School Handbook

2015/2016

INFORMATION FOR

PARENTS/CARERS

PINKIE ST. PETER’S PRIMARY SCHOOL

2

CONTENTS

ADMINISTRATION OF MEDICAL PROCEDURES ......................................................................................................... 27

ASSESSMENT AND REPORTING ......................................................................................................................................... 21

ATTENDANCE ............................................................................................................................................................................. 26

BEHAVIOUR ................................................................................................................................................................................. 25

ENROLMENT ................................................................................................................................................................................... 6

HOMEWORK ................................................................................................................................................................................. 23

HOW CAN PARENTS/CARERS HELP? ................................................................................................................................ 23

VISION STATEMENT................................................................................................................................................................. 4

SCHOOL POLICY ON CLOTHING AND KIT ........................................................................................................................ 9

STAFFING ....................................................................................................................................................................................... 6

TEACHING METHODS .............................................................................................................................................................. 13

THE CURRICULUM ....................................................................................................................................................................... 11

THE SCHOOL DAY ........................................................................................................................................................................ 7

TRANSITIONS ........................................................................................................................................................................... 22

WELCOME ........................................................................................................................................................................................ 3

SUMMARY OF BEHAVIOUR MANAGEMENT POLICY (APPENDIX 1) ........................................................... 31

SUMMARY OF ANTI-BULLYING POLICY (APPENDIX 2 ) .................................................................................. 35

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Dear Parent/Carer

Welcome to Pinkie St. Peter’s Primary School!

We aim to give your child a happy settled school life where he/she feels valued,

secure and confident. By engaging in a Curriculum for Excellence, we strive to

bring out the best, both academically and socially, in all our pupils and help them

to reach their full potential.

This booklet is designed to help you support your child throughout his/her time

at Pinkie. It gives information about school procedures, the curriculum and the

outside agencies we can call upon when our pupils need further support. You are

not expected to read it from cover to cover, but it is a very useful point of

reference when you need to find out more about your child’s education.

We aim to foster an ongoing partnership with our parents and they play an

important role in the school community. Whether it is being an active Pinkie

Parent member, working with groups, going on school trips or taking the football

team, I would encourage you to get involved.

There may be times when you wish to know more about current school activities

or specific matters relating to your child. Please feel free to contact the

school and we will be happy to talk with you.

Yours sincerely

Sarah Ogden

Head Teacher

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PINKIE ST. PETER’S PRIMARY SCHOOL

VISION STATEMENT

We aim to be responsible citizens by showing respect and

acceptance for ourselves and others, taking responsibility

for our own actions and learning.

We aim to work both independently and collaboratively to

achieve our potential, allowing us to be successful learners

through effective teaching and learning.

This will give us a greater choice in life.

We aim to become confident individuals through recognising

our own strengths and abilities, to build self-esteem and

promote physical and emotional health.

We aim to develop our communication skills by valuing

opinions and sharing success, helping us to become effective

contributors.

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Pinkie St. Peter’s Primary School

44 Pinkie Road

Musselburgh

East Lothian

EH21 7HA

Tel/Fax No: 0131-665-2024

Website address: www.edubuzz.org/pinkie

Pinkie St. Peter’s Primary is a non-denominational, co-educational school catering from stages

Primary 1 to Primary 7.

Our current role is as follows:

P1 – 47 P2 – 57 P3 – 42 P4 – 47

P5 – 40 P6 – 44 P7 – 43

Total roll: 320 pupils

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STAFFING

Head Teacher - Mrs Sarah Ogden

Depute Head Teacher - Mrs Hazel Rae

13 Full-time Class Teachers (1 of these being a Principal Teacher)

1 Full-time and 1 Part-time Learning Support Teachers

4 Special Needs Auxiliaries (Full/Part-time)

1 Assistant Behaviour Support Officer

2 Nursery Nurses

1 Part-time Clerical Assistant

1 Part-time Auxiliary

1 Full-time Secretary – Mrs Jackie Harper

There is also specialist provision. Specialists this session are:-

To be appointed, Physical Education

Miss Olga Nikitik, Art (also reduction in class contact time cover) and French

Miss Kirsten Ireland, Music Specialist

Note:- Staffing can be subject to change during the session and vary on a yearly basis.

ENROLMENT

ADMISSION OF PUPILS

Parents simply contact the school and make an appointment to see the Head Teacher. Parents

will then meet the Head Teacher or Depute Head Teacher, the receiving class teacher and be

shown the school.

PRIMARY 1 ENROLMENT

Enrolment of children entering Primary 1 takes place during November and December. A

reminder of this will appear in the local press. Parents of district children should contact the

school to arrange an enrolment time and will be able to see around the Infant Department on

that occasion. Parents of children at Levenhall Nursery will be contacted directly. If you are a

non-district parent, relevant forms must be completed and returned to East Lothian Council

requesting a place. These forms are available from your child’s nursery.

Any parents are welcome to visit the school and see around at other times.

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THE SCHOOL DAY

School operates a 4.5 day week to allow for Staff Planned Activities on a Friday afternoon.

The following is the daily timetable:

Monday to Thursday 8.55 am - School starts for all pupils

10.30 – 10.45 am - Morning interval

12.00 pm - P1 and P2 dismiss for lunch

12.15 pm - P3 – P7 dismiss for lunch

12.45 pm - School resumes for P1 and P2 pupils

1.00 pm - School resumes for P3 – P7 pupils

2.45 pm - P1 and P2 dismiss

3.20 pm - P3 – P7 dismiss

Friday 12.20 pm - P1 and P2 dismiss

12.30 pm - P3 – P7 dismiss

SCHOOL ACCOMMODATION

Main Building

Hall and Stage Area

13 Classrooms

1 GP Room

1 Gym Hall

1 Dining Hall

1 Resource Room

2 Learning Support Rooms

1 Library

1 Music Room

1 Art Room

1 Meeting Room/Nurture Room

Attached to the main building are changing rooms for both boys and girls.

The school has disabled access and toilets.

An extension for use by Musselburgh Grammar School and the community was completed in

2008.

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SCHOOL POLICY ON CLOTHING AND KIT

SCHOOL DRESS CODE

What you can wear

Full school uniform consisting of white shirt, school tie, blazer and grey/black skirt or trousers.

OR

Below the waist – black or grey jogging bottoms.

Above the waist – school sweatshirt (grey/red) and white or red polo shirt. Remember

sweatshirts can be worn with traditional trousers or traditional skirts.

Sensible school shoes or dark trainers.

An extra pair of shoes/gym shoes should be kept in school for indoor use.

What you cannot wear No brand names.

No denim jeans.

No track suit tops.

For P.E. Appropriate change of clothing – White t-shirt, dark shorts. No team colours.

All items of clothing should be named.

All pupils should have a school bag (a brand name on a school bag is acceptable).

Outdoor coats and jackets can have a brand name but these garments must be removed when

the child is in class.

School uniform items can be purchased from Thompsons Sportswear, EES Logos,

Duddingston Yards, Duddingston Park South, EH15 3NT, Tel: 0131 621 7222. Their

website is www.interkit.co.uk. Our other supplier is Patricia Bewsey, Fenton Barns, Tel:

01620-850788. Order forms for both suppliers are available from the school office.

Assistance with Provision of Clothing and Footwear The Council operates a scheme of provision to ensure that a pupil is sufficiently and suitable

clad to take full advantage of the education provided. Families in receipt of Income-Based Job

Seekers Allowance or Income Support and Employment and Support Allowance will qualify for

such a scheme. Other cases may be considered in the case of exceptional personal

circumstances. Parents who wish to apply for the scheme should complete an application form

which is available from the school or Department of Services for People, John Muir House,

Haddington, EH41 3HA.

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WET WEATHER ARRANGEMENTS

Wet weather arrangements only come into practice when there is heavy rain. Children are

expected to have waterproof clothing in order that they can go outside for breaks when

possible.

If heavy rain, the children are brought to areas with a class wet weather box and are

supervised by management and supervisors.

On wet mornings pupils cannot be allowed into school early as we cannot guarantee supervision at

this time and should arrive as close to 8.55 am as possible.

Play Areas

The school has separate areas for P1-2 and P3-7. Pupils have access to the playing fields from

April to October but are requested to keep off the grass over the winter months.

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THE CURRICULUM

Our school curriculum is based on the Scottish Government’s

Curriculum for Excellence.

What do we mean by ‘Curriculum’?

The curriculum describes what children and young people do in school. It includes the lessons

which develop some of their basic skills such as reading, writing and mathematics and in

secondary schools, the subject areas (geography, history, languages etc) and the courses which

lead to examinations and qualifications. This has been the way education has been defined for

very many years with little variation.

The Curriculum for Excellence provides a framework in which excellent learning and teaching

can take place. It is an on-going process of review and change to develop and improve children’s

experiences of education.

The Curriculum for Excellence is not a single document. It is definitely NOT a national

curriculum that dictates what every child should be learning at every minute of the day!!

Instead it provides a new way of looking at the curriculum that builds on best existing practices

in Scottish education and focuses on how we can achieve the best for every child. It includes

the totality of experiences planned for all children through their education to allow them to

excel and realise their future potential. However, there is sufficient flexibility to allow

teachers to be creative and innovative in the approaches they take to make this happen.

Importantly, putting the curriculum into practice is not a once-and-for-all task but a

continuing process. This is the beginning of a continuing cycle of review of the curriculum

to keep it updated, refreshed and relevant.

Principles behind curriculum design:

Challenge and enjoyment

Breadth

Progression

Depth

Providing individual choice

Coherent

Relevant

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The curriculum is designed to equip young people with high levels of literacy, numeracy and

thinking skills and support the development of their health and wellbeing. It should enable every

child to develop his or her full potential through a broad range of challenging, well-planned

experiences which help them develop qualities of citizenship, enterprise and creativity.

The curriculum is more than curricular areas and subjects: it is the totality of experiences

which are planned for children and young people through their education. At all stages from the

early years to S6 the curriculum will include learning through:

THE ETHOS AND LIFE OF THE SCHOOL AS A COMMUNITY We know that positive relationships and the climate for learning in a school - our values, our

ethos and our life as a community - are essential starting points for successful learning.

The wider life of the school - activities such as assemblies, community events and school

projects - makes an important contribution to the development of the four capacities, helping to

enable all our pupils to become successful learners, confident individuals, responsible citizens

and effective contributors. We also offer pupils opportunities to learn through such activities

as peer mentoring, membership of school councils, undertaking responsibilities and playing a part

in decision making.

CURRICULUM AREAS AND SUBJECTS Curriculum areas and subjects provide familiar and important vehicles for learning. We

recognise their key role within the curriculum. With that in mind, curriculum areas and subjects

are refreshed and re-focused as part of the review process to take full account of the

contributions they can make to developing the four capacities and preparing learners for the

challenges of the future.

INTERDISCIPLINARY PROJECTS AND STUDIES The curriculum includes space for learning beyond subject boundaries, so that learners can make

connections between different areas of learning. Through interdisciplinary activities of this

kind, our pupils can develop their organisational skills, creativity, teamwork and the ability to

apply their learning in new and challenging contexts. To be successful, these activities need to

be well planned with a clear purpose and outcomes in mind.

OPPORTUNITIES FOR PERSONAL ACHIEVEMENT Opportunities for personal achievement, planned through the school, often enrich the life

experience of learners. Taking part in activities such as performances, community or enterprise

activities and trips plays an important part in widening a young person's horizons and developing

confidence. We also respond to the personal interests and aptitudes of learners through clubs,

community, charitable and fund-raising activities. Many of these activities are voluntary for

learners and have traditionally been organised as 'extra-curricular' opportunities.

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STAGES OF LEARNING

The stages of learning reflect the stages of maturation of children and young people and the

changing ways in which they engage with learning as they develop.

Level Stage

Early the pre-school years and P1 or later for some

First to the end of P4, but earlier or later for some

Second to the end of P7, but earlier or later for some

Third and Fourth S1 to S3, but earlier for some.

The fourth level broadly equates to SCQF level 4

Senior phase S4 – S6 and college or other means of study.

Further information about Curriculum for Excellence can be found at Education Scotland’s

Parentzone by using the following link:

http://www.educationscotland.gov.uk/parentzone/index.asp

TEACHING METHODS

A primary classroom is rather like a workshop where the emphasis is on

learning as well as teaching. As children develop at different rates and have

differing preferred learning styles, teachers will assess the learning needs of

each pupil in class. Development then takes place through individual and group,

as well as class, learning experiences organised by the teacher. These learning

experiences will be set within stimulating contexts and will employ active

teaching and learning strategies, aiming to engage the children in exploring, discovering and

learning with increasing levels of confidence and independence as they move through the school.

Teachers involve children in planning activities by finding out what they already know about a

subject and what they would like/need to learn to extend that knowledge. Children at all stages

of the school are involved in taking responsibility for assessing their performance against

specific success criteria, devised by themselves or the teacher.

For children to take part fully in their learning they need to be actively engaged in making

choices about what and how they learn. In our early years’ classes children can be seen moving

from one activity to another whilst in the later stages children may choose to learn in different

ways e.g. from a book, making use of ICT, with a partner etc.

As well as the explicit learning that children take part in during planned classroom activities

they will be involved in developing skills in literacy, numeracy and health and well-being outwith

the classroom e.g. listening to and following instructions in the playground, finding out about

health and safety on a trip, working out the money required to pay for their lunch, resolving

disputes, helping others, reading rotas etc…

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CURRICULAR AREAS

There are eight curricular areas within Curriculum for Excellence. These will sometimes be

treated as stand-alone subjects but very often, in order to make learning more meaningful, will

be grouped together to create a context for learning e.g. Literacy and Drama could be linked

when children work to write and perform a show. This is known as interdisciplinary learning and

it allows children to make links between what they are learning and the use to which this can be

put in the future.

EXPRESSIVE ARTS

The expressive arts, which include the subject areas of Art and Design,

Drama, Music and Dance, develop the imagination and aesthetic awareness,

encourage pupils’ physical development, promotes awareness of cultural

heritage and contributes to social development through recognition of

the importance of good health and positive attitudes towards self and

others.

Class teachers work with visiting subject specialists of P.E. and Music to

present a cohesive programme which supports the development of these

curricular areas in a structured and meaningful way.

We also have visiting tutors of Strings who take small numbers of senior pupils for weekly

tuition. Pupils are selected for this opportunity in P4, P5 and P6.

HEALTH AND WELLBEING

At Pinkie St. Peter’s Primary we set out to promote a whole-school approach to taking

responsibility for health. We place a high value on the good health of staff and pupils, caring

for people as individuals and providing stimulating, safe and healthy conditions for the life and

work of the whole-school community. Health and Wellbeing is an integral part of the school

curriculum, with its aims being firmly embedded within the overall aims of the

school. Through Health and Wellbeing, pupils will be provided with experiences to

develop knowledge skills and attitudes in relation to:

Mental, emotional, social and physical wellbeing

Planning for choices and changes

Physical education

Physical activity and sport

Food and health

Substance misuse

Relationships, sexual health and parenthood

We are aware that some of these areas could potentially be quite sensitive and, in order to put

parents/carers’ minds at ease, meetings are arranged with parents before these are

delivered to children.

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LANGUAGES

FRENCH

French is taught to pupils in Primaries 3-7. Progress is reported to

parents/carers annually in June.

LITERACY AND ENGLISH

Literacy enables children both to communicate with others effectively for a

variety of purposes and to examine their own and others’ experiences,

feelings and ideas, giving them order and meaning. Since this is central to

children’s intellectual, emotional and social development, it has an essential

role across the curriculum and helps pupils’ learning to be coherent and

progressive.

We provide pupils with the chance to develop and extend their literacy skills by giving them

opportunities to:

communicate, collaborate and build relationships

reflect on and explain their literacy and thinking skills, using feedback to help them

improve and sensitively provide useful feedback for others

engage with and create a wide range of texts in different media, taking advantage of

the opportunities offered by ICT

develop their understanding of what is special, vibrant and valuable about their own

and other cultures and their languages

explore the richness and diversity of language, how it can affect them, and the wide

range of ways in which they and others can be creative

extend and enrich their vocabulary through listening, talking, watching and reading.

We attach a high priority to giving children a command of the English language (as well as their

own dialect), and the ability to use it confidently, creatively and appropriately. This includes

reading with understanding, writing fluently and legibly with accurate spelling and handwriting,

listening attentively and talking to the point. To this end, we try to plan structured and

stimulating activities to help children develop English language skills by giving them

opportunities to:

engage with a wide range of texts and develop an appreciation of the richness and

breadth of Scotland’s literary and linguistic heritage

enjoy exploring and discussing word patterns and text structures.

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NUMERACY AND MATHEMATICS

Mathematics is the study of the properties, relationships and patterns in

number and shape, and the application of this knowledge to analyse,

interpret, simplify and solve problems.

It is a rich and stimulating subject with the capacity to engage and fascinate learners of all

ages, interests and abilities. Learning mathematics develops logical reasoning, analysis, problem-

solving skills and the ability to think in abstract ways, as well as offering opportunities for

creativity. It is a universal language of numbers and symbols which allows us to communicate

ideas in a concise, unambiguous and rigorous way.

Mathematics is important in everyday life, allowing us to make sense of the world around us. It

gives us confidence in dealing with number and in understanding shape, position and movement.

It enables us to think abstractly, model real-life situations and make generalisations, and equips

us with the skills we need to interpret and analyse information, assess risk and make informed

decisions. Mathematics can enable us to contribute effectively in the workplace and gives us the

capacity to be both creative and logical when enjoying the challenge of solving problems, tackling

puzzles or playing games. It has the ability to fascinate and stimulate and is as important to

adult learners as it is to children and young learners.

Mathematics plays an important role in other areas, such as science or technologies, and is vital

to research and development in fields such as engineering, computer science, medicine and

finance. Learning mathematics gives pupils access to the wider curriculum and the opportunity to

pursue further studies and interests.

Our ultimate aim is to develop confidence in the application of mathematics in everyday

situations. To do this we plan activities and experience that enable our pupils to:

develop a secure understanding of the concepts, principles and processes of

mathematics and apply these in different contexts, including the world of work

engage with more abstract mathematical concepts and develop important new kinds

of thinking

understand the application of mathematics, its impact on our society past and

present, and its potential for the future

develop essential numeracy skills which will allow me to participate fully in society

establish firm foundations for further specialist learning

understand that successful independent living requires financial awareness,

effective money management, using schedules and other related skills

interpret numerical information appropriately and use it to draw conclusions, assess

risk, and make reasoned evaluations and informed decisions

apply skills and understanding creatively and logically to solve problems, within a

variety of contexts

appreciate how the imaginative and effective use of technologies can enhance the

development of skills and concepts.

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RELIGIOUS AND MORAL EDUCATION

Through our religious and moral education programme we hope to enable

pupils to:

recognise religion as an important expression of human experience

learn about and from the beliefs, values, practices and traditions

of Christianity and the world religions selected for study, other

traditions and viewpoints independent of religious belief

explore and develop knowledge and understanding of religions, recognising the place

of Christianity in the Scottish context

investigate and understand the responses which religious and non-religious views can

offer to questions about the nature and meaning of life

recognise and understand religious diversity and the importance of religion in society

develop respect for others and an understanding of beliefs and practices which are

different from their own

explore and establish values such as wisdom, justice, compassion and integrity and

engage in the development of and reflection upon their own moral values

develop their beliefs, attitudes, values and practices through reflection, discovery

and critical evaluation

develop the skills of reflection, discernment, critical thinking and deciding how to

act when making moral decisions

make a positive difference to the world by putting my beliefs and values into action establish a firm foundation for lifelong learning, further learning and adult life.

The aims of religious observance are:

to promote pupils’ spiritual development;

to increase their understanding of religious practices such as prayer and meditation and

the religious experience which underlies them;

to promote the ethos of the school through the expression and celebration of shared

values;

to provide opportunity for individual reflection on spiritual and moral concerns.

In recognition of Scotland's Christian heritage, we celebrate Christmas and Easter as part of

school assemblies. This religious observance provides opportunities for class or stage

involvement by pupils and others, including our school chaplain, in planning and presentation.

There is a statutory provision for parents/carers to withdraw children from participation in

religious observance. If you decide to withdraw your child from religious observance, we will

make suitable arrangements for them to participate in a worthwhile alternative activity.

For more information please refer to: Curricular 1/2005 Provision of Religious Observance in

Scottish Schools (http://www.scotland.gov.uk/Publications)

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SCIENCES

Sciences encompasses looking at:

Our Living World

Our Physical World

Our Material World

These headings then break down into:

Life and Cells

Energy in the Environment

Force and Motion

Communications

Materials

Planet Earth

Awareness of the interdependence of people and the environment and for society’s

responsibility for the care and conservation of the environment is a major social and political

issue. Events, decisions and changes made in the past have shaped the present.

Our aim is for to Pinkie St. Peter’s pupils to make a positive contribution to the shape of the

environment of the future. Through the activities and experiences which we plan for and with

our pupils, many of them of an interdisciplinary nature, we support them to:

develop curiosity and understanding of the environment and their place in the

living, material and physical world

demonstrate a secure knowledge and understanding of the big ideas and concepts

of the sciences

develop skills for learning, life and work

develop the skills of scientific inquiry and investigation using practical techniques

develop skills in the accurate use of scientific language, formulae and equations

apply safety measures and take necessary actions to control risk and hazards

recognise the impact the sciences make on my life, the lives of others, the

environment and on society

recognise the role of creativity and inventiveness in the development of the

sciences

develop an understanding of the Earth’s resources and the need for responsible

use of them

express opinions and make decisions on social, moral, ethical, economic and

environmental issues based upon sound understanding

develop as a scientifically-literate citizen with a lifelong interest in the sciences

establish the foundation for more advanced learning and future careers in the

sciences and the technologies.

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SOCIAL STUDIES

Through social studies, children and young people develop their understanding of

the world by learning about other people and their values, in different times,

places and circumstances, and how their environment has been shaped. As they

mature, children and young people’s experiences can be broadened using

Scottish, British, European and wider contexts for learning, yet maintaining a

focus on the historical, social, geographic, economic and political changes that

have shaped Scotland. Children and young people learn about human achievements

and how to make sense of changes in society, conflicts and environmental issues.

With greater understanding comes the opportunity to influence events by exercising

informed and responsible citizenship.

Through the activities and experiences which we plan for and with our pupils, many of

them of an interdisciplinary nature, we support them to:

develop an understanding of how Scotland has developed as a nation, resulting in an

appreciation of their local and national heritage within the global community

broaden their understanding of the world by learning about human activities and

achievements in the past and present

develop their understanding of their own values, beliefs and cultures and those of

others

learn how to locate, explore and link periods, people and events in time and place

learn how to locate, explore and link features and places locally and further afield

engage in entrepreneurial activities which stimulate an enterprising attitude

develop an understanding of concepts that stimulate enterprise and influence business

establish firm foundations for lifelong learning and for further specialised study and

careers.

TECHNOLOGIES

Technology – the application of knowledge and skills to extend human

capabilities and to help satisfy human needs and wants – has had

profound effects on society.

Scotland has a strong tradition of excellence and innovation in

technological research. This is especially true in areas such as

engineering, electronics, optoelectronics, biomedical research,

genomics and cell engineering. Scotland’s people need to be skilled in

technologies and to be aware of the impact of technologies on the

environment and society.

The technologies’ curriculum area relates particularly to contexts that provide scope for

developing technological skills, knowledge, understanding and attributes through creative,

practical and work-related activities. It offers a rich context for the development of all of the

four capacities and for developing the life skills that are recognised as being important for

success in the world of work.

Technologies are connected strongly with all other areas of the curriculum, whether through

extending and applying the specialist knowledge and understanding developed in the sciences,

through the creative use of technology in the expressive arts, or through use of technologies to

enhance learning.

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We aim to offer challenging activities which involve research, problem solving, exploration of

new and unfamiliar concepts, skills and materials, and the rewarding learning which often results

from creating products which have real applications. We also aim to provide a basis for

progression in cognitive skills. Pupils can develop their creativity and entrepreneurial skills and

be encouraged to become innovative and critical designers of the future. These attributes are

essential if our children and young people are to play a major part in the global economy and

embrace technological developments in the 21st century.

Learning in the technologies will enable children to be informed, skilled, thoughtful, adaptable

and enterprising citizens, and to:

develop a considered understanding of the role and impact of technologies in changing and

influencing societies

contribute to building a better world by taking responsible, ethical actions to improve their

lives, the lives of others and the environment

gain the skills and confidence to embrace and use technologies now and in the future, at

home, at work and in the wider community

become informed consumers and producers who have an appreciation of the merits and

impacts of products and services

be capable of making reasoned choices relating to the environment, sustainable development

and ethical, economic and cultural issues

broaden their understanding of the role that information and communications technology

(ICT) has in Scotland and in the global community

experience work-related learning, establish firm foundations for lifelong learning

and, for some, specialised study and a diverse range of careers.

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ASSESSMENT AND REPORTING

Assessment is an integral part of learning and teaching, helping

to provide an emerging picture of a young person’s learning and

achievements as he or she develops across the four capacities.

Assessment by teachers will be the main means of assessing

each pupil’s achievements. Assessment is planned and used in

ways which reflect the principles for curriculum design

(challenge and enjoyment; breadth; progression; depth; personalisation and choice; coherence;

relevance). Teachers record an individual, group or class’ progress in the assessment section of

our planning programme. In addition to this, each class teacher tracks an individual pupil’s

progress through the experiences and outcomes of the curriculum. At the start of each new

session, this information is automatically available to a child’s receiving teacher. Assessment is

used as the basis for future learning.

A pupil’s progress will be assessed in ways and at times appropriate to their learning needs.

Judgements made about this learning are based on evidence from a broad range of sources,

both in and out of school and by reference to their progress over time, across a range of

activities. Learning, teaching and assessment are designed in ways that reflect the way

different learners progress to motivate and encourage their learning. To support this, all

learners will be involved in planning and reflecting on their own learning, through formative

assessment, self and peer evaluation and personal learning planning. (See Assessment Policy)

Formal reports are sent home once a year in June. Parent’s meetings with teachers are held,

usually in October and in March. We will also inform you throughout the year of any significant

detail about your child’s attainment. We welcome feedback on these.

Primary 7 pupils now complete a profile which is a snapshot of their best achievements at a

given point in time. It includes:

information on progress and achievement across curricular areas

information on progress and achievement in literacy, numeracy, and in health and

wellbeing

a statement outlining their latest and best achievements in and out of school

Profiles will come home in June and we would welcome your feedback on these.

You are welcome to discuss your child’s progress at any time, though it is best to try to

make an appointment in advance.

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TRANSITIONS

Throughout a child’s school career there are a number of transition points. Our aim is to

make these as smooth and stress free as possible for both the child and their

parents/carers.

Nursery to P1 / Home to P1

Opportunities are provided for children moving on to Pinkie St. Peter’s Primary are provided in

June for parents/carers and children to visit the school, meet class teachers, and learn about

the school and the Primary 1 experience.

P1 through to P7

As children progress from stage to stage, from P1 to P7, opportunities are provided for children

to meet with their next class teacher/classmates before the start of the new session.

Information is shared with the receiving class teacher in order to ensure that these transitions

are as smooth as possible.

Primary/Secondary Transfer

Pupils transfer to secondary school after completing P7. In November, parents/carers are

asked, by the Pupil Support Division, by letter if they wish their child to attend the local

secondary. The pupils from this school normally transfer to Musselburgh Grammar School, 86

Inveresk Road, Musselburgh, EH21 7BA. The telephone number is 0131 665 4278.

Parents/carers/carers are informed of transfer arrangements by December.

In October, parents/carers of P7 children are invited to attend a meeting at Musselburgh

Grammar. Staff are on hand to provide information related to the next step of their child’s

educational journey. In addition to this meeting, secondary school staff pay a number of visits

to Pinkie St. Peter’s Primary School to liaise with us, ensuring that Musselburgh Grammar have

comprehensive, accurate and up to date information on all pupils. The pupils visit the Grammar

school in the summer term for two days to become acquainted with some of the staff and the

departments. Throughout the session a variety of opportunities are provided for our P7 pupils to

get together with P7 pupils from the other schools in our cluster e.g. Forensic Science

workshop, sporting activities, quizzes etc.

Should you choose to send your child to another secondary school, we will ensure that all

appropriate information is shared.

SUPPORT FOR LEARNING

Mrs Karen Lally and Mrs Sue Salucci work with children in small groups or sometimes

individually. They support learning in all curricular areas. The Support for Learning Teacher

consults and works alongside the class teachers, either within classrooms or in their own

teaching area base. Learning support can be for very able children who would benefit from

being stretched academically or for children with a temporary special need e.g. returning to

school after a lengthy absence etc.

Support may be for short or extended periods depending entirely on individual needs.

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HOMEWORK

At Pinkie our view is very much that parents/carers, pupils and teachers can work in partnership

to support learning. We are aware that many of our pupils take part in a wide range of out of

school activities and recognise that these play an important in their all-round development. We

would therefore ask that you help your child to balance homework activities throughout the

week.

Homework is seen as a means for each pupil to:

consolidate work that has been taught by the class teacher

research, collect, record and present information for a project

practice learning important facts i.e. tables, spelling, capitals of the world etc.

complete unfinished class work

share information about learning at school with parents/carers

Establishing good habits in primary school should enable pupils to organise their workload, and

this in turn should help to establish an effective study pattern when they reach secondary

school.

HOW CAN PARENTS/CARERS HELP?

Please check and sign your child’s homework.

Please give your child lots of positive encouragement to complete the activity to

the best of their ability.

Please do not accept homework that is rushed or untidy. This may well not be

accepted by the teacher.

There may be times when your child is unable to complete a homework activity

because they are finding it too difficult. There may be other times when they are taking too

long to complete an activity. Rather than have children struggling at home in these

circumstances, we would encourage you to stop your child from completing the work. In

addition we would ask you to send in a note to the teacher explaining the situation. This is

vital information for the class teacher. Steps can then be taken to resolve the matter in

school and ensure that children are not either experiencing anxiety or a sense of failure!

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EXTRA-CURRICULAR ACTIVITIES

The school runs a wide range of the following after school clubs including:-

* Basketball * Dance * Netball

* Football * Volleyball * Fun Maths

A number of other clubs/activities are offered at various points during the session.

PINKIE ST. PETER’S OUT OF SCHOOL CLUB

Since August 2003 the school has had an Out of School Club which has been set up by a group

of parents with funding from the National Lottery. At the Breakfast Club children can have a

healthy breakfast before school, and at the After School Club they can take part in a range of

games and fun activities. A volunteer Management Committee of parents manages the Club, but

qualified staff have day-to-day responsibility for care of the children attending.

Club opening times are as follows:

Breakfast Club: Mon to Fri: 7.45 am to 8.45 am

After School Club: Mon to Thurs: 2.45 pm to 5.45 pm

Fri: 11.55 am to 5.45 pm

The Holiday Club is open at Easter, Summer and the October break, subject to demand.

Places can be booked at the annual registration evening in May/June each year, or on Fridays in

the school foyer between 8.30 am and 9.15 am. Leaflets with further details (including current

fees) are available from the school foyer.

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COMMUNICATION AND MEETINGS WITH

PARENTS

Parents’ Meetings will be held on two occasions throughout the year. These will be held in the

Autumn and Spring/Summer terms. During the first meeting, teachers discuss the aims and

objectives for the year ahead in the main curricular areas. Parents will also receive a report on

their child’s individual progress once a year. Parents wishing to discuss their child’s progress at

any other time are welcome to contact the class teacher or management. Parents and teachers

have also worked together to set up procedures to help encourage and co-ordinate

communications between home and school and the involvement of parents in general school life.

We regularly send home newsletters in which we inform you of anything of interest which has

happened in the previous month and details of future events. We also post regular updates on

the school website (www.edubuzz.org/pinkie).

We recently have invested in Groupcall Text Alert to communicate with parents regarding any

relevant notifications.

All parents of P1 pupils receive information and workshops regarding curriculum evenings.

Information is also offered on a regular basis regarding other areas e.g. homework.

PARENTAL INVOLVEMENT

Parents who are interested in being actively involved in the daily life of the school are most

welcome. Many already help with Golden Time, the Library, escorting classes to swimming,

school outings, displays etc. We have an active Parent Council/Forum who support the school in

its work with pupils and parents. If you would like to be involved in helping, please contact

school. You will be made most welcome. A list of suggestions is sent out yearly to ask if parents

wish to be involved in different school activities.

BEHAVIOUR

Good self discipline is our ultimate goal. Pupils must look after themselves, their peers and our

school buildings in an appropriate way. The school has a Personal and Social Development Policy

which is followed at all times. We also operate an Anti-Bullying Policy (see Appendices 1 and 2).

If a pupil persists in unacceptable behaviour, parents are contacted and school and home would

tackle the problem together. If necessary, and with the parents agreement, a child could be

referred to Psychological Services. We also follow the Authority’s procedures on

Informal/Formal Exclusions if all other means of resolving indiscipline have failed.

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ATTENDANCE

As well as attending regularly, parents should make every effort to ensure that their children

are punctual in arriving at school and take holidays, whenever possible, outwith term times.

Should a child be off school either through illness or other permissible cause please inform the

school by phone before 8.45 am. This is to ensure the security of all children, therefore if no

call is received we will attempt to contact the parent, but, if no success, we must inform the

Child and Family Support Worker (Attendance) who will investigate. All unexplained absences

are collated by the Authority and sent to the Scottish Office for comparison with areas

throughout Scotland. Absences after the lunch break should be reported immediately so as to

avoid any undue anxiety and a search being made for the child. If parents wish their child to be

absent for more than two weeks in a year, they must receive permission from the School. A

letter should be sent in advance to the Head Teacher, Pinkie St. Peter’s Primary School, 44

Pinkie Road, Musselburgh, EH21 7HA. Before a child can be allowed out of school e.g. to attend

a doctor or visit the dentist, a responsible adult must sign a release form accepting the child

into his/her care.

When someone else other than the parent is collecting a child, it would be helpful if the school

could be given prior warning and the name of the person collecting him/her.

Parents should ensure their children are collected from school at the correct time as staff are

often attending meetings immediately after school and are unable to look after the children.

OCCASIONAL AND EMERGENCY ARRANGEMENTS

It is sometimes necessary to close whole or part of the school in an emergency such as very

heavy snow or failure of heating systems in extremely cold weather. Radio Forth will be

informed of any such closure and, where necessary, parents or emergency contacts will be

contacted. Parents should be reassured that every step will be taken to ensure the safety and

well being of each child.

It is the parent’s responsibility to provide the school with up-to-date information on persons to

be contacted in emergencies.

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ADMINISTRATION OF MEDICAL PROCEDURES

MEDICINES IN SCHOOLS

We ask parents not to send their child/children to school if they are already ill. Our school

auxiliary provides medical care and is trained as a first aider. We normally inform parents if

their child has been sick/hurt at school.

There is no obligation on school staff to administer medication of any kind to any pupil, and

parents are asked to note that routine medicine will not be administered by the school. This

includes antibiotics, cough bottles, painkillers, creams, eye, ear and nose drops. Parents should

make arrangements for children to take this medication when at home and should not send it to

school.

Where pupils require medication to be administered or self-administered during the school day,

parents should complete the relevant request form available from the school. You must have

written guidance from a medical professional. The written guidance on the medication will

generally be sufficient. If your child has asthma, not only should the relevant form be

completed for self-administration, but an inhaler labelled with your child’s name and date of

birth must be kept in school at all times when needed. Please note that where medication is held

by the school it is the parent’s responsibility to ensure it is up to date.

SCHOOL AND COMMUNITY

Many local community groups use the facilities available in school at the evenings and weekends

and we welcome all contacts with people in the local area e.g. each year Pinkie takes part in

activities organised by the Honest Toun Association and various other local associations. Pupils

perform for local groups at Harvest and Christmas. We encourage pupils and teachers to

strengthen links with the local community as much as possible and enter into any local initiative

enthusiastically.

We have strong links with Windsor Park Residents Association and local churches.

If anyone wishes to let part of the school or grounds after school, please contact School Lets

Department on 01620 827827.

PARENT FORUM AND PARENT COUNCIL (PINKIE PARENTS)

Pinkie Parents is a forum for parents to interact with each other, school staff and local elected

representatives. Our aim is to support the school through fundraising and progressing matters

pertinent to the school community. There are no specific skills to being a Pinkie Parent Rep, only

a desire to have a positive impact within our school.

Pinkie Parents meet approximately 6 – 8 times a year. We have our AGM in October. All parents

are welcome to attend.

Further information is available on the school website.

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PARENTAL INVOLVEMENT

We actively encourage the involvement of parents in all aspects of school life.

Ways in which parents help

Organisation and maintenance of library

Upkeep and monitoring of website

Craft activities

Accompanying classes on school trips

Running book fairs

Sporting activities

Gardening maintenance

Recruitment of staff

Giving input to the School Handbook

Being a parent helper in classes

We are open to parents being involved in all aspects of the school.

PLAYGROUND SUPERVISION

When pupils are at school, the responsibility for their safety rests with the Authority and the

Head Teacher and staff undertake this responsibility on behalf of the Authority. This means

that reasonable steps should be taken to prevent any pupils suffering injury and to ensure that

accidents or difficulties can be reported to a responsible adult and appropriate action taken.

PLAYGROUND SQUAD

Our Primary 6 and 7 children are encouraged to apply for a playtime post to help in both

playgrounds. These children are recognised by red baseball caps and will help children to find

someone to play with, start games and look after our equipment.

SUPERVISION AT INTERVALS

Three supervisors are in the playground and at all intervals a member of staff is available in

case of emergencies.

During the lunch break, one dining hall supervisor works in the dining hall helping to organise the

children.

PUPIL COUNCIL

Pupils from P1 to P7 each year elect a new representative to attend a monthly meeting with a

member of the management team. This allows the children the opportunity to raise any issues

they wish to be considered either by the management team, teachers or as a school. This instils

a sense of responsibility and ownership for the children.

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RESOLVING ISSUES – PARENTS AND SCHOOLS

WORKING IN PARTNERSHIP

You should contact us as soon as possible to tell us about your concern. It is always best to tell

us your concerns immediately, but please remember that we may not be able to meet you right

away. We can normally arrange for a meeting to be held within two working days with either the

class teacher and/or a member of the management team.

The meeting will be held at the school, at a time that suits both you and us.

You can bring one person to the meeting with you or get support from the Parents’ Advocacy

Service.

We will listen to your concerns and treat you fairly. We will then work with you towards finding

a solution which everyone agrees with.

We can settle most matters at this stage, but if we don’t and still have a concern, we will ask

you to come to a further meeting in school with:

The Head Teacher; or

A senior member of staff; or both

We will do everything reasonably possible to reach a solution which everyone agrees with. We

will keep a note of this meeting and give you a copy.

If you are still not satisfied, you can take your concern to one of the Service Managers – the

names, addresses and telephone numbers which can be found in the appendix.

The Department of Services for People will offer to set up a mediation meeting for you and us.

At the meeting, someone from the Department will act as a ―mediator‖ to help us find a solution.

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31

SUMMARY OF BEHAVIOUR MANAGEMENT POLICY (APPENDIX 1)

Through our school aims and golden rules, we try at Pinkie St. Peter’s to create an environment,

which is positive and caring, creating in children, a responsibility to both themselves and others.

Central to our thinking is the fact children thrive on praise, success, recognition and affection.

The children in our care are encouraged to recognise and respect the golden rules agreed by

themselves and the members of staff. Should negative behaviour occur, it will be dealt with as

appropriate.

Classroom Behaviour Plan

At the beginning of each year all teachers will discuss the Golden Rules with pupils. This will

include positive recognition (stickers, stamps, house points, certificates), and consequences if

the rules are broken (verbal warning, yellow and red cards).

A copy of the agreement is sent home for both child and parent to sign.

Whole school procedures for behaviour management

REWARDS House points can be awarded to the children by any adult in the school for good conduct.

House points are collected weekly and the winning house will be announced at the weekly

assembly or song practice and the house shield presented.

Certificates will be presented at assembly for individual achievements.

GOLDEN TIME

This is a whole class incentive, linked to the Golden rules. Children who keep the Golden rules

are rewarded with 30 minutes worth of Golden Time each week. The time-tabling of this is at

the teacher’s discretion. It is a shared, fun time of chosen activities to celebrate the child’s

ability to keep the Golden rules. Stages may wish to share this time and allow children to mix

social groups. Teachers may also wish to involve non-teaching staff in activities such as baking.

Organisation of Golden Time

At the beginning of each week selected activities are displayed and the children may sign up for

their chosen activity. To emphasise the importance of Golden Time, these activities should be

kept specifically for Golden Time. A large selection of resources are kept centrally to allow all

classes access. It is recommended that at the beginning of each year/session, it would be

beneficial to arrange a hall time for one group to allow activities such as football, large games...

etc.

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SANCTIONS

All staff in school will use same consistent approach throughout school. If a child breaks any of

the golden rules, the child will be given a gentle reminder of the Golden rules and the need to

adhere to them. If the child continues to break the Golden rules a yellow warning card will be

issued which will stay with the child for a set period of time (e.g. until playtime, lunchtime…..)

If the child continues to break the rules a red card will be issued which will ensue a loss of 5

minutes Golden Time or one minute for younger children.

REWARDS

Children will also be awarded house points for good work, working quietly and adhering to Golden

rules. House points will be collected on a weekly basis and the winning house will be announced

at assembly. The winning house will, during dry days, be given an extra 5 minutes playtime on a

Friday.

Class teachers also use stickers as incentives and certificates will be awarded to children for

individual achievements.

Annual Certificates will be awarded to children who keep the Golden Rules all year and receive

no warnings or lose Golden Time all year. This approach acknowledges the children who

consistently keep the rules and work hard. This annual certificate will be sent home to give it

prestige.

Certificates are also awarded to children who have perfect attendance over the year.

CONSEQUENCES

* Loss of Golden time

* Refer to promoted staff

* Incident logged

* Counselling

* Time away from class

* Parents contacted

* Time away from school

MANAGING BEHAVIOUR IN THE PLAYGROUND

Positive playground behaviour will be recognised and praised. Playground supervisors will be able

to award stickers for good playground behaviour and these will be given out daily. The

Playground Squad will be appointed at the beginning of each year and they will provide support

and security for the children at play.

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SCHOOL RULES

Walk quietly around the school.

Offer help to members of the school who need it.

Be friendly and courteous.

Listen to and follow all instructions carefully and immediately, especially in the gym hall.

GOLDEN RULES

Golden rules are displayed in every classroom and throughout the school. They form the

foundation of Pinkie’s Personal and Social Development work. They should be discussed regularly

with the children and should be the focus of discussion with the children if a child breaks one of

these rules. These rules are also displayed in prominent places in the playground so that they

can be discussed by non-teaching members of staff. The golden rules will provide a focus for

assemblies throughout the year.

GOLDEN RULES

Do be gentle Don’t hurt anyone

Do be kind and helpful Don’t hurt any one’s feelings

Do work hard Don’t waste time

Do look after property Don’t waste or damage things

Do listen to people Don’t interrupt

Do be honest Don’t cover up the truth

It is important that children are praised for keeping the golden rules, not just sanctioned for

breaking them

CIRCLE TIME

Circle time is a listening system designed to promote good relationships and positive behaviour.

Pinkie adheres to the Jenny Mosley model of Circle Time. The 5-14 Health Guidelines make

specific reference to the benefits of Circle Time and how it endorses the learning outcomes and

attainment in levels A to E.

The values that underpin Quality Circle Time are:

Respect for self

Respect for others

Respect for our immediate and wider environment

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At the early stages, this could take place on a daily basis for 10-15 minutes in class. The

emphasis at this stage should be on developing communication skills, enabling children to

recognise and express their own moods and feelings and responding sensitively to those of

others.

At middle and upper stages Circle Time would progress to approximately 30 minutes per week.

Before Circle Time, teachers and children need to agree ground rules. These may vary slightly

from stage to stage, taking into account the needs of different classes.

These may include a signal to show they wish to speak—thumb up

Not interrupt

A child has the right to ―pass‖ but may be given a second chance to speak

Not to be negative in any way

Class teacher will select which topic is appropriate for her/his class at that time. Themes and

topics may be revisited on a number of occasions depending on the needs and maturity for the

children. Circle Time will need to be approached in a variety of ways to cater for both needs,

self-confidence and maturity of the children, either dealing with issues in the ―open forum‖ if

the class is confident and supportive or by using puppets or poetry to explore issues in the third

person.

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SUMMARY OF ANTI-BULLYING POLICY

Why is an Anti-bullying Policy necessary?

We believe that all our pupils have the right to learn in a supportive, caring and safe

environment without the fear of being bullied.

The school has a Behaviour Management Policy where it is made clear that bullying is a form of

anti-social behaviour. It is WRONG and will not be tolerated.

It is important therefore that we have a policy which supports this belief and in which all parents

and pupils are aware that all bullying complaints will be dealt with firmly, fairly and promptly.

What is bullying?

―Bullying is any repeated action which causes fear or upset in another person‖.

Bullying can occur through several types of anti-social behaviour. It can be:

physical, verbal, exclusion or damage to property or theft.

As a pupil

Action to take if you are being bullied:-

Don’t keep it to yourself.

Talk about it to an adult you trust.

Always tell the truth to the adult.

Tell yourself that you do not deserve to be bullied.

Be proud of yourself as an individual.

Stay with a group of friends/people. There is safety in numbers.

Action to take if you know of bullying:-

Report any bullying straight away usually to your class teacher.

Don’t join in. Don’t stand and watch either.

Action against the bully:-

Children will have to make an apology to the person they bullied.

Children will have to think about why they bullied someone.

Parents will be told.

A record of the incident will be kept and put in the child’s file.

Children may have to agree to a good behaviour contract.

Children may be excluded from school.

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As a parent

Look for unusual behaviour in your child - perhaps she/he may suddenly not wish to attend

school or feel ill regularly.

Always take an active role in your child’s education. Ask how her/his day has gone and who

she/he played with etc.

Inform the school immediately if you feel your child is a victim of bullying. Your complaint

will always be taken seriously and appropriate action taken.

Advise your child not to fight back. It can make matters worse.

Reassure your child that it is not her/his fault that she/he is being bullied.

Make sure your child is aware of our Anti-bullying Policy and encourage them not to be

afraid to ask for help.

As a member of staff

Bullying should be referred at once to a member of the promoted staff.

It is important to identify any early signs of distress in pupils. This applies to incidents in the

corridors and playgrounds as well as the classroom.

Encourage pupils to discuss how they get on with other people and to form positive attitudes

towards others, through our Personal and Social Programme. This includes regular reviews and

discussions about bullying.

Encourage pupils to treat everyone with respect.