paisley grammar school handbook 2006/2007 › _user › b › j › 6 › t › j ›...

1

Paisley Grammar SchoolHandbook 2006/2007

Our Ref: JR/JCPDate: December 2005

Dear Parents

Each year schools issue a copy of their handbook which outline the currentpolicies and practices of the council and of the school. Renfrewshire Councileducation and leisure services is committed to the quality and service that isprovided. This commitment is reflected in our vision and values which weredeveloped after extensive consultation.

Our vision is a learning Renfrewshire which empowers individuals to fulfill theirpotential and contributes to the economic, social cultural and environmentaldevelopment of our communities.

Our values are those of the Council. Our service will:

• Involve and empower;• Listen and communicate;• Aim to be the best;• Treat our customers well;• Value our employees;• Tackle inequalities;• Work in partnership; and• Represent the community

It gives me great pleasure, as the new Director of Education and Leisure Services,to commend the school handbook to you as a source of helpful information notonly on day to day matters of school procedure, but an interesting insight into theschool itself.

Yours sincerely

John RooneyDirector of Education and Leisure Service.

Education and Leisure Services


2

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

CONTENTS

PageWelcome to Paisley Grammar School 3School Vision 4Standards and expectations 5General Information 6/7School Staff 8/10School Holidays and Hours 11/12Enrolment 12Pupil Support 12/13Personal and Social Education 13Drug Education 14Equal Opportunities 14The Curriculum 15/17Option Choice Arrangements 18Support for Learning 19Education Psychology Service 19/20Assessment and Reporting 20Meetings with Parents/Homework 21Values 22School Clothing and Kit 23/24Discipline 25Tackling Bullying 25Attendance 26/27Children at Work 27Health Care 28Curricular Enrichment - Extra Curricular Activities 29/30Meals 31EMAs 31Transport 32Home and School Links 33School Board 34/35Parents’ Teachers’ Association 36Old Grammarians 36Useful Addresses and Websites 37Emergencies 38Complaints Procedures 38Data Protection Act 1998 38Sharing Data with the Scottish Executive 39/40Courses and Results 41Public Examination Results Anaysis 42Glossary 43Information for Parents 44/50S3 Curriculum Choices 51S5/S6 Curriculum Choices 52Report Samples 53/54School Rules 55/56S1/S2 Homework Policy 57S3/S4 Homework Policy 58/59S5/S6 Homework Policy 60/61

3


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

WELCOME TO PAISLEY GRAMMAR SCHOOL

Dear Parent,

Paisley Grammar received its royal charter in 1576and opened as an institute of learning in 1586. Overthe four centuries since then there have been manychanges in both the nature and the location of theschool. For the last twenty five years, however, it hasit has operated successfully as a Six-YearComprehensive school making available to all pupilsan equal range of academic, social and vocationalopportunities to develop and fulfil their individualtalents so that they may successfully make thetransition from school to adult life.

Young people transferring to Paisley GrammarSchool from our associated primary schools achieve, in the main, a smoothtransition as a result of considerable cooperation between the primary andsecondary sectors. Similarly, those coming into the school by placing request findminimal difficulty due to the care taken to relate their previous primary schoolexperience to the secondary school curriculum.

Paisley Grammar has a reputation as a good school with a positive ethos.

Our vision for Paisley Grammar is to ensure that all our pupils have theopportunity to reach their full potential. Our school aims, which emphasisepartnership, achievement, quality, courtesy and respect are detailed on page 4 ofthis handbook.

I do hope you will find this handbook informative and I look forward to meetingwith you in the future. If there are any issues which you wish to discuss either withmyself or with a member of staff, please do not hesitate to contact us.

Best Wishes,

John PearsRector


4

SCHOOL VISION – “Promoting Greater Success”

School Aims

✤ To pursue a whole school approach to learning and teaching

✤ To provide a safe, caring and inclusive environment

✤ To deliver an appropriate and stimulating curriculum

✤ To offer effective pupil support

✤ To encourage high expectations

✤ To equip pupils with the skills necessary for a rapidlychanging society

✤ To foster positive relationships within the school and thewider community

5


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

SERVICE PLEDGES

STANDARDS AND EXPECTATIONS

We will:

✤ offer all children and young people a free school place;✤ provide school premises which meet health and safety standards;✤ provide information on your child’s progress;✤ provide religious and moral education for your child;✤ give support to parent involvement in schools;✤ provide information on school activities;✤ provide 25 hours of class contact time in each normal school week for pupils

of primary-school age, and provide 27.5 hours of class contact time in eachnormal school week for pupils of secondary-school age; and

✤ help secondary-school aged pupils prepare for vocational, further and highereducation.

Pupils will have opportunities for:

✤ personal and social development;✤ music, cultural activities and creativity;✤ access to healthier lifestyles and sports activities; and✤ community involvement.

You can also expect:

✤ a formal written report on your child’s progress;✤ an annual report on progress within the school development plan;✤ an opportunity to have a formal meeting with your child’s class teacher

or teachers;✤ us to meet your child‘s needs; and✤ regular reports on the quality of our schools.

How can you help?

By law, you must make sure your child receives education.

As a parent, you can help your child by:

✤ making sure your child goes to school regularly;✤ encouraging and supporting your child with any homework they are given;✤ showing that you are interested in how your child is getting on at school;✤ encouraging your child to respect the school and the whole school community;

and✤ being involved in the school.


6

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

GENERAL INFORMATION

Name : Paisley Grammar SchoolAddress : Glasgow Road

PaisleyPA1 3RP

email: [email protected]

Telephone Number : 0141 889 3484

Fax Number : 0141 887 2059

Paisley Grammar is a co-educational and non-denominational school, takingpupils from First Year through to Sixth Year. The current agreed capacity is 1250with a maximum of 231 pupils in both S1 and S2. The current roll is as follows:

S1 224 S4 215 S2 229 S5 185 S3 222 S6 106

Total 1181 (86 FTE)

The red sandstone building, built in 1896, still stands at the centre of the complexand houses many of our teaching classrooms. Wings were added in the 1960s,and in the 1970s another Wing was built to the rear to provide laboratories forScience. This Wing also houses the school's cafeteria.

More recently, the Technical Department has been modernised and the BusinessStudies, Computing and Music Departments have been refurbished. The FoodTechnology and Textiles Department has been remodelled and the Science and ArtDepartments have been renovated. During Session 2001/02 building work wascarried out to complete an extension to the school which houses an IT suite,Games Hall, Science Labs and new library in addition to other facilities.

As an integral part of the authority’s inclusion policy, Renfrewshire’s IntensiveSupport Facility is located to the rear of the building.

We have our own playing fields which are located in Penilee Road, Paisley,Unfortunately we are not able to use these facilities at the moment as they requireupgrading.

Our Hall and gymnasia are used as teaching areas during the school day and arein regular use in the evenings by local community groups.

7


Applications for lets of school premises should be made to:

Community Facilities SectionJohnstone Town HallLudovic SquareJohnstonePA5 8EETel: 01505 335 550

ASSOCIATED PRIMARIES

We have five associated Primary Schools and these provide us with the majority ofour pupils. We have strong links with these schools, and staff of all schools areconcerned to ensure that the transition between primary and secondary is asstraightforward and rewarding as possible.

Addresses and telephone numbers are:

Ralston Primary School Gallowhill Primary SchoolSchool Road Netherhill RoadRalston Paisley0141 882 3451 0141 887 7109

Head Teacher: Mrs G Copland Head Teacher: Mrs A. Henry

Williamsburgh Primary School Mossvale Primary SchoolLacy Street Gockston RoadPaisley Paisley0141 889 2585 0141 889 3411

Head Teacher: Mrs R. Friendship Head Teacher: Mrs C. Wood

Todholm Primary SchoolLochfield RoadPaisley0141 889 6949

Head Teacher: Mrs S. Gibson

COMMUNITY LINKSThe school has established links with the community through pupils being placedin work experience during Fourth Year as well as through welcoming visitinggroups and speakers into the school. Community links are being further developedby Sixth Year pupils who work in the local community.


8

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

SCHOOL STAFF

THE SENIOR MANAGEMENT TEAM

The Rector is Mr. John Pears. The Rector has overall responsibility for the school,school policies, staff welfare, liaison with outside agencies, and the School Board.

The main remits for the Depute Head Teachers are as follows:

Allison Dalziel Whole School: Timetable

Patricia Gordon Upper School : 16+ Provision

Bruce Livingston Middle School : Inclusion

Alison Purse Lower School : Primary-Secondary

Dougie Benzie Administration

Rose Barr is our Business Support Manager.

Alison Purse Dougie Benzie

Patricia Gordon Bruce LivingstonAllison Dalziel

Rose Barr

9


TEACHING STAFF

ArtS Page (PT Subject)E McGregorA JohnstonA Ross

BiologyE McKeown (PT Subject)R MalcolmE TurnbullM WhyteC Vetters

ChemistryJ Slatford (PT Subject)S MacleodP MurdochD Stevenson (PT Pupil Support)

EnglishS Christie (PT Subject)K AndersonJ Brierley (PT Pupil Support)A CloseH FernsV Herrick (T)P Gordon (DHT)W Kerr (PT Pupil Support)B CarterM RobertsonR SmithJ Stewart

Food Technology & TextilesJ McGowan (PT Subject)A ReidA Dalziel (DHT)R GouldL Reid

ICTR Brown (PT ICT) Business EducationL Lynch “C Tulloch “C McCafferty “E Cunningham (PT Subject) ComputingM Gallacher “

“

Learning SupportA Galloway (PT Subject)P HoganA SmithO McGarveyM Steven

MathematicsG McCallum (PT Subject)A EadieD Benzie (DHT)P CameronA CreightonF DickieR RankinP FergusonG PetersS TalmanC WoodL A Mooney

B.U.SE Stockan

Modern LanguagesM Humphreys (PT Subject)I BrannenE ByrneH EckfordC McMenaminE Swanson

MusicA Dickie (PT Subject)S GibsonF Hewitt (PT Pupil Support)A Purse (DHT)L Logan (T)Instrumental StaffA LairdM HowieJ McGheeH DykesP RoutleyE Holmes

Physical EducationB Monkman (PT Subject)A KerrB Livingston (DHT)R ShawG AndersonW StearnsE Pope

PhysicsVacancy (PT Subject)A McClurgK MacdonaldN MacDonald

Religious & Moral EducationD Berry (PT Subject)A MacDougallJ TaylorS Sturrock (T)


10

Social SubjectsJ Dunbar (PT Social Subjects) HistoryJ Walker “S Huddleston (T) “B Henderson (PT Subject) GeographyK Gilbert (PT Pupil Support) “S Loudon (+ Modern Studies) “E Stockan (+ B.U.S) “E Morin Modern Studies

TechnicalJ Irvine (PT Subject)F ScottF Maclachlan (Sports Coordinator)M SpinksJ McGirr (T)

SUPPORT STAFF

AdministrationR Barr (Business Support Manager)P Harris (Administrative Officer)I Smillie (Administrative Assistant)M Sommerville (Clerical Assistant)D Goodwin (Clerical Assistant)A Daily (Clerical Assistant)S Jowett (Clerical Assistant)T Loughlin (Clerical Assistant)L McFadyean (Clerical Assistant)L Marshall (Clerical Assistant-Guidance)

LibrarianL Gordon

Technician ServiceM Kinnear (Science Technician/Senior Technician)C Orr (Science Technician)R Jamieson (Technical Technician)

Janitorial StaffF Caveney (Senior Janitor)I McLatchie (Janitor)L McNeill (Day Cleaner/Supervisor)S Caveney (Supervisor)

CanteenY Quigley

Intensive Behaviour FacilityC Fisher (PT)S MurrayE McEwan (SEN)L Wood (SEN)

Classroom Assistants/SENE CampbellD CallaghanJ DuffyC Sinclair (SEN)C PerrinJ StevensonM McRae (SEN)R FerrierM FordM McTiernan (SEN)

Home School LinkJ AhlfeldD Proctor

11


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

SCHOOL YEAR

Holiday arrangements for 2006 - 2007 are as follows:

Notes:Good Friday Friday 6 April 2007Easter Monday Monday 9 April 2007

*Pupil attendance will be 190 days after deducting 5 In-service days

(IS)= In-Service Day

FIRST Teachers return Monday 21 August 2006 (IS)Pupils’ return Tuesday 22 August 2006Local Holiday Friday 22 September 2006

Monday 25 September 2006Re-open Tuesday 26 September 2006

Mid Term First day of break Monday 16 October 2006Teachers’ return Monday 23 October 2006 (IS)Pupils’ return Tuesday 24 October 2006

Christmas First day of break Monday 25 December 2006SECOND Last day of break Friday 5 January 2007

Re-open Monday 8 January 2007

Mid Term Holiday Monday 12 February 2007Teachers’ return Tuesday 13 February 2007 (IS)Pupils’ return Wednesday 14 February 2007

Easter First day of break Monday 2 April 2007

THIRD Teachers’ return Monday 16 April 2007 (IS)Pupils’ return Tuesday 17 April 2007

May Day Local holiday Monday 7 May 2007Re-open Tuesday 8 May 2007

INSET day Friday 25 May 2007 (IS)Local holiday Monday 28 May 2007Re-open Tuesday 29 May 2007

Last day of session Friday 29 June 2007

Teachers’ return Monday 20 August 2007


12

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

SCHOOL HOURS

The school is organised in a 6 period per day timetable within the following hours:

School begins 8.55 a.m.Morning interval 10.50 - 11.05 a.m.Lunch 12.50 - 1.40 p.m.Close 3.30 p.m.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

ENROLMENT OF PUPILS

We establish close contact with those pupils who will be transferring to us fromour associated primary schools prior to their move. The Depute Headteacher,Pupil Support teachers and other school staff visit the schools and meet withteachers and pupils; the pupils visit Paisley Grammar School and there is aparents' evening in June when parents can meet the Rector, Senior staff and PupilSupport teachers.

Any parent who wishes to make an individual appointment should telephone toarrange a visit.

Pupils are normally transferred between the ages of 11 years 6 months and 12 years6 months, so that they will have the opportunity to complete at least 4 years ofsecondary education. Parents will be informed of the arrangements no later thanDecember of the year preceding the date of transfer at the start of the new session.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

PUPIL SUPPORT

The Pupil Support System in the school aims to support every pupil so that theyhave the opportunity to maximise their potential both academically and socially.

Each pupil is allocated to a member of the Pupil Support staff who will follow themfrom the beginning of S1 until they leave school.

Pupil Support staff continually monitor pupils' progress ensuring a smoothtransition from Primary into Secondary. They also provide curricular advice oncourse and subject choice at the end of S2 and S4 and help with post school careerdecisions.

The Pupil Support teacher is the known point of contact for everyone who isinvolved in a pupil's education, and parents are encouraged to contact the PupilSupport staff to either seek or pass on information about their son or daughter.This is a three-way process - parents, pupils and Pupil Support teacher working inpartnership.

13


Parents can make appointments with Pupil Support staff by contacting the School afew days in advance. Pupil Support staff are also normally available duringParents' Evenings.

Pupils are encouraged to share any problems or anxieties with their Pupil Supportteacher as they are often best placed to help solve these. We aim to anticipatepotential difficulties and deal with them before they become major problems.

In addition to the Pupil Support teacher, each class has a Register teacher whomeets with the class every morning. As well as checking attendance andtimekeeping, this regular contact allows the Register teacher to get to know his orher pupils and keep a watchful eye on them.

All siblings from a family will have the same Pupil Support teacher and have beenallocated island groups.

Mrs F Hewitt IonaMr C Gilbert LewisMrs J Brierley MullMrs D Stevenson SkyeMrs W Kerr Tiree

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

PERSONAL AND SOCIAL EDUCATION

All pupils, from S1 to S6 follow a programme of Personal and Social Development.This has been developed by the Pupil Support staff and covers a range of subjectsincluding self esteem issues, health education, drug awareness, bullying,vandalism, sex education, study skills and Option Choice information. Parents arefree to visit the school by appointment to survey the materials.

Mrs Hewitt Mrs Kerr Mrs BrierleyMr Gilbert Mrs Stevenson


14

DRUG EDUCATIONDrug education in schools is designed to promote the health and well being of everychild and young person. It aims to:

✤ Provide young people with the information they need to make sensible andinformed choices;

✤ challenge and explore attitudes to drugs and drug users;✤ help pupils to develop personal and interpersonal skills;✤ build pupil self-esteem and confidence, and✤ help young people resist drug misuse in order to reach their full potential

in society.

Drug education in schools covers:-✤ Safe use of medicines;✤ Alcohol;✤ Tobacco;✤ Solvents, and✤ Controlled drugs

Effective drug education cannot exist in a vacuum; it needs the mutual support,collaboration and co-operation of parents. There needs to be an exchange ofinformation between schools and parents to ensure that their awareness is raisedso that they can make a valuable contribution to building their children’s skills.

EQUAL OPPORTUNITIES, SOCIAL JUSTICE

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

AND CITIZENSHIP

Paisley Grammar School is committed to promoting equality of opportunity for allpupils and staff and an ethos characterised by a sense of value and mutual respect. TheEthos Committee and School Council run by Mrs P. Gordon, takes a lead role in thisarea.

Our policy states that the school aimsto:

✤ be a welcoming school✤ provide a relevant, accessible and

stimulating curriculum for all pupils✤ provide a purposeful learning and

working environment wheretolerance and mutual respect areactively promoted

✤ adopt strategies to ensure all pupilsand staff have the opportunities toachieve their potential

✤ value people equally✤ take action against all forms of discrimination and prejudice

15


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

THE CURRICULUM

The prime function of the school is to deliver a relevant and up-to-date curriculumto all of its pupils. The courses described are those available in the school atpresent. Should the school roll fall, the same range of courses may not beavailable when a First Year pupil reaches S3 or S5. The curriculum changes asthe pupil progresses through the school and the following information indicatesthe broad structures.

S1 AND S2

The school is well advanced with the implementation of the 5-14 programme, andprogressing with Scottish Executive guidance on 3-14 programme. All subjects arenow in place and the school ensures that the recently published revised Guidelinesare implemented.

We have a close liaison with our associated Primary Schools and are presentlyliaising in English, Mathematics, French, German, Science and Support forLearning. Paisley Grammar is currently working with our cluster primaries on aformative assessement project.

This close working relationship allows us to organise a continuous curriculum thatbridges the gap between Primary and Secondary and means that the pupilsexperience a relatively smooth transition from primary school to Paisley Grammar.

Every pupil follows a common course comprising the following subjects:

English, Mathematics, History, Geography, Modern Studies, French or German,Science, Technical, Food Technology and Textiles, Art, Music, Physical Education,Religious Education, Social Education, ICT.

In the main, each year group is divided into 7 mixed ability classes and 12practical class sets.

In French and German, pupils should continue to learn the language they began atprimary school. Pupils are organised into French and German classes allowing thediversity of language while at the same time ensuring the maximum flexibility inclass arrangement.

In S1 Mathematics, it has become the norm for pupils to be set according to ability.In English, pupils are set according to ability from the beginning of S2. Parents areinformed of developments and changes in this area.

As part of Enterprise in Education, S1 take part in an Enterprise event and S2attend the Careers Scotland “Make it in Scotland” event.


16

S3 AND S4

During second year pupils are required to make a careful choice of the optionalsubjects they wish to study in S3 and S4. The subjects chosen cannot usually bechanged once S3 has started and are followed until the end of S4. It is thereforeessential that the most careful consideration be given to the choice of courses to befollowed. A specimen option sheet is included in the Appendix.

As has happened throughout Scotland, most courses currently lead to StandardGrade at the end of S4. Information about the courses offered is to be found inour S3/S4 courses handbook. High standards of work-rate and behaviour aredemanded of our pupils in S3 and S4, since these two years are arguably the mostcrucial in a pupil's career.

As part of Enterprise in Education, S3 take part in an Industrial Awareness Dayand S4 spend a week on Work Experience.

In most subjects pupils are organised in Credit/General or General/Foundation classes.

Food Technology and Textiles, Science and RE students may follow Higher Stillunits, in line with curriculum flexibility guidelines.

17


S5 AND S6

In S5 and S6, students specialise even further in their studies, and reduce theircurriculum to five subjects. There is, however, a very wide range of educationalopportunities from which they may choose.

As can be seen from the S5 option sheet in the Appendix, a wide range of HigherCourses is available. A more limited range of Advanced Higher courses is alsoavailable in S6. Unfortunately we cannot guarantee that courses followed atHigher level will be available at Advanced Higher level although we do try toensure progression.

Higher Still courses are now in place in all subject areas and are certificated by theScottish Qualifications Authority. In addition, Paisley Grammar School is part of aconsortium of all Renfrewshire secondary schools, and students are able to opt fora subject at another school, if this proves desirable or necessary.

Finally, a number of pupils each year opt to follow courses at Reid Kerr College.

With such a wide choice of subjects available, students are given a great deal ofinformation and advice through the Pupil Support system and Social EducationProgramme. Furthermore, they take part in at least two negotiating interviewsbefore beginning either S5 or S6 courses.

Students in the Upper School are also expected to take responsibility for theirchoices and decisions, and to this end are asked to sign an agreement, withparents and the school, which outlines the duties and responsibilities of bothschool and student in this important stage of their education and personaldevelopment.


18

ARRANGEMENTS FOR CONSULTING WITH

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

PARENTS ON OPTION CHOICES

We value the close links we have with parents and welcome their contribution tothe Option Choice Programme.

Parents of S2 pupils are invited to a Curriculum Evening when information isprovided on the mechanics of the programme and the philosophy of the coursestructure. Pupils are prepared for the Option Choices in their Social Educationclasses and they are also given a booklet which contains information about all thesubjects on offer. Pupil Support staff interview each pupil individually andcourses are chosen based on the wishes of parents and pupils, possible careerintentions and pupils' strengths and weaknesses. Parents have the opportunity toattend the interview and are asked to countersign to indicate their agreement.

A similar pattern occurs from S4 into S5 when a Curriculum Evening is held andpupils undertake an Induction course in their Social Education programme. AgainPupil Support staff conduct individual interviews, parents are consulted, careerintentions are considered and 'S' Grade results are all taken into account whenpupils make their Option choices.

Copies of Option Forms are included in the Appendix.

19


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

SUPPORT FOR LEARNING

The Support for Learning Department works on the basis that all children are ableto learn and progress, and that there are many reasons why children mayexperience difficulties with their learning. It is also recognised that most childrenwill experience some form of difficulty with their learning during their schoolcareers. For some, this will be short and temporary; for others, more complex andlong term.

Support for Learning staff work alongside subject staff to assist with the provisionof an appropriate curriculum for all pupils. This is done through cooperativeteaching, curriculum development and staff development. Where appropriate,some direct tuition may be provided. This is, however, kept to a minimum in orderthat all pupils are integrated with their peer group. Additionally, we have stronglinks with parents, associated primary schools, Pupil Support and OutsideAgencies (such as Psychological Services), ensuring, through a team approach, themost appropriate help for pupils.

Our Support for Learning team includes behaviour support. BUS (Behaviour Unitfor Support) offers short-term intervention support to pupils experiencingdifficulties.

In addition to Support for Learning staff, the Local Authority also provides supportfor those experiencing more complex and long-term difficulties. This support isoffered through Specialist Peripatetic Service: Network Support, English as anAdditional Language Support, Hearing and Visual Impairment Support, LookedAfter Children Service and Outreach Services.

Renfrewshire is the first council in Scotland to set up an online discussion forumfor parents of children with additional support needs. Aiming to give parents theopportunity to share their knowledge and expertise and seek advice and opinionsfrom other Renfrewshire parents. The forum can be accessed atwww.parentmatters.org

EDUCATION PSYCHOLOGY SERVICEWhat is the Educational Psychology Service?The Education Psychology Service is part of Renfrewshire Council’s Education andLeisure Service. Educational psychologists use their knowledge of psychology,learning and education to provide a service to schools and pre-five establishments.They work in collaboration with teachers, parents and other professionals to helpchildren and young people make the most of their lives, particularly in educationalsettings.

When does an educational psychologist become involved?Your child’s school already has a system in place for monitoring and reviewing theprogress of all children and young people. As part of this system, each school hasa named educational psychologist who visits the school on a regular basis andwho is part of the school’s extended support team.


20

When concerns arise about a particular pupil, the school will act to address theseconcerns - parents are kept informed throughout this process. When thoseworking with your child would like the assistance of the educational psychologist,they discuss this with you and arrange a collaborative meeting involving thepsychologist.

Through this process the educational psychologist can contribute to the ongoingassessement of your child, where appropriate.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

ASSESSMENT

The main purpose of assessment is to help the learning process and teachers mustknow how well pupils are doing in order to plan the next stage in learning andteaching. It is also important that parents and pupils be informed and involved.

Pupils in S1 and S2 are mainly assessed on a continuous basis where work isreviewed throughout the year. National Assessements are undertaken in Writing,Reading and Mathematics. Results of any National Assessements will be includedin the appropriate Report to Parents.

In S3 and S4, Standard Grade courses rely heavily on the continuous assessment ofcourse work. Formal examinations are also undertaken at the completion of thecourse in S4.

In S5 and S6, assessment is mainly by unit assessment and by formal examination.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

REPORTS

The format of the Report to Parents has been designed to give parents moreinformation about how their child is performing in school. All year groups willreceive one collated report in the course of the year. In addition to thisdepartments will issue at least one progress review to S1, S3 and S5 at appropriatetimes in the year. We hope that parents will find this information useful andwelcome written comments from parents on receipt of the collated report.

In S2, parents receive a report prior to the Option Choice programme and in S4 andS5 reports are issued following formal preliminary examinations.

Effort and behaviour are noted in all reports.

Sample copies of reports for each year group are included in the Appendix.

21


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

MEETINGS WITH PARENTS

Parents' Evenings for each year group are organised when parents can meet withclass teachers to discuss their child's progress. Of course parents are free tocontact the school at any time. This should always be done through theappropriate member of the Pupil Support team.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

HOMEWORK

IMPORTANCE OF HOMEWORKHomework is an important part of every pupil's school work and should be viewedas a part of the learning process. The school has a comprehensive policy in thisarea ensuring that meaningful homework is made available and parents can expectthat pupils will regularly have homework to complete (see appendix).

THE HOMEWORK PLANNERIn order to assist each pupil to develop self-discipline and self-reliance, everyone isissued with a homework planner. Pupils are expected to bring and use thisplanner every school day. Homework tasks and the date for completion should beentered into the planner, including any homework which does not involve writtenwork. Parents can, on a regular basis, assist by checking that the planner is beingused and is up to date. We also ask that parents sign the planner once per week.

IF THE PLANNER IS LOSTShould the planner be lost the pupil should purchase a new one from the SchoolOffice. Staff will periodically check that the planner is up to date and signed.

NOTICEIn all years the amount of time allocated to a task will be related to the size andcomplexity of that task. Any substantial piece of homework will be given with oneweek's notice. Only minor items of homework will be given with less than oneweek's notice.

INTERNET ACCESSRenfrewshire Authority ensures all pupils are carefully monitored in their use of theinternet. To protect your child, it is vital that they return the appropriatepermission slip to the school when requested to do so. This will enable them to begiven access to the internet for educational purposes.


22

SPIRITUAL, SOCIAL, MORAL AND

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

CULTURAL VALUES

RELIGIOUS EDUCATIONReligious Education is concerned with the spiritual growth of the pupil andtogether with other aspects of the school ethos and curriculum also aims to helppupils as they consider some of life's deepest questions. Religious Educationencourages pupils to become aware of a wide range of religious interpretations andfosters attitudes of open enquiry and awareness of prejudice.

Religious Education is an integral part of the curriculum for pupils in years S1 - S4and specialist teachers deliver a course which examines religious and moral issues,looking at a variety of faiths. Religions are not taught in comparison to eachother, rather there is an examination of the need and value of religion in amulticultural society.

In S3 and S4 pupils will follow the Intermediate course “Making Moral Decisions”and “The Nature of Belief.”

These are certificated and are undertaken as part of the core subject.

RELIGIOUS OBSERVANCEYear groups meet regularly for an assembly fostering the sense of the school as acommunity. The School Chaplain, the Rector, Sixth Year students and visitingspeakers contribute to these assemblies over the course of the school year. Thereare also services in Paisley Abbey at Christmas and Easter.

Parents have the right to withdraw their child from Religious Education and fromthe religious element of school assemblies. Any parent who wishes to do soshould inform the Rector in writing.

Renfrewshire Council values the variety of individuals and communities, living andworking within Renfrewshire and their contribution to the political, economic,cultural and social life of the area. This is reflected in our policy Promoting RaceEquality in Education. In accordance with section 71(1) of the Race Relations(Amendment) Act 2000, the council will have due regard to the need to:

✤ Eliminate unlawful discrimination;✤ Promote equality of opportunity; and✤ Promote good race relations between persons of different racial groups.

23


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

SCHOOL CLOTHING AND KIT

Renfrewshire Council strongly encourages the wearing of an agreed school uniformbecause of the many benefits which flow to the school and families. Each school’sclothing policy should be approved by a majority of pupils, parents and staff. InPaisley Grammar School we are keen that all our pupils should wear schooluniform.

We are grateful for the support given to us by parents in the maintenance of a veryhigh standard of dress in Paisley Grammar School. The various items of schooluniform are as listed below:

Navy blue blazer with school badge

White or light blue blouse or shirt

School tie

Navy blue/black skirt

Black tailored trousers

Navy blue V-necked pullover or V-necked sweatshirt

Black shoes

PE KitPale Blue polo shirt with school badge.Navy blue shortsTraining shoes

If outdoor jackets are worn to and fromschool we request that these are not wornwithin the school building. These jacketscan either be carried or stored withinlockers. They should not be left inunattended cloakrooms.

The school badge and tie can be bought from the school office and also at theParents' Evening for the incoming S1 pupils held in June each year. Other itemsare available from most clothing shops.


24

There are forms of dress which are unacceptable in school, such as items ofclothing which:

✤ potentially, encourage factions (such as football colours);

✤ could cause offence (such as anti-religious symbolism or political slogans);

✤ could cause health and safety difficulties, such as loose fitting clothing,dangling earrings, shell suits of flammable material in practical classes;

✤ could cause damage to flooring;

✤ carry advertising, particularly for alcohol or tobacco;

✤ could be used to inflict damage on other pupils or be used by others todo so.

✤ are valuable or expensive items of clothing or jewellery which present asecurity issue for the school

Parents are asked to assist schools and the authority by ensuring that valuableitems and unnecessarily expensive items of clothing are not brought to school.Parents should note that the authority does not carry insurance to cover the loss ofsuch items and any claims submitted are likely to be met only where the authoritycan be shown to have been negligent.

Under no circumstances will pupils be deprived of any educational benefit as aresult of not wearing uniform and, inparticular, pupils will not be denied access toexaminations as a result of not wearingschool uniform, although the wearing ofschool uniform to examinations is verystrongly recommended.

Parents of children receiving income support,income based job seekers allowance, housingbenefit, or council tax rebate and in some

circumstances child tax credit will normally be entitled to a monetary grant forfootwear and clothing for their children. Requests for such grants made by parentsin different circumstances are at the discretion of the director of education andleisure. Information and application forms may be obtained from schools and fromarea offices. (see page 36 for contact details)

25


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

DISCIPLINE

We are justly proud of our high standards of discipline in Paisley Grammar School.The vast majority of our pupils are hard-working and well behaved with a strongsense of self-discipline.

The objective of discipline is to create and support an atmosphere in whichlearning and teaching can be carried out effectively. This is best achieved byproviding an interesting and appropriate curriculum, by having good relationshipsbased on mutual respect, tolerance and understanding between teachers andpupils, by good classroom management and organisation. The Grammies, ourpromoting positive behaviour initiative, endorses this.

Where indiscipline does occur there are clearly stated procedures which come intooperation. Most instances are dealt with by class teachers but if the problempersists or recurs then class teachers may refer the pupil to their Principal Teacher(Subject), who may decide to make use of the Time Out Facility, TOF. The DeputeHeadteacher responsible for the discipline in a particular year group is called uponfor serious offences. Parents will be informed in the case of persistent or seriousindiscipline and the ultimate sanction of exclusion from school may be used.

Pupil Support staff are not used as part of the disciplinary process but they can becalled upon to support and counsel. Referral to the Behaviour Unit Support (BUS)may be one of the strategies used to support pupils.

We rely greatly on the support of parents for the maintenance of our highstandards of discipline within the school.

A copy of the school rules can be found in the Appendix.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

TACKLING BULLYING

Bullying is an unacceptable form of behaviour through which an individual orgroup of individuals feel threatened, abused or undermined by another individual.Bullying is behaviour which can be defined as a repeated attack of a physical,psychological, social or verbal nature by those who are able to exert influence overothers.

We have developed an anti-Bullying policy for the school and we are confident thatthis will help us prevent bullying from occurring. However, there may still be someoccasions when pupils are subjected to bullying and we are very keen that weshould be informed so that action can be taken. If a parent has any concernsregarding bullying it should be reported to the Headteacher or to a senior memberof staff.


26

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

PLAYGROUND SUPERVISION

There are always senior members of staff and classroom assistants on duty during themorning interval and at lunchtime, in terms of the Schools (Safety and Supervision ofPupils) (Scotland) Regulations 1990.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

ATTENDANCE

Section 30 of the 1980 Education Act lays a duty on every parent of a child of 'schoolage' to ensure that their child attends school regularly. Attendance must be recordedtwice a day, morning and afternoon.

Regulation 7 of The Education (School and Placing Information) (Scotland)Amendment, Etc, Regulations 1993 requires each child's absence from school to berecorded in the school register as authorised, that is approved by the authority, orunauthorised that is unexplained by the parent (truancy) or temporarily excluded fromschool.

If a child is absent from school for any reason, then we ask that parents provide aletter or note on the day of the pupil's return. If it is known that a child is to beabsent for any length of time then we request a note in advance.

The school attendance support worker investigates unexplained absences and theauthority has the power to write to, interview or prosecute parents, or to refer pupilsto the Reporter to the Children’s Panel hearings.

Renfrewshire Council is concerned at the increasing trend in the number of pupilsbeing taken on holiday by their parents during the school session. As non-attendanceduring term time is a major contributory cause of underachievement every effortshould be made to avoid family holidays during term. Parents should inform theschool by letter, before going on holiday, of the dates. Such absences will be recordedas an unauthorised absence in keeping with advice from the Scottish ExecutiveEducation Department. However, headteachers do have discretion in authorising afamily holiday during term time.

The head teacher can authorise absence from school for a family holiday in certainextreme circumstances, for example, traumatic domestic circumstances where theholiday would contribute to the cohesion and well being of the family. Such requestsshould be discussed with the head teacher prior to the holiday. If the permission is notsought prior to the holiday, the holiday will be recorded as unauthorised absence. Thehead teacher can also exercise discretion where a parent can prove that workcommitments make a family holiday impossible during school holiday times. Normally,proof of such difficulties would be evidenced by an employer. If the head teacher feelsthat the reason for absence were justified and supported, the holiday would beconsidered to be authorised absence.Clearly with no explanation from the parent, the absence is unauthorised.

27


Parents from ethnic minority religious communities may request that their children bepermitted to be absent from school in order to celebrate recognised religious events.Only written requests detailing the proposed arrangements will be considered.Appropriate requests will be granted and the pupil noted as an authorised absentee inthe register. Extended leave can also be granted on request for families returning totheir country of origin for cultural or care reasons.

We are grateful for the support we have had from parents in ensuring that theirchildren are regular attenders.

In the Appendix, additional attendance and absence data is provided. Absencerates are calculated as a percentage of the total number of possible attendances forall pupils of the school in the stage shown, each morning and afternoon of eachschool day being a separate possible attendance.

Where figures or percentages based on a number of pupils under any particularheading is between 1 and 4 no information is given and *** is inserted in place ofthe figures. Adults attending day school classes are excluded.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

CHILDREN AT WORK

Pupils under school leaving age, who wish towork, before or after school or at the weekendrequire to hold a work permit. Applicationforms can be obtained from the area offices(1 Cotton Street, Paisley 0141 889 1030 or16/19 McDowall Street, Johnstone 01505 331771). Forms must be completed byemployers, parents and the head teacher andreturned to the area office. Permitted workinghours are from 7.00am to 8.00am and not laterthan 7.00pm on school days. The maximumtotal working hours in a week are 25 hours forthose under 15 years of age and 35 hours forthose over 15 years. Parents are asked to co-operate with the school in ensuring that theamount of time spent working does notinterfere with homework and studying for SQAexaminations.


28

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

HEALTH AND MEDICAL CARE

There are routine medical and dental inspections and a programme ofimmunisation, including prevention of Rubella to S1 girls; BCG vaccination to13 year old pupils and prevention of Tetanus and Polio myelitis booster injectionsto 14 year old pupils. All of the above require parental consent.

For personal doctor or dentist appointments, parents are requested to make theseappointments outwith school hours wherever possible.

ILLNESS OR ACCIDENTS AT SCHOOL

Unfortunately we have no nurse on the staff, although a number of staff havereceived basic first aid training and so if a child becomes ill or has an accidentwhile at school, we offer what help we can and then inform the parents as soon aspossible.

We therefore must have telephone numbers to be able to contact parents duringthe day.

Parents are requested to keep the school informed of any medical treatment theirchild may require and to provide medication as appropriate.

29


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

CURRICULAR ENRICHMENT -

EXTRA CURRICULAR ACTIVITIES

We place a high value on the benefits which can accrue from staff and pupilsworking together in extra curricular activities. These activities contribute greatlyto the life of the school. Out of school learning initiatives and work shopssupported by Renfrewshire Council have also proved very successful.

There may be changes to the range of activities each year but this list conveys thevariety of activities ranging in type from creative and aesthetic to athletic.

MUSIC

As well as the wide variety of musical activities available to all pupils in theclassroom, the school has over 150 musicians playing in a concert band, a stringorchestra, a ceilidh band, a guitar group, a percussion ensemble and a jazzensemble. There are also Junior and Senior Choirs.

Several concerts are given every session and the musicians take part in theChristmas and Easter services in Paisley Abbey as well as the Annual Prizegiving inPaisley Town Hall.

From time to time some vacancies arise for places in the instrumental instructionscheme in the school; these are open to all pupils who can show an aptitude forplaying a musical instrument.

SPORTS

Badminton S1 to S6Basketball S3 to S5Football S1 to S6Hockey S1 to S6Rugby S1 to S6Netball S1 to S6

CLUBS AND SOCIETIES

Homework & Quiz Club S1Creative Writing Group Junior SchoolScripture Union S1 to S6Magazine produced by S6 pupilsReading Club S1 to S3Theatre Club S1 to S6Stock Market Challenge S3Chess Club S1 to S3


30

EXCURSIONS AND TRIPS

BelgiumGermanyFrance

EXCHANGES

The school has a link with a secondary school in Germany. This exchange is wellestablished with Gymnasium am Markt in Bünde in Northern Germany. This offersan important opportunity for our pupils to experience at first hand the life andculture of another European country.

CHARITIES

For more than ten years the schoolhas run successful charity events.The cornerstone of these is thecontribution of the Sixth Yearstudents who help with theorganisation, nominate the charitiesand participating in a majorsponsored event.

ACTIVITY PERIOD

Each year we organise an activity day for all pupils in S1-S3. Pupils have theopportunity to participate in many activities. This year the activity day will be heldin June.

Pupils are also involved in annual competitions such the Pushkin Writing Competition,the Fire Prevention Quiz, the Scottish Food proms and Young Consumer of the Year.We also run an ASDAN Award Scheme for Sixth Year pupils.

31


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

MEALS

The school operates a cafeteria system where choices can be made from a wideselection of meals and snacks. A “Cashless Card” system of payment is in operation.We are a health promoting school and pupils can choose from a variety of healthy andinteresting meals. Whole school fitness activities such as the Fun Run are closely linkedwith this.

The cafeteria is open at the morning interval and lunch time.

If a special diet is considered to be necessary then parents should contact their child'sPupil Support teacher.

Packed lunches should be eaten in the cafeteria where space is set aside for thispurpose.

Children of parents receiving income support, income based job seekers allowance andin some cases child tax credit are entitled to a free midday meal. Information andapplication forms for free school meals may be obtained from schools, from areaeducation offices and Education and Leisure Services.

Only those children whose parents are receiving the support outlined above will beentitled to free milk at lunchtime. Milk may, however, be available for purchase in theschool canteen during lunchtime.

The School has installed snack vending machines, soft drinks machines and a waterfountain.

EDUCATION MAINTENANCE ALLOWANCE (EMA)

The Education Maintenance Allowance is a Scottish Executive funded scheme tosupport 16 to 19 year olds who continue in education. EMAs will be available to 16and 17 year olds in 2005/2006 and 16 - 18 year olds in 2006/2007.

Entitlement to an EMA depends on an assessment of household income. Anystudent whose family’s annual income is less than £30,000 should apply. There arespecial provisions to cover young people who are classed as vulnerable for variousreasons.

As well as a weekly allowance which will be paid subject to satisfactory attendance,students may also receive bonuses of £150 in January and June where it can bedemonstrated that they are making progress and meeting the criteria as set out in thepersonal learning agreement between themselves, their parent(s) or guardian(s), andthe school, which is a key part of the scheme.

The weekly allowance will be paid directly into the student’s bank account,fortnightly in arrears, during school term time only.

For further information, please contact the Pupil Support teacher or Education andLeisure Services on 0141 842 5640, or email [email protected] is also available on the Council’s website www.renfrewshire.gov.uk.


32

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

TRANSPORT

Renfrewshire Council has a policy of providing free transport to secondary pupilswho live more than two miles by the recognised shortest walking route from theirlocal school. The policy is more generous than the law requires. This means thatthe provision of transport could be reviewed at any time. Parents who considerthey are eligible should obtain an application form from the school or educationoffice. These forms should be completed and returned before the end of Februaryfor those pupils beginning the school in August to enable the appropriatearrangements to be made.

Applications may be submitted at any time throughout the year but may be subjectto delay whilst arrangements are made. The Director of Education and Leisure hasdiscretion in special circumstances to grant permission for pupils to travel intransport provided by the authority where spare places are available and noadditional costs are incurred.

PICK-UP POINTS

Where free transport is provided it may be necessary for pupils to walk a certaindistance to the vehicle pick-up point. Walking distance in total, including thedistance from home to the pick-up point and from the drop-off point to the school inany one direction, will not exceed the authority’s limits (see above paragraph). It isthe parent’s responsibility to ensure their child arrives at the pick-up point in time.

It is also the parent’s responsibility to ensure the child behaves in a safe andacceptable manner while boarding, travelling in and alighting from the vehicle.Misbehaviour could result in your child losing the right to free transport.

PLACING REQUEST

The education authority does notprovide transport for those pupilsin receipt of a placing requestother than in exceptionalcircumstances.

Arrangements for senior studentswho have to travel betweenschools are made locally.Normally this is by bus or inexceptional circumstances by taxi.

33


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

HOME AND SCHOOL LINKS

We value the good relationships we have with the parents of our pupils and weseek to keep parents informed by holding parents' evenings and meetings,publishing newsletters and letters from the Rector as well as by inviting parents toactivities in the school run by the P.T.A.

Our formal Parents' Evening calendar usually follows the pattern as described below.

Meeting of Parents of New IntakeParents are invited to visit the school in June, prior to transfer in August.Information is delivered by letter through the Primary School.

In September or October we hold an Open Evening for parents of First Year pupils.On this evening, the school is open for parents to drop in and see the workundertaken in all the departments of the school.

Year Group MeetingsParents are invited to meet with their child's class teachers. This session themeetings are scheduled as follows:

S1 - late January S2 - early March S3 - late October S4 - early November S5 - early December

Curriculum EveningsThere are two of these evenings held each year: one for the transition of S2 into S3and the other for S4 into S5. These take place around the time of the OptionChoice programmes. This year:

S2 - late FebruaryS4 - early February


34

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

SCHOOL BOARD

The School Boards (Scotland) Act 1988 led to the establishment of school boards inprimary, secondary and special schools. Boards which are composed of parent,staff and co-opted members with the head teacher as professional adviser, haveduties, rights and responsibilities in relation to the management of the school.These include:-

(a) consulting with parents and reporting to parents on matters of interest;

(b) encouraging the development of links between the school and parents;

(c) taking part in the selection of senior promoted staff to the school;

(d) discussing and approving the head teacher's plans for purchasing booksand educational materials;

(e) setting dates for occasional holidays in consultation with interested parties;

(f) under the direction of the education authority assisting in the letting ofschool premises;

(g) receiving reports from the headteacher and education authority;

(h) receiving an annual budget for administration, training and other expenses

(i) having power to raise funds and spending these for the benefit of the schoolafter consulting the head teacher;

Members of school boards, on a voluntary basis, may also have an advisory role inthe investigation of cases of non-attendance and suspected truancy.

The Scottish Parliament has received a bill, Scottish Schools (parental involvement)Bill. If enacted this bill will repeal the School Board (Scotland) Act 1988 and aftera transition period school boards will be abolished. Until that time school boardswill continue to operate to the benefit of the school.

The Rector and the local councillor may attend all meetings of the school board andhave a right to speak, although not being members of the board, no right to vote.

35


The School Board consists of 4 elected parents, 2 elected teachers and 3 co-optedmembers. The Rector attends as the principal education adviser to the Board. Arepresentative from our Sixth Year also serves on the Board. The members of theBoard are:

ParentsMr W. McLeish, 26 Newtyle Road, PaisleyMr G. Montgomery, 229 Glasgow Road, PaisleyMr C. Stevenson, 14 Clydesdale Avenue, PaisleyMr P. Hanlon, 17 Mansionhouse Road, Paisley Chair

TeachersMr D. BenzieMrs A. Close

Co-opted MembersRev A. BirssHead BoyHead GirlMr J. AndersonMs J. Nairn

The Board, which meets monthly, acts essentially as a link between parents, theschool and the community. Copies of the agenda and of the minutes of Boardmeetings are always available at the School Office. The Board must report toparents generally at least once a year. It has the right to set up committees toreceive information from the Council about education in the area and financialinformation about this school and others in the area. The Board also has a rightto approve the Rector's plans for use of the annual capitation allowance and toraise funds, receive gifts and spend these monies for the benefit of the school afterconsulting the Rector.

PROCEDURE FOR ELECTING PARENT REPRESENTATIVES

Three parent members retire every two years and an election is held followingnominations from parents. Candidates may choose to write a brief statement andthese, together with ballot papers and return envelopes, are sent to parents bypost. A date will be given for the close of poll and as soon as possible followingthe count, the result will be made public. The Rector is responsible for theconduct of the election.


36

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

PARENTS'/TEACHERS’ ASSOCIATION

The objectives are:-

to foster co-operation between parents and the school

to provide a forum for the spreading of the school news

to provide for meetings of an educational nature

to support the school financially

Membership is open without fee to parents or guardians of pupils in the school.Successive Committees have organised first class winter activities for years nowand the school has benefited tremendously from the financial contribution of theParents' Association over the years.

The President for 2005-2006 Mrs Karen Marshallc/o Paisley Grammar SchoolPaisley

A warm welcome is assured for all interested parents.Full details of the Programme are issued in September.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

OLD GRAMMARIANS' CLUB

The O.G. Club has been in existence for over 60 years and is still thriving. Most ofits activities are organised through the various sections, for example the CricketSection and the Curling Section.

The parent club holds its Annual Dinner Dance usually on the fourth Friday ofJanuary. The Honorary President is Mr Alisdair Campbell.

The Honorary Secretary is Mrs A. Wilkins, 19 Greenlaw Drive, Paisley

37


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

USEFUL ADDRESSES AND WEBSITES

Director of Education and LeisureJohn RooneyRenfrewshire CouncilEducation & LeisureCotton StreetPAISLEYPA1 1LE

Area Careers OfficerRosemary Davidson8a Seedhill RoadPAISLEY

Local CouncillorRayleen Kelly105 Greenhill RoadPAISLEYPA1 1RDTel: 0141 848 0426

Pupil Services ManagerMartin DochertyRenfrewshire CouncilEducation & LeisureCotton StreetPAISLEYPA1 1LE

ChurchRev. Alan BirssPaisley AbbeyAbbey ClosePaisleyPA1 1JG

USEFUL WEBSITESwww.hmie.gov.uk - parents can access school and local authority inspectionreports and finds out more about the work of Her Majesty’s Inspectorate foreducation.www.parentszonescotland.gov.uk - parents can find out about everything fromschool term dates to exam results. The site also offers information for pre-5 andpost school. It also lists relevant publications for parents and provide hyper-linksto other useful organisations.www.scottishschoolsonline.gov.uk - parents can find out about individual schools,They can choose a school and select what type of information they need such asHMIe reports, exam results, stay on rates and free school meal entitlement.www.renfrewshire.gov.uk - contains information for parents and on schools.

Community Facilities SectionJohnstone Town HallLudovic SquareJohnstonePA5 8EETel: 01505 335550Fax: 01505 320820

Community Learning and Development Services

West Primary SchoolNewton StreetPaisley PA2 2RLTel: 0141 889 1110Fax: 0141 840 5353Email: [email protected]

Brediland RoadLinwoodPA3 3RATel: 01505 320 573Fax: 01505 329 749

Area Offices

Paisley Area Registration Office1 Cotton StreetPaisley PA1 1BUTel: 0141 840 3388Fax: 0141 840 3377

Johnstone Area Registration Office16/18 McDowall StreetJohnstone PA5 8OLTel: 01505 320 012Fax: 01505 331 771


38

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

EMERGENCIES

We make every effort to maintain a full educational service, but on some occasionscircumstances arise which lead to disruption. Schools may be affected by, forexample, severe weather, temporary interruption to transport, power failures ordifficulties of fuel supply. In such cases we shall do all we can to let you knowabout the details of closure or re-opening. We shall keep you in touch by usingletters, notices in local shops and community centres, announcements in localchurches and announcements in the press and on local radio.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

COMPLAINTS / CONCERNS / ENQUIRIES

We aim to provide a good quality service. Users of the service are generally verypleased with what is provided in schools. We hope that you will not need tocomplain but sometimes things go wrong and we would like to hear from you assoon as possible so that we can put things right. You can telephone or write to theschool to make an appointment for an informal chat. Many difficulties can besolved quickly and easily. If you are still unhappy with the service or with ourresponse then you can put your complaint in writing by filling in a complaint formavailable in the school office or any council office. Completed forms should besent to:Education and Leisure Services, Council Headquarters, South Building,Cotton Street, Paisley PA1 1LE. Telephone 0141-842 5591.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

THE DATA PROTECTION ACT 1998

Information on pupils, parents and guardians is stored on a computer system andmay be used for teaching, registration, assessment and other administrative duties.The information is protected by the Data Protection Act 1998 and may only bedisclosed in accordance with the law. For further information please contactthe school.

39


TRANSFERRING EDUCATIONAL DATA

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

ABOUT PUPILS

Education authorities and the Scottish Executive Education DepartmentSEED have collected data about pupils on paper forms for many years. Weare now working together to transfer data electronically through the scotXedprogramme.

WHAT PUPIL DATA WILL BE COLLECTED AND TRANSFERRED?

Data on each pupil is collected by local authorities and SEED. The data collectedand transferred covers areas such as date of birth, post code, registration for free-school meals, whether a pupil is looked after by his/her local authority, specialeducational needs including disability, attendance, absence and exclusions fromschool. Pupil names and addresses are collected by their school and educationauthority but they are not passed to SEED. Your post code is the only part of youraddress that is transferred. Data is held securely and no information on individualpupils can or would be published by SEED. It is used for statistical and researchpurposes only.

Providing national identity and ethnic background data is entirely voluntary.

You can choose the ‘not disclosed’ option if you do not want to provide this data.However, we hope that the explanations contained in this message and on ourwebsite will help you understand the importance of providing the data.

WHY DO WE NEED YOUR DATA?

In order to make the best decisions about how to improve our education service,SEED and education authorities need accurate, up-to-date data about our pupils.We are keen to help all our pupils do well in all aspects of school life and achievebetter exam results. Accurate and up-to-date data allows SEED, educationauthorities and schools to:

• plan and deliver better policies for the benefit of all pupils,• plan and deliver better policies for the benefit of specific groups of pupils,• better understand some of the factors that influence pupil attainment and

achievement,• target resources better.


40

YOUR DATA PROTECTION RIGHTS

The collection, transfer, processing and sharing of ScotXed data is done inaccordance with the Data Protection Act (1998). We also comply with the NationalStatistics Code of Practice requirements and other legislation related tosafeguarding the confidentiality of data. The Data Protection Act gives you theright to know how we will use your data. This message can give only a briefdescription of how we use data. Fuller details of the uses of pupil data can befound on the ScotXed website (www.scotxed.net)

SEED works with a range of partners including HM Inspectorate of Education andthe Scottish Qualifications Authority. On occasion, we will make individual dataavailable to partners and also academic institutions to carry out research andstatistical analysis. In addition, we will provide our partners with information theyneed in order to fulfil their official responsibilities. Any sharing of data will be doneunder the strict control and prior agreement of the Data Sharing Panel in SEED,which will ensure that no individual level data will be made public as a result ofthe data sharing and that these data will not be used to take any actions in respectof an individual.

SEED will not publish or release any information that allows an individual pupil tobe identified. Data will not be used by SEED to take any actions in respect of anyindividual pupils. Data will only be shared with bona fide partners, such as HMIeand the SQA. Any sharing will be done under conditions of strict control and withthe prior agreement of the Data Controller.

CONCERNS

If you have any concerns about the ScotXed data collections you can email theSenior Statistician, Peter Whitehouse at [email protected] write to The ScotXed Support Office, SEED, Area 1B, Victoria Quay, Leith, EH66QQ. Alternative versions of this information are available, on request from theScotXed Support Office, in other languages, audio tape, braille and large print.Please allow up to 10 days for requests to be processed.

WANT MORE INFORMATION?

Further details about ScotXed data exchanges are available on the ScotXedwebsite, www.scotxed.net.

The website also contains answers to commonly asked questions about ScotXed.

41


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

CERTIFICATE COURSES AND RESULTS

Over many decades the school has been justifiably proud of its academic record.We now have a wide range of pupil ability and a diversity of pupil attitude. Thenumber of pupils willing to work to secure good results at 'S' Grade, Higher Still,and Advanced Higher courses remains commendably high.

POLICY WITH REGARD TO ENTERING PUPILS FOR PUBLICEXAMINATIONS:

Schools in consultation with pupils/parents normally decide on presentation forexaminations. However, in the final analysis, the school will accede to the wishesof the parents.

SCOTTISH QUALIFICATIONS AUTHORITY (SQA) AWARDS

The Scottish Qualifications Authority has provided the following information on theS.Q.A. Awards system which it now operates. For the standard grade, awards aremade on a 7-point scale with grade 1 the highest and grade 7 the lowest.

Higher Still passes continue to be reported in terms of 3 bands, A to C.Performance which just fails to achieve “pass” standard is designated as HigherGrade Band D.


42

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

PUBLIC EXAMINATION RESULTS ANALYSIS

For fourth year results the “percentage of pupils achieving” under any heading iscalculated by expressing the number of pupils achieving as a percentage of the S4roll in September, at the start of the school year. The percentage shown under thefifth and sixth year headings is calculated by expressing the number of pupilsachieving in S5 and S6 as a percentage of the original S4 roll.

For SQA modules the “percentage of pupils achieving” under any heading iscalculated by expressing the number of pupils achieving as a percentage of eitherthe combined S3/4 roll or the combined S5/6 roll as appropriate at September.

The S4 to S5 staying on rate is calculated by expressing the S5 roll at the start ofthe second term (January) as a percentage of the roll of the same group of pupilswhen they were in S4 at September of the previous school year.

Where a pupil is presented for an examination at standard grade in the samesubject at more than one level, account is only taken of the highest grade attained.

Where figures or percentages based on a number of pupils attaining certificatesunder any particular heading is between 1 and 4 no information is given and ***is inserted in place of figures.

43


PLEASE NOTE

Although this information is correct at the time of printing, there could bechanges affecting any of the information detailed in the document.

(a) before the commencement or during the course of the school year inquestion.

(b) in relation to subsequent school year.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

GLOSSARY OF TECHNICAL TERMS

COMMON COURSE A range of subjects followed by all pupils in a yeargroup.

CONTINUOUS Assessment which takes place regularly throughoutASSESSMENT the course rather than at the end of the term or year

PROFILE OF A personal record of the pupil’s progress and level ofPERFORMANCE attainment in each component of the course.

CO-OP TEACHER An additional teacher allocated to a class or groupof classes to allow more individual help withinthe classroom.

CONSORTIUM Two or more educational establishments who join inplanning educational provision in order to provide awider range of educational opportunities for theirpupils.

MIXED ABILITY Classes where pupils with differing levels of abilityCLASSES learn together – i.e. without the pupils being set or

streamed according to ability.

SQA Scottish Qualifications Authority.


44

National Data

Leaver DestinationsNumber Of Pupils Leaving In School Year 2004/05 And Percentage With Destination As:

Total Number of Leavers (=100%) 55,952

Full-time Higher Education 31

Full-time Further Education 21

Training 5

Employment 27

Other Known 13

Not Known 3

Education Authority: Renfrewshire

Leaver DestinationsNumber Of Pupils Leaving In School Year 2004/05 And Percentage With Destination

As:

Total Number of Leavers (=100%) 2,072



Training 5

Employment 29

Other Known 12

Not Known 1

INFORMATION FOR PARENTS 2005SECONDARY SCHOOLS

School: Paisley Grammar School Id No.: 350 - 8628734

Leaver DestinationsNumber Of Pupils Leaving In School Year 2004/05 And Percentage With Destination

As:

Total Number of Leavers (=100%) 190



Training **

Employment 23

Other Known 14

Not Known **

45




Estimated S5 January Roll As A Percentage Of The S4 RollIn September Of The Previous Session

2002/03 2003/04 2004/05

82 69 75

Examination Results (within Scottish Credit and Qualifications Framework)

(2004/05 results are pre-appeal)

Percentage of the relevant September S4 roll achieving:

5+ @ level 3 or better 5+ @ level 4 or better 5+ @ level 5 or better

2002/03 2003/04 2004/05 2002/03 2003/04 2004/05 2002/03 2003/04 2004/05

Byend

of S4 92 92 92 80 87 83 40 39 39



2002/03 2003/04 2004/05 2002/03 2003/04 2004/05 2002/03 2003/04 2004/05

Byend

of S5 55 39 42 29 24 25 11 10 12


3+ @ level 6 or better 5+ @ level 6 or better 1+ @ level 7

2002/03 2003/04 2004/05 2002/03 2003/04 2004/05 2002/03 2003/04 2004/05

Byend

of S6 42 45 32 27 27 23 15 12 7


46




2002/03 2003/04 2004/05

64 64 67





2002/03 2003/04 2004/05 2002/03 2003/04 2004/05 2002/03 2003/04 2004/05

Byend

of S4 93 94 91 79 79 77 36 37 36



2002/03 2003/04 2004/05 2002/03 2003/04 2004/05 2002/03 2003/04 2004/05

Byend

of S5 41 39 40 23 23 23 10 10 10



2002/03 2003/04 2004/05 2002/03 2003/04 2004/05 2002/03 2003/04 2004/05

Byend

of S6 31 33 30 18 20 20 10 12 11

47



National Data


2002/03 2003/04 2004/05

64 64 64





2002/03 2003/04 2004/05 2002/03 2003/04 2004/05 2002/03 2003/04 2004/05

Byend

of S4 91 91 90 76 77 76 34 35 34



2002/03 2003/04 2004/05 2002/03 2003/04 2004/05 2002/03 2003/04 2004/05

Byend

of S5 39 39 38 23 23 22 10 9 9



2002/03 2003/04 2004/05 2002/03 2003/04 2004/05 2002/03 2003/04 2004/05

Byend

of S6 31 31 30 20 20 19 12 12 12


48



Attendance And Absence For School Year 2004/05

Stage

S1 S2 S3 S4 S5 S1-5

Total Number of PossibleAttendances(Pupil HalfDays)

854,524 826,518 869,608 791,271 583,420 3,925,341

Percentage AuthorisedAbsences

6.6 8.1 9.6 11.2 9.6 9.0

Percentage UnauthorisedAbsences

0.3 0.4 0.7 0.8 1.1 0.6


National Data


Stage

S1 S2 S3 S4 S5 S1-5

Total Number of PossibleAttendances(Pupil Half Days)

22,542,277 23,352,815 23,186,308 21,507,869 15,040,117 105,629,386


6.0 7.3 8.7 8.8 8.0 7.7


1.0 1.5 2.1 2.8 2.1 1.9


Stage

S1 S2 S3 S4 S5 S1-5

Total Number of PossibleAttendances(Pupil HalfDays)

86,308 85,816 82,314 83,486 56,438 394,362


7.6 9.2 10.6 10.8 9.4 9.5


0.1 0.2 0.1 0.2 0.2 0.2

49




Minimising Overall Absence

Absence recorded(2003/2004)

Average number ofhalf days absence

per pupil



per pupil

Absence 39.8 37.4





per pupil



per pupil

Absence 38.0 37.2

National Data




per pupil



per pupil

Absence 37.4 37.4


50



Budgeted Running Costs For Financial Year 2005-06

School Roll at September 2004 1,164

Total School Running Costs at April 2005 (£) 4,554,564

Cost per Pupil (£) 3,913




Total School Running Costs at April 2005 (£) 46,177,016


National Data



Total School Running Costs at April 2005 (£) 1,338,190,036


51



52

53



54

55


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

PAISLEY GRAMMAR SCHOOL

SCHOOL RULES

Our school rules have been produced, after discussion with pupil representatives, to try andcreate the best and safest environment for pupils and staff. No set of rules can cover everysituation, so we rely on you the pupils to use common-sense at all times. It is yourresponsibility to know and follow these rules.

GENERAL CONDUCT:The school is judged by both the appearance and the conduct of the pupils. Good conductenhances the reputation of the school, whilst poor behaviour is very damaging.

PUNCTUALITY:You are expected to be on time for school, and for each class. The number of times late willappear on the final collated annual Report card.

ATTENDANCE AT SCHOOL:Attendance at school is compulsory by law; following any absence you must produce a notesigned by a parent, giving the reasons and the dates of the absence, on the FIRST day back atschool.

COMING TO OR FROM SCHOOL:On the way to and from school, you are expected to behave in a way that reflects well on theschool.

MOVEMENT WITHIN THE SCHOOL:You must WALK at all times, keep left in corridors and on stairs, and move around thebalconies in a CLOCKWISE direction. Running is dangerous.Bags should not be left near entrances and doorways. Any bags found may be removed.On stairs bags should not be carried on shoulders, as the bag may hit someone in the face.

FIRE REGULATIONS:Do you know where your Register class fire assembly point in the playground is? If not, look forit. Cigarettes, matches and lighters are dangerous and are BANNED. Smoking is not permittedin or around the school campus.

INTERVALS:Pupils in years 1- 5 are not allowed to leave the school during the morning interval.Whilst football is allowed in the playground, care should be taken near windows. Only tennisballs or very light plastic footballs are permitted. In Winter snowball fights are not allowed.

LUNCHTIME:You may leave the school premises at lunchtime, but you are not permitted to enter closes ofproperty around the school, and are asked to treat the neighbours of the school with respect.Pupils in S1 – S3 must remain on the ground floor during lunchtime and intervals. This is a fireregulation. (Pupils who attend clubs/meetings are required to carry membership cards.) Pupilsin S4/5 must restrict themselves to their designated areas.Eating should be limited to the cafeteria, designated common area or playground, and there isto be no eating in classrooms. Hot “take-away” food and chewing gum are banned.


56

APPEARANCE:Our school uniform is very smart. By wearing the school uniform at all times, and by notwearing outdoor jackets inside the building, you allow staff to spot outsiders more easily. Thishelps staff to protect you and your property.

SCHOOL BUILDING AND PROPERTY:Help to keep our school as attractive a place as possible, by not dropping litter (bins areprovided), by reporting graffiti, and by consuming food in the canteen. As hot food smells, it isonly allowed in the canteen. Since spillages can create slippery floors, drinks are only allowedin the canteen. No drinks or cans in the main building please!

PUPIL PROPERTY:You should ensure that your name is marked clearly on property, and do not leave bags etc.unattended, as the Council will accept no responsibility for property which is not locked away.Expensive items, personal stereos and in particular large sums of money should not be broughtto school. If you are lucky enough to have a locker, ensure that it is locked. Lockers are not tobe used between periods, nor as an excuse for being late to class.

HOMEWORK:Your homework should be done at home and handed in on time. You will be issued with ahomework diary, FREE, which you should replace if you lose it. Use the diary each timehomework is issued, and enter all homework, not just written homework, together with thedate for completion. When you do not do homework you hold back others as well as yourself,so take homework seriously.

WRITTEN WORK/PENS ETC:Take pride in the appearance of your written work, and come to class with pens/pencils orother equipment such as P.E. kit as required by teachers.Tipp-Ex and other correction fluids, and felt-tip pens are banned.Take great care of school property such as books issued to you. Remember that someone elsewill want to use that book after you, and if you damage property you may be asked to pay for it.

PROBLEMS WITH OTHER PUPILS:If you have problems with another pupil, (being threatened/bullied etc.) you must seek helpfrom your Guidance teacher or any other member of staff. Do not take the law into your ownhands, as you will put yourself in the wrong. Never get involved in fights, as fights can and dolead to severe injury, and will lead to severe consequences for those involved.

*Racist, sexist and abusive comments, no matter who the target is will not be tolerated.*Treat other pupils, teaching and non-teaching staff with respect.

BEHAVIOUR IN CLASS:Your behaviour in class should be good at all times. Pupils who misbehave and disrupt thework of the class, are not only wasting the teacher’s time, but they are damaging the educationof every other pupil in that class. Clearly this cannot be tolerated, and pupils who want to geton with their work will be protected.

Health PromotionAs a health promoting school we do not encourage the drinking of fizzy drinks within theschool or the bringing of fizzy drinks to school. Only unflavoured, still water is allowed to beconsumed in the school building or in the playground. It is still permissible, however toconsume fizzy drinks in the school canteen.

57


○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

HOMEWORK POLICY IN S1 & S2

The following statements outline the types of homework issued to pupils in first and secondyear. If a subject is not listed below, no homework is given.

ENGLISH

MATHS

SCIENCE

GEOGRAPHY

HISTORY

MODERNSTUDIES

FOOD TECH.& TEXTILES

TECHNICAL

MODERNLANGUAGES

MUSIC

ART & DESIGN

ICT

RELIGIOUSEDUCATION

Personal Reading targets and other tasks set by teacher

Exercises from MIA books 1/2 or from homeworkbooklets or problem solving challenges, brainstormers

Standard homework exercises are issued in each topic.The amount and nature of homework may vary. Furtherhomework may also be set.

S1 - Homework Booklets(signed by pupils and parents)S2 - contained in each Unit

Knowledge/Understanding & Enquiry skillsInvestigative exercise, revision

Homework in pupil workbook for each topic to include:wordquiz, completion/extension of course work,research, revision, fair copies

Written - project related to curriculum- topic related homework sheet

Practical - hand sewing

GRAPHICS: logo design,poster/grid workProduct design folioPRACTICAL: Research/Investigation

FRENCH & GERMANLearning of vocabularyPreparation of speakingPreparation of writingLearning verbs

Revision of listening conceptsSimple theory exercise)

Resources project)

Homework task booklet issued at start of course.Tasks include: wordsearch drawing, research, revisionexercises

Homework sheets linked to end of topic assessments

Written work on research or opinions, practical tasks

- At least once per week

- 2/3 times per week andas required

- Weekly

- Once per week

- Once per week

- Fortnightly

- 2/3 times per block(approx. 3 1/

2 weeks)

- Once per session- One per unit- Max 1 hour per week

- Once per month- Each model made for

each folio - 5 per year- 1 per month

- Nightly- As required- As required- As required

- 1/2 times per unit of work- 1/2 times per session

- One issue/return of workevery 3 weeks

- Fortnightly

- Once per unit - i.e. 4-6weeks


58

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○


The following statements outline the types of homework issued to pupils in third and fourthyear. If a subject is not listed below, no homework is given.

ENGLISH

MATHS

BIOLOGY

PHYSICS

GEOGRAPHY

HISTORY

MODERNSTUDIES

FOOD TECH.& TEXTILES

TECHNICAL

Reading; preparation for folio and talk assessment

CREDIT/GENERAL - Exercises from MIA books 3/4FOUNDATION - Exercise sheet

General and Credit homework booklet foreach sub-topic

Review summary notes and learning outcomesfor classwork using a checklist.Completion of support sheets at home if notcompleted in class.Issue of formal exercises.Systematic daily revision program in S4.Weekly revision program prior to SQA exams.

Completion of all classworkRevision for assessments

Knowledge & Understanding and enquiry skillsCompletion of all work

Research issuesCompletion of courseworkRevision for assessments

Written homework:- topic related sheets- researching topic issuesrevision for assessments- practical planning

CRAFT AND DESIGN - folio designs foreach of 5 productsContinuous work in folio design &research throughout tasks.GRAPHIC COMMUNICATIONS -Knowledge and Interpretation,research for graphs, charts andillustrations and presentation tasks

- At least one per week

- 2/3 times per week- As required

- 1 booklet per week

- Daily

- Weekly as required

- Issued every 2/3 weeks- Daily - max 3 per week- Weekly

- Daily

- Once per week

- 2/3 times per week

- 1 per topic- Once per week

- Once every 6 weeks

- 5 Tasks

- Continuous illustrationand Presentation tasks tocomplete

59


MODERNLANGUAGES

MUSIC

ART & DESIGN

BUSINESSSTUDIES

COMPUTING

RELIGIOUSEDUCATION

CHEMISTRY

PHYSICALEDUCATION

FRENCH/GERMAN- Learning of vocabulary/grammar- preparation of speaking taskspreparation of writing and reading tasks

Practical work - Solo/groupInventing

Listening Concepts

Tasks related to units of work:- still life drawing programme- research for topic for Design unit- maintenance of project work to

support internal assessment grades

BUSINESS MANAGEMENT:- textbook reading and exercises- use of internetADMINISTRATION:- familiarisation with KU/PS notes

Depending on unit of workeither Preparation for class work orwritten questions

Homework is issued when required to enablepupils to achieve learning outcomes

Standard Grade:- formal problem solving exercises- ink exercises (extended answers required)- revision questions -> consolidation of classwork

Questions from homework booklet onknowledge and understanding

- Nightly- As required- As required

- Every day- Initially once per week

but could be 2-3 times a weekas project progresses

- Every week plus extrarevision at the end of topic

- issue/return on weekly basis- over 6 week period- ongoing


- Once per week

- 1/4 questions per week

- As required

- 1 per unit of work- ongoing- after each lesson

- Once per week fromAug - Dec


60

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○


The following statements outline the types of homework issued to pupils in fifth and sixth year.If the subject is not listed below, no homework is given.

ENGLISH

MATHS

BIOLOGY

PHYSICS

GEOGRAPHY

HISTORY

MODERNSTUDIES

HEALTH &FOODTECHNOLOGY

CRAFT &DESIGN

Specific language/literature tasks related tosuccessful completion of Higher Still units

HIGHER - Exercise fromHeinemann Textbook or worksheets.INTERMEDIATE 1 & 2 - Exercises fromNelson Textbook or worksheets.AH - Exercises from notes andNelson textbook

Written exercises in homework book for each unitCompletion of classworkEssay work

Review summary notes and Learning OutcomesComplete support sheetsIssue of formal exercisesComplete S5 daily and weekly revision programmes

Completion of classwork. Constant revision forinternal assessments.Past Paper questions in homework jotter

Essay and sourceworkNote MakingFormal exercises

Completion of courseworkResearch issuesRevision for unit assessmentsPractising report writing

HOSPITALITY -folio work on ‘food aroundthe world’ unit

CRAFT & DESIGNResearch for units/foliosDesign assignment researchK.I./D.A. tasks for courseworkGRAPHIC COMMUNICATIONResearch for Thematic presentation

- Weekly diet of short-termtasks, increasing innumber in the run-uptowards majordepartmental and SQAdeadlines




- 1 exercise per week- As required- As necessary

- Daily

- 1 every 2 weeks- Daily/weekly as required

- Daily- End of Core/Application- Once per fortnight


- As required


- As and when required

- 3/4 units- 1 main assignment- As necessary - 1/2 Unit

- As necessary

61


MODERNLANGUAGES

MUSIC

ART & DESIGN

BUSINESSSTUDIES

COMPUTING

CHEMISTRY

PHYSICALEDUCATION

MEDIASTUDIES

FRENCH, GERMAN -Learning of vocabulary/grammarReading comprehensionWriting preparation/tasksPreparation of text/reader

Practical work - Solo/groupInventingListening Concepts

Ongoing individual tasks related to themaintenance of project work withinspecified deadlinesOther tasks to support/upgrade SQAinternal grades

BUSINESS MANAGEMENTReading core notes/activities bookletUse of specified Internet websitesOne essay per learning outcomePreparation for NAB’sADMINISTRATION (Higher)Reading core notes and activities sheets

Higher - Review questionsPreparation for practical work

HIGHERFormal homework exercisesStudy questions from textbookADVANCED HIGHERRegular questions built into courseConsolidation of classwork

HIGHER & INTERMEDIATEEssays on analysis of performance in all3 areas to be examinedInvestigation

INTERMEDIATE 2 - Most teaching by viewing clipsfollowed by discussion re putting concepts into actionHomework used to revise categories, language forunseen analysis

- Nightly- Weekly- Weekly- As required

(term 1 nightly - H only)

- Every day- 2/3 times per week- At least once per week but

increasing towards tests andexams

- Ongoing - as required


- Twice per week

- 1 to 10 per week asnecessary

- 2/3 per week- 3 ->5 per unit of work

- On-going- After each lesson

- Once per month

- As required

- Weekly


62

paisley grammar school handbook 2006/2007 › _user › b › j › 6 › t › j ›...

Documents