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DUNBAR PRIMARY SCHOOL

HANDBOOK 2016 - 2017

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Dear Parents and Carers

I am delighted to be introducing you to our school and our school handbook. I hope that you will

find this informative and insightful into life and learning in Dunbar Primary School

We are a two campus school, John Muir Campus is the older building on Lammermuir Crescent and

is the campus for Nursery – Primary 3 pupils together with The COVE, our communication unit.

Lochend Campus is located on Kellie Road and is the campus for Primary 4 – Primary 7 pupils.

Although pupils are in two buildings they get lots of opportunities to meet, share learning and

enjoy each other’s company.

We are fortunate to have enthusiastic children, supportive parents, committed support staff and

dedicated teachers.

We have high expectations and are committed to raising attainment and achievement for all our

children.

Education is more effective when home and school work together. At Dunbar Primary School we

are committed to partnership and encourage and value the contribution made by parents. Our

volunteer programme is vibrant and we are extremely lucky to have a network of parents,

grandparents and community volunteers who provide support in a variety of ways in our school to

the benefit of our pupils.

We have tried to include as much information as we can but please feel free to contact me if you

would like further information or if you would like to visit the school.

Much more information can be obtained by visiting our school website: edubuzz.org/blogs/dunbarprimary

Helen Gillanders

Headteacher

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SCHOOL INFORMATION

Name of School: DUNBAR PRIMARY SCHOOL. Address: John Muir Campus Lochend Campus,

Lammermuir Crescent, Kellie Road, Dunbar, Dunbar, East Lothian EH42 1DG East Lothian, EH42 1XB Tel. No.: 01368-863773 01368 860997 Web Address: edubuzz.org/blogs/dunbarprimary E-Mail Address: dunbar.ps@dunbarprimary.elcschool.org.uk The school is inter-denominational and co-educational at all stages and is maintained by East

Lothian Council.

Playgrounds are adjacent to the school and include Playing Fields.

Perimeter walls and fences provide security with only one main entrance from Countess Crescent

for John Muir Campus and the main entrance from Kellie Road for Lochend Campus. The

entrance from Lammermuir Crescent is for staff and tradesmen only.

The Authority provides 7 School Crossing Patrols at key points.

The school wishes to welcome parents to participate in the general life of the school community.

Parents already help with the Library, groups in classrooms, visits, swimming etc. This is much

appreciated and we are always open to new ideas.

The school has security entry systems. Visitors should, on entering, call at the office and obtain

a visitors badge before proceeding throughout school.

We have fully inclusive access to all areas of both campuses. There are private changing/shower

facilities in each school and a lift to the upper floor. This is accordance with the East Lothian

Council Accessibility Strategy, which recognises the rights of every child to have access to

similar opportunities and educational experiences as their peers that will equip them for life, to

be confident and healthy and to have opportunities to allow them to take part in learning and in

society in general.

This will ensure that staff and users of the service will have access to clear information and

guidance, will promote joint working practices, which will contribute to effective support

strategies and give the children access to the widest possible educational and social

opportunities.

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SCHOOL ETHOS

At Dunbar Primary School believe that children learn better in a safe and secure school with an

atmosphere of warmth and welcome promoting a positive ethos. We therefore foster a positive

ethos and climate of unconditional positive regard based on mutual trust and respect. Our aims

are shared across the school community which includes all staff, parents and pupils. We are open

and encourage good relationships where staff, parents and children feel they are listened to. We

have high expectations and model behaviours which support learning and well-being. Children are

encouraged to contribute to the life and work of the school and, from the earliest stages, to

exercise their responsibilities as members of a community. This includes opportunities to

participate responsibly in decision-making through the pupil council, to contribute as leaders, role

models, and buddies and to play an active part in putting the values of the school community into

practice. Working in partnership with parents, carers and the community we aim to develop

confident, happy and successful pupils who display responsible attitudes.

CELEBRATING ACHIEVEMENT

It is the school ethos, created by staff, pupils and parents working together to create good

relationships, that is a major factor in influencing the behaviour and attainment of pupils. In

order that children develop a positive self-esteem we ensure that positive behaviour, good work

and effort are systematically recognised and reinforced. The following are examples of some of

the ways in which we do this:

Verbal or written praise from the class teacher

Stickers, stamps or comments on work

Another member of staff’s comments (not the class teacher) on achievement

Sending a child to a member of the Senior Management Team

Recognition at assemblies by various means, e.g. awards, certificates

Stickers from playground and dining room supervisors

Table points, pebbles in a jar, raffle tickets

Class Star of the Day

Star of the Week

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STAFF

The present school roll of 1137 pupils entitles Dunbar Primary School to the following promoted

staff viz. Headteacher, 4 Depute Head Teachers and 3 Principal Teachers.

At present we have: Head Teacher: Mrs H Gillanders

Depute Head Teacher: Miss J Eeles

Depute Head Teacher: Mrs J Legge

Depute Head Teacher: Mr G MacKenzie

Depute Head Teacher : Mr A MacRury Principal Teachers: Mrs A Dingwall (Nursery), Mrs J Gray, Mrs E Albano (PT Inclusion and Support)

JOHN MUIR CAMPUS

CLASS TEACHERS NURSERY TEACHERS

P1A Mrs L Hare Mrs N Percy-Davis

P1B Mrs A Thomson Mrs D Sheerin/Mrs E Wheatley

P1C Miss C Jordan Mrs S Brennan

P1D Mrs R Murray Miss R Ainslie

P1E Miss L Alison

P1F Miss A Denholm

P2A Mrs J Gray

P2B Miss K Wilkie

P2C Mrs S Saddler/Mrs F Wilson NURSERY NURSES

P2D Mrs S Todd Mrs E Ashwell

P2E Mrs S Bedgood Miss C Murray

P3A Mrs T King Miss C Stanton

P3B Mrs J McBirnie/Mrs D

Christopherson

Mrs S Ronan

Mrs I Latimer

P3C Mr A MacRury/Mr N Stannett Miss C Lough

P3D Mrs H Bennett Mrs N Hamilton

P3E Miss J Auld/Mrs L Tyrrell Mrs K Divers Mrs B Daff

Ms L Long Mrs V Palmer

THE COVE - TEACHERS Mrs G Hamilton Miss E Scott

Susan Hagart (DHT) Mrs A Kempton Mrs E Richards

Anne Ratter

Heather Barr

Lisa Docherty

Lorraine Hill

THE COVE – ASN AUXILIARIES WRAPAROUND

Kate Miller Helen Laird-Drummond

Clare Wheeler Louise Henderson

Kirsten Binnie Dorothy McLaughlin

Helen Smith, Sharon Rapson Yvonne Lunam, Michelle Higginbottom

Lynne Robertson

Lorraine Spence DINING HALL/PLAYGROUND

Emma Fairbairn Mrs Aitchison

Debby Rae Sarah Girdwood Mrs Gray

Jenny Thomson Lorna Murphy Mrs Wood

Tara Mirza Mrs Wallace

Elaine Smith

Erin Brady KITCHEN STAFF

Susan Craigmile, Yvonne Schmitt Mrs Muir, Miss Gray

Mrs Barson, Mrs Young, Mrs Osborne

ACTIVE SCHOOLS OFFICE JANITORIAL

Gareth Hill Ms A Crow Mr T Black

Mrs A Brading Mr A Turner

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LOCHEND CAMPUS

CLASS TEACHERS TEACHERS

P4A Mrs McPheat Mrs N Murray (RME)

P4B Mrs McDougall Mrs S Lyle (PE at Both Campuses)

P4C Mrs MacDonald Mrs S Dick (Music at Both Campuses)

P4D Mrs Black/Mrs Clark

P4E Mrs Lees/ Mrs Williamson

P5A Mr Orr Mrs Smith/Miss Hickman (Violin Instructor)

P5B Ms Lewis Mrs Hare (Cello Instructor)

P5C Miss Maltby/Miss Eeles Ms Woodsend (Piano Instructor)

P5E Miss Imrie/Mrs Parkin Mr Farren (Brass Instructor)

P5F Miss Currie Mrs Murray (Modern Languages)

P6A Mrs Veitch

P6B Mrs Melvin OFFICE STAFF

P6C Ms Glacken/Mrs Wood Mrs K Duns

P6E Mrs Lieberman Mrs S Johnstone

P6F Miss Armstrong

P7A Miss Eunson JANITORIAL

P7B Mrs Atkinson Mrs K Robertson

P7C Miss Robertson Mr P Johnstone

P7D Mrs Edwards

P7E Miss Hughes

CLASSROOM ASSISTANTS (WORKING IN JOHN MUIR AND LOCHEND)

Mrs Silver, Mrs Ambrozevich Blair, Mrs Scott

Miss Macdonald, Mrs Ferrier, Mrs Mitchell

Mrs Paterson, Mrs Carter, Miss Learmont

Mrs Finlay

ASN AUXILIARIES (WORKING IN JOHN MUIR AND LOCHEND)

Mrs Rice

Mrs Low

Mrs Brunton

Mrs Hastie

Mrs Napier

KITCHEN STAFF DINING HALL/PLAYGROUND

Mrs Donnellan Miss W Punton

Mrs C Paton Mrs Scott

Miss S McLean Mrs Binnie

Mrs Logan Joyce Miss Porteous

Mrs Hall

Mrs Hilferty

Please note that staffing is subject to change from session to session.

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THE SCHOOL DAY

NURSERY A.M. Group:

Monday to Thursday 8.30 a.m. -12 noon. Door opens 8.30 a.m. – 8.50 a.m. for drop off and 11.45

a.m. for collecting children).

Friday 8.30 a.m. – 12.05 p.m. (every fortnight). Door opens 8.30 a.m. – 8.50 a.m. for drop off and

11.45 a.m. for collecting children.

P.M. Group:

Monday to Thursday 12.45 p.m. to 4.15 p.m. You can pick up at 3.00 p.m., or door opens at 4.00

p.m. for collection. All children must be collected by 4.15 p.m.

Friday 8.30 a.m. – 12.05 p.m. (every fortnight). Door opens 8.30 a.m. – 8.50 a.m. for drop off and

11.45 a.m. for collecting children.

P1 - P2 Commence 8.45 am until 12.00pm (lunch)

Resume 1.00 pm until 2.50 pm (dismissal)

(Fridays 12.10 pm dismissal)

P3 Commence 8.45 am until 12.15pm (lunch)

Resume 1.00 pm until 3.10 pm (dismissal)

(Fridays 12.20 pm dismissal)

(P4 - P7) Commence 8.45am until 12.40pm (lunch)

Resume 1.25 pm until 3.10pm (dismissal)

(Fridays 12.20 pm dismissal)

School dismisses at lunchtime on FRIDAYS to allow time for Staff and School development

activities.

Intervals (Excluding Nursery Class) are as follows:

P1 - 3 10.30 a.m. – 10.45 a.m.

P4 – 7 10.45 a.m. – 11.00 am

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NURSERY CLASS

Dunbar Nursery class offers AM and PM nursery places to children in their ante-pre-school year

and pre-school year.

Our team of teachers, nursery nurses and special needs auxiliaries aim to provide a safe, secure

and stimulating environment for all children.

We work in partnership with parents and outside agencies e.g. Speech and Language Therapy,

Health Visitors, to build on children’s experiences and foster their development and learning

through play.

The Scottish Curriculum Framework for children 3-5 together with A Curriculum for Excellence

3-18 helps staff to plan a range of activities and experiences that promote children’s

development and learning in the following five areas:

Emotional, Personal and Social Development

Knowledge and Understanding of the World

Communication and Language

Physical Development and Movement

Aesthetic Development

Children are generally offered a place after their third birthday. Parents/carers would receive

a letter asking them to bring their child for a visit and meet their key worker. We then follow a

flexible settling in procedure to allow for a happy start to nursery life.

Dunbar Primary is also able to offer a wrap-around care service for parents who are in or about

to enter work, training or education.

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PARENT COUNCIL

There are representatives for the parent council in each class making up a support group. The

Chairperson is Tracey Gillespie and joint co-Chairs are Mo Sangster and Lisa Lumby. Meetings

are held once a month and dates can be found on the school calendar. You are welcome to attend

any meetings. If you would like to contact the parent council then please email

chair@dunbarprimaryparents.org.uk

More information can be found at: http://dunbarprimaryparents.org.uk/

ENROLMENT

Nursery

A child may be enrolled for Nursery anytime after their second birthday. Admission forms can

be obtained from the School Office, proof of the child’s birth must be shown on enrolment.

P1 The enrolment of children about to start school in August of any year now takes place before

December. Posters are displayed throughout the town and in Nursery Class give details of time

and place of enrolment. Any non-district pupils seeking enrolment should use the specific forms

for this purpose, obtainable from the School Office. Parents unable to visit school at that time

should telephone or call at school to arrange a convenient time with the Headteacher and Depute

Headteacher (Early Years).

A formal invitation will be sent to parents, inviting groups to school to meet P1 class teachers

prior to the start of the session. Curriculum meetings will be held during the first term to

introduce reading and maths programmes of study.

Nursery children will have an opportunity to visit and spend some time in the classroom prior to

starting school.

A school newsletter and a stage newsletter keeps parents informed of relevant matters.

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Curriculum for Excellence

Bringing learning to life and life to learning

Curriculum for Excellence is now in place across Scotland for all 3-18 year olds – wherever they

learn. It aims to raise standards, prepare our children for a future they do not yet know and

equip them for jobs of tomorrow in a fast changing world.

Curriculum for Excellence enables professionals to teach subjects creatively, to work together

across the school and with other schools, to share best practice and explore learning together.

Glow, Scotland’s unique, world-leading, online network supports learners and teachers in this and

plans are already in place for parents across the country to have access to Glow.

Teachers and practitioners will share information to plan a child’s ‘learning journey’ from 3-18,

helping their progression from nursery to primary, primary to secondary and beyond, ensuring

the change is smooth. They’ll ensure children continue to work at a pace they can cope with and

with challenge they can thrive on.

Curriculum for Excellence balances the importance of knowledge and skills.

Every child is entitled to a broad and deep general education, whatever their level and ability.

Every single teacher and practitioner will be responsible for literacy and numeracy – the

language and numbers skills that unlock other subjects and are vital to everyday life.

It develops skills for learning, life and work to help young people go on to further study, secure

work and navigate life. It brings real life into the classroom, making learning relevant and helps

young people apply lessons to their life beyond the classroom. It links knowledge in one subject

area to another helping children understand the world and make connections. It develops skills so

that children can think for themselves, make sound judgements, challenge, enquire and find

solutions.

There are new ways of assessing progress and ensuring children achieve their potential. There

will be new qualifications for literacy and numeracy from 2012/13, new National 4 and 5

qualifications from 2013/14. Our well regarded Access, Highers and Advanced Highers will be

updated to take account of and support the new approaches to learning and teaching.

There’s personal support to help young people fulfil their potential and make the most of their

opportunities with additional support wherever that’s needed. There will be a new emphasis by

all staff on looking after our children’s health and well-being – to ensure that the school is a

place where children feel safe and secure.

Ultimately, Curriculum for Excellence aims is to improve our children’s life chances, to nurture

successful learners, confident individuals, effective contributors, and responsible citizens,

building on Scotland’s reputation for great education.

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CURRICULUM

At Dunbar Primary School we aim to provide a broad, experiential curriculum that meets the

needs of all our pupils and which develops skills for learning, skills for life and skills for work. In

doing so we will prepare our pupils to take their place in 21st century society.

This means that every child at Dunbar Primary School is entitled to a curriculum which is:

Coherent from nursery through to transfer to secondary education

Founded on sound learning and teaching practices including well-planned learning

experiences which are active and engaging and based upon sound pedagogical research

Based upon developing skills and competences in literacy and numeracy and an ability to

make informed choices about their health and well being

Real and relevant now and in the future

All staff have a responsibility to build our pupils’ capacity to become

Successful Learners

Confident Individuals

Responsible Citizens

Effective Contributors

By developing a curriculum which is based upon the 7 key principles of

Challenge and enjoyment

Breadth

Progression

Depth

Personalisation and choice

Coherence

Relevance

Staff knowledge and understanding of the curriculum and a collegiate approach to developing

experiences and outcomes in our school context will underpin development. This in turn will

provide teaching and learning of the highest quality for the pupils.

Further information on Curriculum for Excellence can be found at:

http://www.eastlothian.gov.uk/curriculumforexcellence

http://www.educationscotland.gov.uk/thecurriculum/

http://www.educationscotland.gov.uk/thecurriculum/whatcanlearnersexpect/skillsforlearning.asp

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ASSESSMENT AND REPORTING

Children are subject to a policy of continuous assessment in all areas of the curriculum. This

forms the basis for reporting to parents at appropriate times of the year. This comprises of two

individual parent/teacher meetings held in November and March and a written report which is

issued in June. In additional all parents are invited to a ‘Meet the Teacher’ event at the start of

the new school year when each class teacher outlines the curriculum, excursions, projects and

the expectations for each class for the year ahead.

What is meant by assessment? Assessment tells us what children and young people know, understand and are able to do.

Assessment is a process which supports your child’s learning from Nursery through to S3 and not

a series of events “done to them.” By involving your child in the whole process of learning and

assessment and allowing them to take responsibility for their own learning, it raises their

standards of achievement and develops their skills for learning, life and work. Progress

therefore becomes a measure of your child’s success in setting high expectations and

successfully achieving them.

What is assessed? Curriculum for Excellence comprises 8 curricular areas consisting of: Expressive Arts, Health

and Wellbeing, Languages (including English, Gaelic, Classic and Modern Languages), Mathematics,

Religious and Moral Education, Sciences, Social Studies and Technologies.

There are also three key areas which all teachers are responsible for teaching Literacy across

learning, Numeracy across learning and Health and Wellbeing across learning.

Assessment and Reporting across East Lothian Schools Each curriculum area is broken down into a set of experiences and outcomes. These experiences

and outcomes in each area are then grouped as Early Level (Nursery—P1); First Level (P2-P4);

Second Level (P5-P7); Third and Fourth Levels (S1-S3). The Experience describes the learning

whilst the Outcome represents what the learning will achieve. This is often explained from the

pupil’s perspective as an ‘I can....’ statement.

What’s in an “outcome”? The learning within each outcome is given to your child as a series of learning intentions.

Each learning intention is supported by success criteria which are your child’s steps to

achieving success in learning.

As each pupil achieves the success criteria, teachers and your child can both see the

progress in learning which is being made across outcomes within each curricular area.

How are we assessing? Teachers look at a range of evidence of learning which your child has produced before summing

up his/her progress at that point in time. Some concrete examples of evidence might be:

Self-assessment of a written story focusing on paragraphing, use of descriptive language

and a coherent plot.

A maths “check-up” worksheet on equivalent fractions.

A PowerPoint presentation on a country’s climate, land composition and geographical

landmarks.

A teacher’s observation of ball control in P.E.

Evidence of children and young people's progress and achievements will come from day-to-day

learning and through the things they may write, say, make or do.

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How do teachers report on your child’s progress? Progress is now defined as “how much” and “how well” your child is learning, and not solely on “how

fast” although pace is still important. The new curriculum is designed to enable your child to

achieve greater breadth and depth of learning whilst also securing the development of skills and

knowledge. Therefore reporting must now include information on progress which is either

developing, consolidating or secure depending on how well your child has developed a breadth of

learning, in challenging aspects and applied this learning in other curricular areas or contexts.

If your child has had opportunities to show breadth, challenge and application in the different

curricular areas, but has not evidenced each through their learning and across a level, the

teacher may report that your child is “developing.”

If your child demonstrates a range of evidence, where he/she has met challenges and deepened

his/her learning, then your child will be “consolidating” their progress.

If your child has demonstrated that they have knowledge and understanding and skills across a

breadth of learning, whilst meeting challenges across this breadth to deepen their learning and

applied all of this in another context or curricular area consistently, then the teacher will report

that your child is “secure.”

There is a range of ways in which your child’s teacher reports on his/her progress. Here are a

few examples:

“Learning Stories” are used to build a picture of progression for your child in each

curricular area.

Pupil reports are used to sum up your child’s progress in learning across the curriculum.

E-portfolios are used to provide ongoing evidence of your child’s progress.

All learning is a journey of progress, which is rarely linear and takes many routes and pathways.

Your child may take longer to progress in some areas in order to ensure the security that will

enable them to make progress confidently.

Teachers will report also on your child’s effort as Very Good, Good, Fair or Unsatisfactory. They

will also report on the level of support given as Little, Some, Frequent or Considerable.

When do schools assess? Assessment takes place as part of everyday learning and teaching, periodically and at key

transitions. As part of everyday learning, teachers are continuously assessing their pupils’

progress using learning intentions and success criteria as measures of pupils’ success. From time

to time, teachers will use tests to assess children and young people's progress and achievements

in order to be able to plan ahead, record and report on progress and support learners.

Transitions are the moves children and young people make, from home to nursery, from stage to

stage, from primary to secondary, to further education and employment. Information about a

learner's progress and achievements will be passed on to make sure that their broad general

education continues at the correct level and at an appropriate pace for them.

Where can I find out more information about assessment and reporting? Your child’s school will be able to provide you with more information on how they carry out

specific assessments and how they report on your child’s progress.

Further information can be found at:

http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/index.asp

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

http://www.educationscotland.gov.uk/thecurriculum/howisprogressassessed/stages/index.asp

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Organising Learning

The ethos of our school is a crucial element in the delivery of a Curriculum for Excellence. The

experiences of our pupils will be based on sound pedagogy. We will deliver experiences that

develop the values and principles through:

Active learning.

Independent and collaborative learning

Play which is teacher directed or initiated and pupil initiated across the stages.

Problem solving through investigating and exploring.

Citizenship, Enterprise, Learning and Teaching, Creativity and understanding of Sustainable

Development are core elements which underpin our ethos and all learning should be planned to

reflect these basic themes and principles.

Supporting our pupils to become literate and numerate is a key factor. This will have implications

for the organisation of our learning:

In the early years, developing literacy and numeracy will be a priority and the balance of

the curriculum will reflect this.

Collaboration and participation will be embedded at these early stages and time will be

taken to support our pupils learn, practice and become active learners.

Opportunities to embed literacy and numeracy in all curriculum areas will be a priority.

Real and relevant contexts will support this.

Teachers will be explicit about the use of literacy and numeracy skills in differing

contexts to underpin our pupils’ understanding.

At all stages this learning should be linked to skills for life and skills for work.

Curriculum for Excellence comprises 8 curricular areas consisting of: Expressive Arts, Health

and Wellbeing, Languages (including English, Gaelic, Classic and Modern Languages), Mathematics,

Religious and Moral Education, Sciences, Social Studies and Technologies

Opportunities for Citizenship, Enterprise and International Education are built into the core

environmental themes. Each stage undertakes the following core themes which are used as a

vehicle to develop the above programme throughout the school. These themes are reviewed

regularly to reflect the needs of the pupils and the school.

Primary 1

Night and Day, Floating and Sinking, Christmas Technology, Road Safety/Keeping Myself

Safe, Scotland/Traditions, Senses, Plants

Primary 2 In the Street, Water and Weather, Mini- beasts, Scotland,

Primary 3 The Celts, The Body /Keep Fit, Harvests of the Land and Sea, Castles

Primary 4 East Lothian, The Romans, Inventions / How Things Work, India

Electricity , Classification of animals

Primary 5 Earth and Space, The Vikings, The John Muir Award, Scotland (Wallace and Bruce).

Primary 6 Electricity, The Victorians, The Body, Scotland – Jacobites, Mini topic of France /

Germany, Bikeability, Rainforest.

Primary 7

WW2, National Disasters, Africa, Earth and Space, Scotland – Parliament and Regions

All of these topics are subject to regular review to ensure we are meeting the needs of our

pupils.

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RELIGIOUS OBSERVANCE

Religious Observance should provide opportunities for the school community to reflect on, and

develop a deeper understanding of the dignity and worth of each individual and their contribution

to the school and wider communities. In recognition of Scotland’s Christian heritage, schools are

encouraged to use the rich resources of this tradition when planning religious observance. Many

school communities contain pupils and staff from faiths other than Christianity or with no faith

commitment. This should be taken fully into account in supporting spiritual development. It is of

central importance that all pupils and staff can participate with integrity in forms of religious

observance without compromise to their personal faith stances.

At present school assemblies are the most common vehicle for delivering religious observance.

There should be a clear distinction between assemblies devised for the purpose of religious

observance and assemblies for other purposes such as celebrating success. Religious observance

might include opportunities for class, year, stage or whole school observance as well as

involvement by pupils and others, including school chaplains, in planning and presentation. There

is a statutory provision for parents to withdraw children from participation in religious

observance. This right should always be made known to parents and their wishes respected.

Parents should be provided with sufficient information on which to base a decision.

Where a child is withdrawn from religious observance, schools should make suitable

arrangements for the child to participate in a worthwhile alternative activity. In no

circumstances should a child be disadvantaged as a result of withdrawing from religious

observance.

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

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

INSTRUMENTAL TUITION

East Lothian Council’s Instrumental Music Service provides instrumental tuition in the following

instruments:

Upper Strings (Violin/Viola)

Lower Strings (Cello)

Brass (Cornet/Trumpet/Trombone/Horn etc)

Piano (Piano/Keyboard)

Bagpipes (Chanter/Bagpipes)

As demand for lessons usually always outstrips provision a selection procedure is required. For

Upper and Lower Strings this takes place at the end of P3 or beginning of P4 and for the other

instruments at the end of P5 or beginning of P6.

The selection procedure has two parts – the first part is a general aural assessment and the

second part is aimed at matching up the pupil with their choice of instrument. Further details

can be had from the instrumental staff in the school, the instrumental Music Co-ordinator

(pantonelli@eastlothian.gov.uk) or from the Instrumental Handbook (Please find link on the

school website: edubuzz.org/blogs/dunbarprimary).

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TRANSITION ARRANGEMENTS

Transition from Nursery to Primary 1

The staff in school liaise closely prior to Nursery pupils transferring into P1. This includes

discussion with children attending Dunbar Primary from Nurseries out with our own Nursery

Class. East Lothian Council have a framework for the information in the form of a transition

document which makes note of the child’s own development in areas such as language, numeracy

and play. These transition documents are held by the Primary 1 class teachers and used as a

basis for discussion on the first parent / teacher consultation in November. We also provide

information sessions on the learning and teaching for mathematics and language development in

Primary 1.

Transition from Primary 3 to Primary 4

All pupils in Primary 3 will have a regular opportunity during the course of the year to visit

Lochend Campus – this will be to see their buddy class, for assemblies, for lunch and for a range

of transition activities that will enable them to familiarise themselves with their new campus and

come prepared and confident at the start of their Primary 4. Additional information will be sent

to Primary 3 parents as part of the final term activities.

Transition from Primary 7 to Senior 1

Dunbar Cluster Schools have developed an extensive programme of activities for the Primary 7

pupils. The first activity in this programme is a cluster camp visit to Dounans, then a variety of

transition activities follow from January to June. This is highly successful and brings all of the

P7s in the Cluster together. As the year progresses we liaise closely with secondary staff to

ensure a smooth and worry free transition. Pupils leaving Primary School transfer to Dunbar

Grammar (01368 863339) Headteacher: Mr P Raffaelli.

PUPIL REPRESENTATION

At various stages of their school journey, pupils have the opportunity to represent their class in

a number of groups:

Pupil Council

Primary 7 Senior Students

Junior Road Safety Officers

Eco and Climate Change Groups

Rights Respecting School Group

Through doing so they are developing skills in citizenship along with literacy, numeracy and health

and wellbeing. They also act as role models for the rest of the school community.

SCHOOL IMPROVEMENT

In order to ensure that we provide the highest possible standards of education for our pupils, we

are engaged in a continuous process of self-evaluation. During regular staff meetings we discuss

the quality indicators set out in Educations Scotland’s How Good Is Our School and/or Journey to Excellence and measure our performance against these. We also have twice yearly visits from

a Quality Improvement Officer (QIO) who monitors our performance. We encourage parents to

become involved in this process through focus groups, discussions with the Parent Council and

questionnaires to parents. The results of this process of self-evaluation form the basis for our

Standards and Quality Report (available in paper format or on our website along with a summary).

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We have worked very hard to ensure that:

almost all of our pupils are working within or beyond the level identified for their stage,

in Language and Literacy

almost all of our pupils are working within or beyond the level identified for their stage,

in Maths and Numeracy

almost all of our pupils are working within the level identified for their stage, in Health

and Wellbeing.

All of our development work is based upon improving outcomes for pupils and details of this can

be found in our School Development Plan (available in paper format or on our website along with a

summary). This outlines our plans to involve parents.

ANTI-BULLYING POLICY

Rationale

The aim of our anti-bullying policy is to ensure that pupils learn in a supportive, caring and safe

environment without fear of being bullied. The school operates a zero tolerance approach to

bullying – bullying must be challenged immediately, dealt with sensitively and in a sustained

manner.

Definition

Bullying is defined as deliberate, hurtful behaviour, repeated over a period of time, where it is

difficult for those being bullied to defend themselves. Pupils and staff Dunbar Primary School- November 2008.

Bullying is anti-social behaviour and affects everyone; it is unacceptable and will not be tolerated.

The four main types of bullying are:

Physical (hitting, kicking, damaging belongings)

Verbal (name calling, racist remarks)

Indirect (spreading rumours, excluding someone from social groups)

Cyber (sending nasty texts, e-mails, phone calls)

Pupils must be encouraged to report bullying in school. This policy is designed to ensure that as a

school we are alert to signs of bullying and act promptly and firmly against it.

Dunbar Primary School’s Approach to Dealing With Bullying

We believe that there are two components to effective anti-bullying practice: preventing bullying

incidents and responding to them. Punishing bullies does not end bullying. At Dunbar Primary

School we stress that it is the bullying behaviour, rather than the person doing the bullying, that

is not acceptable.

We positively encourage all pupils to take responsibility for their behaviour and its consequences

and to make a commitment to take action to end the bullying and provide support for the bullied

pupil. We stress the role of the Bystander – the person who can intervene and help the situation.

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Research shows that bullying will stop in less than 10 seconds nearly 60% of the time when peers

intervene. (Pepler)

At Dunbar Primary School we encourage the bystander to get involved and not just watch and

collude. To report incidents or support someone getting bullied.

Our whole school approach has been developed by pupils, staff and parents and includes a range

of strategies adapted to suit particular incidents, including:

Ensuring that the whole school understands what bullying means, including what a bully is,

what a victim is and what a bystander is

Making clear that a zero tolerance approach to bullying is in place in school

Encouraging children to report incidents without feeling they are telling tales

Incidents are taken seriously, investigated and if necessary, acted upon, with clearly

defined procedures.

We use the following strategies to ensure a positive ethos in which children feel secure to report

incidents of bullying immediately:

A behaviour policy for pupils and staff setting out clear guidelines for managing pupil

behaviour both in the playground and in the classroom

Whole school assemblies – to raise awareness of bullying issues and providing a whole

school focus for anti-bullying activities

Activities within the PSD programme specifically aimed at developing children’s own

strategies to deal with bullying type behaviour – Six Step, Being Cool in School, Circle

Time, Healthy Respect (P7)

Providing a variety of activities/equipment for pupils to play with during school breaks

In a recent survey and discussion our pupils suggested the following sanctions they felt

should be used for anyone who has bullied another pupil:

apologising to victim

loss of privileges

loss of break time/lunch time

Behaviour monitoring chart

parents invited into school

follow-up meeting to check behaviour

Every class teacher provides an opportunity for pupils to indicate and discuss worries and

concerns e.g. worry box, teacher time.

Procedures For Staff

The following steps may be taken when dealing with incidents:

If bullying is suspected or reported, the member of staff that has been approached will

deal with the incident immediately.

Staff will make sure the victim(s) is reassured and feels safe

Staff will listen and speak to all children involved about the incident separately

The problem will be identified and possible solutions suggested

Staff will encourage a problem solving approach which will move children on from having

to justify their behaviour – this may take the form of a group meeting to reconcile pupils

Staff will reinforce the message that bullying behaviour is not tolerated in Dunbar

Primary School

Appropriate action will be taken quickly to end the behaviour

Sanctions deemed appropriate will be applied

If possible, the pupils will be reconciled

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If necessary, support will be given to the bully (bullies) to help them understand and

change his/her behaviour

A member of the Senior Management Team will be informed of the incident and the

action taken.

In a case of bullying, the incident will be recorded in the school record book – and a

monitoring sheet sent to East Lothian Council (names are not included in the copy sent to

the council)

In serious cases, parents will be informed and will be invited to come in and discuss the

problem.

After the incident has been investigated and dealt with, each case will be monitored to

ensure a successful outcome

The anti-bullying co-ordinator (Headteacher) will be informed of all incidents, if not

already involved.

Pupils Advice

Do not bully other people – it is not kind

If you see someone being bullied- help them or tell an adult

If you are being bullied TELL SOMEONE!

Speak to your teacher – don’t exaggerate, be honest and stick to the facts.

Write it down or draw a picture if it helps you explain.

If it does not stop – tell the teacher or an adult again.

This policy will be reviewed annually to assess its effectiveness – the policy will be promoted and

implemented throughout the school community.

Anti-bullying East Lothian (A.B.E.L) Anti-bullying East Lothian (A.B.E.L) is located at the Brunton Hall, Musselburgh. A.B.E.L is a

voluntary organisation that arose out of the strong desire of parents to do something for

themselves to overcome the devastating effect that bullying can have on children, their families

and their community.

Further information can be found at:

http://antibullyingeastlothian.org.uk/

STAGED ASSESSMENT AND INTERVENTION

This is a framework that has been developed by all agencies working with children and families to

ensure that appropriate support packages are put in place when necessary for all children and

their families.

All agencies working with children and families now use this framework to identify

appropriate supports.

When a need for support is identified – either by a child/young person, a parent/carer, or by an

adult working with a child – some form of assessment is undertaken. The results are discussed

with the child and parent/carer and measures of support and actions are agreed.

A child and parent/carer are invited to join the discussions that take place as soon as a concern

is raised. Professionals involved may include health visitors, teachers and other professionals

from more targeted services for children and their families.

From the discussions an action/support plan is agreed. A date will be set to review the

assessments and interventions to evaluate progress. Parent/carer and the child will be part of

these discussions and from there decisions are made about the next steps.

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It may be that no further action is necessary or that a modified plan should continue. In some

cases it is agreed that referral to a more specialist service should take place. This moves the

child onto the next level of the framework requiring additional supports.

STAGE ONE (UNIVERSAL)

Trying different teaching approaches

Behaviour monitoring diary

Referral to school’s ‘in house’ pupil support base

Referral for assessment by speech and language therapist, occupational therapist

Individual or group work

STAGE TWO (ADDITIONAL)

A multi agency meeting will take place

A ‘one door’ approach to assessment and intervention

Information sharing and problem solving between agencies and parents/carers

Consider a range of factors – home, school, peer relationships, etc

Action Plan agreed

Agree timescales for action and review

STAGE THREE (INTENSIVE)

Children and young people with enduring complex and multiple additional needs

A Co-ordinated Support Plan, Looked After Children’s Care Plan, Child Protection Plan

Detailed multi agency planning and intensive intervention

Support needs identified in all aspects of development

The Support for Learning Team At present we have one full time Principal Teacher for Inclusion and one part-time Support for

Learning Teacher working closely with Special Needs Auxiliaries, Nursery Nurses and Classroom

Assistants, all of whom support children with a variety of needs: Learning, Sensory Impairment

and Social, Emotional and Behavioural difficulties. This team meets regularly with the Senior

Management and work closely with any outside agencies who may be involved in supporting

children’s learning. Regular consultation also takes place with parents, Psychological Services and

Pupil Support. The support provided can take many forms and will at all times be dictated by the

needs of the child. Support may include individual/small group teaching either in class or in the

Support for Learning Base using specialist resources and differentiated materials including

software programmes.

The PT Inclusion and the Support for Learning teacher have an overview of all stages within the

school and are responsible for arranging both in school and multi agency meetings and reviews

within these year stages. Consultations also take place with class teachers every 6 weeks, which

ensure that early intervention can take place and appropriate supports arranged sooner rather

than later. Parents/Carers of any pupil who it is felt should move into the Staged Assessment

and Intervention framework will be informed and early discussions will take place.

Pupils may be asked to contribute to discussions that take place regarding additional support

needs. There is a range of specialist provision available to meet the learning and development

needs of all children and young people. There are outreach teachers who work with those pupils

from whom English is an additional language, those who have long-term absence from school due

to illness, those who have visual or hearing impairment and also pre-school pupils who have

severe/complex additional support needs. There are various approaches used to support children

and young people who have social, emotional and behavioural difficaulities. These include in school

support bases, enhanced curriculum groups and input from the Children’s Services Integration

Team.

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Professionals Visiting School / Information Sharing And Confidentiality

Schools can call on professionals from a number of different agencies / services for help and

advice. These include Educational Psychologists, Outreach Teachers, Officers within the

Inclusion and Equality Division, School Doctor, School Nurse, Health Visitors, Social Workers,

and Integration Team Workers. Formal referral to any of these agencies / services would only

take place with the consent of parents / guardians. There will however be occasions when

issues may be discussed in confidence without formal referral and therefore without such

consent. If parents are concerned about this they should contact the school for further

information.

HOMEWORK POLICY

At Dunbar our homework policy reflects our view that parents/carers, pupils and teachers can

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

range of out of school activities and recognise that these play an important in their all-round

development. We would therefore ask that you help your child to balance homework activities

throughout the week.

Homework is seen as a means for each pupil to:

consolidate work that has been taught by the class teacher

research, collect, record and present information for a project

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

share information about learning at school with parents/carers

At the beginning of each session, each class teacher will issue a letter giving parents/carers

guidelines on homework activities for the session. Further letters may be issued at different

times of the year if activities are to change significantly. Individual class websites offer

further advice on homework activities.

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

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

school.

HOW CAN PARENTS/CARERS HELP?

Please check and sign your child’s homework.

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

their ability.

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

the teacher.

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

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

complete an activity. Rather than have children struggling at home in these circumstances,

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

ask you to send in a note to the teacher explaining the situation. This is vital information for

the class teacher. Steps can then be taken to resolve the matter in school and ensure that

children are not either experiencing anxiety or a sense of failure!

Our Homework Policy gives more information and is available on our school website.

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DISCIPLINE

There are certain things which require to be observed in the best interests and safety of

everyone.

School Rules 1. Punctuality - pupils require to be at school for 8.45a.m.

2. Pupils are expected to form into lines in the playground for convenient entry to school.

3. Pupils are not allowed to climb on perimeter walls or on to the building.

4. Pupils enter and leave school via the Pupils’ Gate on Countess Crescent and Kellie Road.

5. All pupils taking school lunches remain within the playground over lunchtime.

6. Pupils are expected to obey ancillary staff - auxiliaries, janitor etc. - as though they were

teachers.

7. Pupils are instructed to cross streets by means of Road Crossing Patrols (7 in number) and to

obey them as they carry out their duties.

We have the services of Playground Supervisors who look after the pupils at break and lunch

times. If the weather is inclement, arrangements are made to keep children inside. Parental

support is sought in endeavouring to maintain a happy and secure environment for our

children. We also request that parents/carers provide appropriate clothing in order that

children can benefit from. A new Positive Behaviour Policy was developed with parents, staff

and pupils in January 2013 which can be found on the school website.

ATTENDANCE

It should be noted that our overall attendance record is very good. This is something to be

commended. Parents are responsible for ensuring that their child attends school regularly, in

cases of unsatisfactory attendance, the Head Teacher will call on the Child & Family Support

Worker (Attendance) to visit the home and discuss the problem with the parents. If such

unsatisfactory attendance persists the Head Teacher, following discussions with the Child &

Family Support Worker (Attendance) and other agencies will decide whether the case should be

referred to the local Area Attendance Advisory Group. This Group has been formed to make

recommendations to the Director on the statutory responsibilities of the Authority with regard

to defaulting parents.

ABSENCE

If your child is unable to attend school through illness or for any other reason you must phone

John Muir Campus for Nursery – P3 on 863773 or Lochend Campus for P4-P7 on 860997 before

9.30am. The school office will contact any parent/carer who has not reported their child being

absent on the first day of illness. A note should be handed to the class teacher on your child’s

return to school. Parents are actively discouraged from taking pupils out of school for family

holidays. Holidays during term time are classed as ‘unauthorised absences’ and are recorded as

such on the attendance register.

THE SCHOOL HEALTH SERVICE

Dunbar Primary School has a medical room in each campus and trained First Aiders. Please note

that when a child becomes ill in school he / she will remain in class whilst the teacher informs the

office of the circumstances. The office will contact home or Emergency Contact and the child

will be collected from the classroom. The only exception would be where the use of the First Aid

room was desirable, the pupil remaining under the care of a First Aider. It is important that

parents inform School of any special medical conditions.

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ADMINISTRATION OF MEDICAL PROCEDURES

All members of staff who have agreed are trained in the administration of specific drugs to

pupils suffering from all epileptic seizures or a severe allergic reaction and who are required to

apply specific drugs to those pupils will be covered by East Lothian Council’s Public Liability

Policy. Pupils requiring prescribed medication during school time must first have a self-

administered or school administered form completed by parents/carers and returned to our

school first aiders.

UNIFORM

The school, in line with other ELC Schools now operates a school dress code, which all schools are

expected to follow. It is fairly straightforward:

Grey, red or white shirt/ blouse or polo shirt, grey or black skirt or trousers.

Grey/Red/Black jersey/sweatshirt or cardigan.

Football colours are not allowed, as are any T-shirts portraying unacceptable slogans.

School sweatshirts, cardigans, polo shirts, fleeces and jackets have proved very popular and

can be purchased through the school office.

These are on sale throughout the year, orders being collected from the School Office at the end

of each month. Any parent wishing to place an order should collect an order form from the

office. Plain red/black/grey sweatshirts can also be purchased independently by the

parent/carer. All items of clothing must be named.

The Authority operates a scheme of provision to ensure that a pupil is sufficiently suitably clad

to take full advantage of the education provided. Families in receipt of Income Support and Employment and Support Allowance will automatically qualify for such a scheme. Other cases

will be determined according to the personal circumstances of the family. Parents who wish to

apply for the scheme should complete and application form, which is available from the Education

& Children’s Services, Inclusion & Equality, John Muir House, Haddington, EH41 3HA.

PE KIT

T-Shirt/Polo Shirt and Shorts

Non-Marking Soled Gym Shoes

Tracksuit/Joggers and Long-sleeved T-Shirt (for outdoor gym activities)

Staff will notify the pupils as to the days for P.E. The pupils are expected to be appropriately

dressed for P.E. in order to ensure their safety and comfort during these activities.

SCHOOL MEALS AND MILK

School Meals

There is a two week menu rota in operation at both campuses (copies of the menu are available

from the school offices). There is a set price for a choice of 3 different meals. Children

bringing packed lunches are accommodated in the Dining Hall. There are two Dining Hall

Supervisors and Senior Staff in attendance at the Dining Hall during lunchtime.

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Milk

Milk can be purchased for pupils on a termly basis (June/Dec/March) and can be paid for the

term or for the full session (cheques made payable to East Lothian Council). Free milk will be

available to all children in nursery education.

Free School Meals/Milk

Forms are available at both campuses to apply for Free School Meals or please contact

Education Business Unit (01620 827764/827562)

PLAYGROUND SUPERVISION

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

Headteacher and staff (including Playground Supervisors, if appointed) undertake this

responsibility as the Authority’s representatives. This means that reasonable steps should be

taken to prevent any pupils suffering injury and to ensure that accidents or difficulties can be

reported to a responsible adult and appropriate action taken.

EMERGENCY CLOSURE

This is occasionally forced upon us through e.g. low temperatures or failure of staff to reach

school because of snow-blocked roads etc. In the event of the school having to close an

announcement would be made through local radio stations and a Groupcall message will be sent.

Pupils will only be released to parents/carers or emergency contacts as they arrive at school.

Thereafter contact will be made by telephone with parents/emergency contacts. Should contact

not be possible children will be retained in school. In the event of the school have to close at

very short notice before the start of the school day ELC will endeavour to make an announcement

through local radio stations and send a Groupcall message. However, not all parents may hear

this announcement and may send their children to school or accompany them as normal. Please

note: Accompanied children can return home with their parents/carers once informed of the

school closure by school staff. Unaccompanied pupils will be admitted into school and only

released when collected by parents or emergency contacts. It is vital that your children know

that even if they hear of the school closure on the way to school they must continue to

school where they will be looked after until contact can be made with parents/emergency

contacts.

IF THERE IS A PROBLEM

Most complaints can and should be resolved at school level. If you have cause for concern, the

first person to approach will normally be the Head Teacher. If parents remain dissatisfied then

the procedures contained within “Resolving Issues - Parents and Schools Working in Partnership”

should be followed. The list of ‘useful’ addresses in the next section includes the names of the

relevant contact persons.

If you remain dissatisfied you can make a complaint in writing to one of the Service Managers:

Pupil Support Matters Sheila Ainslie 01620 827494

Psychological Services Manager, Pupil Support Division

All other matters Richard Parker 01620 827633

Manager, Schools Support Division

The address for both of the above officers is Department of Education & Community Services,

John Muir House, Haddington, EH41 3HA

UNACCEPTABLE BEHAVIOUR

East Lothian Council does not tolerate physical or verbal abuse towards staff. Such abuse is a

criminal offence and may lead to prosecution.

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EAST LOTHIAN COUNCIL

Resources and People Services

John Muir House Handbook

(Appendix to School Handbook)

November 2014

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

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

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

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

Page 9-11 Assessment and Reporting - What is meant by Assessment - How do teachers report on your child’s progress - Where can I find out more information about assessment and reporting?

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

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

Page 18 School Improvement - The role of Quality Improvement Officers Page 19/....3

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Page 19-25 Local Authority Policies and practical information - Composite Classes - Absence and Attendance - Transferring Educational Data about Pupils - Consulting with pupils - Exclusion of pupils - Assistance with provision of school clothing - Free school meals - Education Maintenance Allowances (EMA) - Employment of Children - Home Education - Transport: Policy of the Council and Local Arrangements - Road Safety - Health and Safety - Medical care - Administration of Medical Procedures - Emergency closure of schools - Unacceptable Behaviour - Schools within East Lothian - Useful telephone numbers - School session dates 2015/16 - Scottish Government Education Department 4

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

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

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Parental Involvement Parent Forum and Parent Council The Scottish Schools (Parental Involvement) Act 2006 encourages and supports more parents/carers to become involved in their children’s education. The main aims of the Act are to: • Help parents/carers become more involved with their child’s education and learning. • Welcome parents/carers as active participants in the life of the school. • Provide easier ways for parents/carers to express their views and wishes. All parents/carers are automatically members of the Parent Forum at their child’s school and will be entitled to have their views represented to the school, education authority and others, through a representative Parent Council for the school. As a member of the Parent Forum, parents/carers will have a say in selecting their Parent Council (the representative body) to work on behalf of all parents/carers at the school. The role of the Parent Council is to: • Support the school in its work with pupils • Represent the views of all parents/carers • Encourage links between the school, parents/carers, providers of nursery education and the community • Consult with and report back to the Parent Forum. The Parent Council arrangements came into effect in August 2007. For more information on the Parental Involvement Act or to find out about Parents as Partners in their children’s learning contact the school or Val McIntyre, Principal Officer, Resources and People Services, telephone number 01620-827228 or by e-mailing vmcintyre@eastlothian.gov.uk or the Parentzone website http://www.educationscotland.gov.uk/parentzone Head Teachers now have a legal obligation to consult with their Parent Council to establish what they would like included in the School Handbook and ensure it is incorporated. Discussions should take place at Parent Council meetings and any decisions taken must be reflected in the school handbook. Further information can be found at: http://www.eastlothian.gov.uk/parentcouncils Parent Staff Associations Where a Parent Staff Association exists at a school information on the Parent Staff Association will be provided by the school. Scottish Parent Teacher Council (SPTC) The Scottish Parent Teacher Council is the national organisation for Parent Teacher Associations (PTAs) and Parent Associations (PAs) in Scotland and runs an independent helpline service for all parents. You can contact the Scottish Parent Teacher Council by telephone 0131-474-6199, by e-mail sptc@sol.co.uk, the website http://www.sptc.info or write to Scottish Parent Teacher Council, 15 Mansfield Place, Edinburgh, EH3 6BB. East Lothian Council takes out an annual membership of the SPTC for their Parent Councils. 7

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The Curriculum Curriculum for Excellence Schools follow the principles and practice of Curriculum for Excellence. This 3-18 curriculum aims to ensure that all pupils will be successful learners, confident individuals, responsible citizens and effective contributors. These four main aims are referred to as the Four Capacities and underpin the work that schools do. Curriculum for Excellence comprises 8 curricular areas consisting of: Expressive Arts, Health and Wellbeing, Languages (including English, Gaelic, Classic and Modern Languages), Mathematics, Religious and Moral Education, Sciences, Social Studies and Technologies. The curriculum is expressed in learning experiences and outcomes for learners. The principles of challenge and enjoyment, breadth, progression, depth, personalisation and choice, coherence and relevance inform the learning of all pupils All pupils will be encouraged at all stages to think about why they are learning a particular topic and how associated skills can be used in real life and in other areas across the curriculum. All pupils are engaged with teachers in planning and assessing aspects of learning and often have the choice of topics and ways to present their learning. Whilst there are eight subject areas learning will often be linked across subject areas to help children apply their knowledge and skills in new and different situations. Further information on Curriculum for Excellence can be found at: http://www.eastlothian.gov.uk/curriculumforexcellence http://www.educationscotland.gov.uk/thecurriculum http://www.educationscotland.gov.uk/thecurriculum/whatcanlearnersexpect/skillsforlearning.asp Other areas which can facilitate enhanced learning opportunities for pupils include: • Instrumental Music Tuition • Drama provision/Theatre • Educational visits in museums/projects. • Study Support and After School Activities • Sport • School Library Service Further information can be found at: http://www.eastlothian.gov.uk/communitylifeandleisure Outdoor Education Outdoor Education is provided to schools through the East Lothian Outdoor Learning Service based in Musselburgh. The Outdoor Learning Service provides high quality, safe and sustainable outdoor learning opportunities. The service promotes progressive experiential learning and the benefits of healthy lifestyles. It responds to the needs of East Lothian schools and the wider community, delivering outdoor learning in an effective, inspirational and motivating manner. Further information can be found at: http://www.eastlothian.gov.uk/outdoorlearning8

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

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Assessment and Reporting What is meant by assessment? Assessment tells us what children and young people know, understand and are able to do. Assessment is a process which supports your child’s learning from Nursery through to S3 and not a series of events “done to them.” By involving your child in the whole process of learning and assessment and allowing them to take responsibility for their own learning, it raises their standards of achievement and develops their skills for learning, life and work. Progress therefore becomes a measure of your child’s success in setting high expectations and successfully achieving them. What is assessed? Curriculum for Excellence comprises 8 curricular areas consisting of: Expressive Arts, Health and Wellbeing, Languages (including English, Gaelic, Classic and Modern Languages), Mathematics, Religious and Moral Education, Sciences, Social Studies and Technologies. There are also 3 key areas which all teachers are responsible for teaching Literacy across learning, Numeracy across learning and Health and Wellbeing across learning. Assessment and Reporting across East Lothian Schools Each curriculum area is broken down into a set of experiences and outcomes. These experiences and outcomes in each area are then grouped as Early Level (Nursery—P1); First Level (P2-P4); Second Level (P5-P7); Third and Fourth Levels (S1-S3). The Experience describes the learning whilst the Outcome represents what the learning will achieve. This is often explained from the pupil’s perspective as an ‘I can....’ statement. What’s in an “outcome”? • The learning within each outcome is given to your child as a series of learning intentions. • Each learning intention is supported by success criteria which are your child’s steps to achieving success in learning. • As each pupil achieves the success criteria, teachers and your child can both see the progress in learning which is being made across outcomes within each curricular area. How are we assessing? Teachers look at a range of evidence of learning which your child has produced before summing up his/her progress at that point in time. Some concrete examples of evidence might be: • Self-assessment of a written story focusing on paragraphing, use of descriptive language and a coherent plot. • A maths “check-up” worksheet on equivalent fractions. • A PowerPoint presentation on a country’s climate, land composition and geographical landmarks. • A teacher’s observation of ball control in P.E. Evidence of children and young people's progress and achievements will come from day-to-day learning and through the things they may write, say, make or do. 10

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How do teachers report on your child’s progress? Progress is now defined as “how much” and “how well” your child is learning, and not solely on “how fast” although pace is still important. The new curriculum is designed to enable your child to achieve greater breadth and depth of learning whilst also securing the development of skills and knowledge. Therefore reporting must now include information on progress which is either developing, consolidating or secure depending on how well your child has developed a breadth of learning, in challenging aspects and applied this learning in other curricular areas or contexts. If your child has had opportunities to show breadth, challenge and application in the different curricular areas, but has not evidenced each through their learning and across a level, the teacher may report that your child is “developing.” If your child demonstrates a range of evidence, where he/she has met challenges and deepened his/her learning, then your child will be “consolidating” their progress. If your child has demonstrated that they have knowledge and understanding and skills across a breadth of learning, whilst meeting challenges across this breadth to deepen their learning and applied all of this in another context or curricular area consistently, then the teacher will report that your child is “secure.” There is a range of ways in which your child’s teacher reports on his/her progress. Here are a few examples: • “Learning Stories” are used to build a picture of progression for your child in each curricular area. • Pupil reports are used to sum up your child’s progress in learning across the curriculum. • E-portfolios are used to provide ongoing evidence of your child’s progress. All learning is a journey of progress, which is rarely linear and takes many routes and pathways. Your child may take longer to progress in some areas in order to ensure the security that will enable them to make progress confidently. Teachers will report also on your child’s effort and also on the level of support given. When do schools assess? Assessment takes place as part of everyday learning and teaching, periodically and at key transitions. As part of everyday learning, teachers are continuously assessing their pupils’ progress using learning intentions and success criteria as measures of pupils’ success. From time to time, teachers will use tests to assess children and young people's progress and achievements in order to be able to plan ahead, record and report on progress and support learners. Transitions are the moves children and young people make, from home to nursery, from stage to stage, from primary to secondary, to further education and employment. Information about a learner's progress and achievements will be passed on to make sure that their broad general education continues at the correct level and at an appropriate pace for them. Where can I find out more information about assessment and reporting? Your child’s school will be able to provide you with more information on how they carry out specific assessments and how they report on your child’s progress.11

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

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

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School Catchment Every school has a catchment area; each catchment area has clear boundaries. Children living in the catchment area are given priority for places in this school. Entitlement to a

place in a school is based on home address and not on attendance at an associated school or nursery class. In some areas there are separate Catholic schools available for parents wishing their child to be educated in this type of school. Children living in the catchment area and baptised in the Catholic faith are given priority for places in this school. Each primary school in East Lothian feeds into a corresponding secondary school (click on the link to view details). The boundary lines for each primary and secondary school catchment area in East Lothian for the most remain so since circa 1980’s, and were originally recorded on printed copies of A-Z street maps and Ordnance Survey Maps. To improve accessibility of information, each school catchment area map was re-digitised for public use on the East Lothian Council’s website, as approved by Education Committee in May 2011. The catchment boundary lines are available to view via: http://www.eastlothian.gov.uk/site/scripts/download_info.php?downloadID=1588 For an overview map of all the catchments, download the following map from the East Lothian Council website. There are no catchment boundaries for nursery provision.

More Choices More Chances More Choices More Chances is Scottish Government’s broad strategic framework for improving outcomes for young people aged 16-19 yrs old by reducing the number who are not in education, employment or training. Whilst at school, there are a number of interventions offered to school age young people to better prepare them for life beyond school including: extended work experience placements, vocational courses (some of which are certificated) and business coaching. In addition to these opportunities, post school options include Activity Agreements and a variety of Employability Fund programmes offered at stages 2- 4. The More Choices More Chances partnership includes a range of partners including Edinburgh College and other learning/training providers. 14

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Support for Pupils Pupils Who Have Additional Support Needs All East Lothian schools offer a range of support for children and young people with additional support needs. There are a number of additional services both within the Authority and from external agencies that offer enhanced support to pupils with additional support needs. Provision and resources are accessed through the local authority’s processes of resource allocation and Staged Assessment and Intervention, in consultation with professionals, the child or young person and their family. The Council’s Policy document “Framework for Meeting Additional Support Needs” provides a framework for full and effective inclusion of pupils who have additional support needs. The Authority has an Accessibility Strategy for schools which enables access to Communication, Environment and the Curriculum for all pupils. Schools also take account of the Equalities Act 2010.

The Education (Additional Support for Learning Act) (Scotland) 2004 (amended

2009) The Education (Additional Support for Learning Act) (Scotland) 2004 (amended 2009) states that:- • A child or young person who has additional support needs, and also his/her parents or carers, should be involved in any decisions-making. They can have a supporter with them at meetings or have an advocate present to present their case for them. A young person’s views must be taken into account for post-school transitions. • Young people and parents/carers should be provided with information and advice about their own, or their child’s additional support needs. They can also request, at any time, an assessment to establish additional support needs or if a Co-ordinated Support Plan is required, or for a Co-ordinated Support Plan to be reviewed. • A young person who has additional support needs or his/her parent or carer can make a placing request to another education authority or an independent school. • The local authority is required to provide a free mediation. Common Ground Mediation is East Lothian Council’s provider. It promotes collaboration between parents, children, school and education services. Anyone involved in a disagreement can access this service. • Young people and parents or carers can make an application to use the free, national Dispute Resolution process to resolve certain types of dispute. • Young people and parents or carers can appeal to the national Additional Support Needs Tribunal to challenge a decision about a Co-ordinated Support Plan and certain other matters relating to additional support needs. Free advocacy can be provided for this. Information is available from Resources and People Services, Business Unit, John Muir House, Haddington, East Lothian, EH41 3HA. Further information can be found at: http://www.eastlothian.gov.uk/additionalsupportneeds15

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Enhanced Transition for pupils with Additional Support Needs All children and young people go through a number of transition stages in their school education when they move from one setting to another. Children and young people with additional support needs will need different levels and types of support. In East Lothian, we manage this through the Staged Assessment and Intervention Framework. The team working with the child or young person, the child or young person themselves and their parents are best placed to decide on the level of planning and the nature of intervention needed. Further information can be found at: http://www.eastlothian.gov.uk/transition East Lothian Educational Psychology Service Educational Psychologists are part of Resources and People Services. Educational Psychologists make regular visits to all nursery, primary and secondary schools. What do Educational Psychologists do? Educational Psychologists work collaboratively with other professionals, parents and carers, to help children and young people overcome barriers to learning. They support school staff to enhance learning environments, to ensure they are effective for all children and young people, whatever their learning needs. How does an Educational Psychologist become involved with my child? If you have any concerns about how your child is getting on at school, the first thing to do is share them with school staff. If staff feel that an Educational Psychologist may be able to help, they will contact their link Educational Psychologist for a consultation or invite them to a staged assessment meeting in school. If the Educational Psychologist is going to become formally involved with your child, then parental permission for this will always be sought. You are also welcome to contact the Educational Psychology Service directly if you would prefer. You can contact the Educational Psychology Service , Telephone number 01620- 827827 or write to East Lothian Council, Educational Psychology Service, John Muir House, Haddington, East Lothian, EH41 3HA. Further information can be found at: http://www.eastlothian.gov.uk/educationalpsychology Professionals visiting schools/information sharing and confidentiality Schools can call on professionals from a number of different agencies/services for help and advice. These include Educational Psychologists, officers with the Educational Services, School Doctor, School Nurse, Careers Advisor, Social Worker, Family Support Worker etc. Formal referral to any of these agencies/services would only take place with the consent of parents/carers. There will however be occasions when issues may be

discussed in confidence without formal referral and therefore without such consent. If parents are concerned about this they should contact the school for further information.16

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Exceptional circumstances in which information may be disclosed without

consent Disclosure of personal information without consent may be justified where failure to do so may expose the service-user or others to risk of serious harm. Staff should always make every effort to gain consent but the health and safety of the individual has primacy over the right to confidentiality. Exceptional circumstances may include: • Child Protection: staff should adhere to the Edinburgh and Lothians Inter-agency Child Protection Procedures. • Protecting vulnerable adults • Protection of Children (Scotland) Act 2003 • Life threatening or dangerous situations, for example, where a young person: shows signs of physical, emotional or sexual damage is at risk of significant harm or threatening suicide. Child Protection The East and Midlothian Child Protection Committee (EMCPC) is the key group dealing with child protection work in East Lothian and Midlothian. Child abuse can happen to any child and in any family background. We all have a duty to protect children, whether we are professionals or private individuals. If you think a child is being abused or neglected, speak to a member staff at the child's school, the Children's Services duty social worker by calling 01875 824 090 (Mon-Thurs 9am-5pm and Fri 9am-4pm), the Emergency Social Work Service by calling (freephone) 0800 731 6969 at any time outside normal office hours. The contact details are:- Children's Wellbeing Randall House Macmerry, EH33 1RW Telephone: 01875 824309 (Email: childrenandfamilies@eastlothian.gov.uk) The Procedures promote a high level of inter-agency co-operation when working with children who may be in need of protection. Training is available for all staff in East Lothian Council to ensure that their skill and commitment is used effectively in identifying and protecting children who have been abused or may be at risk of abuse. The Procedures will further encourage the partnership that exists between the Resources and People Services, Health and the Police in East Lothian and will help towards building a partnership with parents in carrying out our duties and responsibilities to East Lothian children and young people. Further information can be found at: http://www.eastlothian.gov.uk/childprotection Children and Young People who are looked after There are some children and young people who are looked after or looked after and accommodated (LAC) and who may have additional support needs as directed by the Education (Additional Support for Learning Act) (Scotland) 2004 (amended 2009). Schools are very aware of who their LAC pupils are and the supports and strategies which may be required to meet their diverse needs. The Educational Psychology Service works closely with schools and staff from Children’s Wellbeing to support these often vulnerable young people. 17

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

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School Improvement The Standards in Scotland’s Schools Act (2000) requires that every local authority aims to secure improvement in the quality of school education which is provided in the schools managed by them. As part of East Lothian Council’s legislative duty to ensure that schools are supported in improving standards for pupils each year, evaluation visits are carried out in every school twice during each school session. By focusing on improvements in performance during these visits, schools are supported in ensuring high standards are achieved and maintained.

The Role of Quality Improvement Officers There are 3 Quality Improvement Officers who have responsibility for support and challenge across all East Lothian schools. Responsibilities to individual schools include the following:- • Provide support pre, during and post Education Scotland Inspection • Support and monitor development planning ensuring links to How Good Is Our School? Child at the Centre and Service Improvement Framework outcomes • Provide advice on staffing/finance/resources issues • Support development/progression of Curriculum for Excellence • Analyse and use data to challenge schools to raise attainment and achievement • Participate in the appointment of senior members of school based staff • Provide support in the resolution of disciplinary matters; complaints; and other school based issues • Devise and promote strategies to address areas where performance should be improved; monitor and report on progress • Undertake evaluation visits to all schools and provide reports as appropriate. The 3 Quality Improvement Officers each have two clusters of schools within their remits: 1) Dunbar & Tranent 2) Haddington & Prestonpans 3) Musselburgh & North Berwick Other important elements within the Quality Improvement Officer role include: • Monitoring of children who are home educated • Parental complaints and Freedom of Information Requests • Chairing cluster moderation meetings for Exceptional Needs resource allocation • Reporting to Scottish Government, Education Scotland, e.g. on Curriculum for Excellence implementation • Managing Local Authority educational developments, e.g. Leadership Development, Assessment & Moderation • Involved in the recruitment process of Head Teachers and Depute Head Teachers. 19

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Local Authority Policies and Practical Information Composite Classes There are composite classes in most schools across East Lothian. They help us to deliver effectively within the school’s budget and are based on pupil age. All classes whether composite or not, contain pupils of different abilities and levels of development. Teachers are expert in how to structure learning for pupils of differing abilities and composite classes do not pose any greater challenge than single-year classes. We know that friendship groups are important and we encourage children to mix with their friends at break, through whole-school or stage events. Parents should also create opportunities to maintain friendships and encourage new ones. Further information can be found at: http://www.eastlothian.gov.uk/compositeclasses Absence and Attendance Parents are responsible for ensuring that their child attends school regularly and where an absence should occur, informing the school as to the nature of non-attendance and possible length. In cases of unsatisfactory attendance, the Head Teacher will call on the Child & Family Support Worker (Attendance) to visit the home and discuss the problem with the parents. If such unsatisfactory attendance continues the Head Teacher, following discussions with the Child & Family Support Worker (Attendance) and other agencies will decide whether the case should be referred to the local Area Attendance Advisory Group. Parents should be encouraged to take holidays wherever possible out with term times. Where parents wish to keep their child off school for some reasonable purpose, they are asked to write to the school before doing so. Where pupils have a rearranged appointment during school hours e.g. dentist, hospital the pupil should bring a note or appointment card to school before the appointment. Further information can be found at: http://www.eastlothian.gov.uk/attendance Transferring Educational Data about Pupils The Scottish Government and its partners collect and use information about pupils through the Pupil Census to help to improve education across Scotland. This note explains why we need this information, how we use it and what we do to protect the information supplied to us. Why do we need your data? In order to make the best decisions about how to improve our education service, Scottish Government, education authorities and other partners such as the SQA and Skills Development Scotland need accurate, up-to-date data about our pupils. We are keen to help all our pupils do well in all aspects of school life and achieve better examination results. Accurate and up-to-date data allows us to: plan and deliver better policies for the benefit of all pupils plan and deliver better policies for the benefit of specific groups of pupils better understand some of the factors which influence pupil attainment and achievement share good practice target resources better enhance the quality of research to improve the lives of young people in Scotland 20

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

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

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

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have the right to see & access this information at any time. Extracts of this information will be shared with the Scottish Government & East Lothian Council’s Education & Childrens’ Services annually, exclusively for research & analysis purposes; whereby individual children will not be identified. Extracts of pupil data will also be shared with the Electoral Registration Officer to offer the opportunity to register on the Electoral Roll when approaching their 18th birthday; and may also be shared with the NHS for monitoring child health immunisation, dental and vision programmes. East Lothian Council holds & shares information on school leavers, in order to support & provide career planning services. This will consist of name, address & school results, but may also contain sensitive personal data, e.g. information about health or any convictions. To help with career choices, information may be shared with: East Lothian Council Services, SDS (Careers Scotland), Colleges or Universities, National Training Providers & relevant Voluntary Organisations. The Council will use the information in accordance with the Data Protection Act 1998. Changes of circumstances must be notified in writing to the school immediately. Consulting with pupils Under the Children (Scotland) Act 1995 the views of children should be taken into account when major decisions are being made which will affect their lives. Generally children over 12 are presumed in law to have a view but younger children may also be mature enough to have a view and should be given the opportunity to express it. While the Local Authority and schools may not be bound by this they do consult with pupils and the methods used will be included in the School’s handbook. This could include formal consultation through Pupil Councils, pupils co-opted to Parent Councils, questionnaires, suggestion boxes, review and planning meetings, as well as arrangements to consult with individual pupils at appropriate times (subject choice, exclusions etc.). Exclusions of pupils Exclusion from school is used on occasions when the safety of the pupil concerned or others is at risk if the pupil remains in school. The period of exclusion should be as short as possible and used as a “breathing space” to enable the school/family/other agencies to work together to support the child/young person to return to school successfully. Further information can be found at: http://www.eastlothian.gov.uk/exclusion Assistance with Provision of School Clothing East Lothian Council operates a scheme of provision to ensure that a pupil is sufficiently and suitably clad to take full advantage of the education provided. Families in receipt of Income-Based Job Seekers Allowance, Income Support and Income Related Employment and Support Allowance will qualify for such a scheme. Other cases may be considered in the case of exceptional personal circumstances. Parents who wish to apply for the scheme should complete an application form which is available from Resources and People Services, Business Unit, John Muir House, Haddington, EH41 3HA. Further information can be found at: http://www.eastlothian.gov.uk/schoolclothingandfreeschoolmeals22

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Free School Meals Under the Education Committee policy, children in attendance at schools under the management of the Council are entitled to free school meals if their parents are in receipt of Income Support or Income-based Jobseekers Allowance or Income Related Employment and Support Allowance or Child Tax Credit but NOT Working Tax Credit with an annual income of less than £16,010 or Child Tax Credit and Working Tax Credit with and annual income of less than £6,420. No other children are eligible for free meals. Further information can be obtained from Resources and People Services, Business Unit, John Muir House, Haddington, EH41 3HA. Further information can be found at: http://www.eastlothian.gov.uk/schoolclothingandfreeschoolmeals Education Maintenance Allowances (EMAs) Education Maintenance Allowances (EMAs) have been available since August 2004 for young people aged 16 planning to continue their education in school. It is a weekly payment of £30.00 paid directly to pupils from low-income families who stay on after the end of their compulsory schooling. Application Forms and further information is available from Resources and People Services, Business Unit, John Muir House, Haddington, EH41 3HA. Further information can be found at: http://www.eastlothian.gov.uk/emas Employment of Children Children under the statutory school leaving age can only be employed within their term of the bye-laws on the Employment of Children. These regulations do not permit the employment of children under 13 years of age, and for those over the age there are limits

on the hours and type of employment which are allowed. Parents and employers must both complete an application form for an employment permit before the employment begins. Forms and information are available from the school office. Further details can be obtained from Resources and People Services, Business Unit, John Muir House, Haddington, EH41 3HA. Further information can be found at: http://www.eastlothian.gov.uk/employmentofchildren Home Education If parents wish to remove their child from mainstream education and home educate their child, they must write to the Head of Education in the first instance stating reasons for this withdrawal and ask for permission. Families are contacted by a member of staff within Resources and People Services annually and offered the opportunity to meet a Quality Improvement Officer and discuss the education provision for the child/children. If a family declines a meeting, they must submit information, in writing, about how they are meeting the educational needs of their child/children. All enquiries made about home education are recorded in the department and a letter is sent to the family. Included with the letter is a leaflet for parents/carers giving details of websites offering advice and support.23

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For information can be found at: http://www.eastlothian.gov.uk/homeeducation Transport: Policy of the Council and Local Arrangements The Council's current policy is to provide home to school transport for those pupils attending the catchment school who live more than two miles from that school. Bus passes are issued where public transport exists and contract transport is arranged where there is no suitable public transport. Where there are vacant seats on contract buses, these may be made available to pupils who are not normally entitled to free transport on a "grace and favour basis" but must be applied for each session. These can be withdrawn should the seat be required for pupils who qualify for this provision. Travelling expenses are also met in the case of any pupil whom the Council requires to attend a school other than the district school, if the pupil meets the distance qualification and where appropriate, free travel is provided for pupils receiving special education. Parents who choose to send their children to a school other than the district school will not receive assistance in relation to travel to and from school. Further information and an application form can be obtained from Resources and People Services, Business Unit, John Muir House, Haddington, EH41 3HA. Further information can be found at: http://www.eastlothian.gov.uk/schooltransport Road Safety East Lothian Council working with Lothian and Borders Police and other agencies are committed to reducing the numbers and severity of road casualties. They have identified a number of important initiatives to help reduce the number of road casualties. These will require a notable change of behaviour by everybody, particularly from drivers in built-up areas. These initiatives aim to reduce the number of car journeys to and from school by pupils, parents and staff to: • Encourage children to walk or cycle to school, thereby improving the safety for the pupil on the journey to school • Provide pupils and parents with appropriate training to allow them and their children to journey to and from school safely • Improve pedestrian safety in and around school • Raise awareness amongst pupils, parents, and staff of the wider health and environmental problems associated with increase car use • Improve the local environment for everyone by reducing pollution, congestion and addressing safety issues around the school. Parents should always be reviewing their current or intended mode of travel to and from school and consider whether or not it should be changed or modified to help the school, pupils, staff and other parents to reduce the number of child casualties. Further information can be found at: http://www.eastlothian.gov.uk/roadsafety Health and Safety Resources and People Services have prepared statements of safety policy for all areas of its responsibility in accordance with the Health and Safety at Work Act 1974. School staff are fully instructed in their responsibilities in this respect, and safety regulations apply to aspects of school life, both on and off the premises. It is 24

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expected that pupils will behave responsibly and comply with all safety requirements. The support of parents in promoting good practice in health and safety matters is of great importance to the school. Medical Care Throughout their years at primary and secondary school, all pupils will be seen from time to time by a team of specialists, Health Service and Resources and People Services staff to make sure they benefit as much as possible from all that school has to offer, and to help them prepare for life after leaving school. The School Health Service is part of the Community Child Health Service and has direct links with those who carry out health checks on children before they start school. Administration of Medical Procedures All members of staff who have agreed to be trained in the administration of specific drugs to pupils suffering from all epileptic seizure or a severe allergic reaction and who are required to apply specific drugs to those pupils will be covered by East Lothian Council's Public Liability Policy. Further information can be found at: http://www.eastlothian.gov.uk/adminofmedication Emergency Closure of Schools The first priority of the Head Teacher must be to keep the school open if at all possible. However, the early closure (or part closure) of a school in an emergency may be required because of fire, flood, loss of building services, extreme weather conditions or some other event. When children have to return from school at a time earlier than normal, parents may not be able to arrange for them to be received at home by themselves or by an adult who will look after them. Head Teachers must be reasonably satisfied that there will be a responsible adult available to receive the child, and must be prepared to make arrangements for the supervision of certain children in school, until the normal closing time of the school. In these circumstances, the Head Teacher should consult with the Head of Education. The Head of Education will use all of the information available both centrally and locally to decide whether the school should be closed and whether this would be for pupils only or for the whole school community. It should be noted that close contact will be maintained with the School Transport Officer at East Lothian Council. The Head Teacher will prepare and send to the Head of Education the relevant information for notifying the media, through the Corporate Communications Team of East Lothian Council. This information should include the name of the school which is closing, whether it is a partial or whole school closure, i.e. to pupils; pupils and staff; community groups and the reason why the school is closing. Information will also be required on how long the closure will be and how the media, parents, carers and pupils will be informed when the school will be reopening. Once approval has been granted to close a school, Resources and People Services will notify the Corporate Communications Team to ask them to inform the media and upload messages to the Council’s communications channels, such as its Twitter feed, intranet and the Council’s website http://www.eastlothian.gov.uk. Whenever possible, schools will update their own school website with this information.

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Unacceptable Behaviour East Lothian Council does not tolerate physical or verbal abuse towards staff. Such abuse is a criminal offence and may lead to prosecution. Schools within East Lothian A list of all nursery, primary and secondary schools can be found at: http://www.eastlothian.gov.uk/educationandlearning Further information can also be found at: http://www.eastlothian.gov.uk/educationandlearning Useful Telephone Numbers The undernoted staff are based within Resources and People Services, John Muir House, Haddington, EH41 3HA. Depute Chief Executive

Alex McCrorie 01620-827633

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

Sharon Saunders 01620-827881

Principal Educational Psychologist

Lynne Binnie 01620-827587

Education Service Manager (Operations and Strategy)

Richard Parker 01620-827494

Education Service Manager (ASL and Early Years

Alison Mitchell 01620 827565

Principal Inclusion & Equality Officer

Fraser Parkinson 01620-827961

Parental Involvement Act (Parent Forums/Councils)

Val McIntyre 01620-827228

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

Fiona Brown 01620 827415

Primary School Lets 01620-827811

School Session Dates School session dates for 2015/16 were approved by the Education Committee on 30 September 2014 and can be found at: http://www.eastlothian.gov.uk/sessiondates The Scottish Government can be contacted at: Scottish Government Education Department Victoria Quay EDINBURGH, EH6 6QQ Telephone Number 0131-556-8400 http://home.scotland.gov.uk Accuracy of Information The information contained in this booklet was accurate as at November 2014. November 2014