Dunblane High School - stirling.gov.uk · Mrs Joyce McDougall Mrs Angela Stocker (0.8) Modern Languages Mrs Lynn Barrell (Temp) Miss Rosamond Harte (PT C) Mrs France Reid Vacancy

Dunblane High School

Handbook 2019Stirling Council – Children, Communities and Enterprise


Stirling Council Education Services

3rd Wolfcraig, Stirling FK8 2LJ

phone 01786 404040

email [email protected]

stirling.gov.uk

Published 2019


Prospice Ultra Montes

2019

Head Teacher: Mr S MacKay B Ed. (Hons)

Old Doune Road | Dunblane FK15 9EW

Email [email protected]

Web www.dunblanehighschool.org.uk

Tel 01786 823823

Twitter @dunblanehs


Prospice Ultra Montes | 2019 | page 1

Stirling Council is committed to working in partnership with our communities to deliver the best

possible services for all who live and work in the Stirling area.

We have a clear focus on achieving the highest standards in our schools and nurseries so that the

children, young people and citizens of Stirling benefit from first class services.

Education is key to every child’s future and enables us to create a fairer and more inclusive society,

where our young people secure positive destinations when they leave school.

We attach great importance to lifelong learning, giving children the best possible start in life from

nursery, through school, to life beyond school.

We want all children and young people growing up in Stirling to be: safe and happy; listened to and

respected; engaging in a wide range of active learning opportunities; and achieving positive

outcomes.

We will realise this ambition by putting children and young people first, promoting inclusion and

delivering high quality services.

The needs of our children and young people will be best met by working effectively together with

parents, carers and a range of partners. We want parents and carers to be involved in their children’s

learning.

We look forward to working with you, as your child embarks on their transition to a new school

Kevin Kelman

Chief Education Officer

Stirling Council

November 2018

Stirling Council

Schools, Learning and Education

Welcome to the Dunblane High School Handbook. I hope that the information found within, gives

you a clear indication of the standards and expectations we place on all our young people and that it

also gives you a flavour of the fantastic and varied opportunities that are available for all our pupils.

We aim to provide the best possible learning environment for all young people to maximise their

academic potential. This includes learning and teaching of the highest standard, rigorous tracking and

monitoring to allow for early intervention, a curriculum that provides opportunity for creativity and

skill development and self-evaluation practices and process which allow us to monitor impact of

change and plan for improvement.

The academic performance of the young people of Dunblane High School continues to be of a very

high standard. In the most recent Insight data produced by the Scottish Government (Feb 2019),

pupils leaving Dunblane High School last year, out-performed their virtual comparator counterparts in

almost all of the benchmarking analysis available.

However, there is a great deal more to education in Dunblane High school than examination

performance. We have a wide variety of experiences available to our young people in which they can

participate over the course of the year. Some of these opportunities are highlighted in the handbook

and they include a wide range of activities to enhance health & wellbeing, creativity and innovation,

skill development and leadership.

We have many partnerships which greatly enhance the experiences and opportunities for all. Our

partners include the Dunblane High School Parent Council, Dunblane Community Council, Dunblane

Duke of Edinburgh Volunteers, Dunblane BID, Forth Valley College, the Youth Philanthropy Initiative,

Active Stirling, Bridge of Allan and Dunblane Rotary, Randolph Hill and many more.

We believe that the key to success is to work collaboratively with all our parents, carers and partners,

to ensure we provide excellence and equity for all our young people.

We look forward to working closely with you at Dunblane High School.

Stuart Mackay

Head Teacher

Welcome from the Head Teacher

page 2 | Dunblane High School

During the 40th session of Dunblane High as a high school 2013 - 14, we concluded an

extensive consultation across the school community to re-define the aims of our school.

These aims are visible across the school and are printed here for new parents.

2018-19 is now our 46th session of Dunblane High as a high school

Dunblane High is a non-denominational comprehensive high school.

As such we are committed to the education of the whole person – moral, intellectual, social

and physical.

We welcome all who wish to be part of our school and we aim to create in our school a

community of learning in which values such as those on the Scottish Parliament’s Mace:

Compassion, Justice, Wisdom and Integrity – permeate everything we do.

We aim to ensure that the needs of each pupil are central to our work

and that each member of our school community is:

• Happy

• Motivated

• Confident

• Responsible

• Honest

• and treated with Fairness

School Aims


Information about: Page

Chief Education Officer Foreword 1

School Aims 2

Contents of our Brochure 3

Our Staff 5

Parents, families and carers 7

Our Senior Leadership Team 8

School Year 2018 - 19 9

Moving from Primary to Secondary 10

Our School Uniform 11

Conduct at Dunblane High School 13

School Week 14

S1, S2 and S3 Broad General Education 14

Senior Phase Courses Fourth Year 15

Senior Phase Courses Fifth and Sixth Year 16

Pupil Support 17

Homework and Study 19

How Our Young People are Assessed 20

Our Reports to Parents 21

Totality of our Curriculum 22

Dunblane High School in pictures 33

School Show 35

Learning Resource Centre (LRC) 35

School Activities 36

School Network 38

Dunblane High on the World Wide Web! 38

Health & Safety Matters 39

Health & Wellbeing 40

Attainment and Achievement 41

Statutory and Other Information 43

Appendix I: Our School Badge 52

Appendix II: Security System & Drop Off Zone 53

Appendix III: Digital Learning 54

Appendix IV: Parentzone 57

Contents



Senior Leadership TeamHead TeacherMr Stuart MacKay

Depute Head TeacherMrs Lesley Imrie

Depute Head TeacherMr Andrew Ritchie

Depute Head TeacherMr Martin Shaw

Depute Head TeacherMr Richard Noakes

Resource ManagerMrs Jo Allan

Principal Teachers

Our Staff 2018 – 2019

Pupil Support

Mrs Fiona Cochrane

Mr Kenny Davidson

Mr Chris Farrell

Miss Amy Murney

Mrs Louise Scott

Mrs Ashley Williams

Arts, Health & WellbeingArt

Mr Tommy Wright

Mr Michael McCallum(Probationer)

Home Economics

Mrs Linda Scoles

Music

Mrs Christine Buchanan

Mr Martin Cooper

Mrs Alison Grant (0.6)

PE

Miss Emma Blackstock

Mr Kenny Davidson (PT PS)

Mrs Jill McLachlan (0.8)

Mr Colin Turnbull (Temp)

Mrs Laura Waller (0.6)

Mr Graeme Watson (PT C)

Support for Learning

Mrs Kate Ferrie

Miss Susan Gould

Mrs Jackie Hill (0.5)

Mr Maurice Mardon (0.8)

Mrs Morag Morrow (0.2)

HumanitiesEnglishMrs Fiona Cochrane (PT PS)Miss Jordan Cooper(Probationer)

Miss Kendal DelaneyMrs Vicki HamblyMiss Abbie Mackenzie (PT C)Mrs Linsey MacMillan (0.8)Mrs Morag Morrow (0.2)Mr David Pickavance (0.6)Mrs Patricia Smith Mrs Diane Stevens (0.8)

GeographyMiss Laura Campbell (0.8)Mr James DennyMiss Ashley Thomson (PT PS)

History/Modern StudiesMr Andrew LittlejohnMrs Joyce McDougallMrs Angela Stocker (0.8)

Modern LanguagesMrs Lynn Barrell (Temp)Miss Rosamond Harte (PT C)Mrs France ReidVacancy

Religious EducationMs Pamela Kurilla (0.8)Mr Ross McMaster (PT C)Mrs Louise Scott (PT PS)

Maths, Science &TechnologyMathematicsMr Stewart Adamson (PT C)Mr Gavin BlackMr Stuart BrownMr John JunnorMrs Laura KennedyMrs Karen MacMillan (0.5) Mrs Laura O’Donnell

BiologyMrs Dawn Gater (0.6)Mrs Louisa HooksMrs Carrie LeishmanMiss Amy Murney (PT PS)Mr Nicki Ross (Seconded)

Business ManagementMiss Louise BurtonMrs Sandie Murray (0.5)Miss Lucy Page (Probationer)

ChemistryMr Gary ConneryMrs Lesley Jackson Mrs Jennifer Sutherland Mr Richard Webb (Temp)

ComputingMrs Sandie Murray (0.5) (PT C)Mr Daniel Smith (0.5) (PT C)

Craft, Design & TechnologyMr Sandy LunanMr Iain McRobbieMiss Sara Porter

PhysicsMr Chris Farrell (PT PS)Miss Rosemary Gallagher (PT C)Miss Laura MacLaren

Curriculum

Mr Stewart Adamson

Miss Rosemary Gallagher

Ms Rosamond Harte

Miss Abbie Mackenzie

Mr Ross McMaster

Mrs Sandie Murray (0.5)

Mr Daniel Smith (0.5)

Mr Graeme Watson


Support StaffAdministration Staff

Mrs Brenda Austin

Miss Christianna Burn

Mrs Anne Copeland(Administrator)

Mrs Lesley Wright

Support for LearningAssistants

Mrs Moira Gilfillan

Ms Madeline Hall

Mrs Anna Morrison (0.8 – Tue - Fri)

Mrs Michelle Murray (HE Support)

Mrs Tracy Perry

Mr U Rehman (Temp)

Mrs Louise Sinclair (0.6 – Mon, Tue, Fri)

Mrs Sharon Welsh (0.4 – Wed, Thu)

Music Tutors

Mr Ross Baird – GuitarMr Christopher Gibb – BagpipesMs Alex Goskirk – VoiceMrs Lesley McEwan –WoodwindMr Drummond McNicol –Piano/KeyboardMrs Fiona Morrison – Cello/BassMrs Joanne Murtagh –PercussionMr Alastair Orr - Brass Mrs Christine Swift – Violin

Welfare Support Worker

Miss Hannah Johnstone

FES Facilities Management

Mr Tony Ivatt (Senior)

Mr Colin Sherwood

Mr Craig Tully

Technician StaffDr Jane Bailey

Mr Doug Harden

Mrs Wendy Stoddart

Catering StaffMs Leanne Fraser

Mrs Jenny Hasell

Mrs Jan McDonnell

Mrs Margaret McKee

Ms Anne-Marie Mayhew

Ms Laura Morrison

Mrs Linda Neilson (Supervisor)

Mrs Joanne Roxburgh

Mr Scott Turpin


Contact Details

Email [email protected]

Web www.dunblanehighschool.org.uk

Tel 01786 823823

Twitter @dunblanehs

Parents, families and carers

How Parent Councils can make the difference Learning begins (and continues) at home

Parents and families are children’s first teachers and continue to make a difference to children’s

learning as they grow older.

Parents and Schools as Partners

There are lots of ways in which the school, parents, families and the community can work together to

give our young people the best possible education. Schools are most effective when they develop

positive relationships with parents and the community they serve.

Giving parents a voice

The Scottish Schools (Parental Involvement) Act 2006 gives parents the right to receive information

about their children’s education and to be represented and have their views expressed through the

Parent Council.

More information can also be found on the Parentzone website at www.parentzonescotland.gov.uk.

Dunblane High School Parent CouncilAt its meeting on 4 May 2011, the Parent Council formally adopted a new constitution (a

copy of which is available on the school website) and new title ‘The Parent Council of

Dunblane High School’. Members of the Parent Council are as follows:

• Chair Lorraine Thompson

• Vice Chair Liz Fraser

• Treasurer Lynne Ross

• Secretary Vicky Sheridan

• Teacher Representative Ross McMaster

• Ordinary Committee Members Jen Marshall, Claire Clark, Shirley Lumsden

Teresa Deakin, Mary Toop, Maggie Gorman

• SLT Representatives S MacKay, L Imrie



Senior Leadership Team 2018 – 2019

Head Teacher • Mr S MacKay Depute Head Teacher • Mrs L Imrie

Strategic PlanningRaising AchievementStaffing & AppointmentsSchool Timetable (with DHT)Community LiaisonLocal Authority LiaisonScottish Government LiaisonParent CouncilSchool CalendarSchool PoliciesSchool Improvement PlanSNC Co-chair

S2 & S3 Pastoral Role as Head of YearPlacing Requests & EnrolmentsWhole School DMR & School RollWhole School Self-EvaluationWhole School Quality AssuranceSchool Options – All YearsHR & Absence Management (with JA)Health & Safety (with JA)Whole School Timetable & Absence CoverTotality of the Curriculum (Trips & excursions)Awards Policy (MARA) & Awards CeremonyWhole School Events (with JA)SNCParent Council (with SM)

FACULTY HEAD: Maths, Science & Technology

Depute Head Teacher • Mr M Shaw Depute Head Teacher • Mr A Ritchie

S5 Pastoral Role as Head of YearPlacing Requests & EnrolmentsCLPL & PRDProbationer Teachers & StudentsSQA School Examinations/SNSAWhole School Curriculum – Senior PhaseWhole School Learning & Teaching PolicySchool Website/TwitterWhole School ICT & SEEMIS

S1 & S6 Pastoral Role as Head of YearPlacing Requests & EnrolmentsChild Protection Co-ordinatorWhole School Pupil Support S1-6Whole School Support for LearningASL Act & GIRFECSLA Management and DeploymentUCASPartner AgenciesFairness & Equality Parents’ Evenings

FACULTY HEAD: Humanities FACULTY HEAD: Pupil Support

Depute Head TeacherMr R Noakes (Acting)

SRO • Mrs J Allan SRM

Management of Information SystemsHR& Absence ManagementFinancial Management (incl School Fund)Facilities & Resources ManagementHealth and SafetyWhole School EventsManagement of Support Staff (excluding SLAs)PRD – Support StaffStatistical ReturnsGLOW Co-ordinatorLiaison with FES, Catering & Cleaning ServicesSNCYearbookParent PaySchool Timetable (with LI)

S4Pastoral Role as Head of YearEnrolments & Placing RequestsDeveloping Scotland’s Workforce {DYW}School Leavers – Positive Destinations (S4-S6)Whole School Assessment Policy (incl. AifL)Profiling, Monitoring, Tracking & ReportingEnterprise Education & Young EnterpriseCommunity Links (incl. Chaplains’ Team)Whole School Curriculum – BGESchool Publications(Standards & Quality Report and SchoolHandbook)

FACULTY HEAD: Arts, Health & Wellbeing FACULTY HEAD: Office and FES

Spring TermSpring Term 1 – Starts Monday 7th January 2019

Spring Term 1 – Ends Friday 8th February 2019

Wednesday 13th February 2019 Local Holiday - closed

Thursday 14th February 2019 Local Holiday - closed

Friday 15th February 2019 Local Holiday - closed

Spring Term 1 – Starts Monday 18th February 2019

Spring Term 1 – Ends Friday 29th March 2019

Spring Holiday

Starts Monday 1st April 2019

Ends Friday 12th April 2019

Summer Term

Starts Monday 15th April 2019

Friday 19th April 2019 Good Friday - closed

Monday 22nd April 2019 Easter Monday - closed

Monday 6th May 2019 Local Holiday - closed

Ends Friday 28th June 2019

Summer Holiday

Starts Monday 1st July 2019

Ends Friday 16th August 2019

School Year 2018 – 2019

School Year 2019 – 2020

Autumn Term

Starts Tuesday 20th August 2019

Ends Friday 11th October 2019

October Holiday

Starts Monday 14th October 2019

Ends Friday 18th October 2019

Winter TermStarts Monday 21st October 2019

Thursday 28th November 2019 Staff Development Day – closed

Friday 29th November 2019 Staff Development Day – closed

Ends Friday 20th December 2019



Catchment AreaDunblane High School is a Stirling Council school serving the City of Dunblane. We take pupils from 3

primary schools. These are:

Dunblane PS; Newton PS; St Mary’s PS

With our partner primaries we aim to develop a strong partnership in three main groups:

1. Young PeopleThe move from primary to secondary school is an important event for our pupils. We at Dunblane

High School wish to make the move as untroubled and smooth as we can. Young people regularly visit

Dunblane High School throughout their final year in primary school as part of an ambitious liaison

programme which includes a variety of events. Each P7 pupil spends four afternoons in the course of

the year at Dunblane High as part of their Broad General Education. Our staff also take part in a series

of visits to the primary schools during which the P7 pupils have the chance to meet their Pupil

Support Registration Teacher, their Principal Teacher Pupil Support and some current S1 pupils all of

whom are able to answer questions, reassure and allay any worries or anxieties. Each June, P7 pupils

spend two full days of induction at the High School following a full timetable of classes. P7 pupils take

part in these lessons in their S1 classes giving them the opportunity to meet their classmates and make

new friends. P7 pupils also have two further opportunities to attend Dunblane High School to take

part in Sports Activities and other subject based learning activities.

Young people who require an enhanced level of support for the transition from primary to secondary

are invited to join the Enhanced Transition Group which meets regularly at the High School with

learning support specialist staff. We also run an 8-week enhanced transition project in partnership

with Artlink Central.

2. ParentsParents of P6 and P7 pupils are warmly invited to attend special Parents’ Information Evenings which

take place in October/ November. Alternative arrangements can be made by appointment for P7

parents who cannot make the Information Evenings. In addition to these, there is another Information

Evening for P7 parents in June to showcase the work from the transition project and to give practical

information just prior to the children transferring. The Dunblane High School Newsletter which is

published once a Term and our Headteacher’s blog is available on our website so that parents/carers

of our P7 pupils can keep up to date with life in Dunblane High School.

3. TeachersThe Head Teachers in our cluster meet regularly to discuss transition arrangements and the setting up

of projects involving Primary and Secondary. Teachers from both sectors regularly exchange

information with the Principal Teacher Pupil Support and the Learning Support Teacher. Background

information and details of courses taught and materials used are discussed including any relevant data

on for example, attainment information in Maths and English (including SNSA data), in order to ensure

a smooth transfer from primary to secondary. Information about the particular strengths and

weaknesses and any additional support needs are also exchanged. We thus try to ensure that we have

a clear picture of each pupil’s individual strengths, aptitudes, special talents or difficulties prior to

them joining Dunblane High. In this way we hope to be well prepared to help each young person to

settle and to provide continuity with the work done in primary school.

Moving from Primary to Secondary

Our school uniform, developed after consultation with our Pupil Councils and parents, is central to our

community identity and our success. The uniform is representative of belonging and valuing our community,

of being part of a place that sets the highest expectations of those who wear it. (See also: Our School

Badge – p52).

The benefits of a formal school uniform are well recognised. Wearing the school uniform:

• plays a vital role in the safety of all our young people by allowing staff to identify visitors to the school.

• indicates a sense of pride and identification with the school;

• helps pupils form or enhance positive attitudes to school and school work;

• protects our young people from the damaging impact of social distinction and ‘competitive’ dressing;

• promotes the school’s identity in the community;

• assists staff in the task of supervising pupils.

Uniform for S1-5

Blue DHS badged blazer; white school shirt; DHS striped S1-S3/S4&S5 plain

blue tie; DHS logo’d blue knitwear; black school trousers or skirt.

Uniform for S6

Black DHS badged blazer with blue braiding; white school shirt; black DHS tie;

DHS logo’d blue knitwear, black school trousers or skirt. Only formal school

shirts (with top buttons) should be purchased for school.

Adapting the uniform to reflect current ‘trends’ is strongly discouraged: e.g.

fashion t-shirts, belts and scarves, leggings, trainers, jeans/‘jean like’ trousers

with studs, shorts, culottes, ¾ length trousers, blouses, gloves or hats (wornindoors), hooded, leather, denim, parka or ‘zipped’ jackets. Shoes must be

black and formal. Inappropriate fashion footwear such as Converse boots or

shoes, Doc Martins, trainers etc are not allowed.

Dress Code for PE

School blue T-shirt with embroidered school logo for boys and girls, black

sports shorts/joggers/Capri pants. A fleece in the school’s blue with an

embroidered school logo is also available.

Unacceptable Dress

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

items of clothing which:

• potentially encourage faction or division (e.g. football colours,

Goth, Emo, Biker, Heavy Metal or other music related identities);

• could cause offence (such as items which display anti-religious

symbolism/political slogans/sexual innuendo);

• advertise fashion chains, designer logos or sports’ emblems;

• could cause health/safety difficulties (such as piercings/large items

of jewellery etc);

• display advertising, particularly for alcohol or tobacco;

• display inappropriate lapel badges.

Our School Uniform



Textbooks and Other School Equipment

Pupils should be provided with a strong school bag of suitable size and shape to carry large books,

preferably with a separate waterproof compartment for games clothes, in order that books are given

maximum protection. Books should also be covered. All jotters should be covered. All pupils will need

to be equipped with, as a minimum, a pen, pencil and ruler. A pencil bag with pencil, eraser, colour

pencils, protractor is useful, as are pocket English and French/Spanish dictionaries and a calculator.

Care of school equipment is the individual pupil’s responsibility and compensation would be required

for loss or willful damage to school property. Personal electrical appliances belonging to pupils - for

example, hair straighteners, must not be used in school due to health and safety reasons.

Dunblane High School strongly believes in the need for positive behaviour and trusts that all parentswill co-operate with the school to achieve this. Our pupils are required to behave well, to show aproper regard for their own safety and for the safety of others. Only when this has been achievedcan we create an environment in which pupils learn and teachers teach. Our policy on positivebehaviour includes several important elements:

• good teaching and effective class management – pupil-teacher relationships based on mutual respect.

• our effective school rules based on the needs of our school as a community – the use of praise where appropriate.

• the quality of Pupil Support in the school – the support of our parents

• the clear communication of our expectations to young people, teachers and parents (Expectations & Consequences below)

Teachers are responsible for the positive behaviour in their own classrooms. They deal with breaches ofpositive behaviour in several ways: in many cases a quiet reprimand is sufficient though some cases mayrequire a more serious and formal reprimand. If a pattern of misconduct is seen, then parents are calledto discuss the situation. In certain cases, pupils may be requested to make up lost work because ofmisconduct - this may be during interval or part of a lunch time. It is not our policy to detain pupils atthe end of the school day. Serious or persistent breaches of school rules will result in exclusion from ourschool in accordance with local authority guidelines. This is a very rare occurrence at Dunblane HighSchool.

Our Pupil Support staff are responsible for monitoring the conduct of all our young people. Teachersmay make referrals to Pupil Support staff for information purposes. The Senior Leadership Team keepthe behaviour of individual pupils, classes and year groups under review and become directly involved inmatters of serious or persistent indiscipline.

Wherever appropriate we work closely with parents and supporting agencies - Psychological Services,Social Work and Police in order to promote positive behaviour and to support our young people. AtDunblane High School we have the greatest confidence in the goodness of the young people in ourcharge, and in their desire to contribute positively to the school

Conduct at Dunblane High School

ExpectationsIn Dunblane High, young people are expected to:

• attend school regularly;

• take care of their own health and safety and not

jeopardise the health and safety of others;

• show respect for teachers, other members of staff,

other pupils & visitors;

• come to school on time;

• keep the school clean and tidy and take proper

care of books, jotters and materials;

• behave reasonably at all times in and around

school and on the way to / from school;

• accept the authority of all staff;

• stay in the school grounds at morning interval;

• walk at all times inside the school building;

• wear the school uniform;

• do their very best at all times

ConsequencesBreaking any of the school rules

may have a number of

consequences depending on the

gravity and/or frequency of the

action. Some examples are:

1. verbal reprimand;

2. time sanction

3. withdrawal of privileges

(eg from disco / trips /

shows);

4. referral to a Principal Teacher;

5. parent(s) being contacted;

6. referral to a Depute Head;

7. referral to the Head Teacher;

8. parents being asked to come

up to the school;

9. exclusion from school.



The timings of the school day at Dunblane High school is as follows:

School Week

S1, S2 and S3 Broad General Education

The broad general education (BGE) from S1-3 covers the 8 key curriculum areas through 4 different

contexts for learning. Ethos and life of the school, Curriculum areas and subjects, interdisciplinary

learning and wider opportunities for personal achievement.

This ‘totality of learning’ means the school strives to give all experiences that develop important skills

for life, learning and work. The threads that runs through all our learning contexts are:

Ethos and life of the school,

Curriculum areas and subjects,

interdisciplinary learning and

Wider opportunities for personal achievement.

As part of the “broad general education” the following curriculum areas are covered:

In S1-3 we develop and build on the work done in the later stages of primary school. The emphasis at

Dunblane High School is very much on pupils as individuals - each moving at a suitable pace to master

content and skills.

Pupils are taught in a combination of mixed ability and ability class groups. A separate section of this

handbook describes our policy for helping those with additional support needs.

ExpressiveArts

Languages

Health and Wellbeing

Maths and Numeracy

Sciences

Religious and Moral Education

Social Subjects

Technologies

Monday & Tuesday

PSR 09.00 – 09.10 10 mins

Period 1 09.10 – 10.00 50 mins

Period 2 10.00 – 10.50 50 mins

Interval 10.50 – 11.05 15 mins

Period 3 11.05 – 11.55 50 mins

Period 4 11.55 – 12.45 50 mins

Period 5 12.45 – 13.35 50 mins

Lunch 13.35 – 14.15 40 mins

Period 6 14.15 – 15.05 50 mins

Period 7 15.05 – 15.55 50 mins

Wednesday, Thursday & Friday

PSR 09.00 – 09.10 10 mins

Period 1 09.10 – 10.00 50 mins

Period 2 10.00 – 10.50 50 mins

Interval 10.50 – 11.05 15 mins

Period 3 11.05 – 11.55 50 mins

Period 4 11.55 – 12.45 50 mins

Lunch 12.45 – 13.25 40 mins

Period 5 13.25 – 14.15 50 mins

Period 6 14.15 – 15.05 50 mins

All S4 students take courses leading to the new National Qualifications in English and Maths as wellas core Religious and Moral Education (RME) and core PE. In addition almost all S4 will take another5 courses leading to new National Qualifications.

The vast majority of our S4 therefore, will take 7 National 5 courses (SCQF Level 5) . All National 5courses involve an external examination.

Students whose progress suggests they will not be successful at National 5 may be presented forNational 4 (SCQF Level 4 – equivalent to the old Standard Grade ‘General’ level) or National 3 (SCQFLevel 3 – equivalent to the old Standard Grade ‘Foundation’ level). National 4 and National 3 areinternally assessed following SQA Moderation and do not involve students taking any external exams.S4 students with special needs will follow a curriculum individually tailored to their needs. Examples ofa typical curriculum for a fourth year student taking 7 courses at National 5 might be:

:A major difference between the old Standard Grade curriculum and the new curriculum is that in thepast, all students were presented for 2 levels (SG Credit + SG General or SG General + SG Foundation)which meant that if they failed the higher level assessment, they could still be awarded the lower level.There is no such automatic ‘safety net’ in the new system. Thus students who are unsuccessful atNational 5 will only be awarded National 4 if they have met the specific assessment requirements ofNational 4. In most (but not all) subjects, success in National 5 ‘Unit’ assessments completed in schoolin the course of S4, are accepted as evidence of a pass at National 4. However in some cases(depending on the course) students may be required to complete National 4 assessments after theyhave sat the National 5 SQA exam. The SQA are making changes to the above that will mean there isno retrospective certification at lower level in session 2017-18 due to the removal of units.

Senior Phase Courses Fourth Year

Scottish Credit & Qualifications Framework

SCQF Level School/CollegeCollege/University –Higher Education

Workplace

12 Doctorates SVQ 5

11 Masters

10Honours DegreeGraduate Diploma/Certificate*

9Ordinary DegreeGraduate Diploma/Certificate*

8Higher National DiplomaDiploma in Higher Education

SVQ 4

7 Advanced HigherHigher National CertificateCertificate of Higher Education

6 Higher

National Cert./NationalProgression Awards

SVQ 3 – MA or FA

5National 5 – Skills for Work Awards 5

SVQ 2

4National 4 –Skills for Work Awards 4

SVQ 1

3National 3 –Skills for Work Awards 3

2 National 2

1 National 1

English Maths Biology Chemistry Physics History French



All S5 students take 5 courses leading to SQA Highers or National Qualifications. (See also

Partnership Working).

The vast majority of our S5 will begin their fifth year pathway studying 5 Highers. In some subjects, a

pass at National 5 is a pre-requisite before embarking on a Higher course. S5 students with additional

support needs will follow a curriculum individually tailored to their pathway. Examples of courses

followed by typical fifth year students taking 5 Highers might be:

Fifth Year

English

or

English

or

Maths

French

Maths

Chemistry

Spanish

Biology

Physics

History

Chemistry

English

Business Management

Physics

Graphic Communication

All S6 students must take a minimum of 3 full courses leading to SQA Advanced Highers, Highers or

National Qualifications.

Students in S6 have the opportunity to take the Scottish Baccalaureate in Science or Languages. The

vast majority of our S6 will also choose from a range of ‘Elective’ courses and activities designed to

provide them with opportunities for personal development (including leadership skills) and service to

the school and wider community. In recent years these electives have proved popular and highly

successful. Examples of courses followed by typical sixth year students taking 3 SQA Advanced

Highers or Highers might be:

Sixth Year

AH English

or

HG English

or

HG Maths

AH French

AH Maths

HG Computing

AH Spanish

AH Physics

HG Engineering

Personal Study

Personal Study

Elective

Elective

Personal Study

We are committed to the education of the whole child and recognise that each child has intellectual,moral, physical and social needs. In order to meet these needs we believe that we must provide thebest possible conditions for learning for all our pupils. A school ethos based on values such asrespect, love, trust, compassion, justice and integrity is central to our approach to Pupil Support. Webelieve that learning is a collective as well as an individual responsibility and that all members of ourschool community are responsible for their own achievements and contribute to the achievement ofothers. It is essential to have Pupil Support structures which exemplify and embody our philosophyof valuing all pupils as individuals and as members of the community of Dunblane High School.

Year Group StructureSince 2010-11, our Pupil Support structures have been year group based since the key experiences of

young people at secondary school – their curriculum and their assessment - are year- group based.

Our system integrates pastoral care and support for learning in an attempt to provide a holistic

approach to supporting individual pupils. Peer group issues which can impact on the progress of

pupils are addressed by teams of Pupil Support Teachers within our year-group horizontal system.

With a strong emphasis on pro-active methods which anticipate the support our pupils will require,

the approaches adopted by our Pupil Support team acknowledge the fact that all young people need

support some, if not all of the time, during their school career. The year group teams are comprised of

the Depute Head Teacher (DHT), Principal Teacher Pupil Support (PT PS), Support for Learning

Teacher (SFL), Support for Learning Assistant(s) (SLA) and Pupil Support and Registration (PSR)

teachers. Also linking with each year group is a school Chaplain. As each year group moves up the

school, the year group teams move up with them.

Principal Teachers of Pupil Support (PTPS)Principal Teachers of Pupil Support each have responsibility for one-year group. They work with the

relevant DHT Year Head in relation to routine pupil support issues for their year group and with the

DHT with overall responsibility for Pupil Support particularly in relation to pupils on stage 2-4 of

staged intervention and interagency support. Each PTPS is responsible for one-year group and leads a

team of PSR teachers each of whom has a PSR class. The PTPS has responsibility for the pastoral care

and development of the pupils in his/her year group, ensuring that appropriate support for learning is

available as required and where necessary identifying pupils for whom additional assessment

arrangements may be necessary. One PTPS in the team has overall responsibility for co-ordinating

Learning Support and for ensuring that support for pupils with learning needs is in place.

Pupil Support and Registration (PSR) TeachersOur young people meet their Pupil Support and Registration (PSR) Teacher every morning. Working

in year group teams each led by a Principal Teacher of Pupil Support who reports to a Depute Head,

our PSR teachers actively promote good relationships between teachers and pupils and between

pupils themselves. PSR teachers are managed by one PTPS for each year group.

Support for Learning Assistants (SLAs)A Support for Learning Assistant (SLA) is allocated to each year group team as resources permit.

SLAs are deployed to support pupils with identified needs. Pupil Support teams also may include

other staff with specialist qualifications in Support for Learning.

Pupil Support



Support forLearningWithin our Pupil Support

Faculty we have specialists and

other staff with additional

qualifications in this area. Pupils

of all abilities may experience

learning difficulties at one time

or another in their school

careers so support for learning

is available for all who may

need it. This support is

provided in a variety of ways

eg a Learning Support

specialist teacher from the PS

team may go into a subject

class to support pupils

alongside the subject teacher;

two subject teachers may work

together with the one class to

support pupils; individual/small

groups of pupils may be

extracted for specialist help

with particular learning

difficulties. Pupils with a Child

Plan will have specific provision

tailored to their needs. These

are specifically monitored in

relation to the agreed targets

included in their respective

plans. This includes regular

meetings with parents and

support agencies as well as

contact with subject teachers.

Special curricular provision is

made for specific pupils according to individual need. This might include specially modified curriculum

within school or arrangements with colleges and/or employers or with Stirling’s Secondary Support

Service or indeed a combination any of these elements.

Who to contactPlease do not hesitate to get in touch if there is something causing concern. Our Pupil Support Team

meets frequently to monitor progress, attendance and timekeeping - they in turn will contact you to

discuss both matters for concern and praise. Principal Teachers Pupil Support should be the first and

main point of contact when parents are contacting the school.

Dunblane High School believes that regular, effective homework is an important part of our schoolday.

Parents are asked to discuss formal and informal homework regularly. As a general rule pupils from

every year group should have homework commensurate with their age and stage, either prescribed

written work or reading and revision to develop and/or consolidate learning.

The main purposes of homework:

• to reinforce work done in the class

• to develop good study habits and a sense of personal discipline

• to develop areas of interest which can be followed up in later life and become a leisure pursuit,it allows parents to see, help and become involved in the young people’s work.

Broad General Education: S1-3

The amount of homework varies in length, nature and frequency depending on the subject. Parents

who feel that their child is receiving too much or too little homework should contact the relevant PTPS.

Senior Phase: S4

The amount of homework increases in S4. The amount of homework / study time per subject per week

will be in proportion to the number of periods the subject has on the timetable and will be issued

where meaningful.

Senior Phase: S5 & 6

The amount of homework increases in S5/6 once more. Parents should note that we expect pupils,

especially in S4-6, to take personal responsibility for their own learning by reading / reviewing /

re-writing material covered in class. They should do this whether or not the teacher directs them each

day.

Homework and Study



In recent years assessment has seen major changes in Scottish schools. In the past young peoplewere assessed, then ranked from first to last in their class, given percentage marks, and comparedwith each other. Today the emphasis is not on comparing young people with each other but on theyoung person as an individual.

We now assess our young people to:

• find out where their strengths are, to find out where their development needs are and to take positive

action to intervene and support improvement to find out if our teaching methods and materials are

sound

• provide pupils, parents and teachers with accurate information for decision making e.g. pathway

decisions – option choices, destination college, university, employment etc

• find out if each pupil is making the progress he or she is capable of.

In Dunblane HS we use a range of measures to assess our pupils. In S1-S3 the focus in the Broad

General Education is on Formative Assessment.

What is formative assessment?1

Formative assessment involves a range of strategies designed to give both pupil and teacher

feedback about pupils’ understanding of elements of their learning in courses.

Formative assessment builds an understanding of a pupils learning as continuum, so that the pupil has

ownership of their achievements and development priorities. It rests primarily on the teacher and

pupil’s relationship underpinned by feedback – oral and written. It is opposed to summative

assessment (a final test) that rests on the assignment of grades which checks the amount of the

learning that has taken place.

Formative assessment monitors and supports progress and provides feedback on pupil strengths and

weaknesses.

The four keys to formative assessment are:

1 pupils understanding the outcome they are to achieve;

2 pupils knowing what they have to produce as evidence of success criteria;

. using good quality questions and other engagement strategies to probe and promote more thinking;

specific feedback that allows students to correct conceptual errors and allows teachers to modify theirinstructional activities.

Formative assessment is designed to guide a pupil learning and is not used to obtain grades, though

research evidence indicates that using formative assessment improves performance and enhances

grades.

Assessment for Excellence

The Scottish Government have introduced standardised assessment across all primary and secondary

schools. This will provide the authority with data that can be used for statistical analysis. The assessments

measure both developed ability and curriculum attainment, but are not to be used for reporting

purposes.

Our Internal Examinations

Formal practice of the rigour required for SQA Exam success is part of the Dunblane High School formula

for success. Our young people in S4, 5 and 6 follow an exam timetable and sit a diet of internal exams.

We feel that this gives our young people experience of exams in a formal setting and an opportunity to

pace their work and study. The results of these exams give parents, young people and teachers an

indication of the likelihood of success in SQA courses. Our formal mock exams take place in January.

How our young people are assessed

1

2

3

4

1See: ‘Working Inside the Black Box’ by Christine Harrison, Clare Lee, and Paul Black, King’s College, London

Our Reports to Parents

The changes in assessment are obviouslyreflected in the style and content of ouryoung people’s reports. Our reports nolonger consist of percentage marks andclass averages. At Dunblane we have twotypes of Parents’ Meetings:: FamilyLearning sessions and events withpresentations to parents on thecurriculum and other school relatedmatters and Reporting Evenings withindividual discussions on progress.

In addition, parents are encouraged to arrange an interview with the PT Pupil Support Teacher in the first

instance or member of the SLT, if there is any cause for concern. In all cases the first point of contact for

parents is the PT Pupil Support and Registration. It is advisable, if at all possible, to phone and arrange a

mutually acceptable interview time. If a teacher is in class, the time that a parent may have to wait can be

considerable. This problem will not arise if the interview is prearranged.

Methods of CommunicationA Parents’ Calendar with important dates for the whole session is emailed to every parent in August and is

always available on the school website. In addition, a newsletter and Headteacher’s blog will provide

information on events. Text messages and ‘tweets’ will also be used to publicise these school activities.

We will also email important information to parents and carers. All parents are asked to register on ‘Parent

Pay’ so up to date email addresses are available to ensure communications on the life of the school is sent to

the correct person or persons.

The school website is an increasingly important means of communication. It is regularly updated and is an

invaluable source of current information. It also has useful links (including Twitter).

www.dunblanehighschool.org.uk

Term S1 S2 S3 S4 S5/6

August –DecemberWeeks 1 - 17

Parents’Evening:Week 9

Interim Report:Week 6


Interim Report:Week ?

Broad GeneralEducationFull ReportWeek 16


Parents’ Evening:Week 14/16

January –FebruaryWeeks 18 - 23


Parents’ Evening:Week 20

Mock Exams:Week 20

Mock Exams:Week 20

Parents’ OptionInformationEvening: Week 22

Parents’ OptionInformationEvening:Week 22

Full Report:Week 23

February –MarchWeeks 24 - 30


Broad GeneralEducationFull Report:Week 28

Options InterviewsWeek 27

April – JuneWeeks 31 - 41

Broad GeneralEducationFull Report:Week 33


Year Interim Report Final Report Parents’ Evening

S1 20/12 03/05 11/10

S2 16/11 15/03 09/05

S3 21/09 07/12 17/01

S4 21/09 08/02 01/11

S5/6 5/10 01/03S5 – 22/11S6 – 6/12

Reporting Calendar 2018-19



The curriculum is ‘the totality of all that is planned for children and young people throughout their

education’. This is further delineated by 4 contexts:

Ethos and Life of the School as a Community Interdisciplinary Learning

Curriculum Areas and Subjects Opportunities for Personal Achievement

The totality of the curriculum is inclusive and provides a variety of contexts where our students are

able contextualise their learning. Opportunities to embed enjoyment, breadth, depth and relevance at

Dunblane are illustrated below and form part of a broad range of coherent, challenging and

progressive experiences led by teachers and students who through partnership plan, develop and

evaluate their curriculum input and experience. To this end it is significant that there is an element of

celebration of achievement in the standards and quality of our students’ engagement and

achievement. It is this ethos of collective endeavour that we strive to inculcate in every child, every

parent and every teacher in our community.

We will know you, we will value you,

we will challenge you and we will celebrate you!

So – Prospice Ultra Montes.

Totality of our Curriculum

STEM

Sciences

Race for the Line – Science andTechnologies

All S1 took part in the Race for the Line

competition. This competition is designed

increase participation in STEM subjects and

inspire our next generation of engineers. Pupils in

teams of 4 designed and made a rocket powered

car and competed with their designs across

multiple stages in a national competition.

Every team’s car used the same size rocket motor

and competed over the same track distance. The

winning team at DHS had the car that had the

most efficient aerodynamics, had a lower mass

and safe, well designed wheels that reduced

friction and survived the forces of a high-speed

run.

The key challenges for student teams were:

to shape the foam block into the most

aerodynamic and lightweight shape possible within the safety guidelines and rules.

to create efficient wheels and axles that are safe and strong and meet size limits.

to devise and carry out tests to evaluate, refine and improve their designs.

The army came to the school on the day of the competition to assess the teams. The following pupils

made it the regional final in Glasgow:

Kai Jackson, Julius Turtak, Oliver Gavin, Lenny Delgrano, Yatharth Mittal, Euan Cullen,

Ruby Duke, Leah Kirk, Leo Profili, Fraser Storrie,Erin Miller and Rona Mathieson.

One Dunblane team also made it the national final in Edinburgh.

Physics

We were delighted to invite former pupil Michael MacLaren back to the school to talk to our Higher

Physics pupils. Michael spoke about his career path since leaving school and the interesting job that

he was currently on – the Queensferry Crossing. He explained that although academic qualifications

were necessary, teamwork was also vitally important when working on such a huge project.

Health Sector

The N5 class went on an excursion to Forth Valley Royal Hospital in Larbert to help pupils prepare for

the first part of their assessment. It allowed them to interact with professionals working in the health

sector and to ask questions relating to the unit they were working on. The trip highlighted the

relevance of what they were being taught in class.



National 4 Environmental Science

Pupils completed their John Muir Trust Discovery awards, through exploring Baxter’s Loan with the

assistance from a Countryside Ranger and planting small trees and shrubs to improve biodiversity in

the school grounds.

Pupils visited Dynamic Earth in Edinburgh during December, learning how Natural disasters can affect

biodiversity and completing a workshop on Energy resources. This trip was complementary to the

Living Environment and Earth’s Resources units in National 4 Environmental Science.

Students attended the Grand Environment Day at Strathclyde university. Whilst here the group

received feedback on the National Soil Analysis project that they had participated in the previous

year. This involved hearing about the levels of heavy metals in our local soil and comparing Scotland's

overall results with Lagos in Nigeria.

In February, pupils attended Edinburgh Zoo’s global classroom conference where they participated in

various workshops learning about the importance and impact of conservation and sustainable living.

This helped reinforce the content learned in the Sustainability unit.

Chemistry

In November, Dunblane High School entered a team of four pupils into the Royal Society of Chemistry

“Top of the Bench" competition. The competition involved the team carrying out sophisticated

chemical reactions against the clock. Marks were awarded for practical skills, teamwork and accuracy.

The team put in an amazing performance defeating the 10 other mid-Scotland teams and have

qualified for the National Final in Birmingham next year. Our success is testament to the hard work,

ingenuity and teamwork of Abigail Middleton (S4), Rachel Kettlewood (S3), Oliver Brooks (S3) and

Euan Hooks (S2). Well done team!.

West of Scotland Physics Education Group

Three pupils from S5 represented the school

at the annual West of Scotland Physics

Education Group (WoSPEG) competition.

David Clark, Fraser O'Brien and Bronwyn

Tunn of S5 beat off competition from

Duncanrig High, Boclair Academy and

Glasgow Gaelic School to reach the Final of

the competition. A fantastic achievement,

building on the success of the school in this

competition over recent years.

Technologies

Winners of the Stirling Schools Faraday Challenge 2018

The Faraday Challenge is a UK wide competition where pupils use a range of skills developed in STEM

subjects to tackle a real design challenge. This year two teams of 5 S2 pupils, all from DHS S2 travelled

to a Wallace High School to compete against teams from Wallace, Bannockburn and Stirling High

schools. This year’s challenge was designing a new ride for Thorpe Park theme park. Both Dunblane

teams did very well with one team the overall winners. Working as a team and using their enviable

STEM skills was, I’m sure, the main benefit of taking part. Although the amazon vouchers, the trophy,

certificates and being crowned Faraday Challenge champions for the 2nd year running did not

disappoint.

3D Printer

Technologies are now the proud owners of MK6

Lithostratigraphic Printer. This was the result by

bidding for one of 10 printers made available to

schools in Scotland by

[email protected]. As part of the

application process we had to explain how the

printer would be used and describe extra-

curricular activities run or supported by the

technologies subjects.

Thanks to Dunblane High School pupils who

have shown commitment and enthusiasm in

applying for Arkwright scholarships, regularly

attending modelling club and taking part in other

STEM activities (see Faraday

Challenge above), we were

able to submit a very strong

bid. Our incredible technicians

are currently working on the

assembly and installation and

will be up and running as soon

as possible. Having a 3D printer

will not only enhance teaching

the curriculum but show how

design and manufacturing

technology is changing,

provide another creative outlet

for our young people and help

inspire our future engineers

and designers.



Arkwright ScholarshipThe Arkwright Scholarships Trust is a registered charity that administers the most prestigious

scholarship scheme of its type in the UK. They identify, inspire and nurture future leaders in

Engineering and Technical Design. They do this by awarding Arkwright Engineering Scholarships,

through a rigorous selection process, to high-calibre students in S4.

Their Engineering Scholarships support students through their Highers and encourages them to

pursue Engineering or Technical Design at university or through higher-level apprenticeships.

Computing Science

S2 Digital Skills Event

In conjunction with Codebase, an incubator

for digital business startups, all S2 pupils

attended a Digital Skills morning. During this

time they listened to short talks from various

speakers who are all employed in aspects of

digital industry, from games design to 3D

printing. Pupils were also set a challenge to

design an app for a Stirling Music Festival.

The winners of the challenge then went

forward to a 2 day event held at Codebase,

where they did further work on their apps

followed by a presentation. Six of Stirling’s

High Schools were represented, and after

displaying super ideas and effort Dunblane

were chosen the winning team.

Well done to Kyle Bowden, Duncan Glen, Leo

Halstead, Ciara Macri McCreadie, Isla

MacCallum, Olivia MacDonald and Kirsty

Ross-Oliver, all of whom received a mini

drone as their prize.

MathematicsICT within the flexible learning area and the introduction of Chromebooks has been used effectively

this session with classes using it as a resource for researching and creating class presentations on

Famous Mathematicians in S1, Dragons’ Den IDL with English to research budget presentations,

Mangahigh tasks in S1 & S2 to develop understanding and promote engagement with maths in

different format and for our Advanced Higher students who are self studying either Mechanics or

Statistics.

We have made improvements with regards to personalised support by offering a variety of strategies

such as Supported Study sessions after school 3 nights per week, targeted Easter Support Sessions

for N5 and H, Edmodo groups where students can seek support from home from their class teacher


and peers, Mangahigh access for S1-S2 to further develop and personalise their learning and the

continued development of our own departmental website that now offers resources, notes and

tutorials for all year groups and their families.

http://www.dunblanehighschool.org.uk/maths/

This year we offered a lunchtime drop in club for S1 & S2 students who would also like to enhance

their skills.

Students have been encouraged to take part in group work with the aim of promoting peer support

and enjoyment within mathematics. This has been particularly successful in the BGE with the

Dragons’ Den IDL, Famous Mathematician Project, Maths Week Scotland competitions, Dunblane

Helicopter Tour Project and Designing a Fairground.

Our curriculum has been expanded in S6 with the continuation of Advanced Higher Mechanics on

offer as a self-study course and Advanced Higher Statistics as a self study course. Statistics has been

delivered by in collaboration with Stirling High School who have supported us in sharing resources,

examination papers and marking advice for unit assessments and mock examinations. This has been a

successful project and will hopefully create links with Stirling High School for future developments.

In September our S1-S2 participated in Maths Week Scotland by taking part in national problem

solving competitions such as the Maths Wi Nae Borders challenge, the daily challenge set by the

Deputy First Minister John Swinney and online competitions held on Mangahigh. Our students also

enjoyed taking part in a Scottish themed maths relay race where they worked in teams to apply their

mathematical and numerical skills to solve a number of tasks. Maths Week Scotland will continue to be

an annual event with activities being organised throughout Scotland by schools, universities, national

museums and local businesses.

In 2 national competitions we have had the following success:

Scottish Mathematical Challenge – 2018 Prize Winners

Senior Division Junior Division

Fiona Davies (S6) Gold

Emma Hughes (S6) Bronze

Douglas Pringle (S1) Silver

United Kinddom Mathematical Challenge – 2018 Prize Winners

Intermediate Senior

Poppy Duke (S4) Silver

Rosie Robertson (S4) Silver

Anna Brown-Wight (S4) Silver

Lizzie Stansfield (S4) Bronze

Alice Caldwell (S4) Bronze

Isaac McKerr (S4) Bronze

Evie Gulland (S4) Bronze

Alexander Taggart (S3) Silver

Lucy Ritchie (S3) Bronze

Ryan McLaughlin (S3) Bronze

Finlay Currid (S3) Bronze

Emily Richards (S3) Bronze

Rachel Ward (S3) Bronze

Fiona Davies (S6) Gold

Lewis Swan (S6) Gold

Amay Mittal (S6) Gold

Laura Milne (S6) Silver

Emma Hughes (S6) Bronze

Craig McKenna (S6)Bronze

Ewan Paton (S5) Bronze


English

Shakespeare at the CastleThroughout the academic term of 2017-2018, S2 pupils from Dunblane High School explored,

celebrated and engaged in the work of William Shakespeare. This resulted in them hosting a

Shakespearean Festival, which was showcased in The Great Hall of Stirling Castle in December.

Students were involved in all aspects of production, designing staging, props and costumes. The year

group offered theatrical performances of Shakespeare’s plays. Performances included: A Midsummer’s

Night’s Dream; Macbeth; Romeo and Juliet and Henry V.

Dragons’ Den All S1 pupils participated in a challenging, innovative and entertaining media unit based on the BBC

show Dragon’s Den. Pupils studied a variety of media strategies to advertise such as intertextuality,

mixed media campaigns and sponsorship as well as discussing target audience, purpose and Maslow’s

hierarchy of needs. They were then tasked with using this knowledge to design and create a product

to pitch to the Dunblane dragons. They were responsible in groups for designing the persuasive

advertising campaign for this product including such features as a TV ad as well as a radio jingle. The

feedback from the experience was of overwhelming success, with pupils relishing the personalisation

and choice as well as the group work aspect. As a department we found this an excellent start to the

year with new S1s as a transition event where they built strong relationships with their peers.

The winning team visited the BBC studios in Glasgow and were taken on a backstage tour of the tv

and radio studios. This opportunity provided them with a fascinating insight into the media industry.

S1 Scotland Project Throughout the session, S1 students have explored the wealth of Scottish language and literature in

context. This culminated in a Scotland Festival, which took place across the school in May. Workshops

were provided by a professional storyteller and artist who facilitated students to explore and create

their own traditional tales, alongside workshops on traditional Scots song, animation workshops

creating live-action The Broons stories, Scottish country dancing and a shortbread baking. Students

enjoyed this joyous celebration of all things Scottish and produced some highly creative work.

S1 Pantomime Visit In December, S1 students visited the MacRobert Arts Centre to enjoy the pantomime ‘Chick

Whittington’. This interactive theatre visit was enjoyed by all.

Social Science

S2 Dynamic Earth Trip A day at Dynamic Earth for our

S2 Geographers. Workshop 1:

GIS and Geography in action.

Urban planning where do you

build a Hospital in a city built on

an earthquake zone? Then

constructing earthquake proof

buildings!

S3 Sheriffmuir Trip SS3 braved some chilly

conditions up Sheriffmuir today

to find out a bit more about the

battle and the tree planting

project in which they found some musket balls from 1715 and

flint arrows from the Neolithic era. On our doorstep!

Philosophy ConferenceS5 & S6 RMPS and Philosophy pupils visited Kelvinside

Academy to attend an ethics conference hosted by Dr Peter

Vardy. Discussions centred on the issues of the right of life and

the right to die within the topics of embryo use and research,

euthanasia and capital punishment.

Kadampa Meditation Centre VisitS5 & S6 RMPS students joined a mindfulness session at

Kadampa Meditation Centre in Glasgow followed by a Q&A

session with Gen Kelsang Tubchen. The focus was on de-

cluttering the mind from every day stress and the importance

of warm-heartedness and acceptance.



Sporting and CompetitionAchievementsAt Dunblane High

School we are

committed to providing

a variety of sporting

opportunities for our

young people to

participate, enjoy,

develop and excel in.

Through effective use of

pupil voice we offer a

programme that caters

for the needs of our

cohort ensuring after

school sport is inclusive

to all. Pupil participation

has grown considerably

over the past 18 months. The statistics and information shown here highlights the wider achievement of

our young people.

Infographic of extracurricular activity at Dunblane HS

We are proud of the wider

achievement of our pupils at DHS

and we recognise this with a gold

internationalist badge as part of

our Maximising and Recognising

Achievement policy (MARA)

Modern LanguagesMandarin Mandarin was delivered for the first time in DHS. We had two mandarin assistants for the year, whooffered mandarin tasters to all our BGE classes.

Euroscola Sammy McKinney went to Strasbourg to represent DHS, our local Rotary Club and Scotland. His testimony

about his experience was extremely rewarding and insightful.

Youth Philanthropy Initiative (YPI)Dunblane High School’s third year of being

part of YPI. This third year, further embedded

the ethos and culture fostered by YPI and the

Wood Foundation [WF]. As a celebration of

our students’ talents and work across the BGE

it again allowed for breadth, depth and

application and a sophisticated skill focus to

meet the challenges of BTC4.

However, YPI is so much more than that forus. The concept of philanthropy, of an attitudeand perspective on the world that is bothaltruistic and informed by action is an ethicthat underpins the work that we do atDunblane. This year we were afforded thehonour of being asked to perform at theYPI/WF National Event in Perth. All our 5 ofour finalist were asked to showcase theirtalents in front of a national audience of overone thousand.

Mr Christies’ comments reflect the calibre of our students, our staff and our parental support.

“First of all, on behalf of The Wood Foundation I wanted to share a huge thanks with you all. I also

wanted to acknowledge the fantastic partnership we enjoy with Dunblane High through YPI Scotland,

and I was delighted that we were able to showcase a small part of that story on stage on Wednesday at

the YPI Scotland National Event. Your students were a credit to the school, and a credit to Stirlingshire

as a whole, demonstrating such maturity, personality, confidence, humour, grace and creativity. There

has not been one person that I have spoken to about the event so far, who hasn’t then commented on

Dunblane High School … Equally, I know that best practice such as this only happens where the

environment and culture allows.”

Jonathan Christie (YPI Scotland Manager)

The finalists were judged by:

Mr Stuart Mackay (Head Teacher), Mrs Selina Wagner (‘blobina’ Animations), Jane Clifford (YPI Regional

Representative), Mr Chris Duncan (Intelligent Displays), Ellie Mills, Lauren Gunning, Rory Bell,

Jenny Eik-Maxwell and Eve Tarvit (YPI winners 2017)



PLUS (Two groups) • Lauren Smith

• Ewan Bell

• Emily Richardson

• Iona Norman

• Melissa McGarv

• Emma Sturrock

• Jay McFadden

• Callum Reid

• Rachel Ward

PLUS aims to provide a betterquality of life for children andyoung people with disabilities andtheir families across the ForthValley through social inclusionand regular short breaks.

Chris Mitchell Foundation

They raise awareness aroundmental health and wellbeing forplayers, ex-players and staffworking in the Scottishprofessional football industry.

• Cameron Blance

• Rebekah Robertson

• Eilidh Talbot

• Claire Rennie

Council on Disability

They provide a free service tohelp people with disability toaccess information and access topremises.

• Cameron Butler• Edward Garcia-Clegg• Ryan McLaughlin• Mak Driver• James Carter

Women’s Aid

They work together to providelife-saving services and to builda future where domesticviolence is not tolerated.

• Harry Wilson

• Wallace McInnes

• Kirsty Morrison

• Ailsa Erskine

The finalists were:

The winners were – ‘PLUS’ and received a donation of £3,000. Dunblane High has nowcontributed £9,000 to local charities.

Dunblane High School in pictures



School Show

Music in Dunblane High is very strong. As well as

performing at the annual Awards’ Ceremony, Christmas

and Spring Concerts our musicians and singers perform

at the annual Christmas and Easter services in the

cathedral and at other events and occasions in the

school year.

Our Music Department has developed a wide and

challenging repertoire that includes ‘classical/sacred’

pieces as well as ‘popular/Scottish’ ones. In recent years

music has featured as part of the primary transition

programme and the department has organised notable

experiences such as ‘Music Weekends’.

Stirling Council provides instrumental tuition on a large

variety of musical instruments in its schools including

Dunblane High School. All lessons are either solo or in a 2-

3 group situation with fees varying according to the

criteria into which the pupil fits. Tuition is available in the

following instrumentation:

Woodwind, Brass, Strings, Percussion, Piano, Voice,

Guitar, Scottish Bagpipes.

There are 7 secondary schools and 40 primary schools with Castleview School supporting children with

additional and complex needs. There are approximately 800 pupils having instrumental/vocal tuition from

P4 to S6. To access tuition the Music Tuition application form should be completed and returned to

Stirling Council, Education, Viewforth, Stirling, FK8 2ET by 24 June at the latest. Please note that

completion of this form does not guarantee a place in the music tuition scheme.

It is important your child understands this to avoid disappointment. Forms are also available from Music

Tutors and High School Music Departments.

Pupils receiving instruction are expected to participate in school musical activities such as orchestra,

choirs or bands where such an option exists and when their standard is such that they would benefit from

the experience. Because fees are variable, information is available from the school on request.

Pupil Support Nurture HubThe Pupil Support Nurture Hub occupies a unique and central role within the school Community and can meet

the needs of staff and pupils alike – on an individual, departmental and whole-school basis. These needs are

met through the provision of a wide range of specially selected curricular-based learning materials: books,

audio-visual and multimedia resources.

The main role of the Pupil Support Nurture Hub is to act as the focal point for independent learning: a place

where learning-to-learn is fostered and actively encouraged. In the Hub there are areas where pupils may

access the Internet and other applications within the context of curricular tasks.

Opening times in the Pupil Support Nurture Hub are extended beyond the structured school day to help

provide a conducive environment for homework and somewhere for young people to develop the habit of

reading, and private study.

Additional information and expert guidance/advice is also available in the careers’ Section.



School Activities

As ever, our staff arranged a series of enriching wider educational experiences for pupils throughout

the year. During 2017-18 155 pupils went on residential trips including trips abroad. Here are some of

the excursions:

Annual Battlefields Tour

Our annual trip to the First World War Battlefields is always a huge success. This tour is always a wonderful

and emotional experience for all involved but we must pay tribute to the exemplary conduct of our young

people throughout the trip. This was commented on by several observers but specifically by staff on the

cross-channel ferry.

Duke Of Edinburgh Awards

We have a significant number of pupils across year groups and stages who commit to the many challenges of

the Duke of Edinburgh Awards Scheme. The uptake continues to be very significant, with over 100 students

involved. As with so much of what we do, parental support is essential here and thanks to our many parent

supporters who have braved wild weather on expedition weekends, the scheme continues to thrive.

Sports Day 2018

Our continued promotion of health and wellbeing for all saw children across year groups competing in

heats throughout the week, culminating in our hugely successful whole school Sports Day on a

glorious summer morning in June 2018. A summary of our overall Sports Champions is provided

below:

Excursion Destination Date Purpose Length Pupils Staff

France/Belgium May 2018 Battlefields 5 days 66 6

Madrid June 2018 Art and Culture 6 days 45 5

London June 2018 English 5 days 54 6

Boys Champion

S1 Boys Logan Hastie

S1 Girls Isabelle Wood

S2 Boys Duncan Glenn

S2 Girls Rebecca Cumming

S3 Boys Mitchell Starrs

S3 Girls Orla Proctor

Senior Boys Erik Escala

Senior Girls Carrie Davidson

EFLW – see also our S&Q Report

We continue to develop strong links with the employer community of Dunblane & Stirling to make further

significant contributions to the development of our curriculum. In addition to the well-established Twitter

feed, @DHSOpps, we are further enhancing the role of the Education for Life and Work team who are to be

career mentors. This mentoring role will be part of an expanded EfLW programme that will mean pupils have

an individual contact whose expertise concerning the world of work with links to employers and support

organisations, such as SDS will mean our pupils have significant support in making informed choices about

their future. At DHS we ensure that the Skills for Life Learning and Work are part every child’s learning

experience.



Dunblane High continues to invest heavily in improving the use of Information and Communications

Technologies across the whole school, transforming learning and teaching. In all learning areas computers

are fully networked for use by pupils and staff. Every classroom is equipped to a minimum standard to

include at least one networked PC and ceiling mounted data projector and this is supported by an

adjacent flexible learning area with multiple PCs and access to the web, intranet and council website.

All staff are trained in the use of ICT across the curriculum which also extends to electronic reporting and

tracking of pupil progress. 12 Interactive Whiteboards are installed across all 3 faculties, transforming the

way teachers convey information to pupils and supporting pupils with varied learning styles. Dunblane

High dedicates an area of the Learning Resource Centre to independent learners, providing access for up

to 30 students to work independently.

Dunblane High on the World Wide Web!www.dunblanehighschool.org.ukAs part of our ongoing efforts

to improve communications

across our school community

and beyond Dunblane High has

developed its own school

website. This site is updated

regularly and should be of help

to pupils, parents and others

interested in all that goes on in

our school.

Our school website is designed

to be helpful to those who

access it whilst being warm and

welcoming. It contains much

of the information available

through school publications,

letters, etc and is presented in

an easy-toaccess format.

Parents and others looking for

information about Dunblane

High should, where possible,

first check our website. News,

calendars, brochures and more

are easily downloaded as well

as regular updates of school

photos of events and more.

School Network in Dunblane High


The school takes positive steps to help our young people protect themselves through the PSE

(Personal and Social Education) programme and through regular assemblies. Issues such as Road

Safety, Substance Abuse, Bullying, School Security, Smoking, Risks of Abuse and Exploitation are all

addressed by the SLT, Pupil Support Teachers and certain subject teachers.

Stirling Council’s policies on Pupil Support, Child Protection and Young People and Substance Abuse

are firmly endorsed by the school. (Copies of these may be obtained from the school or the education

offices at Viewforth).

We do not have a full time nurse but we do have a number of qualified First Aiders. For pupils who are

ill during the day, there are understandable restrictions on the first-aid we are allowed to render. In

cases of serious illness, arrangements are made to contact the parents as soon as possible and to have

the pupil taken to hospital.

In cases where the pupil is so distressed that it is unwise for him/her to remain in school, contact is

made with the parents with a view to having the pupil taken home. Fortunately most cases are

straightforward, and the issue of a plaster for a cut finger allows pupils to return to class almost

immediately. When a pupil is involved in an accident, arrangements are, if necessary, made to have

him/her taken, or sent by ambulance, to hospital. Every effort is then made to contact the parents. On

no account may a pupil leave the school without permission during school hours. It is in the interests

of pupils that we ask parents to inform us of any medical problem or condition affecting their children.

Such information is helpful, for example, to teachers of Physical Education, and enables us to take

prompt and appropriate action if a pupil is suddenly taken ill. Details of this nature are of course

handled with sensitivity and in confidence.

Routine medical examinations are carried out from time to time by the School Nurse and Nursing

Staff. Parents are informed when these examinations are to take place. School staff are required to

report suspicions of abuse to PS staff and the SLT. Where the HT or DHT have reasonable grounds for

suspecting that a child might have been abused, this information will be passed immediately to the

local Social Work Manager and to the Principal Officer Access at Viewforth.

Health Care AppointmentsPupils with medical/dental appointments during the school day should bring a note for their PSR

Teacher. This ensures the pupil is marked accurately. Pupils must sign out at the main office.

Information in EmergenciesWe make every effort to maintain a full educational service, but on some occasions circumstances

arise which lead to disruption. Schools may be affected by, for example, severe weather,

dislocation of transport, power failures or difficulties of fuel supply. In such cases we shall do all we

can to let you know about the details of closure or reopening.

We shall keep you in touch by using letters, and announcements in the press and on local radio.

When there is a planned early closure, parents are informed in advance. In cases where the school

has to be closed at short notice (e.g., heavy snow or power failure), some staff remain until all

pupils have embarked on buses, and pupils are advised to go to a neighbour's house if there is

no- one at home. If in doubt, parents should telephone the school. Please also check the school

website - www.dunblanehighschool.org.uk and Twitter @dunblanehs

Health & Safety Matters


Health & Wellbeing

Dunblane High has made significant progress in recent years in the area of Health and Wellbeing. AHealth & Wellbeing (HWB) working group was established in 2010 comprising of teaching staff,pupil, parental representatives and members of our wider community.

We then conducted a whole school audit of the Curriculum for Excellence (CfE) experiences

and outcomes for HWB. This resulted in an Action Plan which is now in place aimed at enhancing theprovision within the curriculum across all year groups. The programme of HWB/Personal, Social & HealthEducation (PSHE) is delivered to all year groups through assemblies, appropriate workshops andcurricular inserts.

We also have a Pupil HWB Focus Group and, as part of our general approach to HWB, we celebratesuccesses of all kinds through, Newsletters and termly ‘Wider Achievement’ assemblies. There are alsoregular updates on HWB issues/events on the school website.

Our Pupil Support Team ensure that issues relating to pupils’ mental, emotional, social and physicalwellbeing are addressed to enable our young people to make informed choices that can be sustained intoadult life.

Our ‘MAD’ Group (Make a Difference) regularly deliver/enhance various aspects of HWB throughassemblies and the daily bulletin covered by PSR Teachers every morning.


Attainment & Achievement

Overall Attainment: SQA Examinations‘Go as far as you can see, when you get there,

you’ll be able to see farther.’Dunblane High School has a long-established culture of high expectations and ambition. All ourstudents are encouraged and supported to be the best they can be through the equity of effort. This growth mindset ethos aims to nurture our students so that they feel valued and included in thesuccess of the school. This achievement is tracked, recognised and rewarded through ourMAXIMISING AND RECOGNISING ACHIEVEMENT (MARA) framework, our community engagementand communication strategy.

Our annual awards ceremony at Dunblane Cathedral engages all members of our community: parents,

carers, partners and alumni to celebrate with us our students’ success. The coherent 3-year BGE

structure allows curriculum areas to address the 7 principles of curriculum design building capacity of

our students to address the challenges of the Senior Phase.

Achievement in the BGEIn the BGE pupils are progressing well in the eight

curriculum areas. There are many opportunities to

develop the four capacities in DHS (see: Curriculum

Developments) through the 4 contexts for learning

and the application of pupils is tracked and

moderated centrally.

The key literacy and numeracy measure of those

secure at level 4 by the end of S3 is excellent with

96% of pupils reaching this level in Literacy and

90% reaching this level in Numeracy.

Tracking, monitoring and the 6 nurture principles

lay at the heart of our BGE. As well as attainment,

our Pupil Support structure, our tracking of

‘mindset’ and SEEMiS support information (attendance, SIMD etc.) allows for timeous and targeted

intervention bespoke to the individual needs of each pupil that considers the whole child.

SQA Examinations 2017-18 – Senior PhaseIn academic session 2017/18, students continued to achieve very impressive results in SQAexaminations. Over the last five years at Dunblane High, at least one-year group has excelled and 2018was no exception.

Traditional Key Measures1

2017/18 – this is the fifth year in succession that in at least one such measure, a new record for the

school has been set. Thus, the SQA results in 2017/18 were, in several areas, the best on record.

S4In the S4 measures:

• the % of young people gaining 5 or more awards at SCQF level 3 is – at 97% - the 2nd highest on record;

• the % of young people gaining 5 or more awards at SCQF level 4 is – at 97% - the 3rd highest on record;

• the % of young people gaining 5 or more awards at SCQF level 5 is – at 79% - the equal highest on record.

15@ level 3, 4 & 5 (National) in S4 and 1, 3 & 5@ level 6 (Higher) in S5

2016 2017

S1 – S3Literacy and Numeracy – Level 4

100

90

80

70

60

50

40

30

20

10

02018

R W T/L Num


This year’s S4 attained the equal highest % of pupils gaining 5 or more SQA awards at SCQF level 5 at 80%.

This performance is impressive and continued the outstanding performance of our S4 pupils over the last 3

years showing the effort and dedication of our pupils and staff in striving to do their best. There was a

minimal attainment gap between boys and girls in S4 a trend that continues from 2016. This improvement by

the boys will be a consistent focus as a priority for improvement. In this measure, we have gone from

averaging 67% in the five year period (2009-2013) to averaging 76% in the last five academic years (2014-

2018).

S5In the S5 measures:

• the % of young people gaining 1 or more awards at SCQF level 6 is – at 92% - the highest on record;

• the % of young people gaining 3 or more awards at SCQF level 6 is – at 73% - the 2nd highest on record;

• the % of young people gaining 5 or more awards at SCQF level 6 is – at 43% - the 2nd highest on record.

In 2018, the percentage of S5 who gained 3+ and 5+ Higher were significant and positive. In this

measure we have gone from averaging 34% in the five-year period (2009 -2013) to averaging 43% in

the last five academic years (2014-2018). In addition, over the same period, the percentage of our

young people gaining 5+@level 6 is averaging 43%.

5 Year Averages at Key Measures - 5@5 & %@6

Measure 2014 2015 2016 2017 2018

By end of S4% 5+ @ Level 5

68 71 80 79 80

Averages 76

By end of S5% 5+ @ Level 6

45 35 38 52 43

Averages 43


1. AttendanceIt is important that the school and parents work

together to achieve good attendance as there is a

strong link between good attendance and

achievement. The school aims to encourage

attendance by creating a welcoming and

supporting ethos. If there are difficulties with your

child’s attendance, the school will contact you to

discuss ways of resolving this.

If your child is unable to attend school due to

illness or for any other reason, we ask that parents

should notify the school as early as possible in the

school day.

Regular attendance scans are undertaken by the

management team. When a child’s attendance

drops below 90%, parents will be notified by letter

and asked to come in to talk to the headteacher

about how best to support your child’s progress.

Persistent late coming also causes regular

interruptions for some classes. It disrupts learning

and teaching not only for the latecomer but for the

whole class.

At no time during the school day should a child be

removed by a parent from the school without

informing the staff of the school. This includes

lunchtime “disappearances”. If a child is reported

missing we will try to contact the parents or we will

ask for help from the emergency contact or

neighbours. If we fail to locate the child the Police

will be informed. Please help us to keep your child

safe. Poor attendance falls into the Council’s

Staged Intervention Framework and action will be

taken to address patterns of poor attendance.

2. Family Holidays During Term TimeParents should also give careful consideration to

the impact on a child’s education of taking

holidays during term time. All schools are

required to record attendance and absence of

pupils and report on these figures to parents, the

Council and the Scottish Government.

The Scottish Government’s guidance – Included,

Engaged and Involved: Attendance in Scottish

Schools - issued to all local authorities in

December 2007 provides guidance on how

attendance and absence at school is recorded.

This document clarifies that the majority of family

holidays taken during term time will be

categorised as unauthorised absence and that

schools may only authorise a family holiday

during term time under very exceptional

circumstances.

3. Pupils Who Become IllProcedures

a) Pupils who complain of feeling unwell during

class time will be sent to the School Office or

Medical Room. A school First Aider will decide

on appropriate action such as:

• the pupil should be accommodated in the

Medical Room until able to return to class;

• the pupil should receive first aid;

• the pupil should be sent home;

• the pupil needs medical attention and

should be taken to hospital.

b) If a pupil arrives at the School Office/ Medical

Room to find that the First Aider is

unavailable the pupil should report to a Pupil

Support teacher or a member of the SLT who

will decide upon which action to take.

c) Any pupil who becomes ill outwith class time

should report to the Medical Room or School

Office. If the pupil is too ill to do this he/she

should go to the nearest teacher or in the case

of younger pupils to a senior pupil, who will

contact the first aider or office.

d) When a child needs to be sent home the

following steps will be taken:

• the First Aider will contact the parent or

emergency contact. She will also contact

the child’s PT Pupil Support;

• if the child’s PT Pupil Support is not readily

available, the first aider should contact the

appropriate DHT;

Statutory and Other Information


• the First Aider will inform the appropriate

PSR;

• the pupil or the First Aider should sign out

the pupil in the “Permission to Leave

School” log.

No child will be sent home unless the parent

or emergency contact has agreed that the

child should travel. If a child has to be taken to

hospital he/she will be accompanied by a First

Aider or a member of staff. A parent or

emergency contact will be informed as soon

as possible.

e) Medication required by certain pupils will be

kept in the Medical Room and an arrangement

made for the pupil to take the medication at

an appropriate time.

4. The Issuing of Medication in SchoolProcedures

Medication is supplied by a parent to the school.

It should be delivered by the parent but if it is

brought by the pupil the parent will be contacted

and advised of the local authority guidelines i.e.

the school requires written permission with the

medication - special form (MED 1) must be

completed by the parent/guardian.

• Containers must be clearly marked on the

label with the pupil’s name and the dosage,

frequency and duration of the medication.

A Record Card will then be issued for the

pupil concerned. This card will be completed

each time the medication is issued. The

person issuing medication will complete and

sign the card.

• All medication is kept in locked storage in

the medical room. It is easily accessible and

clearly labelled in alphabetical order.

Any unused medication should be collected by

the parent. If any medication remains uncollected

it will be disposed of by means recommended by

the Community Health Department. If any aspect

of existing medication is changed, another form is

required. Where any difficulty arises in the course

of any of these procedures the matter should be

referred to a P T Pupil Support/SLT.

5. Substance AbuseAll instances of suspected substance abuse will

be reported immediately to a member of the SLT.

Pupils who are on school premises will be

interviewed by a member of the SLT and if

possible their PT Pupil Support Teacher. If

necessary the First Aider will ascertain whether

the pupil requires medical attention or not. If so

procedures governing pupils who take ill at

school will be followed.

• Parents will be contacted as soon as possible

and invited to come to the school to meet

with SMT and Pupil Support.

• Other agencies will be alerted as required i.e.

Police, Social Work, Psychological Services.

• In serious instances of substance abuse the

Authority will be informed and advice

sought according to the individual

circumstances.

• Pupils will be offered continuing support by

the appropriate Pupil Support staff PT PS.

• The welfare of other pupils will be taken into

account at all stages with support provided

as required.

he above procedures will also apply to incidents

of substance abuse outwith the school which it is

felt have the potential to impact on pupils in

school.

6. School Health ServiceThe Forth Valley NHS has a statutory obligation

to provide a health service for all school-age

children in the Stirling Council area. The aim of

the service is to make sure that all children are in

the best possible health to benefit from their

education and to provide the education service

with advice and support about the spread of

infections and the promotion of good health.


meet the named nurse for the school when theirchild starts school in Primary 1. This will involveparents completing a health questionnaire fortheir child. The nurse may make contact withparents/carers based on the informationprovided by them. Teachers and parents/carersare encouraged to report any concern abouthearing, especially in primary one pupils. Hearingis no longer part of the routine checks done inschool.

If you have any concerns with your child’s healthwhich may affect their education, an appointmentcan be arranged with your named nurse (contactdetails below). School staff, with parents’permission, can request an appointment with thenamed nurse at any time. The named nurse willalso liaise closely with the Team Leader who hasoverall responsibility for primary school children.

The community paediatric doctor will see childrenat their clinic who have additional support needsor who have any significant ongoing medical ordevelopmental conditions affecting theireducation.

School staff and parents can contact the namednurse if they have any health concerns regardingchildren which may affect their educationalneeds. The nurse will then offer a Healthassessment in school or in the child’s home.

All children within P1 will receive a toothbrush,toothpaste and leaflet- "Make your smile count".A dentist from the Salaried Dental Service willcarry out a dental inspection of your child in P1and again in P7. Dental treatment can be offeredto those children unable to register with a generaldental practitioner through the Salaried DentalService.

The School Health Service can be contacted at:

Area Community Child Health Department

Stirling Royal Infirmary

Livilands

Stirling FK8 2AU

Telephone: 01786 434150.

Infectious Diseases

Colds, flu and gastro-enteritis are the mostcommon infections affecting children of schoolage. It is important that you keep your child offschool in the early stages of flu and while theystill have diarrhoea. Children who have had

diarrhoea should stay off school for 48hrs afterthe last episode of diarrhoea. It is also importantthat your child understands how to preventpicking up and spreading such infections. You willbe able to get further advice about good healthfrom your named school nurse or staff in yourHealth Centre or GP Practice.

For advice about early detection and treatmentfor other infectious diseases e.g. chickenpox andmumps please consult your GP or School Nurse.

Head Lice

Head lice are spread through head to headcontact. This can happen at home, in thecommunity, or in school. Regular combing of yourchild’s hair using a head lice detection comb isthe best way to catch this possible problem at anearly stage.

The only way to be sure that your child has headlice is to find a live louse. If you find live lice, youneed to get the correct lotion from your doctor,health visitor or pharmacist. The instructions needto be followed carefully. If this is not done thenre-infection is likely.

If lice are found, all family members and closefriends of your child should be checked.Treatment should only be applied if live lice arefound. Products used for treating head lice mustbe ones that can be left in the hair for 12 hrs, thistreatment requires to be repeated after 7 days.You should advise others of this possible problemin the same way as you would tell family andfriends about other infections which might affectthem.

Further advice can be obtained from the HealthBoard. A head lice leaflet is available in all schoolsand health centres.

7. Child ProtectionAll children in Scotland have the right to beprotected from abuse or neglect.

Schools and nurseries play an important role inthe prevention of abuse and neglect throughcreating and maintaining safe learningenvironments and teaching children and youngpeople about staying safe from harm and how tospeak up if they have worries or concerns.

Schools and nurseries have identified childprotection coordinators with a remit to promotesafeguarding and a responsivity to act whenaware of a child protection concern.


If you are concerned a child or young person is

at risk of abuse or neglect, you can contact

school, police or phone children’s services on

01786 471177.

8. Clothing GrantsSome families may be eligible for clothing grants.

Application forms can be obtained from Stirling

Council, telephone 01786 233210 or downloaded

from the Council website at

https://my.stirling.gov.uk/services/education-

and-learning/schools/school-grants.

Please take your completed application form,

along with the documents requested, to your

nearest local office, or Customer First, Port

Street, Stirling or post to Stirling Council, Teith

House, Kerse Road, Stirling, FK7 7QA.

9. ComplaintsYou can complain in person, by phone, email or

by letter. We regard a complaint as any

expression or dissatisfaction about our action or

lack of action, or about the standard of service

provided by us or on our behalf.

Who can complain?

Anyone can complain who is the parent or legal

guardian of a child or a person authorised to

complain on his/her behalf. For example, a child’s

grandparent who is not the legal guardian needs

authority from the child’s parent or guardian. This

would normally mean a note to show that the

person responsible for the child has agreed.

What can’t I complain about?

Here are some things we can’t deal with through

our complaints procedure:

• A routine first time request for a service or

action – e.g. informing the school that your

child told you she is being bullied and asking

them to resolve this.

• Requests for compensation from the Council.

• Things that are covered by a right of appeal,

e.g. Exclusion from school which has its own

statutory process. In these cases we will give

you information and advice to help you.

We have a 2 stage complaints procedure.

Stage One - Frontline resolution

In the first instance please complain to your

child’s school or nursery, telling them as much as

you can about the complaint, what has gone

wrong and what you want them to do to resolve

the matter. A senior member of staff, either the

headteacher or depute head, will be responsible

for looking into complaints. Heads are senior

managers with a high level of responsibility for

your child’s learning and welfare and are able to

look into most matters. However, the

headteacher may refer the Stage One complaint

to Schools, Learning and Education centrally, e.g.

if it is about the conduct of the headteacher or

too complex to be dealt with at front-line service

level.

The school or nursery will give you our decision

at Stage One within 5 working days or fewer

unless there are exceptional circumstances. If we

need further time, we will ask you to agree an

extension of up to 5 further days. If the Stage

One complaint has been referred to Schools,

Learning and Education centrally your response

will come from there.

Stage Two – Investigation

If you are dissatisfied with your Stage One

response you can move to Stage Two. Stage Two

deals with 2 types of complaints: those not

resolved at Stage One and those not appropriate

for Stage One, for example the conduct of a

headteacher or those too complex for a

headteacher to deal with.

To move to Stage Two, you should [email protected], or you can ask theheadteacher of the school or nursery to move thecomplaint to Stage Two on your behalf.

When using Stage Two:

• We will acknowledge your complaint within3 workings days.

• You will be contacted by the InvestigatingOfficer for your complaint, who will usuallymeet you to confirm: the detail of yourcomplaint, what you want to achieve, and ifyour expectations are achievable.


In some cases, e.g. your complaint has been madein writing and is clear, there may be no need tomeet. It is helpful if you present any evidence thatyou can offer in support of your complaint, e.g.contact details for witnesses, reports from otherprofessionals etc. if appropriate.

• We will write to you confirming the details ofyour complaint, what you want to achieve,and what the investigation can cover.

• We will give you a full, written response tothe complaint as soon as possible and within20 working days. If our investigation takeslonger than 20 working days we will agreerevised time limits with you and keep youupdated on progress.

After we have fully investigated your Stage Two

complaint, if you are still dissatisfied with our

decision or the way we dealt with your complaint

you can ask the Scottish Public Services

Ombudsman (SPSO) to look at it.

The SPSO cannot normally look at:

• A complaint that has not completed our

complaints procedure

• Events that happened or you became aware

of, more than a year ago.

10. EqualitiesEveryone deserves to be treated equally, fairlyand without prejudice.

Educational establishments create inclusivecultures by working in partnership with the widercommunity to agree positive values, bypromoting and celebrating diversity and throughdelivering appropriate learning opportunitieswithin their curriculum.

Schools and nurseries operate within StirlingCouncil’s duty under the Equality Act (2010) to:

• Eliminate discrimination, harassment andvictimisation.

• Advance equality of opportunity betweenpeople by removing or minimisingdisadvantage, meeting the needs ofparticular groups which are different fromthe needs of others and encouragingparticipation in public life.

• Foster good relations by tackling prejudice and promoting understanding.

The Equality Act 2010 identifies 9 protectedcharacteristics from discrimination, harassmentor victimisation:

• age

• disability

• gender reassignment

• marriage or civil partnership (in employment only)

• pregnancy and maternity

• race

• religion or belief

• sex

• sexual orientation.

Schools and nurseries have a duty to reportprejudice based incidents.

Anti-bullying and Positive Relationships

Approaches to anti bullying reflect Getting itRight for Every Child and recognise that bullyingimpacts on wellbeing. In order to thrive andachieve their full potential, children and youngpeople need learning environments which aresafe, nurturing, respectful and free from fear,abuse and discrimination.

All education establishments operate withinStirling’s Approach to Respect for All: Preventingand Challenging Bullying Behaviours and will, inconsultation with wider communities, createestablishment specific anti bullying policy.

11. InclusionAdditional Support Needs

All children get help with their learning.

A child is said to have ‘additional support needs’

if they need more, or different, support from what

is normally provided in schools or nurseries for

children of the same age.

The Education (Additional support for Learning)

(Scotland) Act 2004 (as amended 2009) created

the term additional support needs and explains

the duties on education authorities to support

children and young people’s learning.


A child or young person may have additional

support needs for lots of reasons including:

• A physical disability

• Being a young carer

• Changing school a lot

• Being bullied

• Having a communication difficulty

• Being looked after by the local authority

• Having a long term illness

Staged Intervention is the process used toidentify, assess and plan to meet a child’s needs.Every school and nursery has a Pupil Support Co-ordinator with responsibility for ensuringappropriate support for children with additionalsupport needs. For most children the supportthey require is provided from school, for example,differentiated materials, additional time,movement programmes, and support groups.Some pupils with more complex needs may bereferred to ASN Outreach or other partneragencies to provide more enhancedinterventions. Agreed actions will be recordedand reviewed during staged interventionmeetings in collaboration with the child, familyand staff. Where there are more than one agencysupporting a child and this is significant and longlasting, a Coordinated Support Plan may bedeveloped.

If you have concerns about your child, in the firstinstance, contact your school.

More information is available on the website or bycontacting ASN and Wellbeing Team.

Independent AdviceEnquire are a Scottish advice service providinghelp and information. All advice given isindependent and impartial. Contact the EnquireHelpline on 0345 123 2303.

Enquire also has two websites, one for parents,carers and professionals and one for children andyoung people.

Let's Talk helps parents of children withadditional support needs who may requiresupport in relation to a dispute or potentialdispute with an education authority. The servicecan be used by anyone who has a right to make areference to the Additional Support NeedsTribunals for Scotland.

My Rights, My Say is a children's service whichprovides advice and information, advocacy support,legal representation and a service to seek children'sviews independently about their support.

12. Insurance Information1) Public Liability

Stirling Council has Public Liability Insurance inrespect of claims against the Council for bodilyinjury to any person or for loss or damage toany person’s property for which the Council islegally liable. Negligence or failure to fulfil astatutory obligation on the part of the Councilor its employees resulting in injury, loss ordamage to property must be established.

Pupils’ PropertyEach session, unfortunately but inevitably,pupils’ property is lost, damaged or stolen inschool. Parents should be aware of thefollowing points:

a) Parents’ house contents policy may givesome measure of cover for personaleffects of family members.

b) It is suggested that parents may wish toconsider taking out additional individualpersonal cover.

c) Pupils should be encouraged not to bringvaluables to school.

The general rule is that pupils bring propertyto school at their own risk. There may besituations where the school acceptsresponsibility for pupils’ property, butotherwise the Council is not responsible ifproperty is lost, damaged or stolen in school.

2) Personal Accident/Travel Cover – Educational Excursions

The Council has arranged insurance cover forEducational Excursions organised by the Council.

A brief summary of the cover is as follows:

Persons Covered: Organisers, participants, members, employeesand others on excursions or trips organised byor under the auspices of the Council.

When Covered: While participating in any activity organisedby or on behalf of the Council beyond thelimit of the school grounds.

If you require further information pleasecontact the Council’s Insurance Team on01786 233437.


13. School MealsLunches are provided every day for children and

young people in all schools. All food and drink

provided meets national requirements for

nutritional standards as well as guidance aimed at

encouraging uptake and removing the stigma

attached to free school meals.

Meals are provided by the Council’s catering

service. Menus are seasonal and are changed

twice a year, spring/summer and autumn/winter.

All recipes are analysed to make sure that they

provide a healthy and well-balanced meal. The

catering service tries to suit the majority of tastes

by offering choices which include a daily

vegetarian option as well as a range of packed

lunches. Children having packed lunches are

supervised. We encourage parents to ensure

home packed lunches are healthy and do not

contain fizzy drinks, sweets and nuts.

Pupils and their parents have opportunities to

provide feedback and have a say about the

content of future menus and the catering service

is committed to introducing new products and to

promoting healthy food choices.

Stirling Council achieved the Silver Food for Life

Catering Mark in March 2014. This guarantees that

all menus are prepared using non GM ingredients,

are 75% freshly prepared, use only free range

eggs, avoid additives and trans fats with meat

and poultry sourced in a way that ensures animal

welfare is taken care of. All milk provided to the

children to drink or within their meals is organic.

More information about the standard can be

found at http://www.sacert.org/catering.

Menus and current prices can be viewed on the

Council’s website at

http://my.stirling.gov.uk/services/education-

and-learning/schools/schools-catering.

Medically prescribed diets can be catered for and

parents should contact the head teacher to

discuss any special dietary requirements.

The Catering Service can also provide a healthy

packed lunch for school trips.

Some families may be eligible for free school

meals. An application form is available from the

school or can be printed from the Council’s

website at:


and-learning/schools/school-grants.

This form should be completed and returned to

Customer First, Port Street, Stirling or post to

Stirling Council, Teith House, Kerse Road,

Stirling FK7 7QA.

14. TransportStirling Council provides free transport to

children who live more than two miles from their

catchment school, or where there is no safe

walking route available.

Further information is available on the Stirling

Council website at:


and-learning/schools/schools-travel-and-trips

.15. Unexpected Closurescope with a number of circumstances, sometimes

it is necessary to close schools or amend the

normal school day. e.g., storm damage, power

cut.

In the event of this happening, we have to ensure

school record of parents’ place of employment

and childcare arrangements are up to date.

Please make sure we have an emergency contact

telephone number and address. We will issue an

annual update form to check the accuracy of

contact details and other information held by the

school.

Please make sure your child knows who to go to

if you are not at home.

.16. Education Statistics Privacy NoticeAnnual Data Check

On an annual basis schools request that parents

and carers update the information that they hold

for administrative purposes. It is important that

this information contains up to date details as the

school may use it in the event of an emergency.

This information is also used to submit secondary

school pupils for SQA examinations.


When you receive an Annual Data Check youshould make any corrections or additions in penand return to your child's school.

If you move address or change your mobilephone number please remember to notify theschool.

Pupil record information is used in accordancewith the Council's Data Protection Notification.

Transferring Educational Data About Pupils

The Scottish Government and its partners collectand use information about pupils in schools (e.g.the number and characteristics of pupils, theirattendance, absence and exclusions, theirattainment and their destination when leavingschool) to help to improve education acrossScotland. This note explains why we need thisinformation, how we use it and what we do toprotect 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 thebenefit of all pupils,

• plan and deliver better policies for thebenefit of specific groups of pupils,

• better understand some of the factors whichinfluence pupil attainment and achievement,

• share good practice,

• target resources better,

• enhance the quality of research to improvethe lives of young people in Scotland.

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 about pupils in schools

collected by Scottish Government through

statistical surveys is used only for the statistical

and research purposes for which it is collected.

Your data protection rights

The collection, transfer, processing and sharing of

ScotXed data is done in accordance with the

Data Protection Act (2018). 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

(http://www.gov.scot/Topics/Statistics/ScotXed).

Pupil names and addresses (other than postcode)

are never collected in any ScotXed statistical

survey.

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 to academic

institutions and organisations to carry out

additional research and statistical analysis which

helps inform policy development and contributes

to improving outcomes for Scotland’s people. In

order to carry out this research to support better

decisions, policy making and practice, data may

be linked to information from other sources.

Any sharing or linkage of data will be done under

the strict control of Scottish Government, and will

be consistent with our data policy and the

National Data Linkage Guiding Principles. 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

or linkage 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

[email protected] or write toEducation Analytical Services, Area 2D, Victoria Quay,

Leith, EH6 6QQ.

17. Getting it Right for Every ChildThis is the national approach to supporting and

working with all children and young people in

Scotland. It puts the rights and wellbeing of children

and young people at the heart of the services that

support them. Staged Intervention approach is in line

with the principles of GIRFEC.

Key elements of GIRFEC are:

• Wellbeing

• Child’s Plan

• Named Person

Wellbeing

To help with a common understanding of what

wellbeing means, it is broken into 8 wellbeing

indicators:

Every child and young person should be SAFE,

HEALTHY, ACTIVE, NURTURED, ACHIEVING,

RESPECTED, RESPONSIBLE, INCLUDED.

Named Person

Most children get all the help they need from their

families and communities but for some, they may

need extra help at times. Children from birth to 18 or

their parents, will have access to a named person to

help them get the support they need. The named

person will be a clear point of contact for families that

want help and support for worries they have. For

school age children, the named person will be a

promoted member of staff. More information is

available on the Scottish Government website.

Child’s Plan

The Children and Young People (Scotland) Act 2014

ensures a single planning framework, Child’s Plan, will

be available for children who require extra support

that is not generally available to address a child or

young person’s needs and improve their wellbeing.

The Child’s Plan is part of the GIRFEC approach to

promote, support and safeguard the wellbeing of

children and young people. The Scottish Government

is working with Parliament to agree a timetable to

enable commencement in 2018.

Stirling educational establishments have long

established staged intervention procedures which

provide appropriate and proportionate assessment,

planning and review to ensure children and young

people have their individualised needs met.

Further information is detailed here

https://www.whatdotheyknow.com/request/350891/

response/885579/attach/3/Stirling Staged

Intervention Guidance 202.pdf


Appendix I: Our School Badge

Our school badge was registered with the Lord Lyon

by the first Head Teacher Mr John McCarron in 1974

when Dunblane High School was first opened as a six

year comprehensive high school. Our badge closely

mirrors that of the City of Dunblane. The badge has

two sides to it: the left hand side refers to St Blane

after whom the town of Dunblane (literally ‘fort of

Blane’) is named. He was born on the Isle of Bute and

although the date of his birth is unknown, he died on 10

August 590AD and was made a Saint exactly 10 years

later on 10 August 1000AD. St. Blane was popular in

Scotland. His monastery at Dunblane became the site

of the Dunblane Cathedral and there was a church of

St. Blane in Dumfries and another at Kilblane. The ruins

of his church at Kingarth, Bute, where his remains were

buried, are still standing and form an object of great

interest to historians as well as being one of Scotland’s

major historical tourist attractions.

The left hand or ‘green’ side of our school badge refers to St Blane – the crown is a celestial crown to

indicate his sainthood; the chevrons indicate civic or public service and ‘flaming’ fingers refer to an

ancient myth which told of how St Blane was able to light torches and candles from his fingertips.

The right hand or ‘red’ side of our school badge is, like the civic crest of Dunblane, dedicated to St.

Lawrence (225-258). Tradition holds that St Lawrence was “grilled” to death by the Romans, hence

the blue ‘gridiron’ on the badge. The floral pattern indicates youth and hope. Tradition also holds that

Lawrence joked about this saying something along the lines of, “You can turn me over ... I’m done on

this side”. For this reason he is known as the patron saint of comedians. His feast day is 10 August. In

medieval Scotland the feast of St Lawrence seems to have been a major annual event perhaps on the

scale of Christmas. Thus when Blane died on this great feast day it was felt necessary to

commemorate both saints on the civic crest and thus on the school badge. The red colour signifies

fortitude or courage and the book suggests both the bible and learning.

Our school motto ‘Prospice Ultra Montes’ or ‘Look Beyond the Mountains’ indicates that the young

people of Dunblane High School should aspire to greater things, be open to possibilities over the

‘immediate horizon’ and widen their ambitions. It also indicates the value of altruism ‘look beyond

your immediate surroundings’ and duty to others along with the importance of selflessly embracing

the ‘greater good’.


The main student entrance will be secure at all times except for the following times:

Entry for staff and visitors is via the main entrance and access for visitors is controlled during the day

by Office Reception staff. All staff are issued with a fob/reader card which allows entry by the main

entrance. All external doors and other areas of the school are monitored 24 hours a day by the

security system.

While we encourage pupils to walk to school where possible, we recognise that, on occasion, parents

may wish to drive their children to school. There is an official “drop off zone” on the approach to the

school where parents are able to stop safely and allow pupils a safe exit from cars.

Parents should then make use of the roundabout in order to turn and exit the school grounds.To assist

in pupil health and safety, parents are requested not to enter the carpark in order to reduce traffic at

times when pupils will be walking in this area.

Appendix II: Security System & Drop Off Zone

Monday & Tuesday Open Close

Start of school day 08.15 09.00

Interval 10.50 11.05

Lunch 13.35 14.15

End of school day 15.55 16.00

Wednesday, Thursday & Friday Open Close

Start of school day 08.15 09.00

Interval 10.50 11.05

Lunch 12.45 13.25

End of school day 15.05 15.10


Appendix III: Digital Learning

Digital LearningDigital Tools for Learning and Teaching

In Stirling Council schools and nurseries, we use a

variety of digital tools for learning and teaching,

to share information about the life of the school,

communicate with parents and carers, and to

celebrate success. Use of many of these tools

requires sharing some personal data about your

child with the providers of the services. This may

include, for example, children’s names, classes

and photographs. For some services, we will need

your consent to share personal data.

Core Digital Services

Across Stirling Council, we use Glow and Google’s

G Suite for Education for learning and teaching.

Data is shared with these services under the legal

basis of public task - use of these services is

deemed essential for learning and teaching, and

we have legal agreements in place with both

Education Scotland and Google to ensure that

personal data is kept safe (see our Privacy

Notices for our use of these services).

Likewise, Seemis is used to securely manage

children and young people’s personal data,

including sensitive category data (such as

information about their health). This data sharing

is also done under the legal basis of public task,

and appropriate agreements are in place to

ensure the data is securely managed.

Digital Services Requiring Consent

For other processes involving digital tools, we will

seek consent of parents/carers and the young

people themselves when they are aged 12 and

over.

Privacy Notice for the use of G Suite for Digital Learning andTeachingWhat is personal data?

In schools and nurseries, we handle various kinds

of personal data. “Personal data” relates to any

information relating to an identifiable person.

The processing of personal data is governed by

the General Data Protection Regulation (GDPR)

and the Data Protection Act (2018).

Who is the data controller?

Stirling Council is the data controller. This means

that it is responsible for the safe and legal

processing of your data.

Why are we processing your personal data?

Stirling Council complies with its obligations by

keeping your personal data up to date; by storing

and destroying it securely; by not collecting or

retaining excessive amounts of data; by

protecting personal data from loss, misuse,

unauthorised access and disclosure and by

ensuring that appropriate technical measures are

in place to protect personal data.

We will collect the following data:

Names, Year group, School/Nursery, Email

addresses, Information based on use of service,

e.g. type of device and cookies.

We will use your personal data for the following

purposes:

Enabling the use of digital learning and teaching

tools.

What is the legal basis for processing your

personal data?

Public Task.

Sharing your personal data

Your personal data will be treated as strictly

confidential. In order to fulfil the purpose of G

Suite for learning and teaching, we may need to

share your personal data with Google G Suite.

Google may share data with third parties with

users' or parent/carers' consent, or to meet legal

requirements (as set out in their privacy policy:

https://gsuite.google.com/terms/

education_privacy.html).

How long do we keep your personal data?

Your data will be deleted after 1 year after the

account is deactivated.

Your rights regarding your personal data

You have various rights with respect to your

personal data, including:

• The right to be informed about how we will

use your personal data.

• The right to access a copy of any personal

data we hold about you.

• The right to have personal data rectified if it

is inaccurate or incomplete.

• The right to request the deletion or removal

of personal data.

• The rights to restrict and object to

processing of personal data.

• The right to obtain and reuse your personal

data for your own purposes.

• Rights in relation to automated decision

making and profiling.

• The right to withdraw your consent for the

processing of your personal data.

• The right to lodge a complaint with the

school/nursery, Stirling Council, and/or the

Information Commissioner’s Office.

Further processing

If we wish to use your personal data for a new

purpose that is not covered by this Privacy

Notice, we will issue a new notice explaining this

new use. Where necessary, we will seek your

prior consent to the new processing.

Contact details

Stirling Council: Schools, Learning and Education

Stirling Council Data Protection Officer:

Kevin O’Kane - [email protected]

Information Commissioner’s Office

Helpline - 0303 123 1113

Email - [email protected]

Website (including contact form and live chat) -

https://ico.org.uk/global/contact-us/

Privacy Notice for the Use ofServices within Glow for DigitalLearning and Teaching

What is personal data?

In schools and nurseries, we handle various kinds

of personal data. “Personal data” relates to any

information relating to an identifiable person. The

processing of personal data is governed by the

General Data Protection Regulation (GDPR) and

the Data Protection Act (2018).

Who is the data controller?

Stirling Council is the data controller. This means

that it is responsible for the safe and legal

processing of your data.

Why are we processing your personal data?

Stirling Council complies with its obligations by

keeping your personal data up to date; by storing

and destroying it securely; by not collecting or

retaining excessive amounts of data; by

protecting personal data from loss, misuse,

unauthorised access and disclosure and by

ensuring that appropriate technical measures are

in place to protect personal data.

We will collect the following data:

Names, Date of birth, Year group,

School/Nursery, Email addresses, MIS identifier,

pupil/teacher identifiers.

We will use your personal data for the following

purposes:

To provide interactive, accessible and

collaborative learning experiences for children

and young people; to support teachers to work

innovatively and collaboratively.

What is the legal basis for processing your

personal data?

Public Task.

Sharing your personal data

Your personal data will be treated as strictly

confidential. Other Glow users will be able to see

some data (not including home email addresses,

dates of birth or MIS identifiers). Education

Scotland will have access to all of the data

provided.



How long do we keep your personal data?

Your data will be deleted 9 months after the

account is deactivated.

Your rights regarding your personal data

You have various rights with respect to your

personal data, including:

• The right to be informed about how we will

use your personal data.

• The right to access a copy of any personal

data we hold about you.

• The right to have personal data rectified if it

is inaccurate or incomplete.

• The right to request the deletion or removal

of personal data.

• The rights to restrict and object to

processing of personal data.

• The right to obtain and reuse your personal

data for your own purposes.

• Rights in relation to automated decision

making and profiling.

• The right to withdraw your consent for the

processing of your personal data.

• The right to lodge a complaint with the

school/nursery, Stirling Council, and/or the

Information Commissioner’s Office.

Further processing

If we wish to use your personal data for a new

purpose that is not covered by this Privacy

Notice, we will issue a new notice explaining this

new use. Where necessary, we will seek your

prior consent to the new processing..

Contact details

Stirling Council: Schools, Learning and Education

Stirling Council Data Protection Officer:

Kevin O’Kane - [email protected]

Information Commissioner’s Office

Helpline - 0303 123 1113

Email - [email protected]

Website (including contact form and live chat) -

https://ico.org.uk/global/contact-us/

Parentzone Scotland is a unique website for parents and carers in Scotland, from early years to

beyond school. The website provides up-to-date information about learning in Scotland, and practical

advice and ideas to support children’s learning at home in literacy, numeracy, health and wellbeing

and science.

Information is also available on Parentzone Scotland regarding additional support needs, how parents

can get involved in their child’s school and education. Furthermore, the website has details about

schools including performance data for school leavers from S4-S6; and links to the national, and local

authority and school level data on the achievement of Curriculum for Excellence levels.

Parentzone Scotland can be accessed at https://education.gov.scot/parentzone.

Appendix IV: Parentzone

Information and advice on educationand learning for parents in ScotlandBe at the heart of your child's learning…

Sign up to receive our Parents and Carers e-bulle ns for the latest developments in Sco�sh educa on: h ps://edscot.org.uk/p/LQE-39I/subscribeEmail: enquiries@educa onscotland.gsi.gov.uk

h ps://educa on.gov.scot/parentzoneh ps://educa on.gov.scot



Stirling Council Education Services, 3rd Wolfcraig, Stirling FK8 2LJ

phone 01786 404040 | email [email protected] | stirling.gov.uk

www.dunblanehighschool.org.uk

If you need help or this informationsupplied in an alternative format pleasecall 0845 277 700.

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