ST GEORGE’S SCHOOL FOR GIRLS

Faculty of Music

2017 - 2018

St George’s School for Girls Garscube Terrace, Edinburgh, EH12 6BG

Tel: 0131 311 8000 www.stge.org.uk

SCHOOL LEADERSHIP TEAMS

2017-2018

Head Mrs Alexandra Hems Treasurer & Secretary Mr Jeremy Chittleburgh,

Chiene + Tait CA Senior Deputy Dr Andrew de Ville Facilities Director Miss Margaret Imlah Deputy Heads Pastoral Mrs Adele Henderson Boarding & Sixth Form Mrs Jill Bryce Academic Support Mrs Sonia Edwards Lower School Mrs Louise Clarke Junior School Mrs Sue Hay Lower School Head of Lower School Mrs Louise Clarke Deputy Head of Lower School Mrs Trudi Robertson Junior School Head of Junior School Mrs Sue Hay Deputy Head of Junior School Mrs Fiona White Head of Nursery Mrs Lisa Nettleton

Faculty of Music Staff Peter Thomson, Dip Mus Ed (RSAMD) PGCE Director of Music Senior Choir, Jazz Band, Accompanist, Jonathan Raynor, BMus (Hons) MMus Dip ABSM PGCE Co-ordinator of LS Music Senior Orchestra, Lower School Orchestra, Lower School Choir, Accompanist Helen Fraser BMus, PGCE Teacher of Music Senior Orchestra, Lower School Orchestra, Concert Band, Dragon Ensemble Elizabeth Morrison DRSAMD, BMus, PGCE Primary Music Junior School Choir Junior School Recorders, Roddy Long, ARCM Dip RCM Juilliard ACT Head of Strings Senior Strings Lower School Strings Junior School Orchestra

Linda Aslet, BMus LRAM PGCE Piano Elena Bannatyne, BA MMus (Moscow) Piano Lesley Bell, BA (Hons) (RSAMD) LRSM Clarinet, Saxophone Jennifer Marr, BA (Hons) (RSAMD) Trumpet, Cornet, Trombone, Euphonium, Tuba, Brass Consort Rachel Brady, BMus (Hons) Horn Gordon Campbell, BA (Aberdeen) Bagpipes Harriet Davidson, MA (OXON) LGSM ALCM Cello Clea Friend, MSc MMus PGCE Cello Jane Gardner, BA (Hons) CPGS PhD Piano Tom Gordon, AGSM Percussion

May Halyburton, BA (Musical Studies) CPGS (RSAMD) Double Bass, Bass Guitar Susan Hughes, BA (Mus Perf) CPGS (RSAMD) Flute, Flute Ensembles, Theory Robin Hutt, BMus (Hons) Edin PG Dip RCM Piano Irene Irvin, LGSM ALCM Flute James Letham, Dip Mus Ed (RSAMD) Piano Anne Lewis, AGSM Voice, Cantate Anne Macdonald, ABSM Violin, Viola, Piano Elizabeth McKeon, PGAVS (London) BA (Mus Perf), RSAMD, PGS Opera, Lieder, Oratorio Voice Paddy Murray, DRSAMD PGCE Violin, Ceilidh Band

Adele Neilson, BMus (Hons) PG Dip (RSAMD) Guitar and Bass Guitar Guitar Ensembles Rona Pollard BA (Perf) Oboe Jennifer Redmond, BMus (Hons) MMus (RWCMD) MMus (RSAMD) Piano Emma Roche, BA (Hons) (Musical Studies) CPGS (RSAMD) Flute Simone Sahyouni, BA (Hons) (Musical Studies) Voice, Lyrica Lizzie Watson, BA (Hons) Voice Anthea Wood, BMus (Hons) PG Dip RNCM Bassoon

Music at St George’s School for Girls

Music education covers a huge range of activities and we believe the curricular and extra-curricular elements are inextricably bound together. Music in the curriculum introduces all students to the excitement and challenges of the subject and provides students with skills they need to create and understand the language of music. Individual tuition is an essential extension of musical activity for most pupils and helps them to explore and develop their musical abilities further. Benefits of a musical education:

teaches self-discipline improves memory boosts self-esteem improves concentration most importantly – is fun and exciting!

What we offer: Curriculum A structured, progressive and challenging curriculum from Nursery

to U6, through which all students are enabled, supported, and encouraged to explore and participate fully in the music programme.

Tuition Tuition in violin, viola, cello, double bass, harp, clarsach, guitar,

flute, oboe, clarinet, saxophone, bassoon, trumpet, horn, trombone, tuba, percussion, pipes, drum kit, piano, voice, music theory and aural training in individual (or shared) weekly music lessons of 40 minutes (Usually 33 lessons per year, spread over the three terms)

Ensembles and choirs for all ages and abilities: Primary Orchestra Primary Choir (P3-P5) Primary Guitar Ensemble Primary Recorder Group

Lower School Orchestra Lower School Strings Lower School Ceilidh Band Lower School Choir Lower School Guitar Ensemble Intermediate Flute Ensemble

Senior Orchestra Senior Strings Jazz Band Concert Band Brass Consort Senior Flute Ensemble Senior Guitar Ensemble Dragon Ensemble Senior School Choir Specialist Choral Groups Chamber Music

THE AIMS OF THE FACULTY OF MUSIC

To encourage, motivate and enable each student to explore and develop her musical abilities and maximise her potential. To offer every student personal experience of the widest possible scope of music-making and performing of the highest possible calibre. To maintain and develop a challenging, structured and inclusive curriculum based on Performing, Listening, Composing and Music Technology. To provide tuition and coaching in a variety of instruments and voice. To play a central role in the communal life of the school and to contribute to the philosophy of the school. To help students to develop personal qualities: Self-discipline Creativity Resilience Initiative Politeness Independence

INSTRUMENTAL TUITION

Lessons are offered in piano, violin, viola, cello, mini-bass, guitar, and flute to all Primary 3 pupils. Wind, brass, percussion, bagpipes and singing tuition is available to students from Primary 4 onwards. Primary 3 have their lessons at agreed times out with curricular time. Primary 4 – Upper 5 are administered on a rotational basis throughout the school day. Sixth form lessons are added into students’ study time. Students playing more than one instrument will have one of their lessons predetermined out with academic time. Staff will organise individuals’ timetables so that no subject is missed more than once in any five weeks. Every effort will be made to reduce academic disruption. Instructors are encouraged to post timetables in advance of lessons in all parts of the school. It is the duty of the instructor to liaise with parents to establish good communication. Staff should always check on current Support for Learning requirements. Up to date information is available in the Music Staff Base. Senior students are expected to arrange/negotiate weekly lessons during study leave. Staff mobile numbers should not to be accessed by students. Should Visiting Music Staff need to contact a student by telephone or e-mail they should use the school’s telephones and e-mail using the school system. Contacting the parent is advised.

SUGGESTED PRACTICE DIET:

Younger girls and beginners (up to Grade 2): 20 minutes daily Grade 2 to Grade 4: 30 minutes daily Grade 5 to Grade 6: 45 minutes daily Grade 7 and above: 1-hour daily

Parents and guardians can help by encouraging regular practice. They can also help by checking that students are doing their preparation as fixed by the teacher, know when their next lesson/rehearsal is and have all necessary equipment required for their lesson/rehearsal. Parents and guardians can also help by contacting instrumental staff and the Faculty of Music to share any worries about music tuition and any factors outside of music that may impinge on the lesson or the week’s practice. Parents and guardians can also help by attending performances given by student.

CHARGES FOR MUSIC TUITION, INSTRUMENT HIRE AND SHEET MUSIC Fees for music lessons charged in one of two ways: If the teacher is employed by St George’s School for Girls then fees will be charged

in arrears at the end of each term, by Chiene & Tait. If the teacher is self-employed then fees will be charged in advance by the

individual teacher concerned and will be payable directly to him or her. Parents are respectfully requested to ensure that all invoices are settled promptly.

Fees are reviewed annually

Charges for the hire of instruments and music supplied to students will be dispensed in arrears at the end of each term. No fee will be charged for a lesson where the teacher is absent. However, fees will be due if a student fails to attend her lesson and the teacher has not been given at least 48 hours notice. Early notification of any planned long term absence is required by music staff. It is the parent/guardian’s responsibility to inform the Music Administrator if their daughter(s) is/are unable to attend their music lesson. Should the student be absent for an extended period for any reason, excepting medical ones, the missed lessons will be required to be paid in the interim to keep the student’s place open. If a student wishes to stop music tuition, notice must be given in writing one term in advance. It will be assumed that students will continue to receive tuition from one academic session to the next, excepting leavers, unless written notice is received one term in advance by the instructor or the Faculty of Music Administrator. Failure to do this renders parent or guardian liable for a full term’s fees.

EXAMINATIONS

In addition to SQA, GCSE examinations, the school offers both ABRSM and Trinity Examinations. Entry deadlines are distributed to instrumental staff. The Music Administrator will facilitate all examination entries. No student will be entered for any examination without her consent: the student shall not enter for an examination without the permission of the teacher. Whilst every effort will be made by full-time staff to accompany students for their examinations it will be the responsibility of the student/parent in consultation with their teacher to find a suitable replacement/accompanist should the need arise. Immediate payment of entry fees for external candidates entered for ABRSM and Trinity examinations is expected.

PUBLIC PERFORMANCES

Students who are receiving instrumental and/or singing lessons should be encouraged to join an appropriate group/ensemble to give them the opportunity for public performance.

INSTRUMENTAL REPORTS

Reports will be administered once a year in the Spring term. To assist in the consistency of reports, the use of the department template is recommended. The reports written shall be full, informative and helpful and should outline strengths, areas of improvement and next steps. As far as possible the report will be positive, encouraging and aim to provide an accurate picture of the progress of each of the students. A copy of reports for all the students will be submitted to the Director of Music before distribution to parents.

PARENTS EVENING

Instructors will be encouraged to attend a parents’ evening. This will provide them with a valuable means of communicating their philosophy and expectations and engaging the active support of parents.

The wellbeing and protection of children and young people GUIDELINES FOR STAFF

St George’s School aims to provide an environment in which there are caring and safe relationships between adults and children. For such relationships to develop informed common sense and sound professional practice must be evident. The following guidelines are issued to all staff.

It is the responsibility of all members of St George’s staff to prevent the physical, sexual or emotional abuse of children and young people in their care and to monitor their wellbeing under the GIRFEC principles. It is also our responsibility to protect students from being drawn into extremism or terrorism. We work within the Prevent framework, in the context of GIRFEC. Child Protection Group:

Mrs Alexandra Hems Head 0131 311 8001

Mrs Adele Henderson (Child Protection Co-ordinator) Deputy Head (Pastoral)/Named Person

0131 311 8004

Mrs Louise Clark Head of Lower School/Named Person

0131 311 8055

Mrs Sue Hay Head of Junior School/Named Person

0131 311 8122

August 2017

Code of conduct for staff School should provide an environment in which there are caring and safe relationships between adults and children. For such relationships to develop, informed common sense and sound professional practice must be evident. Staff interactions with pupils must be transparent and staff must always be wary of allowing situations to develop which could lead to allegations of impropriety. Key principles:

• Treat everyone with respect.

• Empower children to feel comfortable and confident to point out to you attitudes or behaviour they do not like.

• Positive relationships between staff and children/young people often involve warmth and humour and staff should be aware that there can be a narrow line between remarks which an adult perceives as fair and humorous, but which can be hurtful and embarrassing to a child.

• Where it is important and appropriate for you to be alone with a child never have the door closed and, where possible, maintain a gap/barrier between you and the child.

• Staff should always be able to justify resorting to physical contact in any situation. The nature of the contact should be limited to what is appropriate and proportionate.

• ‘Hands on’ educational instructions / support should only be used when verbal or self-modelling is inappropriate or it is necessary for health and safety reasons. Whenever necessary, where possible, it should be done within earshot, and preferably within vision, of others.

• Where “hands on” is necessary, you should seek the young person’s permission appropriate to their age and level of understanding and explain to them what you are about to do.

• The use of physical restraint on a child should involve the absolute minimum force necessary and is only permissible when you are certain that a child is at imminent risk of endangering themselves, yourself, others or property. Where possible, summon a colleague to witness the situation and give you support. Any incident should be recorded, dated and signed and kept in a log kept for that purpose.

• If members of staff need to contact a pupil by telephone or email, they should use the school’s telephones and email using the school system copying in their line manager.

• Internet Social Networking, e.g. through Facebook, Twitter, Instagram etc., is not an appropriate method of communication with pupils as such sites are designed to be both social and informal.

• Facebook or similar accounts need to be managed with care and staff should ensure their privacy settings are set at the highest level,

remembering that the image they present of themselves through social media will be seen and reflect on them as professionals.

• For your own protection, you should never give out personal details (e.g. home address, telephone number, e-mail address). You should never divulge your computer password.

• Staff should never promise confidentiality to a pupil and, if a pupil has confided sensitive information to them, it may well be appropriate to pass this information to a member of the Child Protection Team. Staff should not attempt to deal with sensitive situations themselves.

• If you suspect that a pupil is developing inappropriate feelings for you, you must share your concerns with a member of the Child Protection Team immediately.

• If staff suspect a colleague to have behaved inappropriately with a pupil, this should be reported immediately to a member of the Child Protection Team. If the concern is about the Child Protection Co-ordinator then it should be reported to the Head, and if it is about the Head, then it should be reported to the Chair of the Council.

• The NSPCC Whistleblowing Advice Line 0800 028 0285 is a service which provides free advice and support to professionals wanting to raise concerns about how pupil protection issues are being handled in their own or other organisations. It can be used anonymously.

• Staff are reminded that sexual activity with any pupil, whatever her age, constitutes a criminal office.

Keep yourself abreast of the school’s Wellbeing and Child Protection guidelines and procedures. Make time in staff meetings/planned activity time to discuss the topic of keeping pupils safe and minimising risk to staff. Make sure you understand the issues of boundaries and safety when working with pupils.

Wellbeing and Child Protection Guidelines 1. IF you are concerned that any child/young person has a wellbeing issue,

please discuss with either the relevant Head of Year, or the Named Person for that area of school, using the GIRFEC wellbeing indicator wheel as a prompt. After discussion, a concern referral form (part 1) should be completed and passed on to the Named Person.

2. IF you are concerned that a child/young person is suffering physical, sexual or emotional abuse then complete the concern referral form, (part 1) and pass to a member of the child protection team and/or the Named Person immediately.

Your concern may arise through your own observations, because someone else expresses concerns to you or because a child/young person confides in you. In the event of a child/young person disclosing possible abuse to you, you should OBSERVE, RECORD and REPORT

R RESPOND without showing signs of disquiet, anxiety or shock: listen with care. reassure the pupil that she is not to blame. do not show disbelief: take the allegations seriously. affirm the pupil’s feelings as she expresses them: do not tell her how

she should feel. do not be judgmental about the information she gives you.

E ENQUIRE about how an injury was sustained or why she is upset.

do not have a whodunit approach: a casual enquiry about who did it is all right, but do not pursue the matter. It can be very distressing for children to be faced with persistent questioning.

C CONFIDENTIALITY should not be promised to children or adults.

explain that you may have to share the information if you are concerned about the pupil’s safety, but you will not do that without saying so (see the School’s policy on confidentiality).

O OBSERVE carefully the behaviour or demeanour of the child or the person

expressing concern. R RECORD in detail, using the GIRFEC/Child Protection record of concern

(part 1) to be found in the staff handbook.

D DO NOT INTERROGATE: rather encourage the child to say what she wants.

Confidentiality Guidelines

The policy of the school is to work in partnership with parents and carers in order to promote the wellbeing of children and young people. The school also aims to build up relationships of trust with pupils. Pupils, parents and carers should be able to raise concerns about safety and wellbeing in the knowledge that these matters will be dealt with sensitively.

Children and young people have a right to privacy under the European Convention on Human Rights and United Nations Convention on the Rights of the Child. This means that children and young people need to have as much control over their situation as possible, in the context of their state of development and level of understanding. The school will operate on the presumption that anything imparted in confidence, will be treated in confidence. This is subject to four qualifications:

1. Anything told in confidence to a member of staff may be shared with a senior manager if that member of staff feels the need of support and guidance from them.

2. If serious concerns are raised about the safety, wellbeing or protection of a child or young person, in line with the school’s Wellbeing and Child Protection Procedures, staff are required to pass that information on to the Child Protection Co-ordinator and/or Named Person for consideration for appropriate action. In these circumstances, the member of staff approached should not, except in an emergency, breach the confidence of the person seeking help without letting her know that this would happen.

3. Where there are concerns that a pupil may be at risk of significant harm, advice will always be taken from the statutory authorities. Sharing information that is relevant and proportionate about children who are at risk of harm, is fundamental to keeping children safe.

4. The school must pass on information when legally obliged to do so, for example, by a court of law.

Pupils should feel able to share concerns with staff. While staff will always encourage and support pupils to share the information with parents and carers, there may be circumstances when any pressure to pass the information on could not be in the pupil’s best interests and result in the pupil keeping the problem to herself or not sharing concerns in the future. Confidentiality is of fundamental importance to many young people who experience difficulty in their lives. The confidentiality rights of children and young people should be upheld, unless there is a child protection concern.