1

St Paul’s Primary Whiteinch

2015 2016

2

“WELCOME TO ST PAUL’S (WHITEINCH) PRIMARY”

On behalf of St Paul’s Primary School community, “Welcome”.

We try to offer a very welcoming, safe and caring ethos where all of our children are

valued and encouraged, and have their rights delivered in attaining their full potential. We

do this in full partnership with you, their parents and carers, St Paul’s Parish and the wider

community of Whiteinch and beyond.

We try to educate our children for life by preparing them, intellectually, emotionally and

spiritually through our formal and informal curriculum. We hope that through the

experiences and activities we provide, our children will become Successful Learners,

Confident Individuals, Responsible Citizens and Effective Contributors.

Thank you for choosing our school.

We look forward to having you and your child joining us in St Paul’s Primary.

Yours sincerely

HEAD TEACHER Handbook 2015/16

3

SCHOOL INFORMATION

School Name: St Paul’s (Whiteinch) Primary School

Address: 17 Primrose Street

Glasgow

G14 0TF

Telephone Number: 0141 959 3263

FAX Number: 0141 959 7720

Email: headteacher@st-paulswhiteinch-pri.glasgow.sch.uk

Website: www.st-paulswhiteinch-primary.co.uk

Denominational Status: Roman Catholic, Co-educational

Planning Capacity: 420 Parents should note the working capacity of the school may vary depending upon the number of pupils at each stage and the way in which the classes are organised

Current Roll: 314 Stages Taught P1 to P7 Parent Council Chairperson: Ms Kirsteen Mosson PTCA Chairperson: Mrs Anne McCormick

Leadership Team

Head Teacher Depute Head Teacher

Principal Teachers Mrs Marie Warrington Mrs Margaret Higgins

SCHOOL HOURS P1 – P3 P4 – P7

School Open: 9.00am 9.00am

Morning Interval 10.30am 10.30am

Lunch 12.15pm 12.15pm

Closing Time 3.00pm 3.00pm

Please Note – Breakfast Club is available from 8.00am - 8.45am every day NEW ENTRANTS – PRIMARY 1 August – First Monday in September 9.00am – 12.15pm

September – June 9.00am – 3.00pm

4

VISION St Paul’s Primary School is a Catholic community, with a distinct identity which welcomes all cultures and beliefs. We have a clear sense of purpose and are firmly committed to the principles of Catholic Education.

We are a Rights Respecting School with a strong commitment to meeting all individual needs of our learners. Through this

commitment we aim to set the highest standards in all aspects of education for all the community.

We recognise the importance of working closely with parents, parishes and the wider community in order to promote the

best possible opportunities for all pupils, and to ensure that they are encouraged to reach their full potential as healthy

individuals and to ensure that their own school is recognised and valued within the wider community. We strive to involve our

children in their own learning.

VALUES Our values determine the character of our school and are central to the creation of a positive, Catholic ethos. They include:

Ø Values of Catholic Education in promoting the spiritual, moral, social, intellectual and emotional health and well

being of each child

Ø Gospel values of Wisdom, Justice, Compassion and Integrity, which permeate our school through the example and

conduct of staff towards each other and towards all pupils

Ø Acknowledgement of parents/carers as the prime educators of their children, by developing true partnerships

Ø Creating a happy, nurturing and secure environment where all pupils feel safe and valued

Ø Creating responsible citizens who encourage respect for all in society regardless of background, race, gender,

religion or disability

AIMS These are the practical steps we will take in St Paul’s to achieve our vision and to develop our values. We aim to:

Ø Create a Community of Faith based on justice and compassion through an active, spiritual life which permeates the

whole school

Ø Raise attainment by setting high expectations for all pupils and recognising their achievements

Ø Recognise all pupils as individuals and treat them with respect and fairness

Ø Embrace Curriculum for Excellence strategies which meet the educational needs of all pupils through appropriate

activities and whole school celebrations and events

Ø Continue to promote positive partnerships with parents, parishes and external agencies to improve the quality of

education we provide

Ø Provide opportunities for continuous professional development for all staff

Ø Involve pupils in the corporate life of the school through a wide range of representative committees

Ø Continue to develop clear and robust procedures that involve all in self evaluation throughout the school

Ø Foster high quality leadership at all levels encouraging reflection on the work of the school, and welcoming

challenge

Ø Review, on an annual basis, the Vision, Value and Aims, and progress made in achieving them, in conjunction with the

School Improvement Plan

5

A HEALTH PROMOTING SCHOOL We have achieved the status of a Health Promoting School. This means that our commitment to promoting

health and well being has been recognised and rewarded.

“What makes us a Health Promoting School?”

We are a Health Promoting School because provide health promoting activities and experiences which can

change the attitudes and behaviour of pupils towards “positive, life-enhancing activities”. These are of central

importance in improving health and well being and in making contributions to the social inclusions and social

justice agendas that are of such importance to our local communities and Scotland

INSPECTION REPORT

We were visited by Her Majesty’s Inspectors for Education in October 2012. They published their report in

December 2012.

In assessing our school they established that key strengths of the school were:

§ Children’s exemplary behaviour and respect for one another

§ The outstanding and positive, inclusive ethos and highly effective procedures for supporting learners

§ The quality of the children’s learning experiences in writing and music

§ Effective teamwork amongst staff and innovative partnerships with other agencies

§ Leadership of the Headteacher

They also graded certain aspects of our school’s work against their six point scale: ie

Improvements in Performance - Very Good

Learners’ Experiences - Excellent

Meeting Learners’ Needs - Very Good

The Curriculum - Good

Improvement Through Self Evaluation - Very Good

A CHARTER FOR CATHOLIC SCHOOLS IN SCOTLAND The mission of the Catholic school is to develop as a community of faith and learning, providing the highest quality of education, and offering formation through the promotion of Gospel Values, through celebration and worship, and through service to the common good. All Catholic schools in Scotland, in honouring Jesus Christ as the Way, the Truth and the Life, will feature the following characteristics:

Ø a commitment to the integrated education and formation of the whole person, in close partnership

with parents as the first educations of their children

6

Ø an inclusive ethos which aims to honour the life, dignity and voice of each person, made in the

image of God

Ø a commitment to the search for wisdom in life and to the pursuit of excellence, through the

development of each person’s unique God-given talents

Ø a commitment to the spiritual formation of the school community, through the shared experience

of prayer and liturgy, and in partnership with local parishes

Ø the provision of religious education programmes which will enable young people to develop their

understanding of Gospel Values and of how to apply them to life

Ø a commitment to uphold the moral teaching, faith tradition and sacramental life of the Catholic

Church

Ø a commitment to communicate Catholic social teaching and thereby to promote social justice and

opportunity for all

Ø a commitment to ecumenical action and the unity of Christians

Ø the promotion of respect for different beliefs and cultures, and for inter-faith dialogue

Ø a commitment to support the continuing professional and spiritual development of staff

All staff appointed to a Catholic school are expected to support and promote the aims, mission, values and ethos of the school, as illustrated in this Charter ENROLMENT Registration for Primary 1 children takes place in November and is advertised widely in the local

press etc.

Parents / Carers are welcome to arrange a visit to our school, please contact our school office to

arrange this.

Families living out with our catchment are welcome to make a placing request to attend our school

but must first enrol their child at their local school. Further information is available using the

following: www.glasgow.gov.uk/index.aspx?articleid=8629

PLACING REQUESTS The Education Authority does not provide transport for those pupils in receipt of a placing request

other than in exceptional circumstance and where appropriate legislation applies.

ORGANISATION OF CLASSES

The following guidelines are set by the Scottish Government

P1 maximum 25

P2&3 maximum 30

P4-7 maximum 33

Composite classes maximum 25

Composite classes have children from more than one stage.

7

SCHOOL HOLIDAYS

Details of school holidays are available on the Glasgow City Council website:

www.glasgow.gov.uk/index.aspx?articleid=9418

CURRICULUM AND ASSESSMENT

Our curricular programmes centre on our aim to help our children to read and write, count, think and speak efficiently and effectively. There is also an emphasis on helping our children become “Successful Learners”, “Confident Individuals”, “Responsible Citizens”, and “Effective Contributors”. This emphasis can be seen across the whole school in wide and varied opportunities and experiences that we make available for our children. We have made considerable changes in our Learning and Teaching Practices over the past five years. The use of Teaching for Effective Learning strategies has meant involving children more in their learning, giving them responsibility through personalisation and choice.

Ø Through Formative Learning, teachers make use of a wide variety of teaching styles and strategies to “maximise” pupils’ potential.

Ø Through Formative Assessment, teachers and pupils discuss what is to be learned, recognise when learning has taken place, and useful and timely feedback is provided to support next steps in learning.

Ø Active Learning is embedding throughout the school in Maths and Language and is developing in other curricular areas.

Ø Contextualised Learning is about creating meaningful learning contexts for children to learn. In the Infant classes this is done through “play” activities, based on everyday activities eg shopping, going to the Post Office etc.

Our upper school classes have been introduced to the concept of Contextualised Learning. Interdisciplinary Topics and Learning are firmly established across the school. At all stages, our Literacy programmes are regularly reviewed to assess their suitability and compatibility with the experiences and outcomes from Curriculum for Excellence. Children are also encouraged to take responsibility for their own learning. This is achieved by equipping them with the strategies they need to succeed eg problem solving, collaborative learning and teamwork, and allows them personalisation and choice in their learning. Progress in learning is indicated through curriculum levels as detailed below. Level Stage

Early The pre-school years and P1 or earlier 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/Fourth S1-S3, but earlier for some LITERACY AND LANGUAGE There is a well-structured language programme throughout the school. Teachers plan for experiences and outcomes across all levels of Curriculum for Excellence, according to pupils’ needs and stage of development. The main reading resource in P1 – P3 is “Oxford Reading Tree”. In line with Glasgow City Council’s Early Intervention Policy the emphasis in the early stages is on the teaching and learning of phonics. In Primary 1 the highly structured Phonics Programme requires some considerable parental support and cooperation with the class teacher. Our upper school language programme is “Literacy World”. Novel studies form a large part of the language development programme. Our writing programme is taught across the school by our two principal teachers. A wide variety of language extension and back up material is available eg There is a plentiful supply of current topical library and reference books. Pupils are guided by teachers to develop good reading habits. Visits to the local library are encouraged at all stages of the school. All classes make a visit to Whiteinch Library at least once a year. We have a Book Fair in school once a year.

8

NUMERACY AND MATHEMATICS

Our children’s learning in Numeracy enables them to: Ø Develop essential numeracy skills which will allow them to participate fully in society Ø Understand that successful independent living requires financial awareness, effective money management, use

schedules and other related skills Ø Interpret numerical information appropriately and use it to draw conclusions, assess risk, make reasoned

evaluations and informed decisions Ø Apply skills and understanding creatively and logically to solve problems within a variety of contexts Ø Appreciate how the imaginative and effective use of technologies can enhance the development of skills and

concepts Our children’s learning in Mathematics will include all of the above and enable them to: Ø Develop a secure understanding of the concepts, principles and process of mathematics and apply these in different contexts, including the world at work Ø Engage with more abstract mathematical concepts and develop important new kinds of thinking Ø Understand the application of mathematics, its impact on our society, past and present, and its potential for the future

SOCIAL STUDIES

Through Social Studies our children develop their understanding of the world by learning about other people and their values, in different times, places and circumstances. They also develop their understanding of their environment and how it has been shaped. As our pupils mature, their experiences will be broadened using Scottish, British, European and wider contexts for learning, while maintaining a focus on the historical, social, geographic, economic and political changes that have shaped Scotland. Our children will learn about human achievements and about how to make sense of changes in society, of conflicts and of environmental issues. We are developing a set of Interdisciplinary Topics that contain appropriate experiences and outcomes to help our pupils develop as responsible global citizens.

. SCIENCES Through their learning in the Sciences, our children will begin to develop interest in, and an understanding of, the living, material and physical world. They will engage in a wide range of collaborative, investigative tasks, which allow them to develop important skills to become creative, inventive and enterprising adults in a world where the skills and knowledge of the sciences are needed across all sectors of the economy. This session we are developing programmes of study that are more closely aligned and appropriate to the requirements of Curriculum for Excellence. EXPRESSIVE ARTS This is and “umbrella” title covering Art, Craft, Drama, Movement, PE, Dance and Music. Through these subjects each individual child is encouraged to develop his/her own talents. Our children take part in our annual Christmas Nativity Play. Some children are involved in instrumental tuition in violin. Our “Glasgow Song”, written by our pupils and teachers, is sung in many schools across the city. We also have very close links with Glasgow University, Faculty of Education, Expressive Arts department. This partnership and innovative practice in music was highlighted by HMIE ( Dec 2012). We have contributed to their innovative practice website in recognition of this. INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

The development of Computing Skills is encouraged at every stage. A variety of educational programmes and games link the computer to other subjects in the curriculum. The school is fully connected to the Glasgow Schools’ Network and has internet access. Each class has a minimum of two full networked PCs. SMARTboards and digital projectors make access to the

internet easy for all. Wireless laptops are now also used throughout the school. Digital and video cameras and visualisers further enhance our children’s learning.

9

We have 15 SMARTboard suites and two mobile SMARTboards with projectors available for use at present. Internet access is safe, as “firewalls and safeguards” etc are in use to stop pupils from either inadvertently or deliberately accessing inappropriate websites. Children are encouraged to access the “net” to obtain information and to contact other pupils in their own school and beyond. All users of the network are required to sign an agreement saying they will not abuse the system or use it for any personal use. (Acceptable Users’ Policy). All of our ICT hardware (PCs and laptops)have been refreshed during the last academic year HOMEWORK POLICY Homework should be of a high quality and relevant to ongoing class work. It should cover all curricular areas and inform parents about the classroom curriculum. Time spent on homework varies according to the stage of the children. Infants may spend 10 – 20 minutes on an activity while Primary 4 – 7 children may spend 15 – 40 minutes. Our homework policy, which, although about homework, emphasises the importance of partnership and communication between teachers and parents The policy revolves around the use of a diary. The diary will be brought back and forward between school and home every day, even if the child has no homework. Information in the diary will be minimal in terms of writing, but the codes used will indicate what homework your child has to do and guide you in asking and assisting them in its completion. The diary will also indicate any events or outing that your child will be involved in. http://www.educationscotland.gov.uk/parentzone/index.asp

ASSESSMENT The children are continually assessed by their class teacher. Teachers use Formative Assessment strategies to encourage our children to become more actively involved in their learning. Use of the “Two Stars and a Wish” strategy gives our children two positive comments and an area to improve on. This is much more effective than a simple cross or tick. We no longer use “crosses” to indicate if a child’s work is incorrect. A “dot” may be used. Our children are now also involved in setting their own targets through the use of Personal Learning Plans at certain times of the year. Assessment is now an integral part of teachers’ planning when looking at what they need to provide, based on Curriculum for Excellence experiences and outcomes to meet their pupils’ needs Our assessments cover a range of competences. Pupil progress is regularly discussed with the Depute Head Teacher and the Head Teacher who are also involved in monitoring learning and teaching, along with pupil attainment. They will also meet with teachers and make class visits to ensure appropriate pace and expectations are maintained. Formal written reports are sent home in the summer term. Teachers and parents meet in October and March to discuss pupils’ progress and achievement. At these meetings, a less formal, verbal report, together with the children’s work, form the basis of parent/teacher discussion. You are of course welcome to speak to school staff informally, when appropriate, and if you wish to speak on a more formal basis, an appointment may be made through the Head Teacher, who will make the necessary arrangements. RELIGIOUS EDUCATION AND OBSERVANCE The publication of This Is Our Faith is highly significant for many reasons. It is the religious educational syllabus which has originated in Scotland and has been created to meet the distinctive needs of our young people. We are successfully developing the use of this resource throughout our school. Catholic schools are communities which are open, welcoming and inclusive. The church expects that Catholic schools, working with parents and families, will seek to prepare pupils to find happiness and to lead lives of goodness, built upon Christian values, personal integrity and moral courage. Hymn practice takes place regularly. Religious themes are illustrated in project work. Religious instruction and observance form part of the religious tradition provided at this school. Parents, who expect to send their child to this school, are therefore expected to accept the traditions, and their children should attend all religious instruction and observance. The law does not permit parents to withdraw pupils from religious instruction and consultation with the Head Teacher on this

10

matter is advised. Regular whole school assemblies and attendance at mass allow us the opportunity of praying together as a community and to celebrate the successes and achievement of our pupils. Our school chaplain, Father Lappin, makes frequent visits to school, and services are conducted both in the school and in St Paul’s Church. On special occasions, parents are invited to join in the services held in school, and are always welcome to join us in church. Parents from ethnic minority religious communities may request that their children be permitted to be absent from school in order to celebrate recognised religious events. Only written request detailing the proposed arrangements will be considered. Appropriate requests will be granted on not more than three occasions in any one school session, and the pupils noted in the register as an “authorised absentee”. ADDITIONAL SUPPORT NEEDS/ACCESSIBILTY STRATEGY We have a duty to ensure that all of our pupils have equal access to the curriculum, supported as appropriate to their individual needs. This covers not only the content of lessons and teaching strategies, but also minor adaptations to the physical environment of our building to address the needs of pupils with physical or sensory impairments. We also need to ensure that parents/carers who have a disability have equal access to information about their children. This will involve, for example, relocating the venue for Parents Meetings to facilitate physical access; provision of an interpreter for parents with English as an additional language or hearing impairment; agreeing a phone contact system to provide direct feedback to parents/carers. ADDITIONAL SUPPORT NEEDS All children may require additional support at some time during their schooling eg, to support learning or after a family bereavement, upset or illness. At each stage, the children are given group or individual work to suit their aptitude and ability. If a child is thought to require extra help and attention, this may be given by the class teacher, or, if staffing compliment allows, by another teacher with responsibility in this area. Children who experience learning difficulties may be referred, after discussion with parents, to Psychological Services for specialised help, guidance or assessment. We also work in partnership with many other agencies eg, Occupational Therapy; Speech and Language Therapy. Pupil Support Assistants, guided by teachers, provide support to children both in learning and physical difficulties, with in the classroom setting as appropriate to their needs. Further information relating to additional support needs is available on: www.glasgow.gov.uk/index.aspx?articleid+8627 Information on the Glasgow City Council’s Parental Involvement Strategy can also be found at www.glasgow.gov.uk/index.aspx?articleid=8642 GETTING IT RIGHT FOR EVERY CHILD The GIRFEC approach is about how staff in all children’s services meet children’s needs by working together where necessary to ensure that they reach their full potential. www.scotland.gov.uk/gettingitright The Named Person GIRFEC stands for “Getting It right For Every Child”. Part of the Children and Young People Act (Scotland) 2014, it is the Scottish Government led approach to making sure that our children and young people- and their parents or carers – can get all the help and support they need from birth right through to age 18 (or beyond if still at school). The vast majority of Scotland’s children and young people get the love and support they need from within their families and their, local communities. But even the most loving and caring families can sometimes need extra support. The GIRFEC approach aims to make it as easy as possible for any child or young person (and their parents)to get that help or support if they need it. To provide that support when needed, every child in Scotland has a named individual, the Named Person, as a single point of contact. The Named Person has a responsibility to provide help and support when asked and can draw together other services if needed, co-ordinating help for the child or parents. Please do not hesitate to contact your child’s Named Person at any time. The Named Person in Saint Paul’s Primary School is the head teacher. The school’s Additional Support Co-ordinator is the deputy head teacher

EQUAL OPPORTUNITIES AND SOCIAL INCLUSION All children are treated equally. Every child is encouraged to reach his/her full potential and we strive to meet the needs of all children. No child is barred from any activity, which would traditionally have been either male or female.

11

The Education Authority requires every school to produce its own Race Relations Policy to comply with the Race Relations (Amended) Act 2000. A copy of this policy is held in the school office. EXTRA CURRICULAR ACTIVITIES Throughout the school year most classes go on outings to places of educational interest. Arrangements are also made for classes t, Victoria Park, etc. Our children also participate in all the activities offered by Scotstoun Sports Centre and Community Events. The school offers a wide range of after school activities at various times throughout the school year. eg Cycling Proficiency, Performance Arts, Football Coaching, Gardening, Gymnastics, Netball, Badminton, Athletics, various forms of Dance, Rugby, Multi-sport etc. Netball and Athletics teams have been formed, following on from these school clubs. Both have been very successful in the festivals they participate in. The school encourages all talents. Some children receive tuition in violin. Our school “choir “performs at various events, and has performed in the wider community e.g. Glasgow Youth Theatre’s production of “Joseph”, singing for various charities and performing at GCC Mungo’s Bairns and Molendinar Awards to name but a few. PROMOTING POSITIVE BEHAVIOUR We are a UNICEF accredited Level 1 Rights Respecting School. We also have an accreditation from Nil By Mouth / Sense Over Sectarianism for the work we do in fighting sectarianism. Bullying behaviour will not be tolerated within Glasgow City Council’s educational establishments. This applies to all adults and children. All children in Glasgow’s educational establishments have an entitlement “to work (and play) in a learning environment in which they feel valued, respected and safe, and are free from all forms of abuse, bullying or discrimination”. (A Standard for Pastoral Care in Glasgow Schools). In 2009, Glasgow City Council published its revised Anti-Bullying Policy, incorporating the requirement to record and report all discriminatory behaviours within educational establishments. All establishments are required to review their policy in light of this. Parents/carers have a significant role to play in helping to address this problem. For this reason any anti-bullying strategy must stress the importance of partnership with the parents/carers of their children. The relationship between pupils and teachers is similar to that between child and his/her own parent/carer, requiring mutual consideration on both sides. Each child is expected to adhere to the school rules and to maintain a good standard of conduct in the school and outside of it. Each teacher is responsible for the discipline of his/her own pupils, so that the learning process takes place in a tranquil atmosphere, free from disruption. The Head Teacher and Depute Head handle serious breaches of discipline in the classroom or playground. An adult presence is provided in playgrounds at break times in terms of the Schools (Safety and Supervision of Pupils) (Scotland) Regulations, 1990. Parents will always be fully involved in the event of serious indiscipline, and agreement will be reached with them as to the procedure to be adopted, to ensure a return to good behaviour on the part of the pupil. Bullying behaviour in any form is unacceptable. This type of behaviour takes place where a pupil makes another pupil feel uncomfortable in some way. The perpetrator may not always realise that their actions are unacceptable to others. All alleged bullying incidents must be treated with delicacy and sympathy. It is important that all pupils are listened to and supported at as early a stage as possible with regard to alleged incidents. Where circumstances merit further investigation, you as parents will be involved straight away. Action will be taken immediately, according to the facts of each incident. Parents should ensure that their children are confident to tell about feeling bullied. “Hitting back” is discouraged and will only get the child into trouble as well as complicate the investigation of the original incident Our school rules help children to deal with each other in terms of their relationships. The rules are formed from 3 positive statements:

1 We will respect and take care of one another 2 We will respect and take care of our own and other people’s property 3 We will continue to make St Paul’s Primary a happy and safe place to be

Children are encouraged to treat others how they want to be treated. Our lunchtime play programme helps to minimise the opportunity for inappropriate behaviour. Our “adult presence” in the yard at break times is made up of seven or eight adults, all easily identifiable by their dayglow coats/waistcoats. These adults are there to engage with the children in conversation and play. No matter where your child is in our playground, he/she will always have an easily identifiable adult close by. Our P7 pupils are trained Peer Mediators. They hold lunchtime sessions for pupils who feel they cannot sort out minor differences of opinion themselves. Our P6 pupils are trained as “playground buddies”. Their main role is to ensure the distribution and storage of play equipment and to actively engage groups of children in play activities.

12

ATTENDANCE AT SCHOOL Good attendance is encouraged at all times, at Saint Paul’s Primary School, and rewarded accordingly. Parents and carers are asked to inform the school if their child is going to be absent. Please call the Pupil Absence Line , 0141 287 0039 from 0800 on the first morning of absence relating to illness or medical appointments. This should be done before 9.30 on the first day of absence. If the child is going to be absent for some time, it would be helpful to know at the earliest opportunity. We use daily text messaging to inform parents of their child’s absence if no contact is made. All unexplained absences are investigated and appropriate action taken. SCHOOL COMMUNITY Our school is an important part of the local community and links have been forged with other local schools, churches, universities, the library, the Community Involvement Police and other associations and groups. Our pupils are encouraged to play their part and respect the right of other community members, and to contribute to the well being of their own local community. CLOTHING AND UNIFORM Our school uniform is: *Pale blue shirt (formal) *School tie *Grey trousers/skirt *Grey pullover/cardigan Ties can be purchased from the school office P7 pupils now have their own P7 tie, with the school badge woven into the material. It is expected that all children attending our school will adhere to this dress code PE KIT It is important that pupils come prepared to learn and for learn, and for PE this requires appropriate clothing. All jewellery must be removed, this is in keeping with GCC Education Service’s Policy. Pupils who are not participating in PE must have a note or a medical certificate. Pupils who are unable to participate in practical PE should still bring their kit to allow them to assist in the lesson by refereeing, keeping scores or assisting with the distribution of equipment. This ensures that they are still able to take part in some way in the work of the class and do not miss out on the knowledge and understanding of the course. There are forms of dress that are unacceptable in school, such as items of clothing which: *Potentially encourage factions (such as football colours) *Could cause offence (such as anti-religious symbolism or political slogans) *Could cause health and safety difficulties (such as loose fitting clothing, jewellery) *Could cause damage to flooring *Carry advertising for alcohol or tobacco *Could be used to inflict damage on other pupils CLOTHING AND FOOTWEAR GRANTS Parents and Carers receiving Income Support, Job Seekers Allowance (Income based), Working Tax Credit (with a total annual income of less than £15050*), housing Benefit, or Tax Benefit will normally be entitled to monetary grants for footwear and clothing for their children. Information and application forms may be obtained from school offices and at www.glasgow.gov.uk/index.aspx?articleid=8629 SCHOOL MEALS Our school provides a lunch service which offers a variety of meals and snacks. Special diets for children with medical requirements can be provided. Please inform the head teacher. Children who prefer to bring packed lunches are accommodated in the dining hall and outside, weather permitting. Children and young people of parents/carers receiving Income Support, income based Job Seekers Allowance, Working Tax Credit (where income is less than £6420), Child Tax Credit only (where income is less than £15910*) and income related Employment and Support Allowance are entitled to a free midday meal. Information and application forms for free school meals may be obtained from our office and at www.glasgow.gov.uk/index.aspx?articleid=8629 TRANSPORT The education authority has a policy of providing free transport to all pupils who live out with a certain radius from their local school by the recognised shortest walking route. This policy is more generous than the law requires. This means that the provision of transport could be reviewed at any time. Parents/Carers who consider they are eligible should obtain an application form from our school office or at

13

www.glasgow.gov.uk/index.aspx?articleid8629 TRANSFER FROM PRIMARY TO SECONDARY SCHOOL Children and young people normally transfer between the ages of 11.5 and 12.5, so that they can have the opportunity to complete at least four years of secondary education. Parents and carers will be informed of the school arrangements no later than December of P7. Children from our school normally transfer to: Saint Thomas Aquinas Secondary School 112 Mitre Road Glasgow G14 9PP 0141 582 0280 headteacher@st-thomasaquinas-sec.glasgow.sch.uk SUPERVISION OF PUPILS AND SCHOOL SECURITY When the weather is suitable, children from all classes go outside to play. An adult presence is provided in the playgrounds from 8.45, under the terms of “Schools Safety and Supervision of Pupils Scotland” Regulations 1990. When children are in the school yard at morning intervals and lunchtimes, they are accompanied by our Support for Learning Workers, in high-viz coats, and our janitor, Mr Bryson. Children should be brought to the door at the back of the school on inclement mornings and put into school. (Not before 8.45). No adult should enter the school by this entrance at this time. If you wish to speak to a teacher or a member of the management team, please make an appointment at the school office, via the front door. Children not attending the breakfast club must remain in the school yard until told to come in after 8.45. (inclement weather) Children remain indoors if it is very wet or very slippery underfoot. The school security system electronically covers all entrances and exits. All visitors sign the Visitors’ Book on entering the building. Two internal security doors in the front entrance hallway further enhance the safety and security of all in the building. We ask for your cooperation in maintaining these systems. PARENTS AS PARTNERS IN THEIR CHILDREN’S LEARNING THE PARENT FORUM AND THE PARENT COUNCIL The Scottish Schools (Parental Involvement) Act 2006 has changed the arrangements for parental representation in all schools. Since August 2007, all parents/carers are automatically members of the Parent Forum for their school and they have a right to establish a Parent Council to represent them. PARENT FORUM The membership of the Parent Forum is made up of all parents/carers who have a child or young person at an education authority school. Membership of the Parent Forum allows parents/carers to have a say in the local arrangements to enable their collective views to be represented on matters such as the quality and standard of education at the school and other matters of interest to parents/carers. One of the ways parents in the Parent Forum will be able to express their views will be through the Parent Council. PARENT COUNCIL The Parent Council is a group of parents/carers selected by members of the Parent Forum to represent all the parents/carers of children at school. Parent Councils are very flexible groups and the Parent Forum can decide on the type of group it wants to represent their views. A Parent Council could get involved in:

• Supporting the work of the school • Gathering and representing parents’ views to the Head Teacher, Education Authority and HMIe • Promoting contact between the school, parents/carers, children and their local community • Fundraising • Involvement in the appointment of senior school staff

Parent Councils are recognised in law from August 2007. As a statutory body, the Parent Council has the right to information and advice on matters which affect children and young people’s education. The school and the local authority must listen to what the Parent Council says and give it a proper response. Every school’s Parent Council will be different because it will be parents/carers in each school who make the key decisions. The Parent Council is also entitled to support from the education authority in fulfilling its role COMMUNICATION WITH PARENTS We will use a variety of ways in keeping in touch with you:

14

Open Door Policy- Our leadership team is available for all parents and carers at any time if they are available. Please either pop into the school office or phone for an appointment Class Diaries – will let parents know what homework has been set and is also used to communicate between class teachers and parents Newsletters – will be sent out on a regular basis to keep parents informed about the work of our children and the school Letters – further information which requires a response may be sent out in letter form School website / Twitter – will contain a great deal of information about our school. It is good to check these regularly. Text messaging – You may also receive text reminders about events/school closures etc. Meetings – Parents and carers are welcome tin the school to discuss any aspect of their child’s development and progress. To avoid disappointment, it is advisable to make an appointment. Throughout the year parents can discuss their child’s progress with the class teacher and view the child’s work. They are also welcome to attend other events throughout the school year e.g. services, assemblies, workshops performances etc. INFORMATION IN EMERGENCIES We make every effort to maintain a full educational service, but on some occasions, circumstances arise which lead to disruption. Schools may be affected by, eg severe weather, interruption of transport, power failure or difficulty with heating/fuel supply. In such cases we shall do all we can to let you know about details of closure or re-opening. We shall keep you in touch by using letters, notices in local shops and community centres, announcements in the press and on local radio. It is vital that you inform us of any changes in address, phone number, e-mail address that you may have during the term. DATA PROTECTION ACT 1984 Information on pupils and parents/carers is stored on a computer system and may be used for teaching, registration, assessment and other administrative duties. The information is protected by the Data Protection Act 1988 and may only be disclosed in accordance with the Codes of Practice. For further information please contact the school. THE FREEDOM OF INFORMATION (SCOTLAND) ACT This Act enables any person to obtain information from Scottish public authorities. The Act applies to all Scottish public authorities including Scottish Government and its agencies; Scottish Parliament; local authorities; NHS Scotland; universities and further education colleges; the Police. Public authorities have to allow access to the following information:

• The provision, cost and standard of its service • Factual information • The reason for decisions made by it

The legal right of access includes all types of “recorded” information of any data held by the Scottish Public Authorities. From January 2005, any person who makes a request for information must be provided with it, subject to certain conditions. Further information is provided on the Glasgow City Council website: http://glasgow.gov.uk/index.aspx?articleid=2908 Privacy Statement As a local authority our schools and early years establishments process information about children in order to provide education and care. In doing so we must comply with the Data Protection Act (1998). This means, amongst other things, that the data held about children and young people must only be used for specific purposes. However, you should be aware that we may use this information for other legitimate purposes and may share this information where necessary with other bodies responsible for administering services to children and young people, or where otherwise required by law. We may also use any information for research purposes. However, all personal data is treated as confidential and used only in accordance with the Data Protection Act and the Information Use and Privacy Policy approved by the City Council. For further information please see our full privacy statement at http://www.glasgow.gov.uk/index.asppx?articleid=2908 DEALING WITH RACIAL HARASSMENT The Race Relations Act of 1976 makes it unlawful to discriminate against someone because of his/her colour, race, nationality, ethnic or national background. The Act makes it the duty of Glasgow City Council to eliminate unlawful racial discrimination. In 1999, the guidelines “Dealing With Racial Harassment” were issues to assist all teaching staff in dealing with such incidents. The adoption of a multicultural and anti-racist approach should be seen as one part of the continuing attempts to improve the quality of education. Glasgow City Council recognises that support from the home is essential if these aims are to be achieved. Every child in Glasgow has the right to be happy and secure in school. We have a significant number of children who come to us from all over Europe, Asia and Africa. These children are a huge asset to the ethos of the school. At this point in time no racist

15

incidents have occurred within the school. This speaks volumes for the respect that all working in the school exhibit on a daily basis. COMMENTS AND COMPLAINTS If you have a comment or complaint, please approach the Head of Establishment in the first instance. We take complaints about our services seriously and deal with them in confidence. We are also very happy to receive compliments.

From June 2013 the process for handling customer complaints within Glasgow City Council has changed. As a result of legislation all local authorities have moved to a simpler 2 stage complaints handling process, with an emphasis on staff being able to resolve a customer complaint at the first point of contact.

We are required to record every complaint we receive to help with accurate monitoring and allow us to deliver improved customer service.

Our complaints handling procedure aims to provide a quick, simple and streamlined process to help you to resolve complaints early and locally.

It provides two opportunities for you to resolve customer complaints:

Stage One – called Frontline Resolution, is where we try to sort out the complaint straight away at the point of contact, but if we can't we have up to five working days to resolve the complaint.

Stage Two – called investigation, is where we manage complaints that require further investigation and should be delivered within 20 working days.

For more information on how to use our complaints handling procedure read Glasgow City Council complaints procedures on www.glasgow.gov.uk/index.aspx?articleid=2896

The Customer Liaison Unit can be contacted by phone or email: Phone: 0141 287 5384 Email: education@glasgow.gov.uk

USEFUL WEBSITES www.curriculumforexcellencescotland.gov.uk www.educationscotland.gov.uk/parentzone/index.asp USEFUL ADDRESSES Customer Liaison Unit Glasgow City Council Education Office – Education Offices City Chambers East Building 40 John Street Glasgow G1 1JL Local Councillors Aileen Colleran Stuart Clay Feargal Dalton Dr Martin Bartos Kenny McLean All can be contacted at:

Glasgow City Chambers George Square Glasgow G2 1DU St Paul’s RC Church Monsignor Peter Smith

16

1213A Dumbarton Road Glasgow G14 9UP 950 2488