Welcometo

Ormiston Primary SchoolThis booklet has been designed to give families of our pupils and prospective pupils, an indication of our aims, the methods we use, the curriculum we teach and a little about our school. I hope it will help you understand the thoughts and policies involved in primary education at the present time and that you will find it useful.

We aim to provide a safe and stimulating working environment, and with encouragement from home, we hope your child will be challenged and motivated to reach their potential.

If, at any time, you would like to discuss any aspect of this booklet and policies or your child’s progress, please contact the school where an appointment will be made.

We are looking forward to working together to build an effective partnership with you and your child.

Yours sincerely

Helen Gardyne Head Teacher

A Plain Speaking text – Approved by

Ormiston Primary School parents

Contents

1 Welcome2 Contents3 School Details4 The School Day5 School Staff6 Governing Principles and Recent Achievements7 Our Vision, Values and Aims8 From Acorn to Mighty Oak9 Curriculum for Excellence10 Stages of Learning11 Principles for Curriculum Design12 Literacy and English13 Numeracy and Maths14 Health and Well Being/ Fitness15 Social Studies16 Expressive Arts17 Religious and Moral Education, Outdoor Education, Citizenship and IT18 Primary French and Extra Curricular Activities19 Homework20 Assessment, Records, Reports, Enrolment21 Open Evenings and 22 Uniform and Uniform Assistance23 Rights Respecting Schools and Golden time24 Rights as School Rules25 Anti- Bullying Policy26 Attendance27 Milk, Meals, Playground, Health and Safety28 Medical Procedures and Emergencies29 Communication with parents30 East Lothian General Policies continue on from here.

School Details

Address

Ormiston Primary SchoolMeadowbankOrmistonTranentEast LothianEH35 5LQ

Head Teacher Helen GardyneTelephone Number

01875 610 382

Facsimile Number

01875 615 857

E mail address ormiston.ps@ormiston.elcschool.org.ukOrmiston Primary School is a non-denominational school, which has approximately 190 girls and boys throughout the nursery/primary age range. Our youngest pupils in the nursery are three years old, our oldest pupils in Primary 7 are twelve years old. Children would normally move on to Ross High School after their primary seven year. Ross High School can be contacted on 01875 610433 and are available to answer any queries you may have.The school, which is decorated to a very high standard, is a single storey building of traditional style that stands on the edge of the village of Ormiston. In addition to the eight classrooms we have a large gymnasium, library, resource rooms, a nursery and our own kitchens where meals are cooked and served.Wheelchair access is available.

The information in this handbook is available in different formats on request to the school office. The information is accurate in December 2013 but may be subject to changes in roll, staffing and resources in future years.

For security reasons access to our building during school hours is strictly controlled and monitored and is limited to the main front door and the door off the P5/6/7 playground, across from the kitchen. There is an entry phone system employed at both entrances and visitors are required to ring the bell and await entry. All visitors are asked to report to the school office, collect a visitor badge and sign the visitors’ book.

THE SCHOOL DAY

NURSERY HOURS

A.M. Group Monday 9.00 – 12.00 Tuesday – Thursday 8.50 – 12.00

P.M. Group Monday – Thursday 12.55 – 3.15 Friday a.m. 8.50 -12.00

SCHOOL P1/2 P3/7(Monday – Thursday)

A.M. Start 8.50 8.50

A.M. Interval 10.30 - 10.45 10.30 - 10.45

Lunch Break 12.10 12.30

Restart 1.15 1.15

P.M. Finish 3.00 3.15

(Friday) P1/2 P3/7

AM Start 8.50 8.50

AM Interval 10.30-10:45 10.30-10:45

Finish 12.15 12.25

School Staff

Head Teacher Mrs Helen GardynePrincipal Teacher Mrs Jenny RossSecretary Mrs Maureen ShillinglawNursery Teacher Miss Melanie KnoxPrimary 1 Teacher Mrs Emma PowlettPrimary 2 Teacher Miss Sarah BrannanPrimary 2/3 Teacher Mrs Helena Mann and Miss Jos CowanPrimary 3 Teacher Mrs Roseanna Gaffney Primary 4 Teacher Miss Eve HarleyPrimary 5/6 Teacher Mrs Innes MackiePrimary 6 Teacher Mrs Emma BennionPrimary 7 Teacher Miss Kirsty DunnNursery Nurse Mrs Pauline McEwan

Nursery Nurse Mrs Fiona KeyteNursery Nurse Mrs Melanie McVayNursery Nurse Miss Angie KinghornSpecial Needs Auxiliary Mrs Gail RedpathSpecial Needs Auxiliary Mr Liam MorrisonClassroom Assistant Mrs Claire CorriganClassroom Assistant Mrs Jill CurranClassroom Assistant Mrs Cathie BlairGeneral Auxiliary Mrs Jillian ElginLearning Support Teacher Mrs Marion Wightman

Visiting TeachersPhysical Education Miss Kirsty DunnMusic Mrs Sarah DaviesBrass Instructor Mr Charles FarrenForeign Languages Mrs Jenny Ross

Janitor Mr George CunninghamDining Hall Supervisor Mrs Elaine LivingstoneDining Staff Mrs Gail FairgrieveCleaning Staff Mrs E. McGowan Senior Cleaner

Mrs Nancy CunninghamMrs Liz Robertson

Crossing Patrol Mr Harry Pearson

Information about staff may be subject to change.Governing Principles

In Ormiston Primary School we work to promote the United Nations Convention of the Rights of the Child. These principles govern all we do in school and we hold our role in promoting awareness of these rights key to all that we do in school.

The convention identifies many areas to ensure that adults and governments work together to promote rights for all children regardless of race, religion, ability, whatever they think or say or whatever type of family they come from.

The Convention on the Rights of the Child has 54 articles in all. Articles 43-54 are about how adults and governments should work together to make sure all children get all their rights. The United Kingdom of Great Britain and Northern Ireland ratified the Convention on the Rights of the Child on 16 December 1991. Our government, and in turn our school, has now pledged their commitment to make sure that every child has all the rights in the Convention.

We pledge to ensure that all we do in school will promote the ethos of these articles and to promote an awareness of the convention itself with parents, staff and children.

In common with all other agencies who contribute to the East Lothian Integrated Children’s Services Plan we are using the United Nations Convention’s Rights of the Child as the organising framework for our School Development Plan. The rights are grouped into key themes: Safe; Nurtured; Achieving; Healthy; Active; Included and Respected and Responsible.

More information about the United Nations Convention of the Rights of the Child can be found in many places including http://www.unicef.org/crc/

Recent Achievements- We were inspected in November 2011 you are able to find our very complimentary

report via this QR Code link:

- The council describes our report as an “Outstanding Assessment”.- We are a Level 2 Accredited Rights Respecting School- We are a Green Flag Eco School- Our attainment has significantly improved over the past few years.

Our Vision, Values and AimsWe believe that everything we do in school is linked together and should be in line with our vision, values and aims for Ormiston Primary School. We believe the children in our school are the centre of all that we do and should be key contributors to their own education and the effective running of Ormiston Primary School. We believe that Ormiston Primary School is a vital part of the local community and that families and the local community are key contributors to Ormiston Primary School.

Our tree demonstrates our vision for the development of the whole child and to ensure that children are acquiring the full range of skills and abilities relevant to growing, living and working in the contemporary world. We aim to ensure that our children will enjoy greater choice and opportunity to help realise their individual talents.

We believe that each child begins as the acorn. They are rooted in their home, school and local community. This environment provides the experiences, nourishment and emotional security they need to develop confidently. As they grow we will work together to promote a strong internal core to allow them to weather change, to respond appropriately to new contexts and to form positive relationships with other people. This self-confidence will help them develop resilience and self-reliance and to become responsible citizens who promote the rights of themselves and others and are effective contributors to their local and global community. Their internal values and confidence in themselves will enable them to be successful learners with an enthusiasm and motivation for learning, to understand their own learning styles and to hold high expectations for their own achievement. This philosophy will promote the development of tiny acorns into strong trees able to weather social, political and cultural change to participate as a citizen of the global community of their future.

From Acorn to Mighty Oak

Their internal values and confidence in themselves will enable them to be successful learners with an enthusiasm and motivation for learning, to understand their own learning styles and to hold high expectations for their own achievement.

All of these key components form the foundation for successful learning and the openness and ability to develop knowledge and skills.

CURRICULM FOR EXCELLENCE

Curriculum for Excellence is our national curriculum which aims to achieve a transformation in education in Scotland by providing a coherent, more flexible and enriched curriculum from 3 to 18.The curriculum is underpinned by the values inscribed on the mace of the Scottish Parliament - wisdom, justice, compassion and integrity.The purpose of Curriculum for Excellence is encapsulated in the four capacities – to enable each child or young person to be a successful learner, a confident individual, a responsible citizen and an effective contributor.

Successful learners with Confident individuals with

We believe that each child begins as the acorn. They are rooted in their home, school and local community. This environment provides the experiences, nourishment and emotional security they need to develop confidently.

As they grow we will work together to promote a strong internal core to allow them to weather change, to respond appropriately to new contexts and to form positive relationships with other people. This self-confidence will help them develop resilience and self-reliance and to become responsible citizens who promote the rights of themselves and others and are effective contributors to their local and global community.

•Enthusiasm and motivation for learning•Determination to reach high standards of achievement•Openness to new thinking and ideasand able to•Use literacy, communication and numeracy skills•Use technology for learning•Think creatively and independently•Learn independently and as part of a group•Make reasoned evaluations•link and apply different kinds of learning innew situations

•Self respect•A sense of physical, mental and emotional well-being•Secure values and beliefs•Ambition

and able to•Relate to others and manage themselves•Pursue a healthy and active lifestyle•Be self aware•Develop and communicate their own beliefs and view of the world•Live as independently as they can•Assess risk and take informed decisions•Achieve success in different areas of activity

Responsible citizens with•Respect for others•Commitment to participate responsibly in political, economic, social and cultural lifeand able to•Develop knowledge and understanding of the world and Scotland’s place in it•Understand different beliefs and cultures•Make informed choices and decisions•Evaluate environmental, scientific and technological issues•Develop informed, ethical views of complex issues

Effective contributors with•An enterprising attitude•Resilience•Self-relianceand able to•Communicate in different ways and in different settings•Work in partnership and in teams•Take the initiative and lead•Apply critical thinking in new contexts•Create and develop•Solve problems

STAGES OF LEARNING

The experiences and outcomes under Curriculum for Excellence are written at five levels, with progression to qualifications at the senior phase.The path most children and young people are expected to follow through the levels reflects the stages of maturation of children and young people and the changing ways in which they engage with learning as they develop.Some children and young people will start learning at these levels earlier and others later, depending upon individual needs and aptitudes. The framework is however designed to be flexible in order to permit careful planning for those with additional support needs, including those who, for example, have a learning difficulty and those who are particularly able or talented.While children and young people should feel that the transition from one stage of learning to another is smooth, they should still be able to look forward to the excitement of starting

nursery, primary school and secondary school, and finally to moving on to positive and sustained destinations.Level Stag

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 S1 to S3, but earlier for some. The fourth level broadly equates to Scottish Credit and Qualifications Framework level 4

Fourth The fourth level experiences and outcomes are intended to provide possibilities for choice and young people's programmes will not include all of the fourth level outcomes.

Fifth S4 to S6, and college or other means of study.

LEARNER ENTITLEMENTS

Every child and young person should: Experience a traditionally broad Scottish curriculum that develops skills for learning, skills for life and skills for work, with a sustained focus on literacy and numeracy, that encourages an active, healthy and environmentally sustainable lifestyle and that builds an appreciation of Scotland and its place in the world

Benefit from learning and teaching that strikes a better balance between equipping them with the skills for passing exams and skills for learning, skills for life and skills for work; there should be no need for groups of young people to take examinations before the end of S3.

Have their learning and achievements recognised by an assessment system that supports the curriculum rather than leads it and ensures that their transition into qualifications is smooth.

PRINCIPLES FOR CURRICULUM DESIGN

Along with the experiences and outcomes that make up the new curriculum there are seven principles to be taken into account for all children and young people.They apply to the curriculum both at an organisational level and in the classroom and in any setting where children and young people are learners.Although all should apply at any one stage, the principles will have different emphases as a child or young person learns and develops.

Challenge and enjoyment

Children and young people should find their learning challenging, engaging and motivating. The curriculum should encourage high aspirations and ambitions for all. At all stages, learners of all aptitudes and abilities should experience an appropriate level of challenge, to enable each individual to achieve his or her potential. They should be active in their learning and have opportunities to develop and demonstrate their creativity. There should be support to enable children and young people to sustain their effort.Breadth

All children and young people should have opportunities for a broad, suitably weighted range of experiences. The curriculum should be organised so that they will learn and develop through a variety of contexts within both the classroom and other aspects of school life.

Progression

Children and young people should experience continuous progression in their learning from 3 to 18 within a single curriculum framework. Each stage should build upon earlier knowledge and achievements. Children should be able to progress at a rate, which meets their needs and aptitudes, and keep options open so that routes are not closed off too early.Depth

There should be opportunities for children to develop their full capacity for different types of thinking and learning. As they progress, they should develop and apply increasing intellectual rigour, drawing different strands of learning together, and exploring and achieving more advanced levels of understanding.Personalisation and choice

The curriculum should respond to individual needs and support particular aptitudes and talents. It should give each child and young person increasing opportunities for exercising responsible personal choice as they move through their school career. Once they have achieved suitable levels of attainment across a wide range of areas of learning, the choice should become as open as possible. There should be safeguards to ensure that choices are soundly based and lead to successful outcomes.Coherence

Taken as a whole, children and young people's learning activities should combine to form a coherent experience. There should be clear links between the different aspects of children and young people's learning, including opportunities for extended activities, which draw different strands of learning together.Relevance

Children and young people should understand the purposes of their activities. They should see the value of what they are learning and its relevance to their lives, present and future.

The key curricular areas are Expressive Arts, Health and Wellbeing, Languages, Mathematics, Religious and Moral Education, Sciences, Social Studies and Technologies. Each curricular area is broken down into a set of experiences and outcomes for each level. Further information can be found on the Curriculum for Excellence by visiting http://www.acurriculumforexcellencescotland.gov.uk/

Literacy and EnglishDetailed information of what your child is working on in language can be found in their learning story.

Pupils in Primary 1 and Primary 2 classes learn to read and write using a programme called Read, Write, Inc. where the emphasis is on teaching synthetic phonics. When children reach the end of the Read, Write, Inc. books in Primaries 2/3 to 7 they develop their reading skills using an approach called Reciprocal Reading where they are encouraged to take ownership for their learning and think in depth about the text they are reading. Pupils are also taught the skills of comprehension, research and reference to help them understand more of what they read and to assist them in looking for information.

Accelerated Reading will be introduced this session for pupils in primaries three to seven. This includes quizzes on the computer to encourage and assess your child’s understanding of the book they have been reading. Your child will go to the library and choose a book from a graded selection. They will read this book at school and at home and when it is finished they use the computer to complete a quiz. Their responses help to create a picture of their ability in different areas of reading and helps to guide them to an appropriate book to choose the next time. Scores and written updates can be obtained by parents at home by email to give you an overview of how your child is progressing and to keep a track on the books they have read.

Alongside this pupils will develop the necessary skills of spelling, punctuation, language structure and handwriting, each at a level appropriate to your child’s needs.Writing will form part of this development and the children will follow a structured programme starting with simple stories and leading on to different forms of writing activities including personal, imaginative and functional writing. In our school we use a cursive writing style. This is a joined up style of writing which aids children’s speed of writing. When your child starts primary one they will be given a copy of this to take home. These are also available in the nursery.

Throughout his/her time in our school, we hope you will encourage your child in reading, by sharing books, telling and reading stories, as well as listening to your child read the books they bring home. If you would like to chat about this at any time please do not hesitate to contact us in school. This could be to look for advice on the kind of questions you could ask to how to find the time to complete the homework or how to motivate your child’s interest when there are other things more appealing to them!

We hope that children come to appreciate the joys and benefits of reading and love books, in order that they continue with good reading habits in later life.

Numeracy and Maths

Considerable emphasis is placed on the development of oral participation, in addition to written and practical work. Pupils are expected to learn their multiplication tables up to x 10 by the time they reach Primary 7. The children can take part in ‘maths challenges’ run by parents on a Friday morning. Our pupils are also given many opportunities for solving problems. Throughout all their maths work, children are encouraged to see the relevance

of the subject to their everyday lives. Information on what your child is working on in school will be detailed in their learning story.

Context Day Assessments:Each term the children will work spend a day exploring a Real Life Context such as an Airport, Leisure Centre, Santa’s Grotto through Maths. This helps us as teachers to assess your child’s maths skills in a situation outwith the normal maths procedures. We are encouraging more practical maths in school and use these alongside our cookery classes and fitness sessions

Health and Well Being

All our pupils are encouraged to have self-awareness and self-esteem, to be aware of and consider other people, the relationships they form with other people as well as independence.

In particular, Primary 6 follow the BBC TV series “Health E Programme” which deals with sexual and moral education. Primary 6 and Primary 7 take part in the Personal Safety programme, “Keeping Myself Safe”.

Parents will be invited to an Information Evening before the Health and Keeping Myself Safe programmes are embarked upon. These programmes are widely used across the East Lothian Council.

We also use a programme called Creating Confident Kids from nursery to primary seven to give children the opportunity to explore their emotions and to develop strategies to recognise their own feelings and that of others.

Fitness

Pupils in our school from P3 upwards train 3 times a week on a chosen fitness activity such as: running, dance, skipping, performance hula hooping and cycling. The children set themselves personal fitness goals per term and are supported to achieve them alongside participating staff, We are aiming to increase individual fitness and stamina and create lifelong habits. Look out for us out an about training around the village and woodlands. If you’d like to join us in our fitness activities you would be very welcome. Please ask at the school office.

Social Studies

Environmental Studies, comprising study of the home, local, man-made, natural, social, cultural and total environments, covers the work formerly studied under the subject headings of history, geography and nature study/science. The main areas are science, health, technology, social subjects and information technology.

Study of these various environments is mainly project (or topic/or theme) based and involves our pupils in first hand observation and investigation of their surroundings at the appropriate level, whenever possible. Learning is re-inforced through the use of books, films, slides and discussion.

In Primary 1-3 the emphasis is on observation and the building up of a basic vocabulary of the environment linked to the child’s development of talking, listening, reading and writing. In Primary 4-7 time is spent on the study of the local area, and as our pupils mature they are encouraged to look further afield in terms of time and space.The means by which this is achieved is through:

o Investigatingo Recordingo Interpretingo Communicationo Designing and Makingo Personal and Social Developmento Outdoor Education

From time to time pupils make visits to certain establishments as part of their project work and all educational excursions are designed and planned in accordance with East Lothian Council’s comprehensive guidelines. Parents are always notified of this in writing and your written permission will be sought, if the visit is out of the village and/or involving transport.

At the beginning of each session parents’ permission is requested to take children out of the school grounds on foot (i.e. to the park, High Street, library, etc.)

Children in primary 5 and 7 have the opportunity to attend a residential experience. Primary five children have a two night stay which builds up to a four night stay away from primary seven children. Parent information evenings are held before both of these camps but more information is available from the school office should you request it.

EXPRESSIVE ARTS.

The content of the Expressive Arts in our timetable can vary from year to year depending on the specialist visiting staff allocated to our school. All class teachers, however, follow a programme of music, art, physical education and drama with the pupils in their care.

As part of the P.E. element of Expressive Arts, Primary 4 pupils travel to Tranent Swimming Pool for an intensive course of swimming instruction each year.

The school also benefits from the experience of Sports’ Development officers in rugby, football, hockey and bowling.

From P4 upwards children can audition for brass instruction with our Cluster Brass Teacher, They have opportunity to practice and play a brass instrument of their chose and often perform at church services and community events.

RELIGIOUS AND MORAL EDUCATIONWe study the main world religions as part of a whole school programme and alongside the Curriculum for Excellence outcomes. The children are able to increase their knowledge of other religions and further on in the school begin to draw similarities.

At the end of each term, all pupils and staff attend a short service at Ormiston Parish Church, to which parents are always invited. We have developed close links with Scripture Union Scotland and we are lucky to have Hazel Jamieson from Scripture Union working with us in school in classes and in assemblies. Please consult the East Lothian Council section at the back of the handbook for more information about Religious Observance in Scottish schools.If you do not wish your child to take part in Religious Observance activities please contact Mrs Gardyne to make arrangements.

CITIZENSHIPWe have a whole school citizenship and philosophy programme that is followed through storytelling, role-play and drama. The children have various responsibilities to undertake during Citizenship week and this often involves them working with people out in the village.

INFORMATION AND COMMUNICATION TECHNOLOGIESWe like to use modern technologies as much as possible throughout the school day to support the children’s learning and help them share their new learning with a wider audience. The children use: digital cameras, flip cameras, USB Microphones, web based programmes such as wikispaces and photopeach.We use QR Codes and the school blog to share this information with parents. The school has a private You Tube account and follows strict privacy procedures for sharing children’s work online. We work closely in consultation with parents when introducing new technologies and seek parental permissions where relevant, Please get in touch if you have any queries about the use of these in school.Feel free to browse our school blog to see what we have been up to:

http://edubuzz.org/ormiston/

PRIMARY FRENCH

We are beginning to introduce French throughout the school from P1 to P7. This will begin with simple words and phrases and will build up as the children move on to P7. Classroom activities include songs, games, story telling, role-play as well as more formal aspects of our study programme. Topics studies include alphabet, basic greetings, numbers, days/months, time, personal and family details, classroom objects, weather, parts of the body, colours, and seasonal songs. More information will be added to this section as we develop our strategy for teaching languages.

LEARNING AND TEACHING METHODSLearning and teaching in our school is based upon a range of strategies, including investigation, problem solving and discussion as well as direct teaching of a class, a group or an individual. It often involves activities using a wide variety of materials. Our pupils work at a level appropriate to their ability and staff are constantly aware of the need to both consolidate learning and stretch/challenge pupils. We encourage children to be heavily involved in the planning of their learning and to have choice in how they learn a variety of tasks. One example of this is how children learn their spelling activities. We give the children a direct spelling input and then they have flexibility to choose how they will learn the rule of words they have for that week. Some children roll a ball to each other, some write the words down over and over again and others practice on a computer. This flexibility encourages children to develop their own awareness as a learner and to help them understand how best they can learn.When a composite class (i.e. Primary 2 pupils and Primary 3 pupils) is created, this is organised on a basis of age, (i.e. older Primary 2 pupils with younger Primary 3 pupils). In the case of composite classes, class numbers are restricted to 25. We follow the East Lothian Council policy on creating composite classes and leaflets are available at the school office if you would like to find out a little more about composite classes.

HOMEWORK

Homework is a valuable part of education in and out of school. In Ormiston Primary we aim to give the children interesting and challenging homework activities that offer opportunities for personalisation and choice while helping families to have an insight into what their child is learning in school.

Homework is set each week in classes and can be due to be returned over various lengths of time. Some pieces may have to be completed nightly and others may be for a longer period over two to three weeks. Your child should be very clear about what they have to do in their homework activity but if you are finding that this is not the case please do not hesitate to contact us in school for clarification. Children in primary one and two will also be given a maths challenge bag each week to provide fun mathematical activities to play at home with families on a weekly basis in addition to some of their language activities. Children in older classes will have a homework challenge booklet to complete. They can choose whichever activity they prefer each time and they offer a flexibility of subjects to base the activities on. Primary 2-7 have regular prescribed reading and/or spelling and additional exercises will be set in mathematics (particularly the learning of multiplication tables) or topic activities to reinforce or revise particular aspects of work done in class. In the later years of primary school, homework is seen as a preparation for secondary school life.

We hope that we can count on the co-operation of parents in ensuring that homework is done appropriately and to as high a standard as possible. Parents are asked to sign homework - either the child’s reading record and/or homework jotter. Parental interest in this work obviously has the advantage of keeping you in touch with your child’s progress and supports the work of the staff. We would also ask that your child uses a pencil to complete their homework.

ASSESSMENT, RECORDS AND LEARNING STORIES

Class teachers, the head teacher and specialist teachers, monitor the progress of our pupils constantly and each child takes part in assessing their own progress and identifying their next steps for learning.

Children and staff work very closely together to assess how well individual children are progressing. To develop a clear picture they gather information You will find lots of information about how your child is getting on in their Learning Story.

In Ormiston Primary School we use of Learning Stories for all children from nursery to primary seven. Your child will formally bring their Learning Story home in October, December, February, March and June. If you would like to see the learning story at any time please just ask and it can come home whenever you would like to see it. Each

Learning Story will give you information about what your child is learning and how they are getting on with it. The tracking sheets at the start of each section are highlighted to show what your child is learning at that time. Evidence will be put in the coloured sections behind this to show what they have achieved. You can discuss the contents with teachers at any time if you have any queries.

PARENT INVOLVEMENT IN LEARNING STORIESYour child’s Learning Story has lots of information on how to support your child and use the book at home. We ask that parents take time to add photographs and comments to the Green Section of the book to show achievements outside school such as: swimming, football, family events, holidays, tying shoe laces etc. This helps us at school get to know the children and allow them opportunities to share all their achievements in and out of school.

P7 ProfileAs a Cluster the children use a profile to acknowledge their achievements and next steps before moving to high school, We have found that the Learning Story is extremely useful for our P7s when writing their profile as they have a secure understanding of themselves as Learner.

ADDITIONAL SUPPORT NEEDSAt Ormiston Primary School we have a Learning Support teacher who supports children in small groups or individually with their: maths, reading, writing and spelling. Support for pupils is decided through meetings between parents and class teachers and can be for long or short term.If you think your child requires additional support or would like more information on the support your child currently receives please call to speak with a member or staff and we can discuss over the phone or organise a meeting in school.

INFORMATION SESSIONSThe term before your child enters Primary 1 you will be invited to school to meet your child’s teacher, promoted staff, look at the classroom and learn a little about how, what and why we teach as we do. In the Autumn and Spring terms each year, you will be invited to school to come and look at your child’s work and have an informal chat with his class teacher in order to discuss his progress.These meetings have to be timetabled quite strictly at ten minute intervals, and parents are asked to bear with us and keep to their allotted time. Further appointments can always be made. If appropriate, you will also be able to meet with our Learning Support Teacher.

The Head Teacher is also available on these evenings to discuss any problems or questions you may have.

Parents are more than welcome to come and discuss your child’s progress, or any aspect of school life, at any time. Please remember, if we do not know there is a problem, we cannot do anything to solve it, and if your child is not happy, then they cannot progress. By the same token, if we feel that we need to consult you over your child’s progress, please be assured that we will get in touch with you.

Please do not hesitate to contact our secretary in order to arrange a convenient time, and give an indication of your query. Please be assured that everything will be kept in strictest confidence.

SCHOOL DRESS CODE AND KIT

Children in Ormiston wear school uniform and have done so for a number of years. I am grateful to parents for sending their children to school in our school uniform, as we value parental support highly in all our school policies. The wearing of this uniform promotes self esteem as well as pride in our school.

As a reminder, our dress code is:sweatshirts or cardigans red;

P7 children wear a grey sweatshirt white or red polo shirts

Trousers/skirts/pinafores – plain grey, black or navy.

It is important that every item of clothing is labeled and checked regularly that the labels are still legible. Items such as wellingtons and shoes should also be labeled. Children can get upset if they can’t find their belongings. We have hundreds of pounds worth of belongings left in school each year and if names are on items we can easily return them to their owners. We sent uncollected items to the charity shop at the end of each term. The lost property box is located under the table in the entrance of the school and you are welcome to come and have a look in it at any time.

For P.E. children require to have a white t-shirt, dark shorts and either gym shoes or trainers. T-shirts should cover shoulders and vest tops should not be worn.

All garments worn by children at school, including outdoor clothing, should be clearly named. This makes it more likely that you will be reunited with lost items!

We have a range of school clothing available to buy, including sweatshirts, fleeces and rain jackets. One main order is placed in the summer term and order forms will be sent home at the appropriate time. A small store of uniforms and waterproofs are kept in the school office for top up purchases throughout the year.Samples may be viewed at the school and order forms are available from Mrs Shillinglaw in the school office.

PLEASE for reasons of safety, do not allow your child to wear any type of shoe with a raised heel or open toe.

Children in Primaries 3 to 7 should have a change of footwear in school. This avoids mud and dirt being trailed through the building and helps to preserve carpets. Children in Primary one and two do not need to change their shoes in school.

PE KitPupils should wear shorts, a plain t-shirt and gym shoes for physical education lessons. All jewellery should be removed before physical education. We have a small supply of spare shorts and t-shirts should your child forget their own kit.

ASSISTANCE WITH PROVISION OF CLOTHING AND FOOTWEARThe Council operates a scheme of provision to ensure that a pupil is sufficiently and suitably clothed in order to take full advantage of the education provided. Families in receipt of Job Seekers Allowance Income based on Income Support or Family Credit will automatically qualify for such a scheme. Other cases will be determined according to the personal circumstances of the family. Parents who wish to apply for the scheme should complete an application form which is available from the should read Department of Services for People, Business Unit, John Muir House, Haddington EH41 3HA.

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In 1991 the government of the United Kingdom signed up to support the United Nations Convention of the Rights of the Child. In Ormiston Primary school we actively promote these rights for all children in our school and we learn about the experiences of children all around the world and how we can play our part in ensuring that these rights are accessible and a reality for all children.

In March 2009 in response to comments from the children in our school we adapted our Positive Behaviour policy to give a specific emphasis to the rights outlined in the UN Convention. This policy has a specific focus on children taking responsibility for their own actions and making sure that the choices they make reinforce the rights others too. In Ormiston we celebrate excellent behaviour at every opportunity and share news of successes in our school community and with families. We do this in a variety of ways including positive verbal feedback in school, certificates in assembly and text messages to families to share the great news.

We promote a school environment where everyone takes responsibility for their actions and through restorative meetings and Peer Mediation we support all children to fix situations they are involved in and to repair damaged relationships. Peer Mediation is supported by trained mediators in primaries six and seven and takes place in the playground every day at lunchtime.

Golden TimeAll children begin the week with an entitlement to 30 minutes of Golden Time. This is theirs to look after. If they behave responsibly throughout the week and follow our school rules on Friday they will take part in a variety of fun activities.

If a child chooses behaviour that does not support the rights of other learners or their behaviour causes another person harm then they will lose some of their Golden Time. This will be in 5-minute blocks or 15 minutes for more serious incidents up to a total of 30 minutes. Loss of 15 minutes in one go will be accompanied by a visit to Mrs Gardyne or Mrs Ross to talk about the choices made. When everyone else is celebrating the positive behaviour choices they have made on a Friday morning children who have lost time will have a period of quiet reflection to think about the changes they will put in place to make sure that the following week they keep their full 30 minutes of Golden Time. Pupil and staff expectations of behaviour are very high and we all sign up to our behaviour code which is outlined below.

Our Rights and ResponsibilitiesOutlined below are the rights and responsibilities that specifically focus on learning and choices about behaviour. We all have a responsibility to make sure that we respect the rights of others to learn, have fun and be safe from harm.

Article 3Adults should do what is best for youYou have the responsibility to listen to adults in school respectfully – even if they are saying something you don’t want to hear.

Articles 4, 13 and 174 -You have a right to work in an environment where you can grow and reach your potential.13- You have the right to find out things, and share what you think with others by talking, drawing, writing or in any other way unless it harms or offends other people.17- You have the right to get information that is important to your well being, from radio, newspapers, books, computers and other sources.You have the responsibility to make the most of all of the learning opportunities available in school and to behave in a way that does not stop other children receiving their right to interesting disruption free lessons.

Article 8You have a right to an identity. No one should take this away from you.You have the responsibility to call people by their proper name. Remember that no one in our school is called he or she. It is respectful to call people by their proper name.

Article 12You have the right to give your opinion, and for adults to listen and take it seriously.You have the responsibility to share your opinion in a respectful positive manner.

Article 15You have the right to choose your friends as long as it isn’t harmful to others.You have the responsibility to make sure your actions do not exclude other people or are hurtful either physically or emotionally.

Article 19You have the right to be protected from being hurt or mistreated, in body or mind. You have the responsibility not to hurt or mistreat other people.

Article 24You have the right to a clean and safe environment.You have the responsibility to look after our school environment by keeping it litter free and looking after our school building and equipment.

Article 28You have the right to a good quality education.You have the responsibility to show a positive attitude to learning and to complete activities and homework on time to the best of your ability.

Article 29Your education should help you to use and develop your talents and abilities. It should also help you learn to live peacefully, protect the environment and respect other people.You have the responsibility to show the best of yourself and to use the mediation opportunities available to restore damaged relationships.

Article 39You have the right to help if you have been hurt or badly treated.You have the responsibility to let adults know if anything is not going well for you. This could be about your learning or about the way you have been treated. All adults in our school take their responsibilities to help you very seriously.

There are 54 articles in total in the United Nations Convention of the Rights of the Child. These are the articles that specifically focus on choices relating to learning and behaviour. You can view the rest of the articles at www.unicef.org/crc/

Children who keep all of their golden time will be rewarded with a fun activity once or twice a term. We find this provides a great incentive to focus on making good choices in school!

ANTI BULLYING POLICY

As part of East Lothian Council’s policy and procedures, Ormiston Primary School has an Anti-Bullying Policy. The Head Teacher is the Anti-Bullying Co-ordinator.

School is a Safe Place (Anti-Bullying) Definitions“School” is taken to include all pupils, staff – teaching and non-teaching – and the building.“Bullying” is a word that has had much media usage, and it is being used to cover many different situations. Bullying can be defined as:“The deliberate seeking out – by an individual or group – of another individual in order to inflict physical/mental harm, and/or the repeated physical/verbal assault of an individual or group upon others.” If this definition is accepted, there are few cases of bullying in our school.“Unacceptable Behaviour” can be defined as:

“Behaviour – of an individual or group – which is not acceptable to the remainder of the school, because it infringes the right to work, play and socialise in safety, with peace of mind.” If this definition is accepted, unacceptable behaviour is more common than bullying in our school.

What to doWhenever possible reported or observed incidents will be dealt with immediately by the member of staff in a bid to “nip it in the bud.” This can take the form of a “quiet word”, a verbal reprimand or a punishment exercise after investigation.Observed incidents, serious incidents or instances of bullying should then be reported to school management. Action will then take place involving parents.Pupils are encouraged

to inform an adult (at home or at school) either verbally or in writing, if something is happening to them which they do not like;

to remove themselves from unpleasant situations; not to be alone.

Parents are encouraged: to tell the school of any incident which they think might be significant, even if it

happens out with school; (we need to be alert to any possible volatile situations).

ATTENDANCE

Punctuality is important. You are asked to ensure that your child leaves home in good time andcomes straight to school. Children who arrive late are required to sign in at the school office. However, please do not send your child to school before 8.45 a.m. if the weather is bad.If your child is absent due to illness, it is the responsibility of the parent to notify the schoolbefore 9am. The school will try and get in touch with parents who have not notified the school by 9.15am.Further information regarding attendance can be found in the East Lothian Council documents at the end of the handbook. You, as parents are responsible for ensuring that your child attends school regularly. In cases of unsatisfactory attendance the Head Teacher will contact the Child and Family Support Worker (Attendance) to visit the home and discuss the problem with the parents. If unsatisfactory attendance persists, the Head Teacher, following discussions with the Child and Family Support Worker (Attendance) and other agencies will decide whether the case should be referred to the local Area Attendance Advisory Group. This Group has been formed to make recommendations to the Executive Director on the statutory responsibilities of the Authority with regard to defaulting parents.

HOLIDAYS

Parents are requested not to take children on holidays during term times. Attendance at school and attainment are closely linked and it is important that your child’s learning is not disrupted unnecessarily.

When children are going on holiday they are often excited and unsettled and, similarly, when they return to school they may take several days to settle down to school work. As a result there may be disruption to their work over a period of three to four weeks even when the holiday lasts a fortnight.Whenever possible, please take holidays during school vacations and not during the school year in

order to give your child the full benefit of the education we provide. Holidays which result in anychild having more than ten days absence in any one year require to have written permission fromthe Head of Education.

ABSENCE

If a child is absent from school, without an explanation from a parent, this is called an Unauthorised Absence. This may be interpreted as a child playing truant, so it is vital that we receive either a letter or a telephone call explaining why your child has been or is absent. We will contact you before 10am if we have not heard from you if your child is absent. If we cannot make contact we pass responsibility on to the Attendance Officer in East Lothian Council who in turn passes responsibility on to the police. As this can escalate very quickly we would be grateful if you could make sure that you get in touch with the school office as quick as you can in the morning.

MEALS AND MILK

School lunches are provided by a tray system and pupils may choose from a main meal or a packed lunch tray at a charge of £1.90. Any money brought to school should be in a named purse.

We also make accommodation available for pupils who wish to bring a packed lunch. We ask parents to name all containers and not to send pupils to school with glass containers of any description.

Please see the section at the back of the handbook for details on how to apply for free school meals. You can also contact the school office who can help you through this procedure.

HEALTH AND SAFETY

Access to our building during school hours is limited, for security reasons, to the main front door and the door of the P5/6/7 playground, across from the kitchen. There is an entry phone system employed at both entrances. Visitors are required to ring the entry bell and await entry. All visitors, including parents, are asked to report to the main office and collect a visitor’s badge which should be worn at all times.

PLAYGROUND SUPERVISIONWhen pupils are at school, the responsibility for their safety rests with the council. The Head Teacher and Staff, including Playground Supervisor(s) undertake this responsibility on behalf of the Council. This means that reasonable steps are taken to prevent any pupils suffering injury and to ensure that accidents or difficulties can be reported to a responsible adult and appropriate action can be taken.

To this end, playground supervisors are on duty during morning interval and during the lunch interval, in addition to members of the teaching staff being on the premises at all times.

EMERGENCIES:

A member of staff attends children who become unwell or have an accident during school hours and then contact is made with the child’s own home or emergency contact. Should medical attention be required, you will be contacted and requested to come to school as quickly as possible.

Please ensure that school has an up to date record of your address, telephone number and Emergency Contact.

It is vital that you advise school of any special medical condition your child may have.

ADMINISTRATION OF MEDICAL PROCEDURESAdministering MedicineA review of procedures regarding the administration of medication in schools has recently taken place within the Education Division and all schools are now required to operate within the new framework of guidance.

There is no obligation on school staff to administer medication of any kind to any pupil, and parents are asked to note that the school will not administer routine medicine. 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 regular medication to be administered or self administered during the school day, parents should complete the relevant request form available from the school. You must include written guidance from a medical professional (your GP or Specialist). The written guidance on the medication will generally be sufficient.An adult should deliver medication to school; you should not send it with your child.Some pupils carry inhalers for asthma and related illness, which they self-administer at school. It is necessary that parents of pupils who carry their own medication complete form (MED2) so that an up-to-date record is held for each child carrying medication to school.

If a pupil suffers from a chronic illness requiring long-term medication or where medication may be required in an emergency situation, parents must contact the Head Teacher to discuss the situation. Separate guidance detailing arrangements for dealing with a medical condition requiring essential or emergency treatment has been prepared by the Education Division and will be made available to parents, if required.

All members of staff who have agreed to be trained in the administration of specific drugs to pupils suffering from all epileptic seizure or a severe allergic reaction and who are required to apply specific drugs to those pupils will be covered by East Lothian Council's Public Liability Policy.

Please remember that this school has requested that nuts in any form – including nut traces and nut oils – should not be brought on to the premises

Please check all labels carefully.

OCCASIONAL AND EMERGENCY ARRANGEMENTS

Planned Closures: You will be notified in advance of holidays or early closures, by duplicated notices, which are issued to all pupils.

Unplanned Closures: In emergencies, such as inadequate heating or severe weather conditions, an announcement will be made on Forth FM. Parents/emergency contacts will be requested to contact the school to either take their child home or give us instructions as to where the child should go.

During any sort of bad weather.Parents are asked not to send pupils to school before 8.45 a.m. Pupils remain in their classrooms during interval and/or lunchtime, supervised by playground supervisor(s), and older pupils.

If we need to contact large numbers of families in these situations we will use the texting service. Please make sure that your mobile number is kept up to date with the school office at all times.

COMMUNICATION WITH PARENTSWe make use of our text messaging service to parents for little bits of correspondence. This helps us cut out the number of letters we send out and parents find them useful for reminders. We send out regular newsletters to help families keep informed about events and plan for diary dates. There will also be other letters sent home when necessary to keep you informed. We are always happy to speak to parents so please feel free to call up the school office and we can help, support or advise in any way.

PARENT COUNCIL

Our Parent Council meets together one or two times a term to discuss how the school is developing and how they can support the school, children and staff to be the very best school we can be. Texts are sent out from the school office to families to let them know when meetings are on and to update you on any information relating to the parent council. Meetings are usually held at 7pm in the school staffroom. Any parent is welcome to come along and listen to what goes on. The parent council have a Facebook page that they use to keep families abreast of what they are working on. The page is called Ormiston Parent Council and can be found following an internet search. The Parent Council also distribute newsletters regularly which will come home in your child’s reading bag.The insert below is a message from your Parent Council to share information about what they do and how you can take part.

ORMISTON PRIMARY

PARENT COUNCIL

Our main roles are :- To support the school in its work with pupils and help to involve parents

- Represent the views of parents and carers on school issues that are important to them- Encourage links between the school and the wider community

To do this effectively, we need to know your thoughts! Our meetings are held in the school staffroom at 7pm approximately twice a term and you will be notified

by newsletter/text of the dates in advance. Everyone is welcome and you are under no obligation to join the Parent Council if you come along. We also organise various fundraising events throughout the year and all help and

suggestions are appreciated.Photos of Parent Council members are at the front door of the school so you can either contact us by speaking to us in the playground or via the school website (http://edubuzz.org/ormiston/ ) and we also have a Facebook page (Ormiston

Primary School Parent Council). We look forward to hearing from you!

LOCAL LINKS FOR PARENTS AND FAMILIES

We work closely with the other schools in our Tranent Cluster to support and build our wider community for the benefit of all children, young people and families. We are supported in this through partnership working with East Lothian Council Community Learning Development. Community Learning and Development offer a varied programme across the cluster open to everyone. Whether it’s updating your First Aid or building up your confidence to go back to college or work, or simply looking for a new hobby there is something for everyone. You can find services and information about Adult Literacy, youth clubs, women’s groups, training and life skill courses and community events on the East Lothian Learning Partnership site  www.ellp.net  For parents of babies and children to 8 years, Support from the Start is a local network committed to helping our communities have the best possible start in life. They too, offer easily accessible advice, groups, events and resources often by local people for local people especially for babies, young children and families. To see if there is something for you and keep up to date with what’s on in please visit the Tranent facebook page.https://www.facebook.com/SupportfromtheStart For general information for services for children and young people : http://www.eastlothian.gov.uk/info/543/services_and_advice_for_young_people.If you would like further local information please contact Lena Hutton onLena HuttonCommunity Development OfficerFa'side VillagesGeorge Johnstone Centre35 Winton Place Tranent East Lothian EH33 1AE 01875 824138

The next section of the handbook is issued by East Lothian Council and includes generic information relevant to all schools across the authority.

EAST LOTHIAN COUNCILResources and People Services

John Muir House Handbook(Appendix to School Handbook)

November 2014

CONTENTS Page 4 Communication - School Communication with Parents - Divorced/Separated Parents - Complaints Procedures

Page 5 School Ethos - Creating a Positive Ethos - Anti-bullying Policy - Anti-bullying East Lothian (A.B.E.L)

Page 6 Parental Involvement - Parent Forum and Parent Council - Parent Staff Association - Scottish Parent Teacher Council

Page 7-8 The Curriculum - Curriculum for Excellence - Educational Excursions - Outdoor Education - Religious Observance

Page 9-11 Assessment and Reporting

- What is meant by Assessment - How do teachers report on your child’s progress - Where can I find out more information about assessment and reporting?

Page 12-13 Transition - Enrolment - Pupil Placement - Reserved Places/Roll Capping in schools - School Catchment - More Choices More Chances

Page 14-17 Support for Pupils - Pupils who have additional support needs - The Education (Additional Support for Learning Act) (Scotland) 2004 (amended) 2009 - Enhanced Transition for pupils with Additional Support Needs - East Lothian Educational Psychology Service - Professionals visiting schools/information sharing and confidentiality - Exceptional circumstances in which information may be disclosed without consent - Child Protection - Children and Young People who are looked after - Teach Team

Page 18 School Improvement - The role of Quality Improvement Officers

Page 19/....3

Page 19-25 Local Authority Policies and practical information - Composite Classes - Absence and Attendance - Transferring Educational Data about Pupils - Consulting with pupils - Exclusion of pupils - Assistance with provision of school clothing - Free school meals - Education Maintenance Allowances (EMA) - Employment of Children - Home Education - Transport: Policy of the Council and Local Arrangements

- Road Safety - Health and Safety - Medical care - Administration of Medical Procedures - Emergency closure of schools - Unacceptable Behaviour - Schools within East Lothian - Useful telephone numbers - School session dates 2015/16 - Scottish Government Education Department4

Communication School Communication with Parents The Children (Scotland) Act 1995 amended the definition of "parent" in the Education (Scotland) Act 1980 to "Parent includes guardian and any person who is liable to maintain or has parental responsibilities in relation to, or has care of, a child or young person". Communication with parents can take many forms and have many purposes. Schools are supported by East Lothian Council to use a range of ways to ensure that all parents have the information that they need to support their own child’s learning and to help them become involved in the life of the school. Divorced/Separated Parents – Information Effective communication between the school and parents is vital. This can sometimes be difficult when parents separate or divorce. If parents are separated or a divorce was granted after November 1996 both parents will retain parental responsibilities, unless the court has specifically removed those responsibilities. In relation to placing requests, appeals against certain educational decisions and access to pupils’ records both parents will normally have equal rights. Even if a divorce was granted prior to November 1996 the parent without custody may not have lost all rights to information and to be involved in decision-making. The above definition may also give others rights. Schools will therefore request the names and addresses of both parents at the time of enrolment and at the annual update of data. The parent/s with whom the pupil resides will automatically receive all communications from the school. If a parent lives away from the family home they will, when the school is first informed of their address, receive a Recorded Delivery letter enquiring whether or not they wish to receive information about their child’s education. If no reply is received it will be assumed they do not wish to be kept informed and there will be no further communication unless a request for information is subsequently received. If they wish to be kept informed they will receive copies of all communications regarding the pupil including copies of reports and notification of Parents’ Meetings. The parent with whom the pupil resides will be informed that this is happening. The school is dependent on the parent with whom the pupil resides supplying the appropriate information i.e. the address of the parent not living in the family home, details of Court proceedings prohibiting that parent’s involvement in the child’s education or any other relevant documentation. Parents/Carers should note that children can only be collected from school by the parent with whom they reside unless the parent/carers have authorised an alternative arrangement. If someone else is to collect the pupil the school should be informed in advance. Complaints Procedures Most complaints can and should be resolved at school level. If you have cause for concern, the first person to approach will normally be the Head Teacher. If a meeting is required with the Class or Guidance Teacher, Head Teacher or another senior member of staff then this should be arranged as quickly as possible. If you still remain dissatisfied then the procedures contained within “How to make a comment, compliment or complaint about a Council service” should be followed. Further information can be obtained at: http://www.eastlothian.gov.uk/complaints5

School Ethos Creating a Positive Ethos East Lothian Council schools endeavour to create a positive learning ethos in a variety of ways. Some schools have taken on initiatives such as UNICEF’s accredited scheme which promotes the learning of the UN’s Convention of Rights for the Child. Some schools have taken on approaches to promoting positive behaviour such as restorative practice and/or the Nurturing Classroom/School. Being Cool in School is an Authority-wide initiative in schools which encourages pupils to assert themselves appropriately as they face everyday situations. More information can be found from the Scottish Government’s website on “Improving relationships and promoting positive behaviour in Scotland’s schools” at: http://www.scotland.gov.uk/Publications/2008/04/15100117/1 Anti-Bullying Policy All schools have an Anti-Bullying Policy as part of East Lothian Council’s Anti-bullying Policy and incidents of bullying in schools are recorded as part of the Policy. Further information can be found at: http://www.eastlothian.gov.uk/antibullying Anti-bullying East Lothian (A.B.E.L) Anti-bullying East Lothian (A.B.E.L) is located at the Brunton Hall, Musselburgh. A.B.E.L is a voluntary organisation that arose out of the strong desire of parents to do something for themselves to overcome the devastating effect that bullying can have on children, their families and their community. A.B.E.L offers information and support to the young person being bullied and their family and the young person displaying the bullying behaviour and their family. Further information can be found at: http://antibullyingeastlothian.org.uk6

Parental Involvement Parent Forum and Parent Council The Scottish Schools (Parental Involvement) Act 2006 encourages and supports more parents/carers to become involved in their children’s education. The main aims of the Act are to: • Help parents/carers become more involved with their child’s education and learning. • Welcome parents/carers as active participants in the life of the school. • Provide easier ways for parents/carers to express their views and wishes.

All parents/carers are automatically members of the Parent Forum at their child’s school and will be entitled to have their views represented to the school, education authority and others, through a representative Parent Council for the school. As a member of the Parent Forum, parents/carers will have a say in selecting their Parent Council (the representative body) to work on behalf of all parents/carers at the school. The role of the Parent Council is to: • Support the school in its work with pupils • Represent the views of all parents/carers • Encourage links between the school, parents/carers, providers of nursery education and the community • Consult with and report back to the Parent Forum.

The Parent Council arrangements came into effect in August 2007. For more information on the Parental Involvement Act or to find out about Parents as Partners in their children’s learning contact the school or Val McIntyre, Principal Officer, Resources and People Services, telephone number 01620-827228 or by e-mailing vmcintyre@eastlothian.gov.uk or the Parentzone website http://www.educationscotland.gov.uk/parentzone Head Teachers now have a legal obligation to consult with their Parent Council to establish what they would like included in the School Handbook and ensure it is incorporated. Discussions should take place at Parent Council meetings and any decisions taken must be reflected in the school handbook. Further information can be found at: http://www.eastlothian.gov.uk/parentcouncils Parent Staff Associations Where a Parent Staff Association exists at a school information on the Parent Staff Association will be provided by the school. Scottish Parent Teacher Council (SPTC) The Scottish Parent Teacher Council is the national organisation for Parent Teacher Associations (PTAs) and Parent Associations (PAs) in Scotland and runs an independent helpline service for all parents. You

can contact the Scottish Parent Teacher Council by telephone 0131-474-6199, by e-mail sptc@sol.co.uk, the website http://www.sptc.info or write to Scottish Parent Teacher Council, 15 Mansfield Place, Edinburgh, EH3 6BB. East Lothian Council takes out an annual membership of the SPTC for their Parent Councils.

The Curriculum Curriculum for Excellence Schools follow the principles and practice of Curriculum for Excellence. This 3-18 curriculum aims to ensure that all pupils will be successful learners, confident individuals, responsible citizens and effective contributors. These four main aims are referred to as the Four Capacities and underpin the work that schools do. Curriculum for Excellence comprises 8 curricular areas consisting of: Expressive Arts, Health and Wellbeing, Languages (including English, Gaelic, Classic and Modern Languages), Mathematics, Religious and Moral Education, Sciences, Social Studies and Technologies. The curriculum is expressed in learning experiences and outcomes for learners. The principles of challenge and enjoyment, breadth, progression, depth, personalisation and choice, coherence and relevance inform the learning of all pupils All pupils will be encouraged at all stages to think about why they are learning a particular topic and how associated skills can be used in real life and in other areas across the curriculum. All pupils are engaged with teachers in planning and assessing aspects of learning and often have the choice of topics and ways to present their learning. Whilst there are eight subject areas learning will often be linked across subject areas to help children apply their knowledge and skills in new and different situations. Further information on Curriculum for Excellence can be found at: http://www.eastlothian.gov.uk/curriculumforexcellence http://www.educationscotland.gov.uk/thecurriculum http://www.educationscotland.gov.uk/thecurriculum/whatcanlearnersexpect/skillsforlearning.asp Other areas which can facilitate enhanced learning opportunities for pupils include: • Instrumental Music Tuition • Drama provision/Theatre • Educational visits in museums/projects. • Study Support and After School Activities • Sport • School Library Service

Further information can be found at: http://www.eastlothian.gov.uk/communitylifeandleisure Outdoor Education Outdoor Education is provided to schools through the East Lothian Outdoor Learning Service based in Musselburgh. The Outdoor Learning Service provides high quality, safe and sustainable outdoor learning opportunities. The service promotes progressive experiential learning and the benefits of healthy lifestyles. It responds to the needs of East Lothian schools and the wider community, delivering outdoor learning in an effective, inspirational and motivating manner. Further information can be found at: http://www.eastlothian.gov.uk/outdoorlearning8

Educational Excursions Educational Excursions are designed and planned in accordance with the East Lothian Council's comprehensive Guidelines. Further information can be found at: www.elcvisits.org.uk Religious Observance Religious observance should provide opportunities for the school community to reflect on, and develop, a deeper understanding of the dignity and worth of each individual and their contribution to the school and wider communities. In recognition of Scotland's Christian heritage, schools are encouraged to use the rich resources of this tradition when planning religious observance. Many school communities contain pupils and staff from faiths other than Christianity or with no faith commitment. This should be taken fully into account in supporting spiritual development. It is of central importance that all pupils and staff can participate with integrity in forms of religious observance without compromise to their personal faith stances. At present school assemblies are the most common vehicle for delivering religious observance. There should be a clear distinction between assemblies devised for the purpose of religious observance and assemblies for other purposes such as celebrating success. Religious observance might include opportunities for class, year, stage or whole school observance as well as involvement by pupils and others, including school chaplains, in planning and presentation. There is a statutory provision for parents to withdraw children from participation in religious observance. This right should always be made known to parents and their wishes respected. Parents should be provided with sufficient information on which to base a decision. Where a child is withdrawn from religious observance, schools should make suitable arrangements for the child to participate in a worthwhile alternative activity. In no circumstances should a child be disadvantaged as a result of withdrawing from religious observance. Further information can be found at: www.eastlothian.gov.uk/religioninschools9

Assessment and Reporting What is meant by assessment? Assessment tells us what children and young people know, understand and are able to do. Assessment is a process which supports your child’s learning from Nursery through to S3 and not a series of events “done to them.” By involving your child in the whole process of learning and assessment and allowing them to take responsibility for their own learning, it raises their standards of achievement and develops their skills for learning, life and work. Progress therefore becomes a measure of your child’s success in setting high expectations and successfully achieving them. What is assessed? Curriculum for Excellence comprises 8 curricular areas consisting of: Expressive Arts, Health and Wellbeing, Languages (including English, Gaelic, Classic and Modern Languages), Mathematics, Religious and Moral Education, Sciences, Social Studies and Technologies. There are also 3 key areas which all teachers are responsible for teaching Literacy across learning, Numeracy across learning and Health and Wellbeing across learning. Assessment and Reporting across East Lothian Schools Each curriculum area is broken down into a set of experiences and outcomes. These experiences and outcomes in each area are then grouped as Early Level (Nursery—P1); First Level (P2-P4); Second Level (P5-P7); Third and Fourth Levels (S1-S3). The Experience describes the learning whilst the Outcome represents what the learning will achieve. This is often explained from the pupil’s perspective as an ‘I can....’ statement. What’s in an “outcome”? • The learning within each outcome is given to your child as a series of learning intentions. • Each learning intention is supported by success criteria which are your child’s steps to achieving success in learning. • As each pupil achieves the success criteria, teachers and your child can both see the progress in learning which is being made across outcomes within each curricular area.

How are we assessing? Teachers look at a range of evidence of learning which your child has produced before summing up his/her progress at that point in time. Some concrete examples of evidence might be: • Self-assessment of a written story focusing on paragraphing, use of descriptive language and a coherent plot. • A maths “check-up” worksheet on equivalent fractions. • A PowerPoint presentation on a country’s climate, land composition and geographical landmarks. • A teacher’s observation of ball control in P.E.

Evidence of children and young people's progress and achievements will come from day-to-day learning and through the things they may write, say, make or do. 10

How do teachers report on your child’s progress? Progress is now defined as “how much” and “how well” your child is learning, and not solely on “how fast” although pace is still important. The new curriculum is designed to enable your child to achieve greater breadth and depth of learning whilst also securing the development of skills and knowledge. Therefore reporting must now include information on progress which is either developing, consolidating or secure depending on how well your child has developed a breadth of learning, in challenging aspects and applied this learning in other curricular areas or contexts. If your child has had opportunities to show breadth, challenge and application in the different curricular areas, but has not evidenced each through their learning and across a level, the teacher may report that your child is “developing.” If your child demonstrates a range of evidence, where he/she has met challenges and deepened his/her learning, then your child will be “consolidating” their progress. If your child has demonstrated that they have knowledge and understanding and skills across a breadth of learning, whilst meeting challenges across this breadth to deepen their learning and applied all of this in another context or curricular area consistently, then the teacher will report that your child is “secure.” There is a range of ways in which your child’s teacher reports on his/her progress. Here are a few examples: • “Learning Stories” are used to build a picture of progression for your child in each curricular area. • Pupil reports are used to sum up your child’s progress in learning across the curriculum. • E-portfolios are used to provide ongoing evidence of your child’s progress.

All learning is a journey of progress, which is rarely linear and takes many routes and pathways. Your child may take longer to progress in some areas in order to ensure the security that will enable them to make progress confidently. Teachers will report also on your child’s effort and also on the level of support given. When do schools assess? Assessment takes place as part of everyday learning and teaching, periodically and at key transitions. As part of everyday learning, teachers are continuously assessing their pupils’ progress using learning intentions and success criteria as measures of pupils’ success. From time to time, teachers will use tests to assess children and young people's progress and achievements in order to be able to plan ahead, record and report on progress and support learners. Transitions are the moves children and young people make, from home to nursery, from stage to stage, from primary to secondary, to further education and employment. Information about a learner's progress and achievements will be passed on to make sure that their broad general education continues at the correct level and at an appropriate pace for them. Where can I find out more information about assessment and reporting? Your child’s school will be able to provide you with more information on how they carry out specific assessments and how they report on your child’s progress.11

Further information can be found at: http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/index.asp http://www.educationscotland.gov.uk/parentzone http://www.educationscotland.gov.uk/thecurriculum/howisprogressassessed/stages/index.asp12

Transitions Enrolment If you want your child to go to their catchment school, you should register your child directly with that school. You will need to provide your child's birth certificate and two pieces of proof of residence showing your current address (one of which must be your most recent council tax assessment letter or book and a recent utilities bill dated within the last six months). You must show these at the school by the beginning of December (please contact your catchment school to check enrolment days). This allows the Business Unit within Resources and People Services to give your child, as a resident in the school's catchment, priority for a place. Further information can be obtained by e-mailing schoolplacements@eastlothian.gov.uk Further information can be found at: http://www.eastlothian.gov.uk/enrollingyourchild Pupil Placement The law allows parents to express a preference for a different school (such a school is often referred to as a non-catchment school) rather than placing their child in their local school. The Council is obliged to grant a placing request wherever possible. While most requests are granted in some cases this is not possible. The Council can only refuse a placing request if any of the criteria as per Section 28A (3) Education (Scotland) Act 1980 is met. If a placing request is refused the parent has the right to appeal this decision. An appeals panel will hear the appeal and if they come to the conclusion that they do not think the grounds of refusal quoted stand or that even though the grounds of refusal stand it is still inappropriate to refuse the place, they can overturn the decision and the child would be allocated a place in that school. Pupil placement process must meet set timescales, all requests received by 15 March must be considered at the same time. Parents must receive the outcome of their request before the end of April. If a school is oversubscribed detailed reports outlining all the placing requests for that school are presented to the Pupil Placement Sub Committee for approval. Further information can be found at: http://www.eastlothian.gov.uk/choosingaschool Further information can be found at: http://www.eastlothian.gov.uk/PlacingRequests Reserved Places/Roll Capping in Schools Resources and People Services obtains information on the migration of pupils from certain schools where we may need to reserve places for incoming district pupils. Reserving places is crucial in areas where there are high levels of house build or high migration into catchment. This also informs whether it will be necessary to roll cap certain stages within a school or the whole school to maximum number. By the end of December we have received class organisation returns from primary and secondary schools for the next school year. This information is vital as it informs the Services of how many district pupils have enrolled and the number of non-district places that can be granted. It is also an early warning for any problems i.e. over school capacity or large increases in pupils’ numbers because of house build. Detailed reports requesting roll capping of schools or retaining places for pupils moving into the catchment area are always presented to Education Committee for approval.13

School Catchment Every school has a catchment area; each catchment area has clear boundaries. Children living in the catchment area are given priority for places in this school. Entitlement to a place in a school is based on home address and not on attendance at an associated school or nursery class. In some areas there are separate Catholic schools available for parents wishing their child to be educated in this type of school. Children living in the catchment area and baptised in the Catholic faith are given priority for places in this school. Each primary school in East Lothian feeds into a corresponding secondary school (click on the link to view details). The boundary lines for each primary and secondary school catchment area in East Lothian for the most remain so since circa 1980’s, and were originally recorded on printed copies of A-Z street maps and Ordnance Survey Maps. To improve accessibility of information, each school catchment area map was re-digitised for public use on the East Lothian Council’s website, as approved by Education Committee in May 2011. The catchment boundary lines are available to view via: http://www.eastlothian.gov.uk/site/scripts/download_info.php?downloadID=1588 For an overview map of all the catchments, download the following map from the East Lothian Council website. There are no catchment boundaries for nursery provision. More Choices More Chances More Choices More Chances is Scottish Government’s broad strategic framework for improving outcomes for young people aged 16-19 yrs old by reducing the number who are not in education, employment or training. Whilst at school, there are a number of interventions offered to school age young people to better prepare them for life beyond school including: extended work experience placements, vocational courses (some of which are certificated) and business coaching. In addition to these opportunities, post school options include Activity Agreements and a variety of Employability Fund programmes offered at stages 2- 4. The More Choices More Chances partnership includes a range of partners including Edinburgh College and other learning/training providers. 14

Support for Pupils Pupils Who Have Additional Support Needs All East Lothian schools offer a range of support for children and young people with additional support needs. There are a number of additional services both within the Authority and from external agencies that offer enhanced support to pupils with additional support needs. Provision and resources are accessed through the local authority’s processes of resource allocation and Staged Assessment and Intervention, in consultation with professionals, the child or young person and their family. The Council’s Policy document “Framework for Meeting Additional Support Needs” provides a framework for full and effective inclusion of pupils who have additional support needs. The Authority has an Accessibility Strategy for schools which enables access to Communication, Environment and the Curriculum for all pupils. Schools also take account of the Equalities Act 2010. The Education (Additional Support for Learning Act) (Scotland) 2004 (amended 2009) The Education (Additional Support for Learning Act) (Scotland) 2004 (amended 2009) states that:- • A child or young person who has additional support needs, and also his/her parents or carers, should be involved in any decisions-making. They can have a supporter with them at meetings or have an advocate present to present their case for them. A young person’s views must be taken into account for post-school transitions. • Young people and parents/carers should be provided with information and advice about their own, or their child’s additional support needs. They can also request, at any time, an assessment to establish additional support needs or if a Co-ordinated Support Plan is required, or for a Co-ordinated Support Plan to be reviewed. • A young person who has additional support needs or his/her parent or carer can make a placing request to another education authority or an independent school. • The local authority is required to provide a free mediation. Common Ground Mediation is East Lothian Council’s provider. It promotes collaboration between parents, children, school and education services. Anyone involved in a disagreement can access this service. • Young people and parents or carers can make an application to use the free, national Dispute Resolution process to resolve certain types of dispute. • Young people and parents or carers can appeal to the national Additional Support Needs Tribunal to challenge a decision about a Co-ordinated Support Plan and certain other matters relating to additional support needs. Free advocacy can be provided for this.

Information is available from Resources and People Services, Business Unit, John Muir House, Haddington, East Lothian, EH41 3HA. Further information can be found at: http://www.eastlothian.gov.uk/additionalsupportneeds15

Enhanced Transition for pupils with Additional Support Needs All children and young people go through a number of transition stages in their school education when they move from one setting to another. Children and young people with additional support needs will need different levels and types of support. In East Lothian, we manage this through the Staged Assessment and Intervention Framework. The team working with the child or young person, the child or young person themselves and their parents are best placed to decide on the level of planning and the nature of intervention needed. Further information can be found at: http://www.eastlothian.gov.uk/transition East Lothian Educational Psychology Service Educational Psychologists are part of Resources and People Services. Educational Psychologists make regular visits to all nursery, primary and secondary schools. What do Educational Psychologists do? Educational Psychologists work collaboratively with other professionals, parents and carers, to help children and young people overcome barriers to learning. They support school staff to enhance learning environments, to ensure they are effective for all children and young people, whatever their learning needs. How does an Educational Psychologist become involved with my child? If you have any concerns about how your child is getting on at school, the first thing to do is share them with school staff. If staff feel that an Educational Psychologist may be able to help, they will contact their link Educational Psychologist for a consultation or invite them to a staged assessment meeting in school. If the Educational Psychologist is going to become formally involved with your child, then parental permission for this will always be sought. You are also welcome to contact the Educational Psychology Service directly if you would prefer. You can contact the Educational Psychology Service , Telephone number 01620- 827827 or write to East Lothian Council, Educational Psychology Service, John Muir House, Haddington, East Lothian, EH41 3HA. Further information can be found at: http://www.eastlothian.gov.uk/educationalpsychology Professionals visiting schools/information sharing and confidentiality Schools can call on professionals from a number of different agencies/services for help and advice. These include Educational Psychologists, officers with the Educational Services, School Doctor, School Nurse, Careers Advisor, Social Worker, Family Support Worker etc. Formal referral to any of these agencies/services would only take place with the consent of parents/carers. There will however be occasions when issues may be discussed in confidence without formal referral and therefore without such consent. If parents are concerned about this they should contact the school for further information.16

Exceptional circumstances in which information may be disclosed without consent Disclosure of personal information without consent may be justified where failure to do so may expose the service-user or others to risk of serious harm. Staff should always make every effort to gain consent but the health and safety of the individual has primacy over the right to confidentiality. Exceptional circumstances may include: • Child Protection: staff should adhere to the Edinburgh and Lothians Inter-agency Child Protection Procedures. • Protecting vulnerable adults • Protection of Children (Scotland) Act 2003 • Life threatening or dangerous situations, for example, where a young person: shows signs of physical, emotional or sexual damage is at risk of significant harm or threatening suicide.

Child Protection The East and Midlothian Child Protection Committee (EMCPC) is the key group dealing with child protection work in East Lothian and Midlothian. Child abuse can happen to any child and in any family background. We all have a duty to protect children, whether we are professionals or private individuals. If you think a child is being abused or neglected, speak to a member staff at the child's school, the Children's Services duty social worker by calling 01875 824 090 (Mon-Thurs 9am-5pm and Fri 9am-4pm), the Emergency Social Work Service by calling (freephone) 0800 731 6969 at any time outside normal office hours. The contact details are:- Children's Wellbeing Randall House Macmerry, EH33 1RW Telephone: 01875 824309 (Email: childrenandfamilies@eastlothian.gov.uk) The Procedures promote a high level of inter-agency co-operation when working with children who may be in need of protection. Training is available for all staff in East Lothian Council to ensure that their skill and commitment is used effectively in identifying and protecting children who have been abused or may be at risk of abuse. The Procedures will further encourage the partnership that exists between the Resources and People Services, Health and the Police in East Lothian and will help towards building a partnership with parents in carrying out our duties and responsibilities to East Lothian children and young people. Further information can be found at: http://www.eastlothian.gov.uk/childprotection Children and Young People who are looked after There are some children and young people who are looked after or looked after and accommodated (LAC) and who may have additional support needs as directed by the Education (Additional Support for Learning Act) (Scotland) 2004 (amended 2009). Schools are very aware of who their LAC pupils are and the supports and strategies which may be required to meet their diverse needs. The Educational Psychology Service works closely with schools and staff from Children’s Wellbeing to support these often vulnerable young people. 17

Team Teach We pride ourselves in East Lothian on providing a safe learning environment for our pupils. In exceptional situations, some of our children may get anxious or agitated, and we will do our best to help pupils through using communication skills, distraction techniques and removing triggers where possible. There may be times when children need more help; this may require staff's positive physical support to ensure; the pupil’s own safety; the safety of other pupils and staff; that property is not seriously damaged. In East Lothian, we have adopted the ‘Team Teach’ approach to manage this level of behaviour on the few occasions it occurs, and staff are trained and accredited to use a range of ‘Team Teach’ techniques. In these instances all incidents are recorded in school. Parents are informed as a matter of course. Children who are likely to need help in this way will have a Positive Handling Plan that will be discussed with you, and routinely followed by all school staff. If required we will ask parents to share relevant information with other people/agencies supporting pupils, e.g. transport, respite, link family, etc, to maintain a consistent approach for children and young people. If you have any questions about how we manage behaviour at school, or about the ‘Team Teach’ approach please contact the Head Teacher. 18

School Improvement The Standards in Scotland’s Schools Act (2000) requires that every local authority aims to secure improvement in the quality of school education which is provided in the schools managed by them. As part of East Lothian Council’s legislative duty to ensure that schools are supported in improving standards for pupils each year, evaluation visits are carried out in every school twice during each school session. By focusing on improvements in performance during these visits, schools are supported in ensuring high standards are achieved and maintained. The Role of Quality Improvement Officers There are 3 Quality Improvement Officers who have responsibility for support and challenge across all East Lothian schools. Responsibilities to individual schools include the following:- • Provide support pre, during and post Education Scotland Inspection • Support and monitor development planning ensuring links to How Good Is Our School? Child at the Centre and Service Improvement Framework outcomes • Provide advice on staffing/finance/resources issues • Support development/progression of Curriculum for Excellence • Analyse and use data to challenge schools to raise attainment and achievement • Participate in the appointment of senior members of school based staff • Provide support in the resolution of disciplinary matters; complaints; and other school based issues • Devise and promote strategies to address areas where performance should be improved; monitor and report on progress • Undertake evaluation visits to all schools and provide reports as appropriate.

The 3 Quality Improvement Officers each have two clusters of schools within their remits: 1) Dunbar & Tranent 2) Haddington & Prestonpans 3) Musselburgh & North Berwick

Other important elements within the Quality Improvement Officer role include: • Monitoring of children who are home educated • Parental complaints and Freedom of Information Requests • Chairing cluster moderation meetings for Exceptional Needs resource allocation • Reporting to Scottish Government, Education Scotland, e.g. on Curriculum for Excellence implementation • Managing Local Authority educational developments, e.g. Leadership Development, Assessment & Moderation • Involved in the recruitment process of Head Teachers and Depute Head Teachers.19

Local Authority Policies and Practical Information

Composite Classes There are composite classes in most schools across East Lothian. They help us to deliver effectively within the school’s budget and are based on pupil age. All classes whether composite or not, contain pupils of different abilities and levels of development. Teachers are expert in how to structure learning for pupils of differing abilities and composite classes do not pose any greater challenge than single-year classes. We know that friendship groups are important and we encourage children to mix with their friends at break, through whole-school or stage events. Parents should also create opportunities to maintain friendships and encourage new ones. Further information can be found at: http://www.eastlothian.gov.uk/compositeclasses

Absence and Attendance Parents are responsible for ensuring that their child attends school regularly and where an absence should occur, informing the school as to the nature of non-attendance and possible length. In cases of unsatisfactory attendance, the Head Teacher will call on the Child & Family Support Worker (Attendance) to visit the home and discuss the problem with the parents. If such unsatisfactory attendance continues the Head Teacher, following discussions with the Child & Family Support Worker (Attendance) and other agencies will decide whether the case should be referred to the local Area Attendance Advisory Group. Parents should be encouraged to take holidays wherever possible out with term times. Where parents wish to keep their child off school for some reasonable purpose, they are asked to write to the school before doing so. Where pupils have a rearranged appointment during school hours e.g. dentist, hospital the pupil should bring a note or appointment card to school before the appointment. Further information can be found at: http://www.eastlothian.gov.uk/attendance

Transferring Educational Data about Pupils The Scottish Government and its partners collect and use information about pupils through the Pupil Census to help to improve education across Scotland. This note explains why we need this information, how we use it and what we do to protect the information supplied to us. Why do we need your data? In order to make the best decisions about how to improve our education service, Scottish Government, education authorities and other partners such as the SQA and Skills Development Scotland need accurate, up-to-date data about our pupils. We are keen to help all our pupils do well in all aspects of school life and achieve better examination results. Accurate and up-to-date data allows us to: plan and deliver better policies for the benefit of all pupils plan and deliver better policies for the benefit of specific groups of pupils better understand some of the factors which influence pupil attainment and achievement share good practice target resources better enhance the quality of research to improve the lives of young people in Scotland20

Data policy Information about pupils’ education is collected through our statistical surveys in partnership between the Scottish Government and Local Authorities through the ScotXed Programme which aims to help schools and Local Authorities by supporting efficient collection, processing and dissemination of statistical information. The Scottish Government then provides analysis of the data to support research, planning, management and monitoring of education services as well as to produce National Statistics publications. Education data within Scottish Government is managed effectively by secure systems and is exploited as a valuable corporate resource, subject to confidentiality restraints. As part of its data policy, Scottish Government will not publish or make publicly available any information that allows individual pupils to be identified, nor will data be used by Scottish Government to take any actions in respect of individuals. Data is held securely and no information on individual pupils can or would be made publicly available by Scottish Government. The individual data collected by Scottish Government through the Pupil Census is used for statistical and research purposes only.

Your data protection rights The collection, transfer, processing and sharing of ScotXed data is done in accordance with the Data Protection Act (1998). We also comply with the National Statistics Code of Practice requirements and other legislation related to safeguarding the confidentiality of data. The Data Protection Act gives you the right to know how we will use your data. This note can give only a brief description of how we use data. Fuller details of each individual ScotXed survey, including the purpose of each and the published data, can be found on the ScotXed website (www.scotxed.net). Scottish Government works with a range of partners including Education Scotland, Skills Development Scotland and the SQA. On occasion, in order to help meet our aim of improving the life of young people in Scotland, we may make individual data available to partners such as the National Registers of Scotland to carry out research relating to the national population census and also academic institutions and organisations to carry out additional research and statistical analysis to meet their own official responsibilities. Any sharing of data will be done under the strict control of Scottish Government, and will be consistent with our data policy. This will ensure that no individual level data will be made public as a result of the data sharing and that these data will not be used to take any actions in respect of an individual. Decisions on the sharing of data will be taken in consultation with relevant colleagues and individuals within and outwith Scottish Government. At all times pupils’ rights under the Data Protection Act and other relevant legislation will be ensured.

Concerns If you have any concerns about the ScotXed data collections you can email the Head of Schools Analysis, Mick Wilson, at mick.wilson@scotland.gsi.gov.uk or write to The ScotXed Support Office, Area 2D, Victoria Quay, Leith, EH6 6QQ. Alternative versions of this page are available, on request from the ScotXed Support Office, in other languages, audio tape, Braille and large print. The information provided by you is processed electronically & stored by East Lothian Council for admin purposes in accordance with the Data Protection Act 1998. You 21

have the right to see & access this information at any time. Extracts of this information will be shared with the Scottish Government & East Lothian Council’s Education & Childrens’ Services annually, exclusively for research & analysis purposes; whereby individual children will not be identified. Extracts of pupil data will also be shared with the Electoral Registration Officer to offer the opportunity to register on the Electoral Roll when approaching their 18th birthday; and may also be shared with the NHS for monitoring child health immunisation, dental and vision programmes. East Lothian Council holds & shares information on school leavers, in order to support & provide career planning services. This will consist of name, address & school results, but may also contain sensitive personal data, e.g. information about health or any convictions. To help with career choices, information may be shared with: East Lothian Council Services, SDS (Careers Scotland), Colleges or Universities, National Training Providers & relevant Voluntary Organisations. The Council will use the information in accordance with the Data Protection Act 1998. Changes of circumstances must be notified in writing to the school immediately.

Consulting with pupils Under the Children (Scotland) Act 1995 the views of children should be taken into account when major decisions are being made which will affect their lives. Generally children over 12 are presumed in law to have a view but younger children may also be mature enough to have a view and should be given the opportunity to express it. While the Local Authority and schools may not be bound by this they do consult with pupils and the methods used will be included in the School’s handbook. This could include formal consultation through Pupil Councils, pupils co-opted to Parent Councils, questionnaires, suggestion boxes, review and planning meetings, as well as arrangements to consult with individual pupils at appropriate times (subject choice, exclusions etc.).

Exclusions of pupils Exclusion from school is used on occasions when the safety of the pupil concerned or others is at risk if the pupil remains in school. The period of exclusion should be as short as possible and used as a “breathing space” to enable the school/family/other agencies to work together to support the child/young person to return to school successfully. Further information can be found at: http://www.eastlothian.gov.uk/exclusion

Assistance with Provision of School Clothing East Lothian Council operates a scheme of provision to ensure that a pupil is sufficiently and suitably clad to take full advantage of the education provided. Families in receipt of Income-Based Job Seekers Allowance, Income Support and Income Related 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 Resources and People Services, Business Unit, John Muir House, Haddington, EH41 3HA. Further information can be found at: http://www.eastlothian.gov.uk/schoolclothingandfreeschoolmeals22

Free School Meals Under the Education Committee policy, children in attendance at schools under the management of the Council are entitled to free school meals if their parents are in receipt of Income Support or Income-based Jobseekers Allowance or Income Related Employment and Support Allowance or Child Tax Credit but NOT Working Tax Credit with an annual income of less than £16,010 or Child Tax Credit and Working Tax Credit with and annual income of less than £6,420. No other children are eligible for free meals. Further information can be obtained from Resources and People Services, Business Unit, John Muir House, Haddington, EH41 3HA. Further information can be found at: http://www.eastlothian.gov.uk/schoolclothingandfreeschoolmeals

Education Maintenance Allowances (EMAs) Education Maintenance Allowances (EMAs) have been available since August 2004 for young people aged 16 planning to continue their education in school. It is a weekly payment of £30.00 paid directly to pupils from low-income families who stay on after the end of their compulsory schooling. Application Forms and further information is available from Resources and People Services, Business Unit, John Muir House, Haddington, EH41 3HA. Further information can be found at: http://www.eastlothian.gov.uk/emas

Employment of Children Children under the statutory school leaving age can only be employed within their term of the bye-laws on the Employment of Children. These regulations do not permit the employment of children under 13 years of age, and for those over the age there are limits on the hours and type of employment which are allowed. Parents and employers must both complete an application form for an employment permit before the employment begins. Forms and information are available from the school office. Further details can be obtained from Resources and People Services, Business Unit, John Muir House, Haddington, EH41 3HA. Further information can be found at: http://www.eastlothian.gov.uk/employmentofchildren

Home Education If parents wish to remove their child from mainstream education and home educate their child, they must write to the Head of Education in the first instance stating reasons for this withdrawal and ask for permission. Families are contacted by a member of staff within Resources and People Services annually and offered the opportunity to meet a Quality Improvement Officer and discuss the education provision for the child/children. If a family declines a meeting, they must submit information, in writing, about how they are meeting the educational needs of their child/children. All enquiries made about home education are recorded in the department and a letter is sent to the family. Included with the letter is a leaflet for parents/carers giving details of websites offering advice and support.23

For information can be found at: http://www.eastlothian.gov.uk/homeeducation

Transport: Policy of the Council and Local Arrangements The Council's current policy is to provide home to school transport for those pupils attending the catchment school who live more than two miles from that school. Bus passes are issued where public transport exists and contract transport is arranged where there is no suitable public transport. Where there are vacant seats on contract buses, these may be made available to pupils who are not normally entitled to free transport on a "grace and favour basis" but must be applied for each session. These can be withdrawn should the seat be required for pupils who qualify for this provision. Travelling expenses are also met in the case of any pupil whom the Council requires to attend a school other than the district school, if the pupil meets the distance qualification and where appropriate, free travel is provided for pupils receiving special education. Parents who choose to send their children to a school other than the district school will not receive assistance in relation to travel to and from school. Further information and an application form can be obtained from Resources and People Services, Business Unit, John Muir House, Haddington, EH41 3HA. Further information can be found at: http://www.eastlothian.gov.uk/schooltransport

Road Safety East Lothian Council working with Lothian and Borders Police and other agencies are committed to reducing the numbers and severity of road casualties. They have identified a number of important initiatives to help reduce the number of road casualties. These will require a notable change of behaviour by everybody, particularly from drivers in built-up areas. These initiatives aim to reduce the number of car journeys to and from school by pupils, parents and staff to: • Encourage children to walk or cycle to school, thereby improving the safety for the pupil on the journey to school • Provide pupils and parents with appropriate training to allow them and their children to journey to and from school safely • Improve pedestrian safety in and around school • Raise awareness amongst pupils, parents, and staff of the wider health and environmental problems associated with increase car use • Improve the local environment for everyone by reducing pollution, congestion and addressing safety issues around the school.

Parents should always be reviewing their current or intended mode of travel to and from school and consider whether or not it should be changed or modified to help the school, pupils, staff and other parents to reduce the number of child casualties. Further information can be found at: http://www.eastlothian.gov.uk/roadsafety

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

Medical Care Throughout their years at primary and secondary school, all pupils will be seen from time to time by a team of specialists, Health Service and Resources and People Services staff to make sure they benefit as much as possible from all that school has to offer, and to help them prepare for life after leaving school. The School Health Service is part of the Community Child Health Service and has direct links with those who carry out health checks on children before they start school.

Administration of Medical Procedures All members of staff who have agreed to be trained in the administration of specific drugs to pupils suffering from all epileptic seizure or a severe allergic reaction and who are required to apply specific drugs to those

pupils will be covered by East Lothian Council's Public Liability Policy. Further information can be found at: http://www.eastlothian.gov.uk/adminofmedication

Emergency Closure of Schools The first priority of the Head Teacher must be to keep the school open if at all possible. However, the early closure (or part closure) of a school in an emergency may be required because of fire, flood, loss of building services, extreme weather conditions or some other event. When children have to return from school at a time earlier than normal, parents may not be able to arrange for them to be received at home by themselves or by an adult who will look after them. Head Teachers must be reasonably satisfied that there will be a responsible adult available to receive the child, and must be prepared to make arrangements for the supervision of certain children in school, until the normal closing time of the school. In these circumstances, the Head Teacher should consult with the Head of Education. The Head of Education will use all of the information available both centrally and locally to decide whether the school should be closed and whether this would be for pupils only or for the whole school community. It should be noted that close contact will be maintained with the School Transport Officer at East Lothian Council. The Head Teacher will prepare and send to the Head of Education the relevant information for notifying the media, through the Corporate Communications Team of East Lothian Council. This information should include the name of the school which is closing, whether it is a partial or whole school closure, i.e. to pupils; pupils and staff; community groups and the reason why the school is closing. Information will also be required on how long the closure will be and how the media, parents, carers and pupils will be informed when the school will be reopening. Once approval has been granted to close a school, Resources and People Services will notify the Corporate Communications Team to ask them to inform the media and upload messages to the Council’s communications channels, such as its Twitter feed, intranet and the Council’s website http://www.eastlothian.gov.uk. Whenever possible, schools will update their own school website with this information.

Unacceptable BehaviourEast Lothian Council does not tolerate physical or verbal abuse towards staff. Such abuse is a criminal offence and may lead to prosecution.

Schools within East Lothian A list of all nursery, primary and secondary schools can be found at: http://www.eastlothian.gov.uk/educationandlearning Further information can also be found at: http://www.eastlothian.gov.uk/educationandlearning

Useful Telephone Numbers The undernoted staff are based within Resources and People Services, John Muir House, Haddington, EH41 3HA. Depute Chief Executive

Alex McCrorie 01620-827633

Head of Education Darrin Nightingale 01620-827633 Head of Children’s Well-being

Sharon Saunders 01620-827881

Principal Educational Psychologist

Lynne Binnie 01620-827587

Education Service Manager (Operations and Strategy)

Richard Parker 01620-827494

Education Service Manager (ASL and Early Years

Alison Mitchell 01620 827565

Principal Inclusion & Equality Officer

Fraser Parkinson 01620-827961

Parental Involvement Act (Parent Forums/Councils)

Val McIntyre 01620-827228

Free School Meals, Clothing Grants, Education Maintenance Allowance, Pupil Placement and Home to School Transport Policy

Fiona Brown 01620 827415

Primary School Lets 01620-827811