Stranraer Academy Parent Handbook

2013-2014

`

The Natural Place to Learn

New website www.stranraeracademy.org.uk

November 2013

Photo by Craig Campbell (S6 2012-13)

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Stranraer Academy 2013-2014

The old Dux Boards (right) have been restored and are now on display at the main entrance, together with new boards for Students of the Year (above) and Head Girl/Head Boy.

Football continues to be a strong area of sporting achievement across the year groups.. This year both boys’ and girls’ teams have won regional competitions.

The school now has 120 netbooks, which have extended the range of learning opportunities in classrooms.

Caitlin McDowell (S5 in 2012-13) has been a Member of the Scottish Youth Parliament (MSYP) for two years. This year she was voted MSYP of the year

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Head Boy and Girl for 2013-14, Dean Rickard and Caitlin McDowell.

Both students and staff are actively involved in fund-raising for charities throughout the year.

Academy pupils actively work for causes such as Fair Trade (left) and Amnesty.

The school has good links with the Scottish Parliament. This has included the opportunity for internships for senior students (left) and regular visits from local MSPs (right).

The Columba 1400 Programme helps S3 and S4 students to develop leadership skills.

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A successful year for our swimmers included a Scottish Championship win for Josh Mitchell.

A group of footballers enjoyed a 3-day visit to Chelsea FC.

Former pupil and award-winning chef Stuart Muir inspired Home Economics students with his cooking masterclass.

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INDEX

Introduction Health & Safety

School Aims 2 Safety Within the Building 37

Welcome from Mr Dawson 7 Fire Alarm System 37

School Contacts 8 CCTV 38

About the School 10 Visiting the School 38

The School Campus 11 Offensive Items 38

School Terms 2013-2014 12 Bullying 38

FAQs 13 Pupils and Drugs 38

Moving from Primary to Secondary 14 No-Smoking Policy 39

The Curriculum

The New Qualifications 17 General Information

The Current Curriculum S3 – S6 21 Attendance 39

Pupils Leaving the School During the Day 40

Arrangements for Healthcare 40

Student Support Taking Medication in School 40

Behaviour Support 23 Schoolbags and Lockers 40

Support for Learning 23 Lost property 41

Aird 24 Items of Value 41

Additional Support for Learning 24 Travel to and From School 41

Home/School Partnership Severe Weather 42

Pupil Support 26 School Meals 43

Assessment and Reporting 27 Equal Opportunities 46

House Structure 28 Work Experience 46

Awards Ceremonies 29 Careers Education 46

Making Contact with the School 29 Employment of Schoolchildren 47

The Parent Council 29 School Leaving Dates 47

School Dress Code 31 Insurance Cover 48

Homework 32 Complaints Procedure 49

Study Support and Easter School 32 Staff List - Teaching Staff 50

Work Planner 33 Staff List - Non-teaching Staff 52

Code of Behaviour 33 Appendix 1 – the Four Capacties 53

Mobile phones 33 Appendix 2 -Statistical Information 2009-10 54

Getting it Right for Every Child 34 Appendix 3 – Uniform Pricelists 57

Extra-Curricular Activities 35 Appendix 4 -Feedback form 59

Student Council 37 For Your Own Notes 61fs

Although care has been taken to ensure that the information in this Handbook is correct at time of

printing in June 2013, there may be changes during the year as we seek to continually improve the

educational experience provided by Stranraer Academy. Updated versions of this Handbook will

appear on the school website: www.stranraeracademy.org.uk

Parents/carers wishing to enrol their children in Stranraer Academy other than at the time of transfer from Primary 7, should call the school on 01776 706484 to arrange an appointment with the Depute Head Teacher responsible for new enrolments.

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Introduction Norman Dawson Head Teacher

I have great pleasure in introducing the Stranraer Academy handbook for 2013-14. I hope you find it helpful in informing you about a wide range of information related to the school. We are very much in a time of change. All schools are working towards the implementation of the Curriculum for Excellence and Stranraer Academy is no different. The S1 pupils who started in the Academy in August 2010 will be the first group to go through the system sitting the new set of National 4 and 5 examinations at the end of S4, followed by new Highers and Advanced Highers in S5 and S6. We are now enjoying the benefits of having the whole school in one building. This has made a tremendous difference to pupils and staff – we are really fortunate to have such good facilities available in Stranraer. It is a very exciting time to be joining the Academy and I wish all students success over the coming years. If there is any additional information regarding the Academy which is not in the handbook please contact us directly on 01776 706484. Our school website www.stranraeracademy.org.uk is also a great source of up-to-date information and photographs of the school.

First year pupils welcomed on their first day at the Academy.

Sixth years keep up the tradition of fancy dress on their last school day.

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Head Teacher: Parent Council

Chairperson: Mrs Julie Currie

Mr N Dawson Vice-Chair: Ms Amanda Horberry email: stranraeracademyparentcouncil@gmail.com

Deputes: Mr G Benson Mrs H-M Bradley

Mr A Law Associated Primary Schools: Mr M Warren Belmont, Castle Kennedy, Drochduil, Drummore, Glenluce, Kirkcolm, Leswalt,

School Support Manager: Park, Portpatrick, Rephad, Mr G Clyne

St. Joseph’s, Sandhead, Sheuchan

Principal Teachers (Pupil Support) Attendance Liaison Officer:

Mrs C Dougan Mr A Hughes (Learning Support) Mr D Hyslop Miss A Irvine Ms P Livingstone Mr A Moffat (Behaviour Support) Miss R McCulloch Mrs J Whalen

Mrs Joan Stephens Pupil Support Officer: Mrs Marina Warren Community Police Officer: PC Ronnie Boyce (tel. 101) School Nurse:

Mrs Arlene McCurry (Stranraer Area) 01776 707754

Principal Teachers (Curriculum) Mr S Binnie (Healthy Living) Home School Link Worker Miss H Dinsmore (Technology) Gary Burns 01776 702437

Mr M Cross (Social Subjects) Mr G Jenkins (Mathematics) Mrs J Law (Language and Communication) School Roll (2013-14) 1020+ Mr I Munro (Creative Arts) Mrs C White (Science) Mr R Lockwood (Learning and Teaching)

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Director of Education for Dumfries & Galloway

Careers Office:

Mr Colin Grant Careers Scotland Education & Community Services Woodbank 30 Edinburgh Road DUMFRIES DG1 1NW Tel: 030 3333 3000

7 South Strand Street

Stranraer Tel: 01776 889793

A list of Council education policiescan be found at

http://www.dumgal.gov.uk/index.aspx?articleid=7432 Adult Education Service: Careers Scotland South Strand Street Stranraer Tel: 01776 702151

Director of Education Colin Grant

POLICE SCOTLAND

On the web . . . The school’s website includes a wealth of information to help you to keep in touch with what’s going on, for example: • School calendar • Copies of letters home • Daily notices • Information from the campus police officer All at www.stranraeracademy.org.uk

william.boyce@scotland.pnn.police.uk

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THE SCHOOL

The original Stranraer Academy was opened in 1845 on the site of the present John Niven Campus. In 1965 a new Academy (B Block) was built alongside a new High School (A Block) and in 1970 the schools merged. A third block (C Block) was built when the pupil roll increased to over 1600 pupils. The opening of the first part of the new Academy during the autumn of 1997 saw a major advance in the quality of the school’s built environment.

In January 2010 the long-awaited second phase was completed, following a 2-year building operation. Funded as part of Dumfries and Galloway’s schools' PPP contract, the new building provides state-of-the-art accommodation for Art, Music, Drama, Home Economics, Science, Computing and Technical. It also includes a new reception and administration area, assembly hall and canteen, as well as new bases for Pupil Support and the Support Unit. As part of the programme, the first phase was fully refurbished. The final stage of the programme was the creation of games areas and the staff car park on the land formerly occupied by B and C Blocks. Last year saw the completion of the new 3G games pitch, complete with new floodlights, and retaining the running track. The whole building is fully equipped to meet the needs of people with disabilities. Over 80 full-time and part-time teachers work at the Academy. All are well qualified and committed to gaining the best for our students. Our teachers are aided by an enthusiastic team of support staff.

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Stranraer Academy

Reception

Assembly Hall and

Creative Arts, Learning Support and Behaviour Support

Dining Hall

and Home Economics

Bus park

Science, Technical and ICT

staff car park.

Visitors’ Car Park

Multi-use games area

3G pitch and

athletics track.

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School Terms for Pupils 2012-2013

Term 2 Monday 28 October – Friday 20 December 2013

Inset Day Thursday 28 November 2013

St Andrew's Day Holiday Friday 29 November 2013

Christmas Holiday Monday 23 December 2013 – Friday 3 January 2014

Term 3 Monday 6 January 2014 – Friday 4 April 2014

Mid-Term Holiday Monday 17 February 2014

Inset Days Tuesday 18 & Wednesday 19 February 2014

Spring Holiday Monday 7 April – Monday 21 April 2014

Term 4 Tuesday 22 April 2014 – Wednesday 2 July 2014

May Day Holiday Monday 5 June 2014

Inset Day Friday 6 June 2014

Session 2014-15

Term 1 Wednesday 20 August 2014 – Friday 10 October 2014

Switzerland Trip 2012

Every two years, pupils from S1 to S6 have the opportunity to take part in the well-established summer trip to Switzerland.

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FAQs

My child feels ill? Your child should tell the class teacher who will send him/her to the Office. If the school cannot deal with the problem you will be contacted. In serious cases, your child will be taken to hospital.

My child misbehaves? In most cases a verbal rebuke is all that is necessary. If the problem is contained to one subject the Principal Teacher of that subject will contact you. In those cases where misbehaviour is occurring in a number of classes, your child’s Pupil Support Teacher will contact you.

I need to contact my child? Telephone the school office and a message will be passed on.

My child is being bullied? Encourage your child to speak to you and/or a teacher. If your child is reluctant to talk about it, please act on his/her behalf and contact his/her Pupil Support Teacher.

My child is not coping with coursework?

Contact the Principal Teacher of the subject your child is having problems with.

My child cannot do class work?

Write a note in your child’s Work Planner or write directly to the subject teacher asking for help.

My child arrives late? Pupils are required to sign in at the School Office. Parents/Carers will be contacted if a pupil is persistently late and may be placed on lunchtime detention.

My child is absent? On the 1st day of absence you must contact the school before 10 am (preferably as close to 9am as possible.) If your child is absent and we have not heard from home, a ‘Groupcall’ text or voice message will be forwarded to the contact numbers we have on your child’s record. Please send a note to explain the absence when your child returns to school. If the absence is likely to be more than a week contact your child’s Pupil Support teacher. Please note that all absence in term time, which is not medical, has to be recorded as unauthorised or truanting which does not reflect well on your child’s pupil record.

My child has a doctor or dentist appointment?

Send a note or appointment card with your child in order that he/she is able to sign out of school at the appropriate time.

My child has a bus pass problem?

The School Office handles any difficulty with bus passes.

Unable to attend a Parent’s Night?

Contact your child’s Pupil Support Teacher. It is sometimes possible to make special arrangements.

Any other problem in school?

Contact your child’s Pupil Support Teacher.

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Moving from Primary to Secondary Stranraer Academy has thirteen associated primary schools: five located within the town of Stranraer and eight in outlying communities. In recent years, considerable effort has been made to ensure that the move from primary to secondary school is as smooth and as anxiety-free as we can possibly make it. The Primary/Secondary Liaison Group comprising primary and secondary school teachers meets regularly in the course of the school year with the aim of ensuring continuity of educational practice and experience. Before pupils move to the Academy in August, the Primary 7 teachers complete a transfer form on every individual pupil, and this information is used to ensure continuity of progress and recognition of needs.

In addition to this transfer of information, members of the Academy’s Pupil Support Team and Learning Support staff visit all the primary schools to meet pupils and to discuss the support that these pupils may need when they come to the Academy. Primary teachers provide a full pupil profile, which is managed and updated by Support for Learning staff at the Academy, and made available to all staff. Additional familiarisation visits to the Academy by pupils and parents can also be arranged.

From February to May, staff and S1 pupils will visit each of the associated primary schools to tell P7 pupils about life at the Academy. This gives them, and any parents/carers present, the opportunity to ask questions and to get answers from S1 pupils who have been through the transition programme. Based on the information received from the primary schools, each P7 pupil will be assigned to an S1 Registration and Practical Set. When the P7 pupils come for their 2-day visit in June they will be in their new S1 class group and this allows them the opportunity to experience a typical day in the life of an S1 pupil and to meet pupils who will be their classmates for the next 2 years.

Stranraer Academy staff and pupils visit all the Primary 7 classes The main purpose of this visit is to tell the pupils about life at the Academy. Parents/carers are also invited to this meeting and many take part in the question/answer session at the end.

Pupils come on a 2 day visit to the Academy in their new S1 class group During the visit, pupils experience a typical day in the life of an S1 pupil and are given the opportunity to meet the pupils who will be their classmates for the next two years of their school life. They will also be issued with the pupil handbook, “Welcome to Your New School” and the “Homework Information Booklet for S1-2”. Each register class will be assigned sixth year `Buddies’ who have undergone specific training to help our new first year make a smooth transition to secondary school.

Parents/carers are invited to a Welcome Evening at Stranraer Academy The evening begins with an opening address from the Head Teacher and a curriculum presentation from one of the Depute Head Teachers. This is followed by an opportunity to find out more about the school and the work of our partners.

Pupils with additional support

needs

* *

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During May – June, P7 teachers may teach their classes in the Academy.

The Parent Council organise a special welcome party for P7 pupils during their induction period.

Some Primary Schools take all of their P7 pupils on a guided tour of the Academy before the induction days.

Our Home-School-Link Worker brings some anxious young people into the school to experience secondary school life.

We know that your child moving from Primary school into Secondary school is a big step for parents / carers. Try not to worry; we will take good care of them. They will be assigned sixth year ‘Buddies’ who will look after them and they will have a Register Teacher who will see them every day and teach them Personal & Social Education. In addition to this their Pupil Support teacher will monitor their progress and wellbeing. If you have any particular issues or concerns you want to discuss then please contact Pupil Support at the school. We look forward to welcoming you to our school community.

The SHOWCASE is an annual opportunity for students from S1 to S6 to show their skills.

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The Monster Ball

The Monster Ball has become a regular social event for seniors in recent years.

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The Curriculum for Excellence (‘CfE’) has brought fundamental changes in the education system which span from Early Years Education to Secondary 6th year. The 3 key changes in the implementation of the CfE in secondary schools are:

1. Introduction of new National Qualifications in S4; 2. Dividing the secondary stages into 2 phases:

Junior Phase (S1-3: Broad General Education) and Senior Phase (4-6: Qualification phase), rather than the existing 3 phases, i.e. General Education in S1-2, Standard Grade/Intermediates (S3-4), Higher (S5-6) and Advanced Higher S6.

3. Altering the focus.

The new focus will encourage more breadth by extending the General Education courses into S3 to 11 courses but then specialising in S4 to continue to 8 certificate courses and again in S5-6 narrowing to 5 certificate courses.

1. Introduction of National Certificates

Until this session the current S4 pupils have been able to take Standard Grades and/or Intermediates courses with each course offering different levels based on ability; and all are obtained by way of an external examination. These two year courses have long been recognised as being cumbersome to the system and confusing to employers. Therefore the 2 year Standard / Intermediate courses will be replaced with new “National” qualifications. The new courses will be taken in S4 over one year. Five different levels will be available: National 1 to National 5. With the exception of the highest level (National 5), these will not be subject to an external examination, instead being internally assessed through project work and continuous assessment within the school. 2. Junior & Senior phases

The current structure of S1‐S6 will be divided into the junior phase incorporating S1‐3 and the

senior phase including S4‐S6.

The junior phase provides broad general education not dissimilar to the existing S1‐2, and whilst

the curriculum will be wide, there will be, in S3, the potential for more in‐depth study within the

curricular areas on specific subjects in order to prepare students for the national qualifications which will be available in S4. The senior phase will be the main qualification stages involving National Qualifications, together with new Higher and new Advanced Higher courses. 3. Altering the Focus The effect of retaining a broad range of subjects into S3, gives the opportunity for pupils to experience a wider choice of subjects than would previously have been possible. Under the

National Qualifications

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existing system, a pupil would only have been able to choose 8 Standard Grade/Intermediate/Access courses. The specialisation which took place in S3 is now deferred until S4, where pupils will take their 8 National Qualification courses.

Junior Phase The new structure allows more time to be spent on general topics and experiences in S3 giving a broader content than would currently be available. In practice, this means that the curriculum followed should have breadth and balance and allow for continuity and progression. All pupils will have to take: Mathematics, English, Core PE, Core RE and Core PSE and at least one subject from each of the following areas: Creative Arts, Healthy Living, Technology, Science and Social Science. Creative Arts: Art, Music, Drama. Healthy Living: PE, Heath and Food Technology Technology: Design and Manufacture, Graphic Communication, Practical Woodworking, Computing Science. Science: Biology, Chemistry, Physics. Social Sciences: Geography, History, Modern Studies Administration & Information Technology, Business Management. In addition other subjects/courses are also available such as Rural Skills, French etc. In order to achieve the subject combinations required for possible careers, pupils in S3 will study the core subjects plus a choice of nine other subjects. All pupils are actively encouraged to take up their entitlement to continue studying their foreign language. Subject choice is based upon the pupils’ interests and aptitudes, their past performance and where appropriate, their career aspirations. Pupils are encouraged to think carefully about their subject choice and parents/carers, teachers and pupil support staff play a vital role in supporting youngsters as they make those important decisions. Every pupil will have an option choice interview where CAT predictions, teacher recommendations and future careers will be discussed. Pupils and parents/carers are provided with detailed course profiles so that subject choice is as well informed as possible.

Existing Standard Grade/ National Stucture New National Qualifications Structure

S1 General General Subjects S1 Junior Phase

General Subjects

S2 S2

S3 Standard/ Access/

Intermediate

8 Standard Grade/ Intermediate

S3 General subjects with specialisation

S4 S4 Senior Phase

8 National Qualifications

S5 Higher Intermediate

5 Higher/Ad H Intermediate

S5 5 Higher Advanced Higher

S6 S6

Mr Dawson addressing an options information evening for parents.

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In S4, pupils will continue with the core subjects and six of the subjects which were chosen in S3. Pupils will be able to take eight qualification certificate subjects. Throughout S3 and S4 teachers monitor progress on a regular basis, with reports sent home twice per year. Progress is tracked against attainment targets agreed between the pupil and teacher. Senior Phase At the end of fourth year pupils may choose to continue their educational journey by returning to Stranraer Academy. In fifth and sixth year pupils are offered a range of Courses which will allow for progression and continuity from their fourth year courses or allow them to select a new course appropriate to their individual needs. The effect of the changes provides pupils with the following structure in the Senior Phase:

S6 National 5 Higher Advanced Higher

Higher Higher

S5 National 4 National 5 Higher

National 5

S4 National 3 National 4 National 5

Stranraer Academy is working towards delivering the Curriculum for Excellence entitlement for young people in the senior phase (approx. 15-18):

• a curriculum which they experience as a coherent whole; • the opportunity to obtain qualifications as well as to continue to develop the attributes and

capabilities of the four capacities (see Appendix 2) • opportunities to develop skills for learning, skills for life and skills for work with a

continuous focus on literacy, numeracy and health and wellbeing • personal support to enable them to gain as much as possible from the opportunities that

Curriculum for Excellence can provide; and • support in moving to a positive and sustained destination beyond school.

The Current Curriculum S3 – S6 .

Options Available in S3 Students entering S3 in 2013 were offered the following subjects as options for study either in S3. In S4 they will choose which of these to continue to study in order to gain a National Qualification.

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Administration & IT Art & Design Biology Business Business Management Chemistry Computing

Design & Manufacture Drama French Geography Graphic Communication History Home Economics

Modern Studies Music Physical Education Physics Practical Woodworking Religious Studies Rural Skills

Options Available in S5 and S6 The following courses were offered to students in 2013-14:

Intermediate 1 Courses Administration Art & Design Biology Business Management English History

Home Economics (Health and Food Technology) Mathematics Modern Studies Music Practical Craft Skills (Engineering) Practical Craft Skills (Woodworking) Travel & Tourism

Intermediate 2 Courses Administration Art & Design Biology Business Management Chemistry English French Geography German Graphic Communication History

Home Economics – Health & Food Technology Information Systems Mathematics Modern Studies Music PE Physics Practical Craft Skills (Engineering) Practical Craft Skills (Woodworking) Product Design

Higher Courses Administration Art & Design Biology Business Management Chemistry English French Geography German Graphic Communication History

Home Economics – Health & Food Technology Home Economics – Lifestyle & Consumer Technology Information Systems Mathematics Modern Studies Music PE Physics Product Design Religious, Moral and Philosophical Studies

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Advanced Higher Courses Art & Design Biology Chemistry English

French History Mathematics Physics

National Progression Awards Business with Information Technology (SCQF Level 5) Computers and Digital Photography (SCQF Level 5) Music Performing (SCQF Level 6)

Other Courses Art & Design – Access 3 English – Access 3 Internet Technology Units (Int 1 / Int 2) Music performing Units (SCQF level 4/5) Personal Finance Award Sport Education Sports Leader Award (SVQ Level 2) Working with Wood (Int 1)

The table below shows equivalence between existing qualifications and the new SQA Qualifications from 2014.

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The Christmas `Snowball’ is one of the most popular events in the social calendar for 5th and 6th year students.

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STUDENT SUPPORT

Behaviour Support Mr Alex Moffat is Principal Teacher (Pupil Support) with responsibility for co-ordinating support for those pupils who experience social, emotional and behavioural difficulties either on a short term or long term basis. These pupils are supported by individualised behaviour plans (IBPs), attention and counselling. Pupils in need of the support provided by the Support Unit are identified and referred by the Senior Management Team, PTs Pupil Support and / or by monitoring incidents recorded by subject teachers on the school’s computer system. The primary aim of the Support Unit is to assist pupils in their attempts to modify their behaviour and attitudes and thus reintegrate into mainstream classes. It employs a range of interventionist strategies including:

I. Supporting pupils in agreed classes II. In-class observation over an agreed period of time with the outcome of drawing up a

pupil’s individualised behaviour programme (IBP). III. Individual counselling and monitoring involving regular pupil check-ins and classroom

monitoring IV. Pupil operating a targeted timetable with agreed objectives and possibly being extracted

from class to participate in appropriate workshops V. Pupil’s timetable being modified and s/he taking up a full-time or part-time placement

within the Support Unit Mr A Moffat works closely with many external agencies in the wider community, on occasions planning and co-ordinating alternative part-time / full-time curricular provision for some pupils. Within the school, Behaviour Support works towards facilitating the Education Authority’s recommendations contained in the Behaviour Matters document (2003), which was the Dumfries and Galloway response to the national publication, “Better Behaviour, Better Learning” (2001).

Support for Learning

Mr Alex Hughes is Principal Teacher, Pupil Support with responsibility for co-ordinating support for pupils with Additional Support Needs. These pupils may be in mainstream school, the Learning Centre or Aird. The department is staffed by Support for Learning Teachers and Support for Learning Assistants. Pupils in mainstream classes are supported academically by both Support for Learning Teachers and Assistants who work collaboratively with the pupils’ subject teachers. Where necessary, pupils also have access to

technology to allow them to fully participate in the curriculum and to aid in the presentation of their work.

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Students may be withdrawn from certain mainstream classes to enable them to have individual or small group study periods where extra time and tuition can be given to these students. These tuition periods are staffed by Support for Learning Teachers and mean that each child receives the specific support necessary for his/her needs. Pupils who need more detailed individualised programmes of study may have a portion of their timetable in the Learning Centre where teaching is in small groups and is specifically tailored to individual needs. All pupils who have significant additional support needs have a `named key person' - a member of staff who maintains an overall picture of the pupil's progress. Parents are notified by letter, soon after the start of term in August, advising who the key person is and how they may be contacted. During S1 and S2 all pupils follow an appropriate Curriculum either in mainstream classes or through the Individualised Educational Programmes in the Learning Centre.

From S1 to S3 all pupils have an entitlement to a Broad general Education. In third year pupils select subjects to study which may lead to the award of National 1, 2, 3, 4 or 5 at the end of fourth year. National 1 and 2 awards are delivered by Support for Learning staff. During examinations pupils who have additional needs are considered for special provisions to allow them to achieve their potential in their examinations. These provisions may take the form of an extra time allowance, readers, scribes, transcription of papers or the use of a computer. The co-ordination of this provision is done by the Support for Learning Department in conjunction with the SQA and mainstream staff. Parents/carers who think their child may have additional support needs should in the first instance contact their child's Pupil Support teacher.

Aird Aird is situated within the new building of Stranraer Academy and caters for pupils with Severe and Complex Learning Difficulties. The pupils follow the Equals Curriculum and, where appropriate, are included in mainstream classes. A good number of senior Academy pupils regularly opt to do a work experience placement in Aird. Accommodation within Aird includes two teaching areas, a multi-sensory room, hydrotherapy pool, a spacious kitchen for life skills, and a dining/play area. It has ready access to the rest of the school. The pupils also benefit from the expertise of a multi-disciplinary team made up of visiting specialists, teaching staff, educational psychologist, paediatrician and paediatric nurse.

Additional Support for Learning Dumfries and Galloway Council is committed to the well-being and educational development of all learners. The process of inclusion requires all involved in the business of learning and teaching to demonstrate commitment, innovation and flexibility in order to ensure that all children and young people have access to quality learning opportunities and experiences.

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Stranraer Academy has pioneered the use of digital exam papers for children with additional support needs. Here SQA Chief Executive Dr Janet Brown meets Mrs S.Siwo who has developed this provision within the school.

The Authority attempts to meet the needs of all children with additional support needs through a range of provision from mainstream classes (with or without support) to part-time or full-time provision in a school with a learning centre or base. It is generally recognised that approximately 20% of children may have additional support needs at some time, which are likely to range from mild and intermittent difficulties through to those which are more complex or they may have multiple factors proving to be barriers to their learning.

The Additional Support for Learning Act introduces a framework for supporting children and young people in their school education, and their families. This framework is based on the idea of additional support needs. This term applies to children and young people who, for whatever reason, require additional support, in the short or the long term, in order to help them make the most of their school education. Children and young people may require additional support for a

variety of reasons and may include those who:

have motor or sensory impairments

are being bullied

are particularly able or talented

are looked after

have a learning difficulty

are living with parents/carers who are abusing substances

are living with parents/carers who have mental health problems

have English as an additional language

are not attending school regularly

have emotional or social difficulties

are on the child protection register

are young carers In the main, needs are identified at primary school and communicated to the Academy at the point of transition. However, information received from primary schools is cross-referenced to information gathered early in S1 to ensure appropriate provision for all. Furthermore, all members of staff have a duty of vigilance with regard to pupils' needs and will inform the Support for Learning Department of any concerns, in order that assessments can be made and appropriate support offered. This school has developed its own policies for additional learning support within the framework of the Council Policy and a copy can be made available on request. Individuals and groups of children work with our Support for Learning staff, usually in the classroom. However, pupils can occasionally be withdrawn for one-to-one tuition or assessment purposes and an Individualised Education Programme can be created for specific targets. Sometimes a pupil will have a Co-ordinated Support Plan if several agencies are working together to meet educational objectives for an individual child or young person. Current overall staffing provision in Support for Learning: Teaching staff: 5.4 full-time equivalent (FTE) Additional Support for Learning Assistants: 18.4 FTE

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Further Advice, Support and Information The following organisations have been specified by the Scottish Government as appropriate sources of advice, further information and support for parents of children and young people with additional support needs: Enquire: http://enquire.org.uk The Scottish Independent Advocacy Alliance: www.siaa.org.uk Scottish Child Law Centre: http://www.sclc.org.uk/

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Home/School Partnership

We strive to be a caring community where warm personal relationships lead to mutual respect and understanding. We believe that a pupil’s education should be based on and is enhanced by a sound partnership between home and school. There is considerable evidence to suggest that the better the quality of home/school support for the child the more that child will gain from the experience of being at school. Consequently promoting this partnership between home and school is an important part of our work.

Pupil Support An important link between school and home is the Pupil Support Teacher; formerly know as the Guidance Teacher. The Pupil Support Team at present consists of 7 Principal Teachers who have responsibility for the personal, curricular and vocational support of a specific class in each year group. Weekly Assemblies, either in House groups or for year groups, are a means of passing on important information to pupils and addressing individual year group and/or whole school issues.

Pupil Entitlement Each pupil is entitled to 2 interviews with their Pupil Support Teacher during each academic year. One of these interviews may be in the form of a small group interview but the other should be on a one-to-one basis between the pupil and his/her Pupil Support Teacher.

Pupil Support Activities Pupil Support is delivered through a range of activities such as:

Delivering a Personal and Social Development Course, which covers spiralling topics such as health, relationships, smoking, alcohol and drug abuse and sex education.

Delivering a Careers Education Programme. Contributing to the weekly year group assemblies. Contacting home and arranging meetings if appropriate. Interviewing pupils twice per year. Meeting with pupils and parents/carers for target setting

and when curricular choices are being made, e.g. at end of S2 and S4.

Advising senior students on completion of university application forms.

Monitoring behaviour and attendance. Monitoring attainment and progress of each child. Liaising with partnership agencies.

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Assessment and Reporting to Parents/carers Assessment Assessment is an ongoing, helpful and essential part of the learning and teaching process and one which supports the task of matching the curriculum to an individual pupil’s attainment, ability and interest. In the Broad general Education phase (S1-S3) pupils are assessed at regular intervals throughout the year. In S4, S5 and S6 – assessment is continuous throughout the year but formal Scottish Qualification Authority (SQA) Preliminary examinations are held in late November for S4 and early February for S5 and S6. The continuing phased introduction of the Curriculum for Excellence will lead to changes in assessment, of which parents will be kept fully informed. Reporting Each school year parents/carers receive one tracking report and one full report. Tracking reports show whether attainment targets are being met, as well as grading effort, behaviour and homework on a 1-4 scale. The full report also includes a detailed Action Plan.

Praise Postcards As a way of recognising particularly good work or progress, subject teachers can send praise postcards home at any time of the year. Praise postcards proved popular when introduced for S1 pupils, and have since been extended to years 1 to 4.

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Merits and De-merits A system of merits and de-merits is also used to recognise good progress, effort, behaviour, co-operation etc., while de-merits are used to record concerns. A system of referrals is used to communicate and manage more serious issues.

House Structure There are 4 houses in Stranraer Academy. The names were chosen by a poll of pupils and staff. They are, Dunskey, Glenapp, Inch and Logan. The houses comprise 2 classes in each year group and pupil support principal teachers maintain their contact with pupils through the house system. Depute head teachers are also allocated to a house group as are principal teachers curriculum, subject teachers and learning support staff.

House Head of House Pupil Support

Dunskey Mr Law Mr Hyslop Miss Irvine

Glenapp Mr Warren Mrs Dougan Miss McCulloch

Inch Mr Benson Mrs Whalen

Logan Mrs Bradley Ms Livingstone

As far as the senior pupils are concerned, within each house group we have house captains and vice captains as well as prefects from our S6. We have also selected a head boy and girl along with deputies from the senior pupils. All pupils in positions of responsibility contribute to the school in many ways for example, through supervision duties around the school and attendance at information evenings.

Appointments for 2013-2014

Dean Rickard

Caitlin McDowell

Deputy Head Girls Deputy Head Boys

Robyn Cochrane and Jocelyn Heron David Blain and Steven Pyatt

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Award Ceremonies

Annual award ceremonies were introduced in 2007. These are an opportunity to recognise and celebrate pupil achievement across a wide range of activities – academic, extra-curricular, citizenship, attendance etc. Three Award Ceremonies are held in June – for S1/2, S3/4 and S5/6. Awards include `Student of the Year’ in each year group, presented to the individual who has made the most notable contribution across a wide range of areas of school life. Winners receive an engraved glass trophy to keep and also a shield (left) which they keep for a year.

Making Contact with the School

There are opportunities for parents/carers to discuss their child’s progress during parents’ nights and parents/carers are also welcome to contact the school at any time to make an appointment to meet with their child’s Pupil Support Teacher.(Please note that appointments are necessary as all Pupil Support staff also have a significant teaching commitment.) The school also endeavours to highlight issues of concern by writing directly to parents/carers or, on occasion, by running

evening sessions on a particular topic from time to time.

PARENT COUNCIL

Stranraer Academy Parent Council By law schools have a duty to promote parent’s involvement in children’s and young people’s education. At Stranraer Academy we are really keen to extend an invite to all parents/carers to participate and contribute to the life of the school, to make the School as good as it can be. The work of the Parent Council is crucial in maintaining and improving the learning environment for our children. The objectives of Stranraer Parent Council are;

To work in partnership with the school and community ,to create a welcoming school which is inclusive for all parents/carers

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To promote partnership between the school ,its pupils and all it’s parents/carers

To develop and engage in activities which support the education and welfare of the pupils

To identify and represent the views of parents/carers on the education provided by the school and other matters affecting the education and welfare of the pupils.

A constitution is in place and can be viewed on the Stranraer Academy website. Chairperson Mrs Julie Currie Vice Chairperson Ms Amanda Horberry Treasurer Mr Rod Baxter Clerk Ms Emma Sutherland The Parent Council meets approximately every 4 weeks, on a Thursday 7pm to 9pm in the Conference Room, so please join us for a tea/coffee. The full list of current Parent Council members can be found on the school website: www.stranraeracademy.org.uk If you wish to become involved you can email: stranraeracademyparentcouncil@gmail.com or we can be contacted through the school office.

The Parent Council provided the finishing touch to our new building - these superb floodlit trophy cabinets.

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School Dress Code Through parental and pupil consultation some years ago, a dress code was agreed for Stranraer Academy pupils. All pupils now wear school uniform and breaches of this dress code are very rare. The dress code itself is a follows: S1-S4 Pupils

Dark, self-coloured trousers/skirt in grey or black. Royal blue Stranraer Academy polo shirt. White shirt/blouse or white Stranraer Academy polo shirt. Royal blue Stranraer Academy jumper or plain royal blue or grey jumper Optional – Stranraer Academy hooded jackets.

Senior Pupils As well as the above, the following options are available:

Stranraer Academy black or white polo shirt or blouse/shirt Stranraer Academy black woollen jumpers Stranraer Academy v-neck navy fleece

There is also an optional school tie which incorporates the school crest (Blue for s1-S4, black for seniors). It is suitable both as an everyday part of the school uniform and for more formal occasions.

The following items of clothing are unacceptable and should not be worn to school:

Any item (including bags) displaying reference to alcohol, football teams, illegal substances or activities, or carrying messages, which may be deemed to be offensive

Any items which could be dangerous in or out of class Any form of dress that may be deemed to be immodest Baseball caps Combat trousers/cargo trousers Football strips Jeans Joggers t-shirts or shirts without collars Trousers with poppers Fashion trousers such as cargo/combat trousers

Please note that while trainers are acceptable, a change of footwear from that worn during the rest of the day will always be required for P.E. We would ask that parents/carers be particularly vigilant in ensuring that no clothing worn to school is made from flammable material. Such clothing is usually labelled as unsuitable for workshops or laboratories and, therefore, should not be worn to school. See Appendix 3 for current uniform pricelist (Summer 2013) including PE kit.

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Homework Homework is seen as an important part of a student’s personal and academic development. It not only helps to reinforce, review and extend the learning that takes place in the classroom it also encourages students to develop time management skills and give them ownership of their own work schedule. It is therefore the policy of Stranraer Academy to set regular, structured

homework for all pupils and to expect that it should be done. Parents/carers are asked to encourage and monitor the completion of homework tasks. The amount of homework given to a student will vary as he/she moves through the school. There will no doubt be variations from time to time during the school year and indeed times when students in the same class will have different types and amounts of homework according to their own individual needs and circumstances. Homework includes the time students should spend revising work covered in classes each day. To encourage students to plan ahead and to organise their time effectively, teachers are asked to give adequate notice of homework and to provide guidance and support in order that students are able to complete tasks to the highest standard possible.

Study Support Many departments and individual teachers provide after school sessions to assist pupils in S4 – S6 in preparation for exams. Some sessions run throughout the year; other from January in the lead up to the SQA exams.

Easter School During the first week of the Easter vacation students from S4 – S6 are offered the opportunity to take part in an Easter School, which is designed, to offer extra quality supported study immediately prior to the SQA examinations. Staff from a wide range of subject areas offer their services and a timetable is drawn up which indicates where and when in school each subject will be available. Students are then able to focus their study by choosing which subjects to attend. As a result, students are better prepared and more confident as they approach the diet of examinations in May/June. Students are not expected to attend “full time” although they would be welcome to do so. For some of the more “popular” subjects, it may be necessary to offer several sessions to ensure that all who wish to take part have the opportunity to do so. Space is also available in the school library for those who require a quiet place to study. Students often find the thought of sitting Standard Grade and other SQA examinations very daunting and stressful and having teachers on hand to offer counselling and practical advice is usually greatly appreciated.

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The Work Planner and Achievement Record At the beginning of each school term, each student is issued with a Work Planner. Parents/carers are asked to look at their child’s Planner regularly in order to monitor and share in the homework set for him/her. Many parents/carers and teachers also use the Planner as an informal communication link between home and school. The Planner also contains a blank timetable for completion, a calendar, information on expectations, dress code and the procedure for evacuating the school building in case of emergency Parents/carers are asked to read the information pages in the Planner so that they know what their child is being asked to do. If any concerns arise over homework, parents/carers should contact their child’s Pupil Support Teacher.

Code of Behaviour The basis of our code of behaviour is that of respect. We encourage young people to take responsibility for their behaviour, to take pride in the work and their environment and to respect the needs of others. This is very much in evidence when pupils:

Arrive in time for class. Be properly equipped for school every day, with a school bag, your planner and at the

least a pen and pencil. Participate fully in all class lessons. Be considerate towards others. Display good manners, e.g. ‘please’, ‘thank you’ and ‘excuse me’. Hand homework in on time. Walk calmly around the buildings and avoid rushing. Keep the school buildings and grounds clean and litter free Turn off his/her mobile phone when in class.

Parents/carers are asked to note the school’s policy for dealing with the use of mobile phones in class. The teacher will confiscate the phone, which will then be kept in the School Office where the pupil collects it at the end of the day. A record of the incident is kept. If a pupil uses a mobile phone in class on a second or subsequent occasion the phone will be confiscated and kept in the School Office until a parent or carer can collect it.

We are fortunate that, in these and other ways, the vast majority of our pupils display a strong sense of purpose in relation to their work, a sense of pride in relation to their school, and a strong sense of commitment towards others. The vast majority of our youngsters respond well to a framework, which treats them, fairly, respects them as individuals and progressively increases their individual responsibility. As such the quality of teacher-pupil and pupil-pupil relationships is generally very good and is a very positive reflection of the ethos of the school and the community it serves. Occasionally there are instances where the very high expectations we have come to expect are not met. In these circumstances we endeavour to ensure that the pupil is aware of the consequences of their behaviour upon themselves and/or others. The class teacher generally does this at classroom level. The high quality of working

relationships within the classroom has been confirmed in surveys and is a tribute to the excellent relationships, which exist there.

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Sanctions such as punishment exercises, lunchtime detention or after school detention may be necessary to reinforce behaviour expectations.

At times, however, problems persist and it is here that a discussion may take place involving Principal Teachers, Pupil Support staff or Depute Head and parents/carers.

In some instances the difficulties experienced by a young person may be part of a wide set of problems and the school is fortunate in being supported by a wide variety of outside agencies such as the Attendance Liaison Officer and the Educational Psychological Service.

In other instances the difficulties may reflect a frustration linked to the curriculum and in such instances our Support for Learning Department may be involved to assist teachers in providing an appropriate curriculum.

In instances where behaviour puts safety at risk; is damaging to the educational welfare of others; or abuses the fabric of the school there are a number of steps that the school may take in order to ensure that good order is maintained. While we try to be supportive, the most extreme and persistent cases of indiscipline may lead to exclusion and/or recommendations to the Education Authority that the pupil does not return to Stranraer Academy. Fortunately these are rare.

The strong emphasis of our code of behaviour is upon positive relationships, high expectations and partnerships with parents/carers.

Getting it Right for Every Child

Getting it Right for Every Child (GIRFEC) is a Scottish Government programme that aims to improve outcomes for all children and young people. In Dumfries and Galloway, Getting it Right for Every Child involves placing the child at the centre and working in partnership to meet each child’s individual needs. Stranraer Academy is proud to work with a wide variety of partners. The range of agencies we work with is extensive. Listed below are some of our key partners. Children and Families Social Work Home School Link Worker: Gary Burns Dumfries and Galloway Constabulary: Ronnie Boyce, Campus Police Officer Educational Psychology Service: Kelton Green Community Learning and Development: Stephen Jack, Linda Greenhill and their team. NHS: Arlene McCurry and Debbie Brown Attendance Liaison Officer: Joan Stephens Young People’s Support Service: Jim Barker Crannog, The Aberlour Trust: Billy Anderson

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Our partners meet regularly to ensure the best possible service for our young people and their families. In addition to this, senior managers of these services meet to discuss the strategic way forward for our wider community in the Rhinns. A word from PC Ronnie Boyce: I have been campus officer for almost a year now and I am in school just about every day. I have my own office in the school which really helps and means I can spend quality time with the staff and pupils. My job is the best. I get to help in the delivery of classroom lessons, particularly in Personal and Social education. I deliver talks to assemblies on such topics as internet safety, misuse of mobile phones and substance misuse. I see my role as being a positive one and I really enjoy chatting to our young people on an informal basis. The School Nurse Service operates a weekly Drop-in to which pupils may self-refer if they wish information on a particular health care issue or are concerned about some aspect of their health. Through lottery funding and our Learning Partners we offer a lunchtime drop-in. There are usually 3-4 adults there and there are lots to do. Pupils play board games, electronic games, table tennis etc. If a pupil is feeling vulnerable in the new `big' school, they can just `drop in' for some support.

Extra Curricular Sports Clubs and Activities Tina Milligan (Ryan Centre) is the Active Schools Co-ordinator and is responsible for the organisation of after-school sports and activities

Volunteer staff give up their time to be involved in the extra curricular programme, and this is supplemented by parent volunteers and qualified coaches from external agencies. This allows for a varied programme of sporting clubs to be held after school and several clubs also give pupils the opportunity to participate in Regional leagues and events and also National championships.

Under-13 and Under-14 teams

played friendly matches against

Cookstown High School

(Belfast), winning

both. Teams for the U-13 match

pictured.

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Extra-curricular activities at Stranraer Academy aim to:

Develop their sporting and recreational interests of pupils across a wide range of activities.

Promote personal and social development of pupils through co-operation and interaction with others.

Foster closer links between pupils and staff through a relaxed working environment. Offer links to clubs and sports in the community.

Sports clubs which were on offer during 2011-2012 included: 1st – 3rd Term (August – March)

Girls’ football Boys’ football (S1, S2, S3/4 and Seniors)

Badminton (S1-6 Boys & Girls) Netball (S1-6 Girls)

Girls Club (S1- 6 Girls) Rugby (S1-6 Boys)

Cross Country (Jan – Feb)

4th Term (April – June)

Athletics (S1-6 Boys & Girls) It is hoped that the majority of these clubs will run again next year although there is some flexibility within the programme depending on staff expertise and pupil demand. Every effort is made to include and encourage a wide range of abilities and interests. Pupils who attend the clubs find the experience both enjoyable and rewarding.

Larbert HS v Stranraer Academy - action from the 2011 Lloyd's TSB Scotland Scottish Shield Under-18 final at Hampden Park. Photo (c) C Stewart

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In addition, the school offers a wide range of other extra-curricular activities. These include the Duke of Edinburgh’s Award Scheme (Bronze, Silver and Gold), Amnesty International, Eco-Schools Project, Fairtrade and Young Enterprise.

Stranraer Academy Student Council

Stranraer Academy’s Pupil Council is made up of members from the council of each house with the purpose to give students a voice in the running of the school. These House Councils meet every week and are made up of student representatives elected from each class in S1-S6 to discuss issues and suggestions brought up by fellow pupils. Representatives from each House Council then meet every Friday at the Pupil Council to further discuss any important issues that have been raised throughout the week. The Pupil Council can then meet with the Senior Management Team and the Parent Council to suitably deal with issues and ideas put forth by pupils. The Pupil Council is organised and run by the Head Girl, Head Boy, their deputies and overseen by Mr Cross.

Health and Safety

Safety within the Building Pupils and staff are encouraged to regard their own and other’s safety as of paramount importance. Pupils and staff are advised that doorways, stairways and walkways are required at all times to be kept clear of all obstacles e.g. schoolbags, equipment. Movement round the school campus should take careful consideration of others, particularly younger, smaller individuals and those with disabilities.

Fire Alarm System The fire alarm system in the new building is directly connected to the town’s fire-fighting service. This means that if our alarm is set off, the fire-fighting service is automatically alerted i.e. the school is not required to dial 999. This obviously increases the speed of response and reduces the risk of injury.

Each term, the school carries out a practice evacuation of the buildings to ensure that pupils and staff are familiar with the procedures of vacating the buildings in the event of a fire. If the fire alarm is deliberately set off without legitimate cause, the person responsible may – i) be excluded from school ii) be charged with a criminal offence iii) have to meet the financial cost of the fire-fighting service call-out, approximately £340.00

plus V.A.T. per appliance (fire engine)

CCTV

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The school has a full CCTV system which provides additional security to all users of the building.

Visiting the School All visitors are required to sign in at the School Office where they will be given a visitor’s badge.

Offensive Items It must be clearly understood that items of an offensive nature e.g. weapon (including replica) or drugs, etc. must not be brought into the school by any person. Parents/carers have the responsibility of ensuring that their child does not bring into the school any item which may be deemed to present a danger to the safety of others.

Bullying The term bullying is used to cover physical or verbal abuse or any actions which inflict social exclusion upon an individual. Given its potential to damage the physical and/or mental well-being of individuals and consequently hinder their educational progress, bullying is taken very seriously in Stranraer Academy. Through our programme of assemblies and personal and social development lessons, we encourage pupils who are being bullied to self-refer and/or other pupils to inform us if they know of anyone who is being bullied. We also operate a buddying scheme where senior students provide support for younger pupils who self-refer because of bullying. Where a pupil is reluctant to come forward, the school invites parents/carers to contact any member of the Pupil Support Team with any problem that their child might be experiencing in terms of being bullied. All instances of bullying are dealt with by the school’s Pupil Support Team as a matter of urgency. In all cases where bullying is proven to have taken place, the parents/carers of both victim and bully will be involved. It should be noted that serious sanctions will be put in place for those who persistently bully others. All reported instances are recorded. In view of the fact that Stranraer Academy is committed to providing a learning and social environment which allows every youngster to develop free from anxiety, fear and intimidation, our anti-bullying policy is regularly reviewed in order to ensure that our procedures are being carried out effectively.

Pupils and Drugs In responding to drug related incidents, the school will follow Authority guidelines. In all such circumstances, parents/carers will be involved and their co-operation expected. It should be understood by pupils and parents/carers that the police will be involved if drug misuse is suspected.

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No-Smoking Policy The school is committed to providing a healthy, comfortable and productive work environment for our pupils. It is important to recognise that smoking will not be permitted in any school buildings or on school grounds. This is a Non-Smoking Statement within a wider Tobacco Control Policy.

What the policy means: Pupils will not be allowed to smoke at any time in the school buildings or on school grounds,

or around the entrances to the school grounds. It will not be permitted to smoke on trips organised by the school or Dumfries and Galloway

Education and Community Services. Pupils will not be permitted to carry smoking material on school grounds or within the school

building. This includes, for example, cigarettes, lighters, matches and cigarette papers. The policy applies to all school pupils, including those over 16 years of age. The School also banned smoking by staff in August 2005 ahead of the implementation of legislation in March 2006. There are no areas on the campus where smoking is permitted by anyone.

General Information

Attendance

We place great importance on pupil attendance at Stranraer Academy. Official school holidays for pupils are extensive. Additional holidays taken during term time will adversely affect the pupil’s progress. Parents/carers should therefore give careful consideration to the likely impact of such an absence on their child’s learning, and consult with the school in advance. Other than in

exceptional circumstances it is the policy of Dumfries and Galloway Council that family holidays during term time are recorded as unauthorised absences. Parents/carers are required to inform the school in advance of foreseeable absences of pupils, e.g. hospital appointments, family occasions etc. On the first day of an absence due to illness parents/carers are asked to phone the school. The school uses the Groupcall texting system to alert parents/carers to their child’s absence if no reason has been communicated to the school. On return to school following a period of absence, pupils must bring a note from a parent/carer to their Register teacher. Pupils are registered each period using an electronic registration system, which immediately highlights any unexplained absences from classes. If a pupil’s attendance falls below 90% a letter will be sent to parents/carers to alert them to this situation. It is accepted that parents/carers do generally notify the school about reasons for absence, but may not be aware of the cumulative effect of absences on their child’s potential attainment.

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Pupils Leaving the School During the School Day

Pupils leaving school for any purpose whatever during the school day must sign out at the School Office.

Pupils who enter school after 9.15 am, or who return to school having already signed out during the day must sign in at the Office.

Arrangements for Health Care

Pupils who take ill during the school day must report to the School. Pupils will only be sent home when it is established that there is someone at home ready to receive. On those few occasions when a pupil requires immediate medical attention, every effort will be made to notify parents/carers as quickly as possible.

Pupils already showing signs of being unwell should be kept at home rather than sent to school. There are a few members of staff who can offer emergency First Aid but there are no medically qualified personnel on site.

Taking Medication in School

Any medication to be administered in school should be clearly marked with the pupil’s name, should be brought to school by the parent/carer and should be delivered together with the completed medical consent form to Reception in the New Building. Please note that the school is not permitted to administer medication of any kind other than that brought from home

covered by a completed medical consent form. It is the responsibility of the parent/carer to check that the medication is not out-of-date, that there is a sufficient quantity in school, that it is renewed as necessary and that any unused supplies are uplifted for disposal. All information regarding medication will expire at the end of each school year. If the administration of medication is to continue all relevant information must be supplied on a new medical consent form at the commencement of the next session. If a parent/carer considers their child to be responsible enough to carry and administer their own medication, they should be allowed to do so. In this event, the school must be informed what the medication is and what condition/illness the child is suffering from. A student over the age of 16 has full legal capacity to consent to medical treatment, or to refuse consent.

Schoolbags and Lockers Parents/carers may be aware that there has recently been concern nationally that children who regularly carry schoolbags which are too heavy or poorly designed are at risk from back pain both now and in later life. The National Back Pain Association recommends that the best bags are rucksacks

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with two thick straps and Stranraer Academy recommends that parents/carers provide this type of bag. The NBPA recommends that children should not carry weights of more than 10% of their own bodyweight. The maximum advised for 17-year-olds is 6kg. Pupils are advised to use both shoulder straps when carrying their rucksacks, in order to achieve an even distribution of the load. In order to reduce the need for carrying heavy bags, and to improve the security of pupils’ belongings, lockers are available. There is a small fee for locker rental payable either in one sum or per term. Pupils must remove padlocks before the summer holidays. Any padlocks not removed will be cut off and locker contents disposed of.

Lost Property

Lost property is logged and kept at the School Office. Items are listed in the Daily Notices (read to students each morning by their Registration teacher). Any clothing handed in which has been named will be returned to the student therefore it would

be beneficial to you to ensure all your child’s clothing is clearly marked. Unclaimed lost property is donated to charity at the end of each term.

Items of Value Pupils are advised not to bring items of value and large sums of money into the school. If it is absolutely necessary to do so, such items should be left at the school office at the beginning of the day and picked up again at the end of the day.

Travel to and from School Free travel to and from school is provided for pupils of Stranraer Academy who live three or more miles from the Academy. This will be arranged automatically for pupils transferring from ‘associated primaries’. However, the parents/carers of

pupils moving into the area must apply to the Education Offices, Sun Street, Stranraer, to benefit from this provision. On the subject of behaviour in the school buses the Director of Education wrote to all parents/carers: “We believe that parents more than anyone else, have the power to influence their children towards good behaviour so that you are earnestly asked to impress on your child(ren) the importance of respect for property and for the well-being of others. For our part we have outlined our steps to be taken by bus drivers, Head Teacher, and bus Companies in the event of behaviour likely to endanger the safety of passengers and the condition of equipment on buses. Head Teachers, in particular, have been asked to apply these steps rigorously as they would if it were their own school rules being threatened. In this regard, in addition to the sanctions normally open to Head Teachers, your attention is drawn to the fact that more serious action will be taken in cases where there is persistent misbehaviour. This includes the withdrawal of the right to travel by bus provided by the Education Department and in the case of other bus owners, Season Tickets withdrawn; in some cases incidents may be reported to the Police, while continued misbehaviour can cause a report to be sent to the Reporter to the Children’s Hearing.”

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Parents/carers bringing pupils to school by car should use the drop-off point at the front of the school - enter by McMaster's Road. (There is no longer an entrance to the school at Cairnport Road.)

Severe Weather Conditions (Dumfries & Galloway Council Policy) Some children from remote areas have to walk a considerable distance to meet school transport. If conditions are very poor before the child sets off for school parents/carers should make their own judgement as to whether or not it is better for their child to remain at home. If a parent decides to send the child to school they should give strict instructions to their child as to what they should do should the transport not turn up. Children should not at any time wait for lengthy periods in winter weather at road ends, “in case the transport comes later”. Waiting time should be limited and if the transport does not show up, the children should return home. A large number of pupils travel to school on transport provided by the authority. Whilst all of these face problems getting home in severe weather conditions it has been necessary to divide them into groups to identify those at greatest risk.

Category A Pupils who travel on two modes of transport provided by the Authority and who have to walk a considerable distance or are collected by private car once they alight from school transport.

Category B Pupils who travel on one mode of transport provided by the Authority and who have to walk a considerable distance or are collected by private car once they alight from school transport.

Category C Those who travel on one mode of transport provided by the Authority but who do not have far to walk once they have alighted from it.

Category D Those who travel by public transport at their own cost. The Authority contractors and parents/carers who live in high risk areas are very vigilant and inform the Education Offices and the school when there is any danger of roads being closed in an area. The school then takes action dealing with pupils according to the level of risk. Each pupil who travels on Authority transport has given the school a contact number and where necessary every effort will be made to make contact before the child is sent home. Pupils within the town will be sent home after those who travel on Authority transport: every effort will be made to ensure that these pupils can gain access to their home before they leave the school. Parents/carers should therefore make arrangements for their children being sent home unexpectedly and their children should be fully aware of these. As you can well understand this operation can place a great deal of pressure on our switchboard and telephones and we would request that only in extreme emergency should you contact the school.

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Catering Manager `Jeff the Chef’ is always happy to answer pupils’ questions about school meals

Café dg is the name of the school meal service provided by Dumfries and Galloway’s Commercial Group. The menus now have a strong emphasis on healthy eating. Stranraer Academy is now served by a single Canteen providing a very high standard of accommodation. It offers a range of nutritious full meals as well as sandwiches, baguettes and other snack items. A two course meal and drink can cost as little as £1.85. The Canteen is supervised by teaching staff. Pupils are not allowed to take food out of the Canteen. The Canteen is also available before the start of the school day and during the morning interval. Free Meals are supplied to pupils whose parents/carers have made the necessary arrangements by application to the Regional Catering Services, Education Offices, 30 Edinburgh Road, Dumfries DG1 1JQ or to Stranraer Academy.

Cashless Catering Cash payments are accepted and remain the option of choice for many. However, the school canteen also offers Cashless

Catering. Pupils and staff can choose to use a smart card to pay for their meals. The Benefits of the Cashless System

Less hassle. No need to find money on a daily basis.

Parents/carers can send a cheque/cash in advance ensuring that the money is used for lunch. A daily spend limit can be applied (if necessary)

Anonymity for pupils receiving free meals (no more tickets).

Individual reports on pupils’ accounts can be produced on request.

Faster movement of queues as no cash handled.

More hygienic than handling cash. Lost cards should be reported immediately to the Catering Manager in the Canteen. A temporary replacement card will be issued for use until the new card arrives. The temporary card will be stopped and must be returned before the new card is issued. If a pupil loses two cards a £5 charge will be made for any subsequent replacements.

School Meals

Photo by Corrina Smith (S6)

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CANTEEN PRICE LIST

JUNE 2013

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Equal Opportunities Stranraer Academy seeks to provide not only equality of access to all courses, but also equality of opportunity to all young people during their education so that they may realise their full potential as individuals. At Stranraer Academy we aim to provide an environment within which discrimination does not occur, within which steps are taken to counteract the external pressures often placed on children by society as a whole to conform to roles and attitudes. We especially try to give adequate recognition to the talents of individuals and the positive aspects of the multitude of cultures and different social backgrounds which help to ensure that our curriculum materials are free from bias (e.g. racial, religious or gender-related).

Work Experience We are currently reviewing arrangements for work experience, but the main objectives of a work experience placement are to promote the development of: 1. the personal and social skills necessary for adult life in employment 2. competence in communication skills 3. awareness of the demands and difficulties involved in full-time employment 4. a positive attitude to co-operation and team work 5. the qualities of self awareness, self-respect, confidence and initiative In the senior school (particularly S6) extended Work Experience placements are encouraged, particularly for those students who have a clear view of the type of work they wish to do when they leave school/college/university.

Careers Education A programme of careers education is followed from S1 to S6. In the early years it consists mainly of raising awareness of skills, interests and aptitudes, along with the opportunities available in terms of career paths. In the spring term of S2 and S4, the programme focuses on course choice for S3 and S5 respectively. In S5/6, pupils are made aware of all the options available when they leave school, both through careers seminars and through one-to-one interviews with both Pupil Support staff and our Careers Scotland Adviser. In September and October of S6 there is a thorough programme of preparation for university application through UCAS. There is an annual careers evening for pupils and parents/carers, attended by representatives of universities, further education colleges and employers

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Employment of Schoolchildren The school feels that it is important to bring to parents/carers’ attention that evidence suggests that there is a direct link between the number of hours spent in paid employment and relative lack of success in examinations. Young people who take up a job can find it difficult to sustain regular patterns of study and they can lose focus at crucial stages of their education. 1. Pupils aged under 16 who wish to be employed in part-time work are required by law to have

a work permit. Please note that without a work permit, if an accident occurs at work the pupil is not covered by insurance.

2. Application forms for Work Permits are available from Reception with summary details of

legislation and byelaws relating to the employment of children. 3. The Application Form for the Work Permit requires the signature of the appropriate Pupil

Support Teacher and the signature of the parent or the legal guardian of the child. 4. The school may seek advice from the Council’s Environmental Health Department about the

appropriateness/safety of particular jobs for which work permits are requested. The school has the right to refuse to issue or to withdraw a Work Permit. The parent/guardian has the right to ask the Director of Education to reconsider a decision.

5. It is the responsibility of the employer to ensure that a proper risk assessment is made in

connection with all the duties that their employees are expected to undertake. The school strongly suggest that parents/carers who permit their children to take up employment should satisfy themselves that the risk assessment has been carried out.

Statutory Leaving Dates 1. Christmas – Pupils who reach the age of 16 on or before the last day of February may leave

school on the last school day in December of the preceding year. 2. Summer – Pupils who reach the age of 16 years on or before the last day of September may

leave school on 31st May of that year. NB These leaving dates are dictated by the Scottish Executive and the school cannot vary

them.

Change of School Any pupil leaving Stranraer Academy to attend a school in some other area should report

this to Reception as soon as possible where a form will be issued for completion during the last week of attendance at Stranraer Academy.

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Insurance Cover The following information outlines the Council's insurance policy relating to school trips.

OFF SITE ACTIVITIES INSURANCE SUMMARY SCHEDULE OF COVER/BENEFITS

Insured School

Any school within the jurisdiction of Dumfries and Galloway Council.

Insured Persons Any pupil attending one of the above schools, any schoolteacher and/or any accompanying person who is authorised by Dumfries and Galloway Council to undertake a journey.

Journey Any trip authorised and organised by Dumfries and Galloway Council involving travel outside of the designated school boundaries. Cover is operative from the time of leaving the school boundaries until arrival back within the school boundaries.

PERSONAL ACCIDENT BENEFITS

Death and Capital Sums £10,000 (All Pupils or any accompanying person under the age of 18) £100,000 (Teachers or any accompanying person over the age of 18)

Permanent Total Disablement Permanent Partial Disablement

As Above

TRAVEL BENEFITS

Medical Expenses Unlimited

Rescue Expenses Unlimited

Assistance Unlimited

Legal Expenses £50,000

Personal Liability £5,000,000

Personal Property £5,000

Money £5,000

Cancellation/Curtailment £10,000

Hi Jack £25,000

Kidnap, Hostage–Aggregate Limit

£250,000

Political Evacuation £50,000

Crisis Containment Management

£50,000

Healthline Plus

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Complaints Procedure We hope, of course, that you will not have cause to complain about any aspect of your child’s education at Stranraer Academy. If you do have a complaint, we will take it seriously and make every effort to reach a satisfactory resolution. Here is what you should do: 1. The Starting Point

Work out in your own mind exactly what you are unhappy about, what you believe has gone wrong, and what you would like to see done to put things right.

2. Sharing the Problem Contact your child’s Pupil Support Teacher. If unavailable when you call, he or she will call back as soon as possible, but certainly within 24 hours. If you do not wish to discuss the problem over the phone, a meeting can be arranged. If the issue concerns a particular subject it is likely that it will be passed to the relevant Principal Teacher (Curriculum) to resolve. If you are not satisfied that the problem has been resolved, it will then be referred to a member of the Senior Management Team.

3. Facing up to Difficulties We very much hope to be able to address all concerns at school level. If, however, after the steps above have been taken, you still feel there is a problem, you may wish to contact the Education Authority: Mr N Carruthers Pupil/Parent Support Service Woodbank 30 Edinburgh Road Dumfries DG1 1NW Tel: 01387 260420

- by telephone - in writing - by having someone contact the service on your behalf

It would be helpful if you inform the school when taking this step.

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STRANRAER ACADEMY STAFF

AUGUST 2013

Head Teacher Mr N R Dawson

Depute Mr G Benson

Depute Mrs H-M Bradley

Depute Mr A Law

Depute Mr M Warren

Creative Arts

Mr I Munro (PT) Music

Mr K Butler (Art & Design)

Ms L Fletcher (Art & Design)

Mr A Holland (Music)

Mrs L Hyslop (Art & Design)

Miss R McCulloch (Music)

Mrs W Forsyth (Music)

Ms G Sammon (Drama)

Science

Mrs C White (PT) Chemistry

Mr G Benson (DHT) (Chemistry)

Miss L Burgess (Physics)

Mr M Cameron (Chemistry)

Mr D Halliday (Biology)

Mr L McCurry (Physics)

Mrs L McHallum (Biology)

Mrs K Ramsay (Biology)

Mrs P Stobo (Biology and Chemistry)

Mrs D Trotter (Biology)

Mrs F Wither (Biology)

Healthy Living

Mr S Binnie (PT) (PE)

Mr P Baird (PE)

Mr D Beattie (PE)

Miss E Dalrymple (PE)

Mrs S Ferguson (Home Economics)

Miss A Irvine (PE)

Mr A Law (DHT)(PE)

Mrs J MacKenzie (Home Economics)

Mrs F Shannon (Hone Economics)

Mr M Shannon (PE)

Mrs S Siwo (Home Economics)

Mr J Steele (PE)

Mrs J Whalen (PE)

Social Subjects

Mr M Cross (PT) (RME)

Mrs H-M Bradley (DHT)(RME)

Ms C Goulden (Geography)

Miss E Connon (Modern Studies)

Mrs S Hanlin (Modern Studies, maternity leave)

Mr D Hyslop (Modern Studies)

Mr N Hyslop (Modern Studies)

Mr M Lane (History)

Ms P Livingstone (Geography)

Mr R Lockwood (Geography)

Miss K Mann (RME)

Miss S Moffat (History)

{

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Support for Learning Assistants

Mrs W Adamson Mrs C Arthington Mrs S Beggs

Mrs S Bullivant Mrs H Cox Ms S Dickson

Mrs K Dornan Mrs J Dunlop Mrs U Forster

Mrs E Hedley Mrs V Kyle Ms G Laverty

Mrs C Lawson Mrs F E McColm Mr I McCubbin

Mrs J McMillan Ms K McRoberts Ms J Miskimmins

Mrs C Moffat Mrs A Morrison Mrs S Murray

Mrs L Paterson Mrs J Ryan Mrs A Scott

Ms H Saul

Language & Communication

Mrs J Law (PT) (English)

Mr I Curtis (English)

Mrs F Fay (English)

Mrs L Gibb (English)

Mr A Hughes (French)

Mr H Keery (English)

Mrs M Lewis (French)

Mrs S McHarrie (English)

Mrs M Packer (French)

Miss K Parker (English)

Miss A Wales (English)

Support for Learning

Mr A Hughes (PT, Learning Support)

Mrs A Brown (Learning Centre)

Mrs S Gosling

Mrs J Horton

Mrs H Manderson

Ms J McManus

Mrs J Proudfoot

Mrs S Siwo

Mathematics

Mr G Jenkins (PT)

Mrs A Beattie

Mrs K Brown

Miss C Burgess

Mrs M McClintick

Mr G Smart

Mr J Stobo

Mr I Watt

Technology

Miss H Dinsmore (PT) (Computing)

Miss K Biagioni (Business Studies)

Miss T Bremner (CDT)

Mr N Dawson(HT)(Computing)

Mrs C Dougan (Business Studies)

Mr R Elliott (CDT)

Miss S Fingleton (Business Studies)(Maternity Leave)

Ms L Gallagher (Business Studies)

Mr A Moffat (CDT)

Mr G Nimmo (Computing)

Mr I Speirs (CDT)

Miss S Smith (CDT)

Mr M Warren (DHT) (Computing)

Behaviour Support

Mr A Moffat (PT, Behaviour Support)

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Non-Teaching Staff

Mr G Clyne School Support Manager

Mrs J Anderson Office Manager

Administrative Staff

Miss E Bradley

Mrs H Byers

Miss T Dickson

Mrs A McColm

Mrs D McClorey

Miss L Perman

Technicians/Library Assistant

Mrs J Allison Auxiliary

Mr A Bridge Network Administrator

Mr A Glasgow Technician (ICT)

Mr J Byers Technician (Science)

Mrs K Cook Technician (Science)

Mr D Carruthers Technician (CDT)

Mrs B Collins Auxiliary

Mrs F McColm Technician (Science)

Mr J Freeman Librarian

Janitors

Mr R McCrae Senior Janitor

Mr A Kyle Janitor

Mr W McCrae Janitor

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Appendix 1

The Four Capacities The Curriculum for Excellence aims to develop the following `four capacities’ in all young people:

55

Appendix 2

INFORMATION FOR PARENTS 2012 SECONDARY SCHOOLS

School: Stranraer Academy Id No.: 170 - 5903130

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

2009/2010 2010/2011 2011/2012

69 71 77

Examination Results (within Scottish Credit and Qualifications Framework)

(2011/2012 results are pre-appeal) Percentage of the relevant September S4 roll achieving:

By end of S4

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

2009/2010

2010/2011

2011/2012

2009/2010

2010/2011

2011/2012

2009/2010

2010/2011

2011/2012

87 92 95 71 73 80 25 31 29

Percentage of the relevant September S4 roll achieving:

By end of S5

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

2009/2010

2010/2011

2011/2012

2009/2010

2010/2011

2011/2012

2009/2010

2010/2011

2011/2012

34 34 41 20 17 22 6 9 7

Percentage of the relevant September S4 roll achieving:

By end of S6

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

2009/2010

2010/2011

2011/2012

2009/2010

2010/2011

2011/2012

2009/2010

2010/2011

2011/2012

29 29 29 17 21 20 6 8 7

Key to symbols: Counts and percentages for year groups which contain more than 0 but less than 5 pupils are replaced by asterisks (**) because they could be misleading or lead to identification of individuals. The symbol (##) indicates that the data are not available or comparable with other years. Possible reasons for this include: the school has recently opened or merged with another school; S5 and S6 results for S1-S4 schools; S4, S5 and S6 results for S1-S2/S3 schools; cases where the relevant year group roll figure is zero.

For Information:

Scottish Credit and Qualifications Framework (SCQF) levels:

Level 7 CSYS at A-C; Advanced Higher at A-C

Level 6 Higher at A-C

Level 5 Intermediate 2 at A-C; Standard Grade at 1-2

Level 4 Intermediate 1 at A-C; Standard Grade at 3-4

Level 3 Access 3 Cluster; Standard Grade at 5-6

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INFORMATION FOR PARENTS 2012

SECONDARY SCHOOLS

Education Authority: Dumfries & Galloway

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

2009/2010 2010/2011 2011/2012

71 72 76

Examination Results (within Scottish Credit and Qualifications Framework)

(2011/2012 results are pre-appeal) Percentage of the relevant September S4 roll achieving:

By end of S4

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

2009/2010

2010/2011

2011/2012

2009/2010

2010/2011

2011/2012

2009/2010

2010/2011

2011/2012

92 94 96 80 81 85 39 39 38

Percentage of the relevant September S4 roll achieving: By end of S5

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

2009/2010

2010/2011

2011/2012

2009/2010

2010/2011

2011/2012

2009/2010

2010/2011

2011/2012

44 45 46 25 25 26 11 11 12

Percentage of the relevant September S4 roll achieving: By end of S6

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

2009/2010

2010/2011

2011/2012

2009/2010

2010/2011

2011/2012

2009/2010

2010/2011

2011/2012

34 36 36 22 25 25 14 15 15

Key to symbols: Counts and percentages for year groups which contain more than 0 but less than 5 pupils are replaced by asterisks (**) because they could be misleading or lead to identification of individuals. The symbol (##) indicates that the data are not available or comparable with other years. Possible reasons for this include: the school has recently opened or merged with another school; S5 and S6 results for S1-S4 schools; S4, S5 and S6 results for S1-S2/S3 schools; cases where the relevant year group roll figure is zero.

For Information:

Scottish Credit and Qualifications Framework (SCQF) levels:

Level 7 CSYS at A-C; Advanced Higher at A-C

Level 6 Higher at A-C

Level 5 Intermediate 2 at A-C; Standard Grade at 1-2

Level 4 Intermediate 1 at A-C; Standard Grade at 3-4

Level 3 Access 3 Cluster; Standard Grade at 5-6

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INFORMATION FOR PARENTS 2012 SECONDARY SCHOOLS

National Data

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

2009/2010 2010/2011 2011/2012

72 75 77

Examination Results (within Scottish Credit and Qualifications Framework)

(2011/2012 results are pre-appeal) Percentage of the relevant September S4 roll achieving:

By end of S4

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

2009/2010

2010/2011

2011/2012

2009/2010

2010/2011

2011/2012

2009/2010

2010/2011

2011/2012

92 93 94 78 79 80 36 36 37

Percentage of the relevant September S4 roll achieving:

By end of S5

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

2009/2010

2010/2011

2011/2012

2009/2010

2010/2011

2011/2012

2009/2010

2010/2011

2011/2012

43 45 46 25 26 27 11 12 13

Percentage of the relevant September S4 roll achieving:

By end of S6

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

2009/2010

2010/2011

2011/2012

2009/2010

2010/2011

2011/2012

2009/2010

2010/2011

2011/2012

33 35 36 22 24 25 15 16 16

Key to symbols: Counts and percentages for year groups which contain more than 0 but less than 5 pupils are replaced by asterisks (**) because they could be misleading or lead to identification of individuals. The symbol (##) indicates that the data are not available or comparable with other years. Possible reasons for this include: the school has recently opened or merged with another school; S5 and S6 results for S1-S4 schools; S4, S5 and S6 results for S1-S2/S3 schools; cases where the relevant year group roll figure is zero.

For Information:

Scottish Credit and Qualifications Framework (SCQF) levels:

Level 7 CSYS at A-C; Advanced Higher at A-C

Level 6 Higher at A-C

Level 5 Intermediate 2 at A-C; Standard Grade at 1-2

Level 4 Intermediate 1 at A-C; Standard Grade at 3-4

Level 3 Access 3 Cluster; Standard Grade at 5-6

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Appendix 3 – Uniform Pricelists

59

60

STRANRAER ACADEMY – PARENTS’ HANDBOOK 2013-2014

Please let us know what you think of our handbook

Please tick

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agree nor disagree

Disagree Strongly disagree

The handbook contains useful information.

It contains too much information.

It is easy to read.

It is organised in a way that makes it easy to find what I want.

It has an attractive design.

It presents a positive image of the school.

Your Comments

(1) Anything missing? Please tell us if there is any information more information you would like to see in the Handbook.

(2) Any suggestions? Please tell us if you have any suggestions for improving the Handbook.

(3) Any other comments.

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Please return to Mr G Clyne, School Support Manager, Stranraer Academy

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THANK YOU

62

For Your Own Notes

Registration Class: Practical Class: House: Pupil Support Teacher: Other Information