothian.gov.uk

Communication with parentsThe school communicates with parents in a variety of ways.

Home/School Diary: The home/school diary is the main and most regular form of communication. This is a means of shared communication, with teachers, and in some classes the learners themselves, providing a brief overview of the days’ activities. Parents’ responses about home activities and experiences are valued and information about activities at home provides a context for communication with the learner during morning circle.

Telephone calls:On occasions the class teacher may contact you by phone at the end of the school day if there is an issue to discuss that is not appropriate for the home-school diary or to inform you of a significant achievement.

Parents are welcome to phone school and talk with class staff. However, it is likely that staff will be in class and not be able to return calls immediately. Pleased indicate if you require an urgent response in the case of an emergency and a member of our Extended Management Team (EMT) will return your call.

Text Messaging:If your child is absent from school with no explanation, we will send a text asking for confirmation why your child is not at school.

See-Saw:See-Saw is an on-line journal that allows your child’s class team to post and upload pictures, videos and descriptions of the activities your child is involved in at school. When your child starts at Saltersgate you will be given the appropriate paperwork from school to sign up and get started.

Letters: Letters will be sent home to inform you of any significant school events, individual school trips, concerts etc. We will also keep you informed of any legislative updates or information that may be relevant to you and your child.

Parents’ consultations:Parents’ consultations are held twice a year; in Term 1 and in May. In Term 1 teachers will discuss and set learners’ targets for the session. The parent consultation will be planned between teacher and parent at a time that is convenient to both. In May, teachers will report on learners’ progress and achievements over the year. This consultation will be planned as a traditional whole school session e.g. 5-8pm for all consultations.

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Open evenings:Open evenings are held across the school at the beginning of the school year (typically early September). You will be contacted with the details for your child’s evening. These evenings will offer parents the opportunity to meet with staff and to find out more about the activities and focus for their child when in school.

Annual Review MeetingAll pupils in the school will have an annual review meeting. For our senior learners this will take the form of a Pupil Centred Planning (PCP) meeting. This will involve the learner (where appropriate), school staff, external agencies and parents. Letters of invitation and a text reminder will be sent to parents before the meeting.Annual reviews for new pupils are likely to take place between Oct 2018 and Dec 2019.

Bring Our Adult to School (BOATS):Parents are also invited into school during our “BOATS” day. Here you can spend a half day working with your child in class and experiencing first hand a normal school day, find out what your child is learning and support them in that learning. This programme will run in twice, in December 2018 and again in early 2019.

School Website (http://saltersgate.mgfl.net/):Parents will find a wide range of information including newsletter, blog, policies, upcoming events and pupil contributions. Our full handbook will be available on the website and includes Additional Support Needs (ASN) legislation and further support services information.

Parents GroupOur learners arrive on school transport so many of our parents/carers don’t have an opportunity to meet at the school gates. With this in mind we have an established parents group that meet once a month for coffee, catch up and to share information. Parents find this a really valuable opportunity to learn from each other.

Contact Details for Parents Group are:Fiona Young01968 679984fionafyoung@aol.com

Parent CouncilThe Parent Council is a group of parents selected by members of the Parent/Carer community to represent all the parents of the children at our school. Our Parent Council meet regularly throughout the year. All parents/carers will be notified of meetings and are welcome to attend.

Contact details for the Parent Council are:Gemma Manson (Chair)geemag23@hotmail.com

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AbsenceAttendance is monitored carefully and parents are reminded that all absences of pupils must be explained by means of a telephone call or a written note, on the first day of absence. All unexplained absences are followed up daily by a text message from the school office.

On occasions it may be necessary to ask you to pick up your child if he/she is unwell so it is essential that all personal and emergency contact information is kept up to date. If your child is unwell please do not send them into school. We have some very vulnerable pupils in school and any spread of infection can have a significant impact on their health, so if your child has been vomiting or has diarrhoea please keep them at home for 48 hours from the last bout of their illness.

It is important that parents notify the school office of any changes to their personal and emergency contact details as soon as possible.

Transport

Transport is provided by Midlothian Council for learners attending Saltersgate School. Every learner is picked up from home and returned there at the end of the school day. Independent contractors should make themselves known to you and advise you of expected arrival times. Your child should be ready for this time as they are unable to wait more than a couple of minutes. If there is no parent or appropriate adult at home at the end of the day the policy is that the transport will take your child to the nearest social work department. Every effort would be made by transport to contact you before this step was taken.

The responsibility for communicating with transport lies with the parent. The parent should ensure that they provide transport with the following information:

When your child will not be at school. If your child has left school early and will not require end of day transport. If your child has not arrived via school transport but requires end of transport home. Any information about your child’s health, conditions, likes and dislikes that could

affect the success of your child’s daily journey. School staff are not allowed to provide this information unless consent is given by parents.

For parents of children resident in Midlothian the Authority transport contact is Debbie Hunter on 0131 561 5453.

School UniformOur school uniform can be purchased on-line from My Clothing Uniform Service at:www.myclothing.com

It is preferable for pupils to wear school uniform. However, we are very aware that this may not be possible and/or appropriate for some learners. In this situation parents should discuss with their class team and feel secure in sending their child to school in other clothes.

All pupils in Saltersgate are expected to bring suitable kit for physical education/swimming. This is as follows:

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Swimsuit/trunks and a towel, verucca socks if necessary, and for pupils who are incontinent specialist swim wear. Information on this is available from the school nurse.

T-shirt, shorts, clean gym shoes, and a towel for showering

Items should be named clearly and carried in a bag.

Assistance with provision of clothing & footwear:

The Authority operates a scheme of clothing grants to assist parents in ensuring that a pupil is sufficiently and suitably clad to take full advantage of the education provided. Families in receipt of Income-based Job Seekers allowance, on Income Support or Child Tax Credit but not Working Tax Credit (subject to a maximum annual income), both maximum Child Tax Credit and maximum Working Tax Credit (subject to a maximum annual income) or support under Part VI or the Immigration and Asylum Act 1999 will automatically qualify for such a scheme. Other cases will be determined according to the personal circumstances of the family.

Parents who wish to apply for the scheme should complete an application form which is available from this school or the Education and Communities Division, Fairfield House, 8 Lothian Road, Dalkeith EH22 3ZG.

Free School Meals, Clothing Grant and Free Milk

All children from P1 to S6 are entitled to free school meals, clothing grant (£100) and free school milk if they are in receipt of one of the following benefits:

Income Support Income based Job Seekers Allowance Income Based Employment and Support Allowance Child Tax Credit ONLY (with an annual income less than £16,105) Child Tax Credit AND Working Tax Credit (with an annual income less than £6,900) Support under Part VI of the Immigration and Asylum Act 1999 Universal Credit where the monthly earned income does not exceed £610

Further information and an application form can be obtained from your Home School Practitioner, school office or Fairfield House, 8 Lothian Road, Dalkeith, EH22 3ZG. All children in P1-P3 currently receive free school meals, however if you are entitled to free school milk and the clothing grant you should still apply for these via the free school meal form.

The school menu is available on Midlothian Council website and is given out to pupils at the beginning of the school year. School meals cost £2.10 per day for Primary and £2.30 per day for Secondary. Meals should be paid for on Parent Pay. Please contact the school office if you require support with this. Special diets can be arranged if necessary and parents should provide their class teacher with this information. Pupils may also bring a packed lunch.

School milk is available to all pupils. A letter with termly costs is given out at the beginning of each term, should you not be entitled to free school milk.

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Class Snack MoneyMost classes in the school ask parents/carers for £2 per week in order to cover the cost of snack in school. This money will also cover small spending on items for activities such as class baking, birthdays and events etc.

Subject Specialist MoneyHome Economics and Craft & Design Technology ask parents/carers for a financial contribution to cover the cost for materials. This is standard practice for Secondary school across Midlothian.

FacilitiesAll learners in the school have access to and benefit from physical education, swimming, hydrotherapy, music and outdoor learning. There are also soft play facilities and a multi-sensory room.

CurriculumSaltersgate School follows the Curriculum for Excellence in line with all schools in Scotland. Pupils from P1 to S3 access Broad General Education, with Senior Phase learners in S4 to S6 accessing SQA National Qualifications and Achievement Awards as well as other appropriate external qualifications. Staff use a wide range of approaches to Teaching and Learning to ensure that all learners are motivated, engaged, and challenged within Saltersgate.

Literacy and EnglishOur ability to communicate is at the core of our development. Literacy is fundamental in all areas of our learning and the teaching of it is the responsibility of all. The development of literacy skills is very important for all pupils at Saltersgate. In line with Curriculum for Excellence, literacy is split in to the following:

Listening and talking Reading Writing

Pupils will follow individual and class programmes of work based on these. A variety of teaching methods and resources are used to support and meet the needs of each pupil.

Numeracy and MathematicsIn line with Curriculum for Excellence, pupils at Saltersgate School experience numeracy and mathematics in the following:

Number, money and measure; Shape, position and movement; and Information handling.

Pupils follow individual, group and class programmes of work, appropriate to their needs. Teaching methods are varied to suit learners’ needs and visual strategies and materials are used to support understanding of concepts. In order to make learning functional, real life contexts are central to the way in which numeracy and mathematics is delivered. Links between numeracy and other curricular areas are made clear to pupils. At all stages pupils

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are encouraged to take a problem solving approach and to develop their mathematical curiosity.

Health and Wellbeing (HWB) The health and wellbeing of pupils at Saltersgate is the responsibility of all. Pupils have opportunities to develop their own knowledge, understanding, skills, capabilities and attributes which they need for their personal health and wellbeing, now and in the future.

Subject specialist and class teachers deliver subjects which allow pupils to experience, learn, and develop in the areas of health and wellbeing as set out in Curriculum for Excellence.

- Planning for Choices and Changes- Physical Education, physical activity and sport- Food and Health

Relationships, sexual health and parenthoodThis is an area where there is a strong partnership working with the school nursing staff, external agencies and parents/carers. In the secondary department we have staff trained in the delivery of the Sexual Health and Relationships Education (SHARE) programme. Parents/carers will be notified when their child is involved in this programme. In the primary department some early work takes place as part of the health and wellbeing personal and social education programme e.g. on relationships, emotions, body language, etc. We have staff trained in Keeping Myself Safe programme.

SciencesScience is often delivered in the primary classes as part of Interdisciplinary Learning but on some occasions it can be presented as a stand-alone context, e.g. electricity.

In the secondary, we deliver Curriculum for excellence courses in the lower secondary relating to energy, forces, materials from earth, etc. In the upper secondary the learners embark on SQA Courses at National 1, 2 and 3.

Technologies

Saltersgate’s Technologies department works within Curriculum for Excellence’s technologies framework, offering challenging activities which involve research, problem solving, exploration of new and unfamiliar concepts, skills and materials and the rewarding learning which often results from creating products which have real applications. The Technologies Framework is broken down into six organisers:

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technological developments in society ICT to enhance learning business computing science food and textiles craft, design, engineering and graphics

Learners start developing their skills in these areas through interdisciplinary learning in the primary department and later progress to attending subject specific classes taught by subject specialists such as Craft and Design Technology, Home Economic and ICT. When learners enter the Senior Phase they are given many opportunities to choose options classes that often include learning within the technologies framework. Learners within the Secondary department are able to gain SQA National Qualification Units or Personal Development Achievement Awards.

Social StudiesSocial Studies is usually taught within Saltersgate through interdisciplinary topics where our learners develop their understanding of the world by learning about other people and their values, their environment and of how it has been shaped and their own and other people’s experiences. Through their learning, linked to Citizenship, there is a focus on rights and responsibilities and how they are present in our lives and local communities. Social Subjects are categorised under three main organisers: people, past events and societies, people, place and environment and people in society, economy and business.

The promotion of active citizenship is a central feature of learning in social studies within Saltersgate as our learners develop skills and knowledge to enable and encourage participation. Within social studies, our learners have opportunities to become involved in their local community and the wider world to support them in considering and developing their roles as active and informed citizens.

Expressive ArtsIn Saltersgate School Expressive Arts includes:

• Art and design • Dance • Drama • Music

The arts play a vital role in enabling our learners to enhance their creative talent and develop their artistic skills as demonstrated through our school concerts, art exhibitions and other performances.

By engaging in experiences within the expressive arts, our learners recognise and represent feelings and emotions, both their own and those of others. The expressive arts play a central role in shaping their sense of our personal, social and cultural identity. Learning in the expressive arts also plays an important role in supporting learners to recognise and value the variety and vitality of culture locally, nationally and globally.

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Religious and Moral Education (RME)Religious and Moral Education enables children and young people to explore the world’s major religions and views which are independent of religious belief and to consider the challenges posed by these beliefs and values. It supports them in developing and reflecting upon their own values and their capacity for moral judgement. Through developing awareness and appreciation of the value of each individual in a diverse society, religious and moral education engenders responsible attitudes to other people.

In Saltersgate, learners are given opportunities to explore a wide variety of world religions and belief systems through investigation of their rituals, places of worship and festivals. This often takes place through interdisciplinary learning, quite often linked to Social Subjects or the school year calendar and the relevant festivals or religious holidays that take place throughout such as Christmas, Easter, Chinese New Year etc.

Choices at senior phaseAt the end of S3 learners are encouraged, with the support of their parents, to make a choice between certain subjects and projects which are of interest to them. Learner’s first choice is usually between four practical subjects e.g. music, home economics, art and CDT. Learners are also given a choice between six projects which involve more than one subject area e.g. ‘Performing Arts’ involves music and dance. The course choice and subjects vary year to year and all work towards recognition or accreditation through SQA units or ASDAN modules. Alongside course choice learners still continue to receive Literacy, Numeracy, Modern Languages, Computing, RME, Social Studies, Science, PE and Swimming as part of their timetable.

Course choice is then made on a yearly basis at the end of S4 and again at the end of S5.

Planning and DocumentsParents are encouraged to play a key role in their child’s learning and future planning through involvement in IEPs, annual review meetings, transition meetings, multi-agency meetings and supporting their child with course options at the end of S3.

Your child will have a selection of the following paperwork; which will be shared with you throughout the year.

IEP (Individual Education Plan) Targets:A maximum of 5 targets will be set from the areas of Literacy, Numeracy and Health & Wellbeing. Parents will be consulted during the planning of these targets and at the end of each planning block (approximately every 8-10 weeks).

Curricular Plans:These plans are internal documents for staff to use within school. It would not be usual to share these with parents. However, class teachers will discuss the content of these plans with parents, especially specific priorities for your child.

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PHP (Positive Handling Plan) and Pupil Passport:The purpose of the PHP is to:

Ensure that all staff working with your child understand the proactive strategies that work best in engaging your child in their learning.

Identify any possible triggers that your child may find challenging and/or distressing. Identify those reactive strategies that work best in supporting your child should they

be in crisis and/or distress. Identify any risks that a crisis and/or distressful situation may pose to your child,

other pupils and staff.

Team Teach is a support system used across Midlothian which is based on de-escalation strategies. Your child will have a PHP based on the principles of Team Teach. This may include holding your child in order to keep them and others safe.You can find more details and information regarding Team Teach via their web-site (http://www.team-teach.co.uk). In addition to this we have a number of our staff who are Team Teach Tutors and are happy to meet with parents to discuss their child’s plan.

Staff will prepare a PHP and pupil Passport for new pupils and share with parents by December 2019. Parents/carers will be involved in the planning and creation of these documents.

PEEP (Personal Emergency Evacuation Plan):This document should be completed for any learner who is not able to follow the standard school evacuation plan. This may be due to physical disability (e.g. in wheelchair) or due to learning disability (e.g. the nature of their needs does not allow them to leave the building as part of a drill)

CSP (Co-ordinated Support Plan): For a child or young person to be considered for a CSP they must:

Have support needs as a result of complex and multiple factors that have a significant adverse effect on their school education.

Require significant additional support from education and one or more appropriate agencies such as health or social work.

Have additional support needs that will last for more than one year.

A CSP is a legal document that aims to ensure that the different professionals involved in providing support work together.

Staff will discuss CSPs with parents at the annual review meeting. More information can be found at:http://enquire.org.uk/what-is-additional-support-for-learning/questions/csps

Annual Review Report:This document will form the basis of each learner’s annual review meeting. It should be completed by core class teachers and will include where appropriate contributions from

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therapists, nurses and other agencies. This document will contain a current profile and assessment of your child that reflects their school and home environment.

Midlothian Assessment and Planning Staged System (MAPSS)The Authority keeps the additional support needs of each child and young person under consideration through the Midlothian Assessment and Planning Staged System (MAPSS) process.

Getting it right for every child (GIRFEC) is the national approach to helping children and young people in Scotland. It enables children/young people to get the help they need when they need it. It means that all the people involved in a child/young person’s care and well-being are talking to one another at regular meetings and in between times too. Further information on GIRFEC www.scotland.gov.uk/Topics/People/Young-People/gettingitright

Within this framework there are two key roles to ensure the co-ordination of support and services to children/young people and their families:

The Named Person is usually located within health and/or education and is responsible for ensuring when problems arise, a child/young person and their family will receive a helpful response at the earliest time possible. In schools this is the Head Teacher unless otherwise stated.

The Lead Professional works with families when more than one agency is involved in a child/young person’s care. They provide a link between all the professionals and agencies involved and have responsibility for initiating and monitoring the child/young person’s multi-agency assessment and plan. The plan states clearly the lead professional and which action will be done, by whom, and when.

Parental Involvement

Learning at homeHomework for the learners in Saltersgate can take a variety of forms. For some pupils formal homework may be appropriate and a teacher may set tasks in reading, writing and maths for completion at home.

However for most learners this will be related to their individualised education plan (IEP) or areas indentified with parents as a developmental need and generally focus on their involvement in everyday activities, life and social skills e.g. bedtime reading, setting the table, vocalisations, dressing skills, personal organisation, independent travel, etc. Parents are welcome to come into school at any time to discuss any issues or concerns. We actively encourage parents to be involved in their child’s learning and communicate daily through the home-school diary. It is important that this is a two way communication and parents/ staff responses is one of the ways of providing pupils’ voice. In classes learners are encouraged to take increasing responsibility for communication between home and school.

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Annually parents are requested to complete a short questionnaire so that we can gain their views on the school and the support their child receives. We value the views and suggestions of parents as it is integral in helping the school to improve.

Religious observanceThere is a statutory requirement to provide religious education and religious observance.

The Secretary of State has issued regulatory advice (Circular 6/91) which makes clear that religious and moral education has a fundamental place in the normal school curriculum; religious observance is seen as complementing religious and moral education. Parents, however, have a statutory right to withdraw their child from religious observance, and this right should be made known to parents and their wishes respected.

The school is committed to the spiritual, moral, social and cultural values of each child and as a non-denominational school we address these through class Religious and Moral Education programmes, Personal and Social Education as well as departmental and whole school assemblies and services led by our school chaplain, Reverend Peter Harris from St Mary’s Episcopal Church in Dalkeith Country Park.

PartnershipsIn addition to the partners already mentioned the school works with Midlothian Young Peoples Advice Service (MYPAS), The Thistle Foundation, Midlothian Volunteering Associations, a range of Respite Services and local business partners. The Dalkeith Active Schools Co-ordinator promotes sporting opportunities and activities both in and out of school.

Eco SchoolsThe school has successfully achieved two green flag awards and is currently working towards its third. This involves a number of pupils meeting for a working lunch to plan events for the school, e.g. Recycling, Rag Bag Day, Competitions, etc., and maintain an awareness of environmental issues that affect us all. Extra-curricular ActivitiesThe school has a range of lunch time clubs from which the pupils may choose to attend. The pattern of activities depends on the changing expertise and interests of the staff and pupils. These lunch time clubs are in place because school transport limits the opportunity for end of day activities to take place.

Positive behaviour In line with the schools positive behaviour policy we aim to:

Provide a welcoming, safe and caring environment in which each learner is valued and supported

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Ensure that every young person enjoys equality of access to education and social opportunities

Experience meaningful learning for life Build effective partnerships between school, parents and the wider community Encourage reflective practice and facilitate professional development

In order to do this we use a range of strategies that follows a clear pathway for dealing with any behaviour concern. These include:

Class and school rewards Class team meetings Pupil Concerns meetings Meetings and joint working with a range of Health professionals, e.g. school based

staff, Community Learning and Disability Nursing Service, Child and Adolescent Mental Health Service, etc.

Team Teach Positive Handling Plans

Full details can be obtained from the school.

The school continues to implement Curriculum for Excellence, examples and further information can be found on the following websites: www.saltersgate.mgfl.net www.midlothian.gov.uk www.educationscotland.gov.uk www. skillsdevelopmentscotland .co.uk www.ltscotland.org.uk/inclusiveeducation www.enquire.org.ukwww.parentzonescotland.gov.uk www.scotland.gov.uk

Assessment and Reporting

TrackingAll learners’ progress is carefully monitored throughout the year. This takes the form of the tracking of progress within each learner’s IEP targets, classroom observations and regular discussion between class staff and members of the management team. The outcome of which informs future planning.

AssessmentThe school follows the Scottish Government guidance on assessment. This seeks to develop a streamlined and coherent system of assessment that will support learning for all Scottish schools. It ensures that parents and carers, teachers and other professionals have the feedback they require on pupils’ learning and development needs and provides better feedback to pupils, leading to improved achievement and clearer information for parents.Profiling Pupils are supported to reflect on their learning and select items of their own work which demonstrates their achievements. At P7 and S3 these are then recorded in a profile document. Throughout the years learners will, with appropriate assistance, collate a log of their learning which will inform this process.

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ReportingThe school reports to parents in a variety of ways. Two written reports are sent to parents annually; a short report is sent to parents prior to their child’s annual school review and a full report, detailing your child’s achievements and learning is sent towards the end of the academic year. Two parent consultations are held per year to discuss pupil’s progress towards their targets. These are held in September/October and May.Every child in Saltersgate has an annual review where the pupil, parent or carer, teacher and other professionals meet to discuss the child’s progress, highlight concerns or challenges and an action plan is prepared. All pupils are encouraged to take an active part in their review and to express their views.

Profiling Pupils are supported to reflect on their learning and select items of their own work which demonstrates their achievements. At P7 and S3 these are then recorded in a profile document. Throughout the years learners will, with appropriate assistance, collate a log of their learning which will inform this process.

Placements into Saltersgate

Midlothian provides statutory education from Primary 1 through to S4. Where appropriate, learners may be able to stay on to S5 or S6 when it has been identified that the school continues to be able to offer an appropriate curriculum pathway. School staff will engage in discussions with families and relevant agencies from S1 regarding the likely pathway and leaving date for their child.

Pupils are allocated a place at Saltersgate through a formal admissions process led by the Placement Advisory Group (PAG). This group is made up of Senior Officers within Children and Families.

There are many possibilities as to when a pupil may be allocated a place at Saltersgate, for example:

At the beginning of their P1 year i.e. the transition from Nursery to Primary. At any stage during their Primary School career. At the beginning of their S1 year i.e. the transition from Primary to Secondary. At any stage during their Secondary School career.

All pupils who are identified as potentially requiring a place at Saltersgate will be involved in the Midlothian Assessment and Planning Staged System (MAPSS) process. This will involve the pupil and parents as well as all appropriate agencies (e.g. Education, Health, Social Work staff etc.) being involved in a series of planning meetings and assessment activities that aim to build up an accurate profile of the child. This profile will take the form of a Children and Young Persons Multi-Agency Plan (CYP MAP). The CYP MAP (in agreement with parents and all agencies) will be presented to PAG who will then in turn decide if a place at Saltersgate would be appropriate for the pupil.

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When a place at Saltersgate has been allocated to a pupil, the pupil and family will be involved in an enhanced transition programme aimed at supporting the family through the transition process. Activities within this programme will involve further meetings between professionals, meetings with pupil/parents and school staff, familiarisation visits to the school as well as the provision of resources such as social stories, timetables etc. A clear transition programme will be communicated to the parents.

Every child’s placement in Saltersgate School will be reviewed on an annual basis, through their annual review and if it was felt that the school was no longer appropriate then the process for reviewing their CYP MAP would be started via a multi-agency framework and the pupil would be referred back to PAG.

Transition from Primary to Secondary.

School staff will engage in discussion with families during the annual review process at P6 and P7 to determine if it is appropriate for existing pupils to move into the secondary department within Saltersgate. If it is decided that this is appropriate, school staff will involve the pupil and family in a transition programme during their P7 year for Saltersgate Secondary.

If it is felt by school staff that it is not appropriate for any pupil to move from Saltersgate Primary into Saltersgate Secondary, staff will raise this at the appropriate annual review meeting in either P6 or P7. Assessment and evidence will be collated and presented with a view to presenting the pupil to PAG for consideration of an alternative placement within Midlothian. The family and any appropriate additional agencies and services will be part of this process.

Transition from Secondary to Post-School DestinationsDuring a learner’s time in the Senior Phase of the school they will be given the opportunity to visit and experience a range of post-school opportunities. Learners will be involved in supported volunteering and engage with an appropriate work experience, in or out of school context.

It is important that planning starts early and a proposed leaving date is identified to allow for a leaving pathway of opportunities to be put in place. This discussion will begin at the annual review meetings, when pupils enter the Secondary department at Saltersgate. Parents are invited to discuss what to expect throughout the transition process at annual transition review meetings and also at parents/carers evening where there is often representation by agencies that can support the transition process.

There is an annual Midlothian 16+ Additional Support Needs (ASN) Transition Forum to support transition planning where key professionals discuss recommendations regarding future placements options, support requirements and supports needed to provide individualised transition periods for each learner.

Once a young person has left school their progress is monitored by Adult Transition Social Workers, Skills Development Scotland and where appropriate Community Care.

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School Leavers move onto a variety of destinations including college, supported work, day placement at a specialist provision or a package built up around them to meet their specific needs.

Our school website gives current information and useful links for parents regarding SQA, Skills Development Scotland (Careers), Active Schools etc.

Community Link Team

Saltersgate’s Community Link Team are responsible for widening links to local community opportunities and experiences for all learners. We work to the following key objectives;

To create and develop community linked opportunities for all Saltersgate families. To support the Senior Leadership Team in building partnerships across our school. To support Saltersgate School in building their wider achievement portfolio. To support and review shared placements. To co-ordinate and support Senior Phase activities in line with our school vision.

For many of our learners the Community Link Team will be making contact with their community school on their behalf to find out about events or classes they may be able to join. This may be for weekly day parts (shared placement) or special events across the school calendar. Shared placements will always be discussed with families and supported as required.

The Community Link Team will also plan and support annual school activities such as post school transitions and work experiences, social enterprise tasks and whole school events aimed at increasing parental engagement and information sharing.

Education Maintenance Allowance (EMA)

Education Maintenance Allowance (EMA) is available to student who will have reached their sixteenth birthday after 1 March and have decided to stay on at school from August in the next academic session. The EMA is a means tested weekly allowance, paid fortnightly into a student’s bank account; payment is dependent on students attaining 100% attendance in each week of the payment period.

Application packs can be obtained from the school or from the Education and Children’s Services Division, Fairfield House, 8 Lothian Road, Dalkeith, EH22 3ZG.

Support for pupils

Education (Additional Support for Learning) (Scotland) 2004 Act

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Additional Support for Learning ActThe Act introduces a new concept of Additional Support Needs (ASN) and establishes an inclusive framework within which schools can work to meet the learning needs of all children and young people.

There are a multitude of factors in a child’s life that can have a major bearing on how they can benefit from school education and it is the education authority’s responsibility to ensure that they are provided with the necessary support to enable them to do so.

It is important that children’s additional support needs are identified as early as possible so that appropriate support can be put in place. Assessment helps to identify these support needs. Most children’s needs will be assessed informally as part of the teacher’s day-to-day work but on occasions more formal assessments may be required from an appropriate agency, e.g. psychologist, doctor, therapist or social worker. A request for additional assessment can be made by contacting the school in the first instance or in writing to the ASN Officer, Education and children’s Services Division, Fairfield House, 8 Lothian Road, Dalkeith, EH22 3ZG or asnofficer@midlothian.gov.uk.

Depending on your child or young person’s additional support needs, different levels of planning will be required to make sure their learning needs are met through the use of Midlothian Assessment and Planning Staged System (MAPSS), Individualised Educational Programme (IEP) or Co-ordinated Support Plan (CSP). Every pupil in Saltersgate has an IEP, several are in the MAPSS and some may be eligible for a CSP.

Midlothian Assessment and Planning Staged System (MAPSS),The Authority keeps the additional support needs of each child and young person under consideration through the Midlothian Assessment and Planning Staged System (MAPSS) process.

The additional support needs of these identified children and young people are recorded on Seemis, the Authority’s secure management and information system.

Getting it right for every child (GIRFEC) is the national approach to helping children and young people in Scotland. It enables children/young people to get the help they need when they need it. It means that all the people involved in a child/young person’s care and well-being are talking to one another at regular meetings and in between times too. Further information on GIRFEC is available at: www.scotland.gov.uk/Topics/People/Young-People/gettingitright

It involves developing and implementing a model of practice in all Midlothian schools that provides one pathway for all children and young people. That means that all services in Midlothian will use the same approach and process for all assessment and planning for children and young people.

There are three stages of intervention within the practice model:

Stage 1: Universal services – available to all children and young people.

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Stage 2: Universal service additional support – targeted support within universal services.

Stage 3: Integrated services – support provided by more than one agency.

Within this intervention framework there are two key roles to ensure the co-ordination of support and services to children/young people and their families: The named professional person (stage 1&2) is usually located within health and/or education and is responsible for ensuring when problems arise, a child/young person and their family will receive a helpful response at the earliest time possible. In schools this is the Head Teacher unless otherwise stated.

The lead professional (stage 3) works with families when more than one agency is involved in a child/young person’s care. They provide a link between all the professionals and agencies involved and have responsibility for initiating and monitoring the child/young person’s multi-agency assessment and plan (CYP MAP). The plan states clearly the lead professional and which action will be done, by whom, and when.For more information please contact your health visitor, social worker or head teacher or www.midlothian.gov.uk Co-ordinated Support Plan (CSP)For a child or young person to be considered for a CSP they must have:-

Support needs as a result of complex and multiple factors that have a significant adverse effect on their school education.

Require significant additional support from education and one or more appropriate agencies such as health or social work.

These needs for additional support will last more than one year.

A CSP is a legal document that aims to ensure that the different professionals involved in providing support work together.

Since your child has additional support needs, it is particularly important to ensure that transitions are as smooth as possible. This may include moves from pre-school to primary and to secondary and leaving school. The process for gathering and transfer of information should begin at least 12 months before any planned move.

Throughout the process the views of both parents and children/young people is paramount. These views will be recorded and taken into account in any decision-making process.

Sometimes it can be helpful to resolve any differences regarding additional support needs through a neutral independent person acting as a mediator. We provide a free and independent mediation service, Common Ground, to help move things forward in a positive way.

Individualised Educational Programme (IEP)

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The purpose of the IEP is to assist children/young people who need substantial adaptation of their curriculum, to set and achieve targets which overcome barriers to learning and achievement. Learners should be at the centre of this planning as active participants and the format of the IEP is designed to promote this approach. Parents/carers are also partners in this process.

A maximum of 5 long term targets will be identified which the child/young person should achieve over the course of one year. To help a child/young person progress towards the long term target a series of focussed short term targets should be identified which can be achieved over each term.

Useful information can be obtained from the following:a) Children in Scotland: Working for Children and Their Families, trading as “Enquire-

the Scottish advice and information service for additional support needs for learning”, a charitable body registered in Scotland under registration number SC003527.

b) Scottish Independent Advocacy Alliance, a charitable body registered in Scotland under registration number SC033576.

c) Scottish Child Law Centre, a charitable body registered in Scotland under registration number SCO12741.

www.ltscotland.org.uk/inclusiveeducationwww.enquire.org.ukwww.parentzonescotland.gov.ukwww.scotland.gov.uk

Education for AllThe Authority has an “Education for All Policy” which promotes the provision for all children in their mainstream school. Further information contained within “Education for All: a guide for parents carers and young people” is available from the Midlothian Council website:www.midlothian.gov.uk Pastoral SupportIn Saltersgate the first point of contact for any learner is the class teacher. If further advice or support is required the Principal Teacher with responsibility for that stage of the school would be the next point of contact.

The support staff in all classes play a crucial role within the school and provide assistance and supervision in all areas of the school. There are separate and safe play areas around the school in recognition of the different play needs of the wide range of pupils. There is a high level of supervision provided by child care development workers and learning assistants in all playgrounds to try to maximise the safety of all children

School Improvement

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Policy documents and information related to the current school priorities for improvement are shared with parents during key events throughout the school year and can be found on the school website.

The schools last inspection report from 9 March 2010 is available onwww.educationscotland.gov.uk/inspectionandreview/

School Policies and Practical Information

A copy of the school policies can be obtained by contacting the school office. Authority policies are available on their website www.midlothian.gov.uk

Pupil Council There is representation from every secondary class on the Pupil Council. The role of which is to involve all learners in the making decisions about the school.Their aims:

To help make our school the best it can be. To discuss ideas and think of possible solutions To listen to all pupils in school and represent their needs at council meetings To help with fundraising events To share ideas with pupils and teachers in school To help make important decisions To put forward ideas To work together as a team

Child ProtectionThe Council has a range of duties and responsibilities in relation to the child protection procedures for all pupils which includes having regard for their right to be protected from harm and abuse. The school’s duties and responsibilities for this are set out in the Edinburgh and Lothians Child Protection Committee’s “Child Protection Guidelines” which are used by all Midlothian Schools and our partner agencies.

In circumstances where a school has significant concern that a child or young person has, or is at risk of being harmed or abused, the school is required to pass information to the Police, Social Work Department and Health colleagues who have a legal duty to investigate further. While we always endeavour to work in an open manner with parents and guardians, there are some circumstances when it may not be appropriate to inform the parent or guardian that a Child protection referral has been made or that information has been passed on to these agencies. Under these circumstances, the decision as to when and how parents and guardians will be informed is the responsibility of the Police, Social Work and Health Services as part of their investigation and the school will be informed by these services of the action that they have taken.

Should you wish to discuss this or any associated matter further, please contact the Head Teacher, the school’ designated Child Protection Co-ordinator or the Information Officer, Co-ordinated Services for Children and Young People.

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Health and SafetyThe Education and Children’s Services Division has prepared policy statements on Health and Safety for all areas of its responsibility in accordance with the Health and Safety at Work Act 1974. Schools staff are fully instructed in their responsibilities in this respect, and safety regulations apply to all aspects of school life, both on and off the premises. It is expected that pupils will behave responsibly and comply with all safety requirements. The support of parents in promoting good practice in health and safety matters is of great importance to the school.

The school is fitted with access control systems for security reasons and all staff and visitors are now required to sign-in and wear identification badges to ensure greater personal safety and security.

All visitor/parent access is via the front entrance where they should report to the school office in the first instance.

Employment of ChildrenChildren under the statutory school leaving age can only be employed within the terms of the Council’s bye-laws on the part-time Employment of Children. These bye-laws do not permit the employment of children under 14 years of age, except in specific categories; for those over that age there are limits on hours and type of employment allowed. Parents and employers must both complete an application form for an employment permit before employment begins.Further details can be obtained from Education and Children’s Services Division, Fairfield House, 8 Lothian Road, Dalkeith, EH22 3ZG

Any parent who has a concern or new information about their child should contact the Head Teacher in the first instance. We will always aim to resolve any concern you may have through a meeting to discuss the issues fully.

The complaints Procedure:If you are concerned about......a particular aspect of our work, please arrange an appointment to discuss the matter with the Head Teacher in the first instance. Where appropriate, the Head Teacher may nominate another member of staff to act on her/his behalf.

The Head Teacher will listen carefully to what you have to say, establishing clearly the issue(s) of concern and, if appropriate, providing you with any relevant information.

In some cases, your concerns can be dealt with immediately; other matters may require more investigation.

In any event, the Head Teacher will notify you, normally within five working days, of the school’s response.

It is anticipated that, in most cases, the above steps will result in a satisfactory solution for all concerned.

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If you are dissatisfied with the school’s response…...please notify the Head Teacher that you wish to pursue the matter further.

He/she will either review the proposed action or notify you of the appropriate officer of the Education Authority whom you should contact.

Contact the named officer by telephone or by letter at the Education and Communities Division headquarters.

The officer will investigate the matter further and endeavour to resolve any difficulties. He/she will report the outcome to you, normally within five working days of being contacted.

Nearly all matters of concern are resolved through the above procedures. If you remain dissatisfied, please contact again the officer involved at stage 2; he/she will review the situation and/or indicate what other avenues are open to you. In all cases, final appeal can be sought through the Chief Executive’s Office.

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Length of Pupil Day

Primary:Start of Day: 9.02Lunchtime: 12.00 – 12.50 End of Day: 3.10 (12.05 – Friday)

Secondary:Period 1: 8.40am- 9.30amPeriod 2: 9.30am-10.20amPeriod 3: 10.20am-11.10am

Break: 11.10am-11.25am

Period 4: 11.25am-12.15pmPeriod 5: 12.15pm-1.05pm

Lunch: 1.05pm-1.50pm

Period 6: 1.50pm-2.40pmPeriod 7: 2.40pm-3.20pm

Secondary (Friday):Period 1: 8.40am- 9.30amPeriod 2: 9.30am-10.20amPeriod 3: 10.20am-11.10am

Break: 11.10am-11.25am

Period 4: 11.25am-12.05pm – end of day

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The School Health Service

Throughout their time at school a team of specialist Health Services and Education staff will be seeing children as part of a planned programme to make sure that they benefit as much as possible from all that school has to offer, and to help prepare them for life after leaving school.

The role of school nurses at Saltersgate School.The Nursing Team are available from Monday to Friday our contact number is 0131 654 4705.

The School nurses are: Annemarie Purves, Claire Lyons and Kerry Brown.

Health surveillance:When your child starts primary 1 you will be asked to complete a health surveillance form. This will allow the school nurses to monitor your child’s height and weight and assess their vision. We will always communicate these results with you.If your child requires eye testing and glasses and they are unable to attend their local community practice there is an optometrist who visits the school twice a year.The community paediatricians hold clinics at school where your child’s development and health will be reviewed yearly .You will be invited to these. If you have any concerns at any time about your child’s health, you can contact the school nurses and they will pass on the information to the doctors.Immunisations will take place throughout your child’s school career. You will be given information and a consent form at the relevant times.

Continence products:If your child wears products when they start school the school nurse will be responsible for reviewing and updating them. They will also give advice on toileting training and products if required.

Health Promotion:The nurses work closely alongside school staff in delivering health promotion topics. They deliver advice on either a one to one or small group basis. This might involve talks on growing up as your child reaches puberty etc.

Ongoing health needs:If you child has ongoing health needs the nurses can help support your child and the staff working with them. This would include, for example, supporting the child who is enterally fed, Administration of daily medicines and or administration of emergency medications for epilepsy or asthma.

Medications in school:

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If your child requires medication in school whether it be a daily, short term or emergency medication the nurses will require you to sign a consent form. You will be asked to send a supply into school in the original container with their name on it to be stored at school.

At Saltersgate School there is a well equipped dental surgery in the school which offers a full range of dental services including orthodontics and a full range of specialised dental treatment provided by The Dental Officer.

There is also a hygienist who frequently visits the children to instruct and advise on tooth brushing and diet. When your child starts school you will receive a form asking whether you wish your child to receive fluoride supplements at school. The hygienist also regularly sees the children in the clinic for scaling and polishing.

The Therapies from NHS Lothian

The teams of Physiotherapists, Occupational Therapists and Speech and Language Therapists all visit Saltersgate School on a regular basis. They work with families, school staff and other professionals. There is close collaboration with Education staff with therapists and general advice can be provided universally throughout the school, specialist or direct input requires a referral. Referrals can be made by staff and parents and can be discussed with the therapy team.

Physiotherapists aim to help children reach their full physical potential and become as independent as possible. They promote good posture and development of motor skills using a variety of activities and equipment.

Occupational Therapists aim to develop the children’s independence in play, school work and activities of daily living (dressing, self feeding skills and positioning). Occupational Therapists are also part of the team involved in the assessment and development of children’s eating, drinking and swallowing skills.

Speech and Language Therapists aim to help pupils develop their communicative potential. Using all means of communication in a wide range of communication situation. Speech and Language Therapists are also part of the team involved in assessment and development of children’s eating, drinking and swallowing skills.

When children start at Saltersgate School the community therapists and Saltersgate School therapists will work closely together to ensure sharing of information to support your child’s transition.

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Your child’s therapy will be dependent upon the needs of your child at that time. Your child may be seen as part of a group or at times for individual sessions. Your child’s therapy goals will be integrated into daily routines both at home and school.

Occupational TherapistsMs Liz HallMs Lauren Henderson

Speech and Language Therapists PhysiotherapistsMrs Suzanne Smith-Main Mrs Jane MoleMrs Lindsay Lambert Mrs Wilma ParkerMiss Emma Glissov Ms Annika Hobler

Ms Rocine MacFarlane

The therapists can be contacted through the therapy office based within Saltersgate School on Tel: 0131 654 4706.

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APPENDIX 1

Curriculum for Excellence

Bringing learning to life and life to learning

Curriculum for Excellence is now being introduced across Scotland for all 3-18 year olds – wherever they learn. It aims to raise standards, prepare our children for a future they do not yet know and equip them for jobs of tomorrow in a fast changing world.

Curriculum for Excellence enables professionals to teach subjects creatively, to work together across the school and with other schools, to share best practice and explore learning together. Glow, Scotland’s unique, world-leading, online network supports learners and teachers in this and plans are already in place for parents across the country to have access to Glow.

Teachers and practitioners will share information to plan a child’s ‘learning journey’ from 3-18, helping their progression from nursery to primary, primary to secondary and beyond, ensuring the change is smooth. They will ensure children continue to work at a pace they can cope with and with challenge they can thrive on.

Curriculum for Excellence balances the importance of knowledge and skills.

Every child is entitled to a broad and deep general education, whatever their level and ability. Every single teacher and practitioner will be responsible for literacy and numeracy – the language and number skills that unlock other subjects and are vital to everyday life.

It develops skills for learning, life and work to help young people go on to further study, secure work and navigate life. It brings real life into the classroom, making learning relevant and helps young people apply lessons to their life beyond the classroom. It links knowledge in one subject area to another helping children understand the world and make connections. It develops skills so that children can think for themselves, make sound judgements, challenge, enquire and find solutions.

There will be new ways of assessing progress and ensuring children achieve their potential. There will be new qualifications for literacy and numeracy and from 2012/13 new National 4 and 5 qualifications. From 2013/14 our well regarded Access, Highers and Advanced Highers will be updated to take account of and support the new approaches to learning and teaching.

There is personal support to help young people fulfil their potential and make the most of their opportunities with additional support wherever that is needed. There will be a new emphasis by all staff on looking after our children’s health and wellbeing – to ensure that the school is a place where children feel safe and secure.

Ultimately, Curriculum for Excellence aims is to improve our children’s life chances, to nurture successful learners, confident individuals, effective contributors, and responsible citizens, building on Scotland’s reputation for great education.

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